001Okay, thank you. >> Oh, could you please uh do our usual translation? I just stated it, but I think you weren't on yet, but you know the drill. >> That is correct. Good evening everyone. Um, welcome. We will be having interpretation to Spanish. And if you uh would like to hear us, you can pick up a headset uh in the back of the room. If you are in Zoom, you can click the globe uh at the bottom of the screen and that will show when as soon as I finish talking. >> Thank you. The board met in close session immediately prior to open session and we discussed uh items having to do with anticipated litigation uh review of um discipline of district employees and conference with labor negotiators. I will now ask if we have
002consensus on the order of business for tonight's meeting. We're good. Okay. Thank you. And I would note that there are six of us present tonight. Mr. Clawson is unavailable to due to a work commitment. So this is a big night for our student representatives because it is the last our last time with our year-long people who've been here. And I see though that you have graciously brought along uh your I don't want to say replacements, those who will be sitting in your in those seats next year. Um and we have so enjoyed having you with us. But tell us what's going on and then we'll we'll spend a few more minutes with you. >> Okay. Thank you so much. Uh hi everyone. My name is Joselyn Oko Mateo and I am the current ASB president
003over at Mororrow Bay High School. Um, I'd like to start off by saying I've loved doing these meetings all year long and it's very bittersweet that it's over, but I can't wait for what else is to come. And for uh Kayn here, he is going to be taking over next year and I'm very excited for him to continue with this as well. So, let's see. Okay, stuff that's been generally happening on campus. On Friday, May 8th, um the 805 Special Olympics Games were held at Los Soso's Middle School, and it was a really fun and beautiful day at Morway High School. We are just so thankful for Mr. Grim and his amazing team, and all these kids had a great time on the field playing all these sports games. Uh last week, our Coastal Choir
004concert was at the Questa Pack, and it was just truly amazing. Miss Pervonte, she does just such a wonderful job with her students and so many soloists and also unified as a choir. They did just such a beautiful job. Um, and thank you to Mrs. Flores Boltadano for attending as well. Last week, our FFA banquet was held with Dr. Prader, Mr. Unar, and Mr. Bugman in attendance. This is a very special night for our agricultural program as they celebrate this year and announce the student leaders for the next year. As you can see in the photos, it was held in the Moral Bay High School Theater and all the kids just had a very wonderful time. And then as well, the Coastal Bands concert was last Wednesday with elementary, middle, and high school bands performing
005all before a packed house. It was just so joyous and amazing. A special thank you to Mrs. Yama for attending. And then our prom was Saturday night at the Penny in downtown slow. It was the biggest prom we've held at least in at least 20 years and all the students had an amazing time. We had over 300 kids in attendance and I as well attended. It was so beautiful. Our theme was a night in the bayou and I've heard nothing but amazing reviews about all of it. Um Mrs. Dupron and the junior class did such an amazing job putting it on. And then yesterday, a bus load of our art students visited the Getty Museum in Los Angeles to view worldclass art collections. Special thank you to Mrs. Hayner and Mrs. Osborne for coordinating this
006special trip for our students. And then, oh, not pictured, but tonight is our AVID senior celebration, and it's happening right now as I speak. Um, once again, our AVID seniors have done amazing and gaining acceptances to so many colleges with the guidance of Mrs. Brinkman, Mrs. Cherry, Mr. Spar, and Mrs. Pariachi. They're all just such great avid teachers. And then moving on, our sports. Most of our sports have wrapped up their seasons and will be celebrating all spring sports next Tuesday night. Um, in swimming, after breaking school records that had stood since 2010, senior junior Jude Moore broke one of his own records on his way to becoming a CIF champion. as well as one of our divers who's next to me, Kayn Josie, qualified for a state CIF. He was sent off with a
007drum line, cheerleaders, and hundreds of our Moray High School students cheering him on after he was awarded special recognition from the city of Mororrow Bay. He got to leave campus escorted by the Mororrow Bay Police Department and with many students celebrating him. out at our stadium. The bleachers are not quite done yet, but our stadium turf is now complete as we have some of our spring sports been out there for the last couple of weeks and have just had a great time. Lastly, in sports is our track and field team as they went to CIF this weekend and have had several medalists. And we have three CIF champions as they moved on to Masters this weekend. Wendy Wilson in the 800 meter and a new school record, Parker Bringham in high jump and Shelby Taylor
008in the 1600 meter and the 3200 meter. Lastly, our last things that are coming up. Tomorrow we have our senior recognition assembly at 9:30 in the big gym as well as tomorrow evening is our band spring performance in the theater with a guest composer who came all the way from New Hampshire will be conducting our students as they play some of his original compositions. On Thursday, we will have our pirate Olympics. This is the fourth annual we've ever held it. And all of our coastal fourth and fifth graders at Mororrow Bay High School are coming for a day of fun. Activities include fun team challenges in auto, drama, engineering, and science, and many different sports events such as inner tube, water polo, soccer, basketball, and flag football. We're just so excited to have those kids
009come out this Thursday. This Saturday evening, we will have our 24-hour musical at 6 Oh, that's wrong. I'm sorry. It's at 7:00 p.m. in the theater. Um, which I am also directing. I'm very excited about that. Um, next week we have our sports our spring sports celebration. We have our drama senior celebration and our athletic physical night. And all seniors will also be taking their finals on Thursday and Friday. Um, the last week of school is uh finals for all grade levels on Thursday, Wednesday, and Tuesday and Thursday. Um, and for seniors, we will be having our outing at Mustang Water Slides on Tuesday, June 2nd with our senior tribute night that same evening at 6 PM in the main gym. And on Wednesday, we will be also having a senior breakfast with a senior
010slideshow playing. Um, and then on Thursday the 4th, we will have our graduation practice. And then we get to do this really fun tradition where we get to go to our old elementary schools. I myself will be going to Delmare. So, go Dolphins. Um, we also have arrangements with Pacheco and teach schools for Morway High School visits along with Kaukas and Waldorf school, formerly known as Wishing Well. And then graduation will be held at 5:00 p.m. that evening. And on a personal note, I'd like to say I'm so thankful to be the Moral Bay High School representative this year. Um, to Dr. Prader and your amazing team. You've also shown me so much kindness and support this year and I'm really going to miss it. Um, I've just had such a wonderful time here in
011the St. Louis Coastal District. Um, going to Delmare to Loms and then Tomorrow Bay High School. I've just had a wonderful time at each and every one of them. Um, and to share a little bit about what I'm doing next year, I'm going off to CSU Long Beach and I will be majoring in journalism as well as having a minor in theater and then hopefully maybe going on to law school. We'll see. Um, Thank you all so much. And I'm really gonna miss it. >> We'll miss you too. But welcome to Kalin. Thank welcome. We will look forward to uh to your reports at every single board meeting. Thank you. Thank you so much. Perfect. Thank you so much. That was so excellent, Jocelyn. I'm uh can only go ahead and echo those uh calls
012for I'm going to miss this meeting so much. Uh every single bi-weekly meeting I've missed I'm going to miss it so much. That goes without saying. Um I'm Zoe Fuji. I'm the current ASB president over at Slow High School. Um and before I get too sappy, I'm just going to go ahead and give our little spiel. All right, so first up, we have our academics. Uh we have a huge congratulations to Khloe Elliot, Kana Mashio, and Carter Simpson for their incredible performances in the Trigg Star competition. So Khloe's achievement as the California state winner and now competing at the national level is an amazing reflection of just the dedication, talent, and academic excellence uh we have over here at Soh High. We're just so proud of all three of these students for genuinely just excelling
013in the math field. I think uh Khloe uh is actually the founder of our own math club. She's a mathlete. Um, and we're just so proud of all of them for doing so well. Um, and then also today we had our senior recognition assembly which is just such a meaningful celebration of the class of 2026. Uh, it honored scholarships and achievements and we also were able to welcome future Tigers from our local middle schools. Uh, the event just truly captured the spirit of Slow High and it was just inspiring to see so many seniors wear their uh, college gear and rep their college merch and just tell us about their plans for next year. Uh we also want to give congratulations to Luke Hennard and Stevie Bates for being recognized as the UK as the
014Elks students of the year. Um along with a couple other scholarship recipients that were honored at the Elks Lodge ceremony. Uh these awards highlight not only their academic achievements but also their leadership character and service for the community. And we're so grateful for community organizations like the Elks Lodge that continue to invest in and celebrate our students. All right. And then moving on to athletics. Now please bear with me. We have just so many incredible people as you can tell by all the pictures. Uh they've all worked so hard and they all done just so much work. And so please bear with me as I go through just the final year of all the CIF championships and all these other events that are happening. So this was just an incredible season for Slowhigh Athletics. Uh
015our students our student athletes earned league championships, uh CIF playoff successes, school records, and even individual CIF and state titles. So a couple highlights included uh softball and volleyball and boys volleyball winning league championships. um our boys tennis finishing as CIFF division 1 runner-ups and then Neil Wells and Grant Vancl became the CIF doubles champions. Uh we also had our girls track team winning its sixth straight league title which is such a big accomplishment and we are just so proud of them. Uh we also celebrated outstanding performances in swimming, mountain biking, beach volleyball, golf and more including a state championship by uh Payton Shoresman Roberts and state swimmer Beckett Horseman. Uh most importantly, our athletes just continue to represent slow high with dedication, leadership, and sportsmanship. And just I cannot emphasize this enough. We are
016just so proud of all that they were accomp were able to accomplish uh this season. And then moving on to the arts, uh we just have a big congratulations to our symphonic and wind ensembles for earning unanimous superior ratings for the SBCC wind festival. Uh this is just the highest recognition possible. Uh I cannot say this enough. our band and uh choir and uh programs such as that just do not get enough recognition for how much they do. Uh they all put in just countless hours. Um and it just reflects that so much and we are just so proud of them for making it so far and just doing so well. And then moving on to our ASB updates, we had our prom not this last Saturday but two Saturdays ago and it was truly
017a special night for our students this year. Uh we had our junior class officers such as Tina Gonzalez who sits next to me uh plan the event and they just did such a wonderful uh job. It was held over at the Avala Bay Resort. Um and I just know everyone had such a great time. Uh we just want to give a big thank you to all the staff advisers and student leaders who worked hard behind the scenes to create just such a successful and memorable evening. Uh we also had our ASB students do uh it's outstanding a job do outstanding jobs for creating just so me meaningful events and opportunities for student involvement across campus. So we had not just prom but we had our senior recognition assembly. Uh we have our golden tigers tomorrow
018night which is where a couple teachers choose students that they truly believe stand out and that's going to be happening and we're just so proud of them. Uh we also have so many upcoming senior activities uh that ASB is working hard to build and just make sure that uh Tiger spirit shines through. And then for our upcoming events now there's so many just with the end of the year and everything. So again please bear with me. Uh we had our signing day yesterday during tutorial. Uh it was all our college athletes. They all went and it was so much fun to see. We had our senior recognition assembly uh today and then we also have our AVID senior night tonight. We have our senior our golden tigers tomorrow, a band concert uh the day after.
019And then we have Memorial Day, no school. And then we have a district band concert, uh choir concert, community service awards, and then we have uh finals for uh most other people on the final week of school, but we have our senior finals uh in two Fridays and then uh in the next two Fridays and then uh Monday after. And then we have our last day of school on June 4th. And then we have our commencement ceremony for our graduating seniors on June 5th. Um, and then again, I just kind of want to echo Joselyn. Uh, this school board, these schoolboard meetings have meant so much to me. Just getting to know the entirety of the team and working with everyone here has meant so much to me. And just being able to see you
020all every week and check in and get to know you all personally. It has meant so much to me. Um, but I'm so beyond excited to introduce our next year's ASB president, Tina Gonzalez. I know she's going to do such an amazing job. But yeah, with that, I would just like to say thank you one last time. Um, yeah, this has been so much fun. >> And Zoe, where will you be uh ne this time next year? >> Um, I'm going to the University of Washington. Go Huskys. And um, I'm going to be studying uh, political science and then again also hopefully going to law school. Got it. Josh, Joseline and Zoe. I should have drinken some water before I came up here. You know, it's it's been an amazing year. You know, every year
021we love our student representatives. We so appreciate the information you bring. you keep us all grounded in what's most important. And Joselyn, watching you and Mama Mia just was so amazing. You you just you gave it your all. It was like a wonderful way of seeing you in a different setting. Um and the way in which you performed, the way you presented yourself, uh was just extraordinary. Zoe, the years that you were part of student senate, uh, I'm gonna miss you. Joselyn, I'm gonna miss you as well. I know the board um has such deep appreciation for who you are, your authentic selves that you bring here every other week uh for the entire year. Um, is it Kayn? Kayn and Tina. Good to see you again, Tina. I I met you the other day.
022Yes. Um, and I just want to say the bar is high, but I I just my advice, my my suggestion to you is just be your authenticelves. Come come and bring who you are because that's really what we want. That's what we we really want to see you um as you are. Okay. And so I appreciate both of you for um stepping into these leadership roles. I look forward to getting to know you. Jocelyn, Long Beach State, pretty awesome Huskys. It's going to be awesome. And uh we have a couple gifts for you uh from the board on behalf of the board. Um this is a book that we selected and all of us have signed it for each of you. So uh it's called Carpedium Everyday Carpedium and u it's the best uh graduation
023advice from actual speakers around the world. So it's really good stuff. Um, great advice and uh, each of us signed it and with that these flowers of appreciation. So, thank you. With that, as always, um you are of course welcome to stay, but you can't get have this be a m much of a busier time of year for you. So, with our great gratitude and with welcome arms to Kayn and Tina, um you are free to get on with your evening. But thank you so much again. Dr. Certia. >> All right. Good evening, Board of Education, executive cabinet, staff, and community. Uh, it is my pleasure to serve as your master of ceremony tonight for the SLCUSD employee of the year and teacher of the year recogn recognition celebration. Um, joining the SLCUSD family uh
024just last year. this process uh continues to give me the opportunity to engage with um just some amazing amazing uh faculty, staff, classified, certificated uh administrators across the district that I don't typically get to do uh because I'm you know I'm I'm I'm doing other things but so just it's been it's always a a highlight of my year. So just thank you for the opportunity to do this. Um, so while many of tonight's honores may operate behind the scenes, the profound impact they have on our students and the community resonates widely. Their dedication, whether in or outside of our classrooms, is something we deeply appreciate and we're eager to recognize their contributions. So, our first honore this evening, also a retiree uh soon, is our administrator of the year, uh, Mr. Scott Scaldy from Mororrow
025Bay High School. >> Yeah, if yeah, if the board would like to come up and and do that, I've got a few kind words to say about Scott. Stand stand closer to me, Scott. Um, over the past five years, Scott has led with authenticity, compassion, and deep commitment to student, staff, and families, building a culture grounded in connection and pride. He is a visible and positive presence who leads with care, consistency, and a strong belief in the potential of every student. His leadership has shaped the school community defined by trust, belonging, and high expectations. His influence will continue to be felt well beyond his time at Mororrow Bay High School. Again, our administrator of the year, Mr. Scott Scaldy. You'll see Mororrow Bay. There's a bit of a theme here tonight. zone. Um, our next
026uh recog uh uh person we're recognizing is our certificated specialist employee of the year, Mr. Dean Johnson from Mororrow Bay High School. >> Where are you, Dean? Oh, there you are. All right. All right. You got in my blind spot there. Okay. So Teen is known for his calm presence, compassion, and unwavering support for students, staff, and families. His he approaches every situation with patience, professionalism, and genuine care, ensuring students feel heard, supported, and valued. His steady guidance and advocacy make a meaningful difference in both individual students lives and across the systems of support. His work strengthens the entire community. again, our certificated specialist of the year, Mr. Dean Johnson. Go get some flowers. >> Okay. Our clerical employee of the year is Miss Rachel Robinson Vang of human resources. in a minute. Not yet.
027Not yet. All right. So, Rachel is known for her dedication to supporting employees with kindness, fairness, and professionalism, helping others navigate complex processes with patients in care. She provides steady leadership during times of change and brings a collaborative solution focused approach to her work across the district. Her commitment to employees and equity has strengthened systems and built trust throughout the organization. Her impact is felt in every corner of the human resources and beyond. And just a personal thank you to Rachel as someone in my office and and really uh irreplaceable uh my my kindness uh thank you for your your commitment to the district. So again, our clerical employee of the year, Miss Rachel Robinson. All right, that was a brief respit from Mororrow Bay High School. Here we go. So, our physical support employee
028and actually our overall employee of the year uh is Jared Coburn from Mororrow Bay High School. again. He's on my other side. All right, I got you. I got you that time. I saw you in the reflection. So Jared is known for his reliability, positive attitude, willingness to support anything needed across the campus. He manages facilities, supports major school events, and step in wherever needed with professionalism care. He consistently goes above and beyond in ways that ensure students and staff have what they need to succeed. His work is essential and to the daily life and success of Mororrow Bay High School. And I'm sorry before I let you go, what what's his famous saying when you call him on the radio? >> On it. On it. All right. So, our physical support and overall employee
029of the year, Jared Cobbert. All right, our school support employee of the year is Mr. Gabe Rodriguez from St. Louis Abyispo High School. Gab's always got great hats. Gabe is a trusted and caring presence who helps create a safe, welcoming environment for students and staff every day. He builds strong relationships with students and responds to challenges with calm, compassion, and consistency. He's always willing to step in and support the school community wherever needed. His steady presence helps make St. Louis Abyspo High School a safer and more connected campus. Our school support employee of the year, Mr. Gabe Rodriguez. Okay, here we go. So, the following teachers have been recognized for their outstanding work and dedication to the students of SLCUSD at their respective sites. They are all worthy of being the SLCUSD teacher of the
030year, but unfortunately we can only select one to recognize at the county level and hopefully at the state level. So our first nominee from um Bishop's Peak is um Erin Bicardo. No, wrong way. I'm going backwards. All right, hold on. Hold on. You get your get your get your verbal flowers before your physical flowers. All right. All right. So, Erin is dedicated and compassionate educator whose leadership as a student success specialist and English learner specialist strengthens support systems across her school community. She builds strong relationships and ensures students feel seen, supported, and empowered to succeed. Her work is grounded in collaboration, consistency, and a deep commitment to student growth. Her impact is reflected in the success of both students and staff she supports. Our teacher of the year from Bishop's Peak, Miss Aaron Bart. All
031right, our teacher of the year nominee from CL Smith is Gretchen Zeamer. >> All right. Gretchen is a thoughtful and caring educator who builds meaningful relationships and brings learning to life through engaging real world experiences. She is deeply committed to ensuring every student feels valued, supported, and inspired to learn. Her energy and ded dedication, easy for me to say, her energy and dedication elevate both student engagement and school culture. Her presence strengthens the entire learning community. Again, our teacher of the year nominee from CL Smith, Miss Gretchen Zema. All right, on to Delmare. Mr. Jeffrey Morgan. All right. Jeffrey is a caring and dedicated educator who creates a welcoming environment where every student feels seen, valued, and connected. Through his leadership with the student council and collaboration with colleagues, he builds strong school spirit and
032student voice. He brings positivity and consistency to every part of campus life. He continues to enrich the entire Delmare community. From our teacher of the year nominee from Delmare, Jeffrey Morgan. Thank you. Thank you. >> All right. Our teacher of the year from Hawthorne Elementary is Laura Sparring. All right. Laura is an exceptional educator whose instructional expertise and high expectations create rigorous and meaningful learning experiences for all students. She is a reflective practitioner who consistently strengthens instructional practices through collaboration and thoughtful planning. She holds a deep belief in the potential of every child and designs learning to help them reach it. Her influence elevates both students achievement and professional culture. Our nominee from Hawthorne, Miss Laura Spar. All right, moving on to Laguna Middle School. Our teacher nominee from Lagona is CJ Davis and and
033I guess I will uh just just so you all know these are all words that were presented from your colleagues who nominated you. It's not like I came up with this all on my own or put it in chat GPT or something. So please know these are these are words from your colleagues. So, I just wanted to to as I was reading that, somebody looked at me like, "How do you know?" All right. So, um CJ works with students who have some of the most significant educational needs and brings remark remarkable patience, dedication, and care to her work each day. Even in the face of staffing challenges, she ensures students remain supported, included, and able to access their learning. She is also a respected colleague who supports her team with generosity and leadership. Her commitment
034makes a lasting difference in the lives of her students at Lagona Middle School. So, our nominee from Laguna Middle School, Miss CJ Davis. >> Is Joe Kushner? Did he show up? There he is. All right, perfect. I looked right at him. All right, perfect. I was trying to find him before. So, our teacher of the year nominee from Losos is Joe Krishnner. All right. So, Joe is an outstanding educator who teaches sixth grade humanities in AVID while also leading curriculum development for the school's dual lang dual language immersion program. He creates a calm, respectful classroom where students feel safe, supported, and capable of success. His steady presence and collaborative approach strengthen both instruction and school culture. His impact is a felt across all student, staff, and programs at Los Middle School. Again, our nominee from
035Losos Middle School, Joe Kersner. Sure. I got the right. Congratulations. All right. On to Poacheo. Our teacher nominee from Pacheco is Monica Garcia. >> All right. Oh, that is beautiful. Okay. So, Monica goes beyond her role as a Spanish teacher by building strong connections with families and promoting cultural diversity, inclusion, and equity. She fosters a welcoming environment where students and families feel valued and supported. She also inspires colleagues to continue growing in their practice. Her contributions strengthen both the classroom and school community at Pacheo Elementary School. Our nominee from Pacheo, Miss Monica Garcia. >> All right. From San Lewis Abyspo High School, our nominee is Jennifer Braier at the ceremony. I just gonna try to run up. She couldn't make it in Texas. honor another ceremony. >> All right. Well, why don't you you come
036up and accept her award. How's that? How's that? >> All right. You you can stand in. All right. Yeah, she's all over the place. It's again, if you didn't hear um Rand, she's being honored at the uh the AVID uh event this evening and was going to come up, but uh seems like it's going a little longer down there. So, we're good to go, but we'll we'll get this to her. So, Miss B is an extraordinary chemistry teacher whose energy and passion make learning engaging, accessible, and memorable for all students. She builds strong relationships and creates a classroom environment where curiosity and confidence thrive. She consistently provides support beyond the school day to ensure students succeed. Her impact is lasting and deeply felt by her students. Again, our nominee from Slowh High, Miss Jennifer Brazier.
037All right. So, prior to recognizing the SLC Unified School District Teacher of the Year, our finalist, I'd like to give another round of applause for all of our teacher nominees, as well as all of our district level winners for all of our CLA classifications. It's welld deserved. Okay, our teacher of the year for St. Louis Coastal Unified School District who will go on to represent us at the county level and hopefully the state level from Sinshimer Elementary School is Miss Brittany Manning. Britney is a dedicated and generous educator who goes far beyond her classroom duties to support students, colleagues, and families, including mentoring new teachers, supporting interns, and leading collaborative schoolwide efforts. She creates a joyful, engaging classroom where students are deeply cared for, challenged, and inspired through creative hands-on learning experiences that build both
038confidence and curiosity. Her lasting impact is felt daily across the Sinshimer community. Again, our St. Louis Coastal Unified School District teacher of the year and our nominee from Sinshimer, Miss Brittany Manning. All right. I'm hoping I didn't miss anybody, right? I didn't miss anybody. Had a couple la last minute cancellations, but that that's that's all good. So, to all of our community members joining us tonight, including our principles, as well as our union leadership, thank you for being here to celebrate and acknowledge these incredible individuals. Thank you to our union presidents and representatives for being here tonight to celebrate these amazing educators. I'd also like to thank and recognize our personnel commission chair, Miss Becky French, and our personnel commissioner, Irene Iwan, for being here tonight. and celebrating these amazing employees of SLCUSD. It's important
039to remember that these honores were selected from a truly impressive group of nominees across the district. And I want to take a moment to recognize all of the nominees for their outstanding efforts and indeed the efforts of every single SLC Unified School staff member across this amazing district. It genuinely takes a village to cultivate the remarkable school environments, dedicated supports, and innovative programs that lead to incredible student success we witness year after year in St. Louis Coastal Unified. With that in mind, I think we're going to get a couple group pictures, but I'd also want to just We doing a big big huddle up picture or we got the individual shots already? >> Wide lens. All right, we'll work on that. But while we're working on the picture, I also just want to say thank
040you and congratulations to each of you. Uh thank you for your families that for sharing us. Probably may spend more time with us than you do with your families. Um, so thank you families and um want to just invite you. We're going to take a little bit of a break and enjoy some treats and and uh and just uh kind of revel in the moment. So thank you all to these amazing educators. Take a picture. >> We will rejourn at 7 o' or rem at 7 o'clock. >> Resume. >> Erica. Chris a little tighter. Prager, get in there. >> Grab a little tighter. Here we go. Ready? One, two, three. >> I got several. >> Oh. Thank you. again. Hey all again, just a reminder, we've got some uh little bunt cakes over there, particularly
041for the kids. Why don't you guys go grab something? Thank you again everybody. So board, in a couple more minutes, we'd like to resume the meeting. Nice to see you. How are you? Oh yeah, >> wonderful basically. >> All right, if the board could gather again, please. We'd like to resume the meeting. >> So these celebrations are wonderful. We really appreciate the opportunity to recognize and express our appreciation and gratitude to all those who are in touch with our students and impacting their lives. So, thank you once again. Uh we're now going to move on to the next part of our meeting. Uh and the 6.01 is correspondence. And at the time uh the the uh agenda was posted we had received correspondence from Adrien Harris regarding uh librarians in our schools and then and
042also from Luchia Stone with regard to kindergarten DLI staffing at Baywood. So thank you for that. We will now move on to public comment. And at this point in the meeting, we welcome public comment. If any of you wish to address the board, we request that you fill out a yellow uh speaker request and they're on the table in the back. And if you fill that out and and give that to Miss Dawson, she will make sure that we we receive that. Uh each person will have three minutes in which to address the board. Uh we will stick to that schedule very precisely. So I'm sorry, but if you're in the middle of a thought or a sentence, we will still end your comment. Uh ex if someone needs to address the board in Spanish,
043they will have six minutes to allow for translation time. Uh if you wish to uh address the board with regard to a specific item on the agenda, you are free to wait until that item comes up on the agenda or if you don't want to wait, you can um you can talk to us now. Um so we will um Miss Roger is filling in as clerk tonight. So, we will I will ask her to uh to help with the um with letting people know we we call on people in the order we received the yellow sheets to the best of our ability. And please excuse I would because I always need this misprononunciation of names. So, just go ahead for you in case you need it. >> Okay. Thank you. Uh, first is Chelsea Ruiz,
044followed by Holland Ru Ruiz. >> Hi. Um, good evening. I'm Chelsea Ruiz and I'm the parent of a rising fifth grader and a rising ninth grader. And I just wanted to start out by saying thank you for all of your dedicated service to all of our incredible students. Um, I want to begin by acknowledging that I understand the reasoning behind the district's recent library staffing decisions. I understand the perspective that secondary schools serve larger numbers of students, have more complex library systems, and therefore require consistent full-time staffing. I agree that our middle and high school libraries are important and should be fully staffed. I also recognize that these reductions were not made lightly. I know district leadership and this board are deeply deeply reluctant to make painful cuts to studentf facing services and I recognize
045the difficult financial realities the district is facing. I also want to acknowledge the larger forces contributing to public school funding shortfalls, including corporate greed, from companies that continue to avoid paying their fair share into the systems that our communities rely on. I'm not here tonight to tell you to cut something else or magically find the money. We come to you with solutions, not criticism, in the hopes of reducing the harms these changes will cause, especially for our youngest learners. And while I respect these difficult decisions, I do believe that there is a fundamental difference in perspective in how we define the value of elementary libraries. Elementary libraries are not simply systems for checking books in and out. There, where children discover a love of reading and learning, build research, digital literacy, and critical thinking skills,
046and complete projects with support from trusted library staff. For many families, especially at our title one schools, the elementary school is the only reliable source of books and literacy enrichment available to children due to things like transportation barriers, caregivers working long hours, limited public library hours that often overlap with work schedules, family sharing a single vehicle, and the reality that many elementary AED students are just too young to safely walk, bike, or take public transportation independently. to locations that may be miles away. Just as importantly, elementary libraries provide safe, welcoming spaces where trusted relationships with beloved library technicians are built through consistent interactions. These spaces and relationships matter for far more than the number of books being checked out. Um, and so what we're asking is to allow the elementary library technicians to stay at
047their preferred sites and give the um school sites the ability to uh incorporate um Thank you. There's a stool under the podium if you would if that would be helpful to you. >> Hi, my name is Holland and I go to school at Charles Teach Elementary in Slow, California. In my opinion, my librarian is a very kind, funny, and enthusiastic teacher, and I would be so devastated for her to leave. One of my favorite subjects in school is reading. And a library is where I just escape. And one of the most important parts of a library is the librarian because she's the one who organizes everything and who helps you you if you can't find a book. And I think that our librarian is an especially good librarian. And if the librarian is closed, I
048can't check out any books. And if I can't check out any books, then I can't read any books. So technically if the library if the library closed we you'll be removing the access to all different kinds of knowledge like math or maybe engineering or cool funny facts about animals at and at school. The library is where I go when all the other recess games are not as fun or maybe I have a hurt ankle. And our school is the only school in the whole district that doesn't have a playground. And if you close our library, then we can't go in there when we get tired. In conclusion, I think that a library is one of the most important parts of a school, and locking it up would just be like stopping us from learning so
049many different kinds of information and stories. Please keep the library open. Please keep my librarian. Thank you for putting your time and energy energy into listening to my speech. >> Thank you, Holland. Next we have Coralin French followed by Olivia Ventura. >> Hi, my name is Coralyn. I go to Teach Elementary School and the librarian there is Miss Spinman. One reason that I think it's important to keep our library open and for Miss Spinman and all the other librarians to stay at their preferred school as much as possible is because I know that at least on our school's campus, we don't have a playground. So, you usually only you usually only do sports, run, walk, or talk to friends at recess and lunch. But some people don't feel like doing those things. So instead they
050can go to the library and there people can read, play chess or do a puzzle. Our school loves Miss Spinman because she's amazing and always encourages us to get out of our comfort zone. Not only in reading but in real life. And of course she always says to keep on reading. As well as being encouraging and helping us find books we need. She helps us when our computers glitch and stop working. In conclusion, I would like to be able to use the library every day, not just two days a week. And I want Miss Spinman to be able to stay at teach. Thank you. >> Thank you. >> Uh here we go. Okay. My name is Olivia Ventura and I am a fourth grader at Teach Elementary and a former student of Bishop's Peak. I
051love our school library because during lunch and recess, my friends and I can always go there to play board games, do puzzles, look at books, or just hang out in a quiet place. The library is a safe space for all. I hope that we can find a way to keep the libraries open at lunch and recess. Thank you. >> Thank you. Next, we have Sunshine Froley, >> followed by Andrea Stevenson. Hi, my name is Sunshine Frolley and I teach TK at Baywood Elementary. I'm here to speak about staffing for Baywood's DLI kindergarten program. I want to begin by acknowledging the strong work being done at Baywood. Our kindergarten teachers are dedicated and talented and our students perform well academically and on language assessments. However, I believe it's important for the board to understand that those
052outcomes are being achieved under extremely increasingly unsustainable staffing conditions. Currently, our two kindergarten teachers at Baywood share one. I strongly urge the district to fund at least one full-time aid for each kindergarten class. This is not a matter of convenience. It directly impacts classroom safety, instructional quality, language development, and teacher retention. My experience my experience teaching TK this year has reinforced just how critical appropriate staffing and manageable class sizes are for both students and teachers. With TK divided into smaller groups this year, teaching felt manageable and children and the children made substantial academic and social growth. When TK class sizes were larger, instructional aids were even more essential. Even with the support of an aid, my job was often overwhelming doing due to the quantity of students, the intensity of student behaviors, and at Baywood,
053the expectation that instruction incur occur in a language that only a few students in the classroom understand. We cannot expect our kindergarten teachers to have 25 students without consistent full-time support. After 28 years in St. Most coastal, I made the difficult decision to retire earlier than planned because returning to TK classroom conditions where one teacher and one aid managed more than 24 year olds for most of the day is no longer sustainable for me. Under our previous staggered schedule model for TK that the district is returning to next year, our principal, Mrs. May, was diligent in ensuring TK classrooms remained in ratio whenever a TK aid was absent. However, because substitutes for instructional aids were rarely secured, this was often accomplished by pulling a kindergarten aid to cover our TK classrooms, leaving kindergarten teachers without
054the support necessary to run their day as planned. It is important to acknowledge that our current student demographic at Baywood differs significantly from the original vision of the two-way immersion program. I taught the first cohort of students at Pacheo in the late 90s. At that time, cla the classrooms had a balanced population of native Spanish speakers and native English speakers. Without enough peer language models at Baywood, it becomes even more essential to have at least two Spanish-speaking adults in the classroom so students can consistently hear and engage in conversational Spanish throughout the day. If the district truly wants a strong and sustainable dual language immersion program at Baywood, it must invest in the staffing needed to protect classroom safety, retain teachers, and provide students with the languagerich environment required for biliterate success. >> Thank you.
055>> Good evening. My name is Andrina and my child is one of the approximately 50 incoming 50 incoming kindergarten students at Baywood Elementary. I am here tonight regarding the district's proposed 2026 to 2027 kindergarten staffing model for Baywood's dual language immersion program. Baywood Elementary is the district's only neighborhoodbased title one dual immersion school. Next year, Baywood Elementary will have approximately 50 kinder students. Only two kindergarten classrooms, 25 students in each class and one aid shared between these 50 students. Yes, next year districtwide there will be 0.58s per kindergarten class. And even some schools will have these large class sizes just like Baywood. However, dual language immersion programs are not traditional classrooms. They require increased small groupoup instruction, bilingual language scaffolding, and meaningful classroom support, especially in kindergarten and especially in title one environments. The issue
056is not just simply about class size. It is about whether the district is meeting its legal and ethical obligation to provide educational equity, program integrity, and meaningful instructional access with a title one dual immersion environment. Baywood falls below common DLI guidance expectations with only 13% incoming native Spanish-sp speakaking student which is significantly below California DLI guidance recommending 50% English and 50% Spanish Spanish learner representation a 25 to 1.5 studentto adult ratio Baywood kindergarten falls materially below California DLI guidance encouraging balanced English Spanish learner representation, LCFF's 24 student class size target and 10:1 early learner studentto adult ratio expectations. US us parents are concerned this places Baywood kindergarten students at a disadvantage compared to Pacheco DLI students and kindergarten students districtwide. In addition, Baywood does not currently operate special day classes. However, the fact does not
057eliminate the high likelihood that incoming students may present with emerging or not yet identified academic needs, behavioral needs, de developmental needs, and social emotional support needs. Without appropriate classroom staffing and supports, these needs can impact affected students educational access, classroom instructional stability, and the broader learning environment for all the students. Our children and our amazing Baywood teachers deserve adequate staffing and support. Kinder is the foundation for literacy, language acquisition, behavioral development, and long-term academic success. We respectfully ask the St. Louis Coastal Unified Board of Education to correct the proposed staffing structure and provide our children with supports proportionate to the educational demands 1.5 bilingual instructional aids per kinder class. Limitations on reassignment of instructional. >> Sorry, your time is up. >> Thanks. Thank you. Okay. Well, I think this might say Josh War. >> Okay.
058>> Followed by Anelise Kitkin. Kitkin. Am I close? >> I apologize. >> Hello. I am grateful to be here on the same day the site teachers of the year were recognized. Baywood's teacher of the year, kindergarten teacher, Ahenna Dwazo, unfortunately could not be here tonight. So, I'd like to recognize, honor, and celebrate her. My name is Josh Warren. I am a special education teacher at Aurora Grande High School. Uh, and my daughter Sienna will be a kindergarter at Baywood Elementary School next school year. Less than a year and a half ago, I was standing at this same podium in this same room addressing this same board. uh and fighting for my te my daughter's education joined by a team of parents, teachers, counselors, students, and even the SL slow high band. We asked you to
059stop cutting programs that it was hurting our kids and their future. Specifically for me, I implored you not to cut the statemandated transitional kindergarten program the district had already supported for years, he statistical proof of its benefits. Proud to say we won that fight, and I'm happy to say my daughter's TK experience was exemplary. Miss Sunshine and all the teachers at Baywood have been an unquestionable boost to my daughter's academic and social emotional growth, her acquisition of Spanish, and general comfort and familiarity with the school environment. Undeniably, she is a better prepared for kindergarten and the dual language immersion program than had she been denied that opportunity. I want to thank the board and the district for changing course there. These programs work when you invest in them and provide the necessary resources. They work.
060I'm concerned the district is not fully investing this resource into Baywood's dual language immersion program by giving our kindergarten teachers the classroom aid support they need to make the program work. Even more so, I'm concerned the district is placing a burden of expectations on our teachers to bridge the gap and produce test scores that they can tout to prove it's working. Kindergarten is foundational class for dual language immersion and 90% in Spanish with only 13% native speakers. As of now, our two kindergarten classes have 50 combined five to six year olds will share a single halftime age shuffling between them when they're not being pulled away. The students aren't simply practicing fingerpainting. This is a rigorous academic and language development program that should be a pride of the district. The district has touted test scores
061and proof the current system Baywood is sufficient, but the test scores don't show the human cost that attain it. Kindergarten teachers have put in her herculean effort to do so. And when parents reported concerns following a in-person observation explicitly citing issues for the lack of an in-class support as the reason, the dis response was, as I feared and predicted, in addition to pointing out uh good test scores was to have the teachers essentially take the blame, suggesting teachers failed to effectively communicate the expectations of the observation to parents and would do better next time. Again, one of these teachers is Baywood's teacher of the year. I would not presume to speak for her or on her experience. But if teacher of the year cannot get the benefit of the doubt, what hope does anyone else
062have? How can we expect to retain our best teachers if this is the parameters they are working under? I do not come here with only problems. Uh in the past, my family has worked sidebyside with the district to solve issues and discover new sources of funding. Together, we can retain TK. We can do the same for AIDS with Baywood. Uh I hope I don't have to make this an annual visit uh and present to the board to fight for my daughter's education until she graduates in 2039. But if I have to, I will. Thank you. Okay. Hello, um, board members, superintendent. Thank you for your time tonight. My name is Anaise and my child's an incoming kindergarten student at Baywood. I'm here tonight to respectfully request that the district commit to reducing student teacher ratios
063in immersion kindergarten classrooms at Baywood Elementary and in doing so in doing so establish a consistent class-siz standard for immersion kindergarten across both Poacho and Baywood. Kindergarten is the year of impact. The Tennessee Star study found that small kindergarten class sizes of 13 to 17 produced lasting academic gains through later grades. No additional intervention required. Kindergarten is also the critical window window for social emotional development, regulating emotions, building relationships, and and developing trust with others. These skills predict long-term academic success more reliably than early academics. This window does not repeat. Our students are being tested on their academic achievements. Our teachers are meeting that goal. But what about the rest of their development? How can one teacher in a room of 25 kids speaking in their in a language that the students are still acquiring
064address all of their development? E im immersion kindergarteners learn to read, develop numeracy, and navigate school while doing 90% of it in a language that they're simultaneously acquiring. When children under are under this cognitive and linguistic load, adult presence is the primary stabilizing force. California's Department of Education explicitly recommends team teaching in K to2 immersion classrooms. Impossible with 25 plus students and one adult. Our teachers deserve our support. Dual immersion teachers face disproportionately higher burnout than general education teachers. Losing a credentialed bilingual teacher among the hardest positions to fill in California is far costlier than reducing class sizes. Sustainable class sizes protect the teachers who make this program possible. It's a program our district has invested in and it's it's it's a program worth protecting. Thank you. Thank you. Next we have Maria Nova or
065Nova >> Nova and Jessica Wartter. Hi there. I'm Maria Nova. Um, my son is Kai Nova. Uh, and he's going to be going into kindergarten next year. And Miss Sunshine here as his teacher. And the program's so important to me. And I moved into the area specifically for this program because I think it's completely amazing. And my son has had great success in the TK program because it's smaller and there's the right amount of um Spanish speaking and help with their aid and things like that. And it's just been really great. But I think the thing that I came here tonight to talk about is just the fact that most DLI programs um have more equitable Spanish speaking with the English speaking. And so that's really a big part of why we really need the
066help in the classroom. It's not about class size or just, you know, all schools everywhere really struggling with that as a problem. But if you want these students to be successful, when we don't have 50% Spanish-speaking students in the class, it really limits the amount that they can actually hear the Spanish that they can actually retain. and they can't get that um if the stu if the teacher is having to wrangle the students all the time. There's not enough time to do the small um small group learning that they would get if there was an aid in the class. So that's the biggest reason why I want to really just ask you um to help us to have each class that has 25 students with one teacher to have an aid um to help them
067um to make our kids successful. And that's really all I wanted to say to you guys. Thank you so much for listening to us and um taking the time to think about this for the students future. Thank you. Hello. Uh, thank you for having me. Um, I'm the parent I am also the parent of a Baywood Elementary student going into kindergarten next year. And, um, I believe we are setting the Baywood kindergarteners up for failure if we do not re-evaluate the staffing structure of the bilingual aids uh, next year. Um this year the only other dual immersion school in the district had one bilingual aid in each kindergarten classroom while Baywood only had uh one bilingual aid that was shared between two classes totaling about 50 students and that aid was frequently pulled out to
068sub the other classes on campus. Um our teachers and students um already struggled with this model this year and we we should not repeat uh this again next year. Um we are as mentioned asking a lot of our students in this dual immersion program. It's not a typical kindergarten. Um many of these children are learning a second language for the first time without any family members at home that speak that language. Many of them have just turned 5 years old days or weeks before starting kindergarten. and they are experiencing the challenges that any kindergarten has when starting school while also sitting in a classroom where their native language is only being spoken about 10% of the time. Um, when anything arises, as it often does, as you know, um, we feel we are not providing
069our our teachers the support they need to adequately educate or even possibly care for some of the other kids in the kindergarten classroom. Um, this honestly has caused me and uh I know some other parents to question whether Baywood Elementary was appropriate for our children and to start looking at other options which um we live right across the street and have loved our experience so far and would hate to have to do that. Um, so to best support our Baywood kindergarteners next year, we are asking that uh we receive at least one bilingual aid in each kindergarten classroom and that we limit uh any reassignment of instructional aids um during the year to thank you. Okay, that concludes the um the speakers who have signed up to speak. Is there anyone else that did not
070fill out a yellow slip but would like to address the board at this time? Seeing no one, then public comment is closed. >> Thank you. Thanks for taking the time to come address the board. Right. We will now move on to superintendent updates. And first we have 7.01 business and budget update. Mr. Pinkerton. >> Yeah. I just wanted to uh to quickly, you know, again, for the board itself, the budget um has it's been a tough couple of years and the board has had to make some um some tough decisions as we go through it. And so tonight, you're going to be presented with the first reading of the LCAP as well as the budget. It's it's a the budget itself is kind of a snapshot in time. Um at this point, uh again, things
071change throughout the course of the rest of the year, such as staffing. We're constantly looking at it on a weekly basis into summer um and making adjustments as as necessary through that process. Um and so it's good to hear from people. It's good to hear what's happening um at school sites and what concerns are as they uh move forward. I particularly want to take this time to appreciate a few people that put this work together tonight that you're about to go through. Um huge kudos to that group in the back. So Katie Ecklan, Stephanie Shepard, Janet Golds, Dan Nef, um, some pretty dense information tonight. A lot happening. Yeah, Rachel Robertson Bang, who's here, is one of ours as well. But again, a lot of work went into these documents tonight. And and so as
072you go through them, again, the appreciation for how how they turn out and and really they did a great job of taking the resources that we have as a school district and trying to put students first and trying to spread those out amongst all the needs that we have of all of our school sites. Um which is vast and by by class, by by uh by school, uh those types of things. So it's there's definitely a lot to go into it. So, um, I look forward to preparing this and I I I'm also, um, excited with the fact that we were able to, uh, balance the budget and bring a balanced budget forward tonight because of the decisions the board was able to make over the last two years. >> Thank you. uh educational services
073update. Miss Yimasha, >> in addition to the hard work uh that my team's been putting in developing this plan and soliciting feedback, it is just an amazing fun time of year um to close out and celebrate with our students and our staffs and I know many of you have been at many of the celebratory events. Um today I got to attend the educa our uh St. Louis Coastal Education Foundation board meeting to discuss um budgets and planning for next school year. Last Friday, I got to join Lagona's family lunch on the lawn. So, in the middle of the track, they had their 800 students and all the families that brought food and fun to them at lunchtime. Um, I participated in AVID program planning for next year, and you're going to hear how we're growing
074our AVID program by approximately 60 students. We're also adding new components to it next year. Um, I got to attend and help lead the DAC meeting um a few last week. Uh, Mr. Dr. Buckman was there to discuss the LCAP. We held our board policy subcommittee. Um we've been planning professional development for August. Participated in interviews for administrators in um our district. I attended the Mororrow Bay High Coast band concert that you heard about. Uh we held the LCAP parent advisory committee meeting on Zoom to review the draft plan of the LCAP and solicit feedback. We had the slow uh county office of education ed services council meeting. That's the monthly meeting of all the education and people across our districts. I held the final AI task force meetings last we met to review a
075draft um guideline document I'll be sharing with you in Friday focus later this week. I held community member and parent meetings. Um got to attend the trust apprenticeship celebration. So, Mr. Black and his group of 19 apprentices have finished their afterchool 4:30 to 6:30 training with Trust. Uh, Trust Automation held interviews with those students. And we just learned that six of them have been hired, possibly moving on to hire nine more. Those many of those students will also be attending Qua College in addition to working at Trust Automation. and we're looking to connect the rest with other advanced manufacturing um programs in the area. So, hugely successful firstear implementation of that advanced manufacturing apprenticeship program. Congratulations and thank you to our foundation for that. Um I've also been participating in aquatics program planning with Mr.
076Black around elementary students all being water safe. And earlier um this year, someone had mentioned that we got to hear from many of our band parents and band students, which kicked off a fantastic regular communication now between our band booster groups. And so Cat, I think is how you pronounce their first name, just shared with us. Um, the Slow High School Symphonic and Honors Wind Ensembles both received unanimous superior ratings last weekend at the Santa Barbara Community Colleges Wind Festival. So, our band and arts programming is just thriving here at the end of the year. Thank you. All right, we are going to move on to 8.01, 1 which is the required public hearing of the 2026 20 oh measure C I was looking at you >> it's okay I'll make this will be very
077quick we have a big night with these other >> um if you hadn't had a chance so again Samisville High School if you've looked out to see the field stadium looks great ride Moral Bay High actually the the kids are out using the field now um we're pushing to get the the the the smaller set of bleachers is ready to go for graduation pushing to get the the second set um dealing with chairs and how you put them on turf and all those other issues for graduation, but we're going to pull it off of course. Um and then just we we have several phase two projects that are upcoming um that we'll be bringing forward with the board. Um Delmare Sunshimer um Seal Smith just passed Rancho. So several more projects that'll be coming up
078for the board in terms of uh for considerations with GMPS. Now we will move on to 8.01 which is the public hearing for uh of the 202627 local control accountability plan. Is there anyone who wishes to address the board at this time? Seeing no one, we will close the public hearing and move on to 8.02, which is the public hearing of the proposed 2026 27 budget. Anyone hearing? No one. I will close the public hearing on that item. And now we will move on to the discussion regarding the first reading. This is the first reading of the 2026 27 local control accountability plan. Miss Yamasha. Yeah. Would you mind pulling up the presentation, the first slide deck that's in the body of the agenda? >> All right. Good evening, trustees, um, staff members, and families
079who may be with us on Zoom. Thank you for being here tonight as we present the local control accountability plan or LCAP. The LCAP is more than a state requirement or a financial document, but is a reflection of our district's values, your board's priorities, and our collective commitment to the success and well-being of every student that we serve. This year's plan has been shaped by extensive feedback from students, families, staff, administrators, bargaining groups, our labor partners, and different community partners. And we're grateful for the many voices, thousands in fact, that have contributed to this work and helped us better understand both our progress and the areas where we must continue to focus and grow. At the center of tonight's presentation are the board's top priorities. First, academic achievement remains our core mission. We're committed to
080optimizing the academic success of all of our students by strengthening first best instruction, expanding targeted academic interventions, and continuing our efforts to close achievement gaps. We recognize that student learning and emotional well-being are deeply connected and our work continues to be informed and measured by data that helps us better support the whole child. Second, our culture of care priority reminds us that strong schools are built through relationships and partnerships. This includes continuing strengthening family and community engagement, prioritizing student wellness, and ensuring that students feel safe, connected, and supported in every school environment. And third, talent development and staff support remains essential to the success of our school district. We know that the quality of our schools depend on the dedicated people who serve our students every day. We celebrated many of them tonight already. Tonight's
081plan reflects our continued commitment to recruitment, hirement, hiring, retention, and professional growth so that we can attract and retain exceptional employees. It's also important to recognize that while the LCAP is an essential planning document, it does represent less than 10% of our district's overall budget and only a portion of the tremendous work that is happening across our schools each day. Some of the most impactful work in our district, the relationships building classrooms, the dedication of staff, the support to families, and the opportunities created for children extends far beyond what is captured within this plan. The LCAP helps focus and align our key investments, but it does not define the entirety of who we are or all we do as a school district. I also want to acknowledge that the budget that we adopt or put
082before you tonight does not mean that staffing decisions are permanent or finalized. As is true every summer, we will continue refining our planning throughout the coming months as enrollment numbers become clearer and student needs continue to emerge. Adjustments may still occur before August, including the hiring of additional teachers or adding instructional aids or making other staffing changes necessary to both best support our students and maintain strong learning environments across our schools as long as it's within our budgetary means. Overall, our commitment is to remain responsive, thoughtful, and student centered as we continue this work throughout the summer. At a time when schools are being asked to meet increasingly complex needs, I continue to be inspired by the resilience of our students, the dedication of our staff, and the partnerships we share with our families and
083community. And while there is still important work ahead, tonight's presentation reflects meaningful progress. thoughtful planning and a shared belief, continuous improvement matters and makes a difference. Ultimately, this LCAP is about people. It's about caring schools where every student feels known, challenged, and supported, and inspired, and where families feel welcome, and heard, and where employees feel valued, and empowered to do their best work on behalf of children every day. So, thank you for your partnership as we run through some details of our plan next year. I already covered this. Um, I want to make sure that the public hears loud and clear that the elements contained in this plan is about 7 to 8% of our total revenues that we are planning to expend next school year. So, it's that tiny slice of the pie. And
084from the CDE, this is our opportunity to tell stories about why, what, and how we select programs and services and match them to student needs. It's really important and I feel proud of the work we've done to include many voices in the development of this plan. The yellow boxes represent student input, which comes to us grades 3 through 12. The green boxes are our public-f facing community forum opportunities for people to provide feedback. The blue are more community groups like parent leaders um specifically parent groups are in the light blue and then the dark blue is our staff members opportunities to provide feedback to us. We've had several public meetings regarding this LCAP development throughout the year to solicit feedback from community and they're all attached here once in October about how we were going
085to solicit feedback. In February, we shared with you what we heard from our partners in February. Also, we shared with you this year's current implementation of LCAP and what we've expended. And then this is the first reading. Next board meeting on June 2nd would be when you would actually be asked to take action. Here are all the meetings throughout the school year where we engaged with public on the development of this um LCAP. And this is a slide to represent how much we have grown and increased our um public participation in developing our LCAP. on the far right which is developing the LCAP for next school year the 2627 LCAP but we collected data this year we had 5521 total responses which is more than double the year before which is more than double the
086year before that we're also required to receive feedback from the parent advisory committees the LCAP parent advisory committee and our DAC parent advisory committee, also called the English learner parent advisory committee. And as I mentioned in my opening remarks tonight, we've already met with both of those groups, solicited their feedback, and Dr. Prader um is working with us on giving written feedback to those two groups. So, what we're going to be sharing with you tonight is I'm going to start by reviewing the LCAP overview, which is um on the lefth hand document. And then when I'm done with that, my team will each come up and share some of the specific action steps and budget line items um on the right-hand proposed action budgets. So I'm going to be speaking from the LCAP overview document.
087So to help orient you and any public members to this document, this is not a required document by the state, but we elect to create this document to help our community at large understand some of the key components of the LCAP without reading the 70 pages that we have developed and written as it's rather dense. We have uh three goal areas. They start as focus areas. So our first focus area in the yellow is rigorous, relevant, engaging instruction and curriculum. This is really meant to be tier one support for all of our students that we strengthen. So the actual goal is all students will achieve substantial academic gains through rigorous, relevant, and engaging curriculum and instruction. Our educational partners in their surveys particularly wanted us to focus on enhancing hands-on curriculum and strengthening teachers expertise.
088So some of the key district actions is we are continuing and expanding our district work focused on safe and supportive schools through staff training and we are also continuing to enhance curriculum through hands-on lessons, materials and strategies. On the right hand column, you'll see desired outcomes we expect. And we hope by doing these things, we will increase student performance in math and ELA according to multiple measures. We're going to use state assessments as well as our own local STAR assessment data to find out if kids are doing better. And also, we'll include the state um cast the science assessment. So, those are just a few examples. I'm not going to read every word on this page because we would be here all night and I know you are all good readers. But moving on to
089focus area two which is multi-tered academic support. So this is tier 2 instruction for academics and the goal is that all LCAP identified student groups. To remind the public, LCAP identified student groups are English learners, socioeconomically disadvantaged or students from poverty um that may be their family is below the federal guidelines for poverty. Um foster homeless youth students, that includes students that may be doubled up with other families or temporarily couch surfing between homes. And finally, our students with disabilities. So all of our LCAP student groups will achieve substantial academic gains through multi-tered academic support. And our educational partners also saw this as an area of a need. They wanted us to focus on our MTSS academic program, strengthen our EL programming, and make sure that some students actually fall into two or more of
090those categories. So they might be socioeconomically disadvantaged and an English learner. Those are called dual in dual identified students and come up with particular supports and plans for them. Some key district actions in this area includes academic supports for EL interventions, accelerating students with additional focus on those LCAP groups. Also implementation and continued expansion of our AVID programming which I also mentioned earlier tonight. Our desired outcomes is increase student performance in the English language proficiency assessment for California or LPAC. We want our English learners to be moving up a a level every year they're in our schools until they redesate as fully English proficient which is the next bullet. We want to increase our English learner reclassification rate. And finally, our third area is called our intentional um culture of care. And our goal is
091that SLCUSD will create an intentional culture of care that includes a focus on student wellness. And we've added parent connectedness. Our educational partners agree that they want us to continue our MTSS work around social emotional learning. That's what ESL is. and continue to align our TK through 12 systems to support student behavior or unexpected student behavior. What do we do? And ensure safe and supportive schools for all students. Some key actions are engaging and educating parents regarding our SLCUSD programs, resources, and systems. And we want to continue to align our TK through 12 response to student unexpected behavior, but also including our positive behavioral interventions and supports. We are hoping the outcomes are increased improvement in the area of engagement, safety, and positive relationships as measured by our youth truth survey by students. We're hoping
092to see increased attendance rates, increased graduation rates, and continue to see a decline in our suspension and expulsion rates. So, with that, I'm going to turn it over to my team, uh, Miss Shepard, to start on goal one, actions and budget. Good evening, everyone. I'm going to continue to build off of, um, Mrs. Yamasha's orientation to our documents. So, similar to our overview, which is not a required document, we have a budget, a proposed budget that outlines all of the key actions, programs, and personnel that are intended to support not only the board priorities, but also our educational partner priorities as well as the overall LCAP goals. And so, that's coming up on your screen right now. There is a link within the presentation that is publicly accessible as well. Both of these documents are
093intended to be documents to provide transparency around the specifics of what we are expending these dollars on. Um you'll also see that there are multiple funding sources within this document. This is um similar to last year where we um explained braided funding. And so that's taking funding from some of our federal dollars or another alternate funding source and combining it with LCAP in order to sustain or enhance programming. So you'll see that within um not only go goal one but also the other goals that my colleagues will be going through today. The other piece that I want to orient you to is a through line from the overview to the budget itself. So each of the gray headers that are labeled with a letter um correspond to the key district actions in the overview document.
094So those are bullet points but then they are listed as A B C D and so on within the document itself. So if you wanted to see how we are going to strengthen teachers depth of knowledge and support implementation of standards and curriculum and core academic areas, that's the first thing we're going to dive into underneath goal one. And thank you Jacob for pulling that up. Okay, so we will be going through this um line by line actually similar to what we did last year so that we are thorough and we are um trying to ensure transparency. Um so let's dive in under that A. So the first one that is up is tier one professional development. It's specifically focused on elementary and this helps to fund not only our new teacher academy but also
095some of the ongoing training that needs to happen throughout the year like human growth and development um math language arts. How do we navigate report cards as new teachers as well as grading and conferences. Um so you'll see that this is not a change from last year. We're moving forward. The the funding was sufficient and it's obviously something that we are hoping to sustain for our brand new teachers. The second line item is a new item and that is because we want to ensure that we are being really specific about the training and where we would like to head in terms of supporting programming. So this is also tier one professional development but it is called out separately because it's a specific professional program called letters. Um ironically it's spelled incorrectly less but it's language
096essentials for teachers of reading and spelling. And really, it's a two-year commitment. It's about 160 hours to go through the full programming. And what we're hoping is that after those two years, the teachers on special assignment and the student success specialists that are participating can help to disseminate the information and their learning um starting with ideally our our teachers of kindergarten and first grade. um it's really focused on the science of reading and um cognitive research on how students acquire those skills to learn to read and write. So, continuing to build off of what we've rolled out with Benchmark, but equipping our teachers with the knowledge and skills and the research um to do so. The next piece is um then diving into what secondary professional development is going to look like. And so you'll
097see in there universal design for learning or what we call um shorthand UDL. And so this is called out specifically because it's um a direction that we would like to go next in terms of providing equitable and accessible learning experiences for students is what it really provides. We currently are going um through Slowco to get many of our district office staff at both the elementary and secondary level trained as trainers of UDL. So this would help to support again dissemination of this critical information to our teachers. The next line item um is materials. It's a small line item but very important uh $1,500 that you'll see there. Next up um again a carryover from last year. We um proposed to fund and would like to continue funding both our elementary and secondary teachers on special
098assignment that help to support curriculum. Next up, you heard from Miss Yamashida earlier in February about the importance of um job embedded feedback and that is usually embedded within a coaching model or an instructional coaching model. And so that line item would continue some of the work um groundwork that was laid this year to provide our site leaders as well as our district um TOSAs with skills to um implement that type of model moving forward. The next piece is something that is shifting funding sources. So we've had a teacher induction program for many years and um we are uh some of the funding sources that we have used previously. One of them is our educator effectiveness fund. Unfortunately those funds are sun setting and we can no longer use them after um next month. So
099we are looking to propose that we do some braided funding between not only the LCAP but also title two um which is an appropriate expenditure. This is a two-year job embedded um mentoring program actually is the heart of this program is our brand new teachers are connected with a veteran teacher and have an ongoing relationship so that they can get support through them. And the underlying um program purpose is also to take our newest teachers from a preliminary to a clear credential as well. So that's the goal by the end of their two years. Um let's see. So we're going to move on to B. That's the second bullet point and that is continue and expand district work focus on safe and supportive schools through staff training. This is something that um our secondary team
100has been doing and it's called learning walks for equity. This was previously led by the University of Washington's Center for Educational Leadership and it costed uh it cost a great deal more than what you see proposed in this year's budget. So this year there's a $15,000 marker. Last year I believe it was $60,000 that was in the LCAP. Um, so what we're looking to shift is adapting this to an in-house version but utilizing um the University of Washington's leadership framework moving forward. Next up is C inclusive hiring practices align to best practices. Both of these line items have a z cost and um Greg Pooia's team has already implemented um several things including an interview panel orientation that addresses unconscious bias. This occurs at the beginning of the orientation for every single interview panel and
101this is all based on h the um handover recommendations that were rolled out in the 23 24 school year. So, this is continuing to build on that work for the third year of the LCAP. Next up is D, enhance curriculum through hands-on lessons, materials, and strategies. This is also something that continues to be feedback from our students as well as our educational partners. Um, this is a continuation from last year, but a shift in funding source. So, it will no longer be funded through our schools foundation. It will shift directly to the LCAP. Um, this allows us to embed these um, material expenditures directly within our curriculum. They're already embedded within our pacing guides and we would like to continue to build these experiences for our kids. Next up is E. Use assessment and data
102to drive instructional decision making. So the first three are um, continuations proposed from the previous two years. you'll see um Parseek, which is our data program that is it houses all of our data and helps us to really tell our story, drill down and figure out what is going on with some of our student groups or even a particular student. Um, also in here is Renaissance. Renaissance is a the umbrella organization that owns our star assessments as well. K to2 administration of common assessments is up next. And this would be a continuation to provide the teachers of our youngest learners release time so that they can um administer assessments one-on-one with our students and get that information that they need to instruct them and fill any gaps or help accelerate them. The next one is
103really just um more of a refinement from a previous year statement um around testing supplies in order to continue to build a culture of achievement at our elementary sites. We would really like to um be able to purchase some specific testing supplies so that there's continuity and consistency throughout all the sites. And you'll see some examples that are listed there within the line item. And last but certainly not least under goal one. Um this one is a an addition so to speak to the LCAP. Again this particular um TOSA was funded previously through our educator effectiveness funds which are no longer available to us after June. And so we are proposing to split this person's funding between the LCAP and our title four dollars. So with that I'll turn over to Mr. Nef. Thank you,
104Miss Shepard. Thank you, board, for allowing us to present the LCAP tonight. For goal number two, you see it's there's quite a few things, so bear with me as I go through it. Uh, first part under A is a strengthening districtwide multi-ter multi-tiered systems of support. And so, a lot of these you'll see through goal 2, if you remember from last year, are similar carryovers. Some have expanded, some changed a little bit, but a lot of them are the same. Uh so continue with our student success specialist often called S cubes uh at the elementary sites and you can see that as example as Miss Shepard mentioned before of what we call braided funding. So utilizing LCAP funds as well as federal title dollars uh to support that. Next line is looking at our continuing
105intervention classes at the secondary level sometimes called study skills. So you can see the FT aotment across the various secondary sites uh for those uh supports. for number three academic uh intervention or AIT teachers uh that often support tier two at the elementary level. So you can see the FTE for both title and non-title sites. And so that's why you'll see some of that is braided funding utilizing title one dollars to support that for GA number four. Uh continuing this is a little bit of a little bit of a change in having a MTSS TOSA and this next year uh that person will help support both middle schools. uh on that and so you can see some braided funding with the literacy PD grant to support some of that literacy screener um piece that is
106a a new addition but as well as working at our middle schools next year. So as a secondary director I'm excited to have uh Miss Mry help with our middle schools in that uh continuing what we've had before uh with Egeneuity for credit recovery and so continuing we're actually starting a new uh contract with them. It's three years, but we pay annually uh as well as some time if uh um money for uh reviewing if we need to uh courses if we add them. Uh but that's a thing we've continued from last year. Then moving on in the section B, which is strengthening academic supports for specific subgroups. And so looking at the first one there is continuing our supplemental ELD uh support in our um elementary schools with our EL specialists. And so you
107can see the FTE aotment by site there. Next up looking at EL support uh in secondary. So you can see the E the sorry the a lotment by secondary sites there in the FTE 1.6 and then continuing with our new our newcomer programs or sheltered EL programs at both Lambs and Slow High School. So you can see the FTE aotment for both sites there. and then continuing with their supplemental EL for beginning ELELSS as well as ongoing monitoring of English language learners progress. And so you can see the FT aotment there and both K uh ELK aids and Spanish intervention aids there by site. Looking at the next one, secondary supplemental email materials. So that's something we started this year is expanding uh our libraries with Spanish text and so we'll continue to do that
108both for DI and EL supports at our secondary schools. Next up uh for B202 is continuing with our EL monitoring TK through 12. So continue with their elevation pro uh utilizing benchmark and it's a software subscription. So we do that each year. So, continuing with that and then continuing with our uh supplemental materials and SP and progress monitoring tools to support ELEL's as well as our DLI immersion uh with assessment with our stamp e Spanish language fluency assessment uh as well as it it takes headphones. There's a listening component to it. So, utilize that for e for Yale support and monitoring as well as for DI especially as DI rolls up on the coast. to support assessment of those students. Moving into continuing on with goal two is continuing with uh our district EL TOSA
109and the support she does both the districtwide at our EL across all our sites our DI programs and both the city and coast and the federal compliance that comes with that. Remember last year we had federal program monitoring and title three is one of uh the pieces that does that and so um that TOSA helps with all that. You can see there is another example of braided funding uh both LCAP and then title three and immigrant funding uh that support the the salary of those things. Something new for next year be uh glad train the trainers. So we have a couple uh staff members going to that to become the trainer of trainers for that to expand that uh after the training going into next year. And then something that we do all the time
110is translation services. And so uh that's listed there is OKCAP funding >> as mentioned before with Abbid. So you can see the broken out um different ways of supporting AVID and as Miss Yamasha mentioned earlier, we're proud to say we expanded by 60 students across uh the district and I think last I heard I think 20 students in next uh for nextg uh additional students both in the middle school and actually some at the high school level as well. So we're excited to expanding that. So you can see the various uh ways supporting that both in membership, college trips, professional development, actual staffing, FTE aotments, um time for the teachers to get together and collaborate and substitute. And then something we're adding uh that we mentioned as well is an AVID emerge program uh which
111is supporting for EL students. And so that'll be um done at both middle schools. So that's a training that we will uh participate in this summer with some of our staff. And then continuing on and D would be continuing with our co our cot sections. And so it's same uh as this year. So continuing the next year, you can see the FTE aotment at the secondary level by site. And then moving into goal three, Miss Gold present. >> Good evening. and I'm here to talk about the expenditures that we have within goal three. And under section A is where we are funding our counselors and wellness center staff. So we continue to fund our six and a half elementary counselors through the LCAP again this coming year. For our secondary counseling staff, um we've increased
112uh the the LCAP funding for secondary counselors. It was previously last year funded in the general fund. This year we have all of our secondary comprehensive counselors coming from the LCAP. So you'll notice an increase um in the amount that we're spending in the LCAP for secondary counselors. Um as we were uh allocating secondary counselors this year, um one of the focus areas was trying to staff bilingual counselors at all four of our secondary schools. and we are excited that we are staffed with a level of bilingual support at all four of our secondary schools for next year. We have um family advocates who serve across our district in connection with our uh contracts with caps and we feel that it's important to have those uh family advocates be available throughout the summer. So this
113is actually um in our cap in our LCAP however funded through our medical funds um but it does enable us to have that support throughout the year and our uh wellness staff at St. High and Mororrow Bay High for the wellness center uh are now last year they were funded in the LCAP. This year they are funded through learning recovery emergency block grant in B ensuring safe and nurturing campus campuses. We continue with our district leader in me membership. This is a multi-year um membership and I believe this is year five of our five-year contract where we have um funding coming from unrestricted lottery. Our amazing student senate uh continues next year with funding coming from the superintendent's office. Uh as uh Mrs. Yamasha mentioned in goal three, we are looking at expanding opportunities for
114engaging with parents as well. And we have $26,000 in expenditures for parent education opportunities. Uh which is again a braided funding both through the LCAP supplement of 20,000 and federal title dollars title three of $6,000. Uh and continuing to align our systems of K12 around response to student behavior. That is the work we have been doing with um the county office of education through the SEB PBIS cohorts and we are continuing that work with um I believe it's eight of our elementary schools and our two middle schools. Uh and that is a cost the LCAP of $48,000. That is our contract with county uh with uh the county office of education for that training. In addition, there's the cost for our teachers to attend that training and to have substitutes um provided in the classroom
115so that they can go and be part of their school teams. So that is a cost of $20,000 which is um included in our LCAP. And then uh our schools who uh are are doing this work um we are uh engaged with a a provider called Swiss which is a way that our school sites can track minor and major behavior infractions and look for patterns and um patterns of like times of the day where there's problems, locations on campus where there's problems in order to look at the systems that they have in place and respond based on data. So, there's a charge uh for that system and uh there's also a charge for uh working with the county office of ed to help facilitate and oversee um what the data is saying and helping with
116next steps related to what we find out. And finally, we're finding systems to proactively respond to patterns of absenteeism. Uh we are going to continue to increase monitoring and outreach for students and families who are chronically absent. And we're also um going to continue to fund in the LCAP an amount of $12,000 for uh lambs and lom stipens for lunchtime and after school clubs go. And finally for goal number four, if you remember this is specific to just Pacific Beach High School with the equity multiplier funds based on the demographics of their student population. So it's specific to just them. And in part of this process, I meet with Mr. Dowler and his staff to get input and they craft how they want to utilize these funds. Uh, and if you'll notice, you remember it's
117it's a lot of the same things from uh this year continuing on. And so you can see in uh the first part there, number one, continue with the CTE uh funding of that uh teachers FTE. And so you can see there as example a little bit of braided funding both equity to multiplier and some general funds there to support that FT aotment continuing with the counseling support with county behavioral health services um that continue on with the counseling for those students. Still looking at developing a medical workplace course and so identifying a teacher to try to do that. So that'll be something we'll continue to try to do for next year. So there's some funding for that. uh digital media arts, continue with that FT for that teacher, but then roll it into Prop 28
118for next year. Last year was in equity multiplier funds. Uh continue with this EL student liaison. And so you can see again split funding or braided funding for that both in LCAP and title one and then continue with the career pathway specialist uh which is again split between equity multiplier funds and I believe general funds for that. So again, a lot of the same line items as this year. Little bit of sometimes some braided funding um than just doing equity multiplier funds. Can we go back to the main slide deck? Yes. Thank you. Perfect. All right. So posted to our web page and provided for all of you tonight, um there are more documents. So, the draft budget overview for parents obviously is what it's called. Um, the LCAP template is the full 68page long
119uh document that we're required to submit to the county office of education for approval. Below that is the draft LCAP federal addendum. This is another required document for us to explain how we're going to use our title dollars in collaboration and coherence with our LCAP dollars to show how that our programming is aligned and coherent for our students. On the top right are the actual action tables um which we this year's action tables and then below that was last year's um current this year's current action tables. So in the timeline you'll see it started back in October with our first presentation to you all and we had an LCAP pack meeting. Then in January we had another LCAP pack meeting to review the feedback from our educational partners in October. Then in February we had
120did a presentation with you all about the survey feedback um and shared some best practices research about where we wanted to go next. Um earlier already in May, as I mentioned, we've had our DAC feedback educational partner meeting and our LCAP pack educational partner meeting. And then tonight is our first reading of the LCAP. And it's required by statute that you will be adopting the LCAP and the budget in the same meeting. Next time we get together in June. Um, between now and the 29th is going to be a public comment period. There was a parent square sent out to all of our community asking them for their feedback. So now, Mr. Anger, we have reached our question zone. >> One question I had was regarding the title three funding. And I noticed that uh
121next to it it said within parentheses immigration. Is there a is that funding for sure? Is there are there concerns that that we might lose some of that title three funding? >> I can't speak to what our national administration will do. But similar to last year, what we're moving forward with is making plans as we complete the con app um or the consolidated application. And right now we're applying for all of our federal funds and so we are including our alloc our projected allocation within the LCAP as well as the federal addendum for next year. So the plan is to use that in a similar manner to we to the way we used those dollars last year. >> Okay, cool. >> Okay, Chris, do you mind I'd like to go to the public. We we
122generally go to the public before coming to the board. So is there anyone from the public who would like to address the board on this? >> Okay, see no one, Mr. Back to you. Thank you. >> Thank you. And I just want to say um for the people that are hopefully watching this on Zoom that this is probably the most important meeting have all year. Certainly one of the most important meetings where we have all year. We really discuss how we put into action uh things that that we believe uh will help with the three with the three actually four goals. You know, our student achievement, our multi-tered system to support and our um our our social emotional behaviors. Um I I am impressed that we really continue to look at um how we're going
123to individually target student needs through our data collection as well as as then interventions based on those. And as I'm as I read things um those are some of the things that are successful in states that have shown academic achievement. So I'm I'm really happy to see those things and and and I think we'll continue to move forward. Any other questions or comments from the board? >> None. My my only comment would Oh, Miss >> Yeah. Um I just sorry just briefly um I just wanted to appreciate I think um I appreciated the clarity at the beginning of the presentation um that the LCAP is just a small percentage of the district's overall budget. And I think it's just it's a it's a massive document. It and it's hard to it's easy to forget that.
124Um and so it doesn't represent all that we're doing in our school district by any means at all. Um but it's a state required document and because we're a community funded district, you know, we we have to we have to go through those steps. Um but it's just part of the the overall puzzle. Um and um I appreciate the um having the documents in advance to review them because it takes time to go through them in great detail um and the number of questions that staff feels you know fields from from us at least from me um uh to dig deep because because that's what our job is to to do that. Um, I had a very um I I wanted to highlight the fact that we've got bilingual counselors at all of our secondary
125schools next year, which is fantastic. Um, and also I was wondering and maybe I asked this before and maybe I'm misunderstanding, but does the Swiss doc the Swiss software or whatever we're using to track um um the the behavioral improvement plan stuff? Um, does it integrate with PARSAC in any way? It seems like another system or another tracking methodology and is that something that's on the horizon? I just think I know that we're very as we should be very data driven and this is this is how we make individualized um interventions as Mr. younger alluded to that are really moving the needle in the right direction, but I'm just wondering how those two operate together or do they? >> Parseek does not currently draw the Swiss data into it and Swiss and Aries, our student
126information system um do not currently connect. We are hopeful that someday they could. >> Um but that would require both sides of the tech partners to agree to want to be able to connect to each other and we have let them know that we'd like them to do that. >> Good. Um I think that might be >> but Swiss is critical in that um schools can get information about patterns of student unexpected behavior whether those patterns be by gender or by time of day or what kind of unexpected behavior is going on. So then they can develop proactive tier one lessons to address those issues or start making tier 2 or tier three groupings to start addressing those issues. Great. Um, and then I think I'll just um restate what was said at the beginning
127of the presentation was that this is sort of a living document that is going to get adjusted um and even after the June uh we vote to approve it in June uh alongside the budget um that there may have to be changes. We have changes in school enrollment and um other adjustments. So I think it's just helpful for everyone to understand that as well. Um because I mean school districts have to be nimble in that regard. So it's a guy it's a guiding document I think in that in with in that regard >> accurately stated and that's why we are required to do a mid-year update in the middle of the year because the state anticipates that there will be changes over the course of a year that then we can report to you. We
128thought we were going to do this but it switched to this or we decided not to do this. Yeah. kind of thing. >> Exactly. Um, thank you to everyone who played a really uh interesting role in this. Thank you. >> Thanks again. Thank you. Um, this is a ton of work and you've reached out to the community. I don't know if you could have done it anymore, but I hope the community ends up appreciating it. I noticed several times in in the document that it says um didn't work. The plan the the program didn't work as well as we wanted. It wasn't working. Um and then it says you're going to continue with the program um I guess with some more diligence. But is there the ability to change within an LCAP within the three
129years to actually just stop what we're doing and try something different? >> Yes, there is. Just like what Miss Boltadono was suggesting. Yes, we can make adjustments at any time. This is not This is just our current best thinking for next school year. >> So, when you reach you reach a point where you're going to say this isn't working, um what happens? Because what I'm not seeing is that there's any changes to what was being done before in terms of delivering or making changes for the students. Is there a process for that? Well, I think we would first have to collect student data and pinpoint what action was wasn't working. Um, at at this point, obviously, we believe that the actions that are included within this document are effective at at helping schools and helping
130students grow and change. So, I can't think of a specific example of um one of these actions listed that we don't believe is working to enhance students. It could be that it's not showing up on specific indicators even though there might be improvement. We have talked about distance from standard as related to state assessment scores for example. So, it could be that students overall are improving their performance on the state assessment system, but it doesn't necessarily increase the percentage of students that passed the test, if that makes sense, because they might have started 200 points behind and now they're 100 points behind. >> Okay. All right. Thanks. >> Thank you. I'm just going to go through my little my little list of comments here. Uh some things were answered as we went along. Um under
131goal two expenditures the secondary newcomer program I had noted integration question mark. How is this working out? >> I don't understand the question. Is the question how's the newcomer program going? >> How is it working out? And our students are do we anticipate students will be able to integrate out of the new the year of newcomer into um uh >> yeah let me clarify that currently our newcomer students aren't required to stay within the newcomer program. So they have been integrating out into other regular classrooms with support as tolerated. Um Mr. enough can tell you more about Laguna Middle School model versus slow high model. >> Yeah. So, actually I'll start with Slow High. So, part of their day is they'll take a biology course, they'll take a math course with support. We'll have a
132teacher push in and support or have um you know somebody else support them, but they do they are taking like nonsheltered EL courses as part of their daily routine. Same at Laguna as well. they they'll move into um there at Laguna they have particular ELA and math courses that are designated for those students. They're not just those students but they have extra supports built in. And so they are taking uh courses sort of gened courses you might say or non-sheltered ELD courses as part of their day every day. And then as those students grow and if they become redesated or arb then they would go they would actually go out of the program and be in >> into gen. And we do have some anecdotal evidence that the program is being really effective in that
133um those students are reported to being fully engaged in their school, meaning their attendance is good, they're belonging to clubs, they're participating in school dances. You've heard some of our secondary uh principles come and share that information with you in the past. We are considering um next school year there is a significant drop in um newcomer qualified students at Laguna Middle School. We're anticipating maybe only fourish >> four to five. >> So we are reconsidering the model for next school year. That's obviously likely not enough to run an entire section, but instead we're going to cohort those kids to move around classes like we discussed where there's they're in a two teacher co-ed class and there's a Spanish speaking assistant with them. >> The teacher additional teacher help support either push in or pull out
134amongst their within their math and ELA classes to specifically support them. That again may change based on if we get an influx of students over the summer as Salt and Hall commented, right? being nimble and so Mr. minor is fully prepared depending on if those changes happen then we'll adjust the master schedule make those changes >> fluidity that we talked about >> but overall this is a success >> it's super successful >> that was a comprehensive answer thank you >> um >> a note to myself under item C for goal two which has to do with the AVID program and the supports that we're providing to it Um I wrote return on investment is great exclamation point. >> So that's a a really successful program, a valuable program and I appreciate that we have incorporated
135it. uh counseling under goal three uh when I'm looking at the uh allocations the FTE allocations for elementary and secondary counseling and my note to self was can we service the students needs with this reduced number of FTEEs >> well we are serving their needs as best we can whether that be individually or in group or referring students out to other resources maybe electronically, etc. >> And then I think this might be my last Oh, no. I have one. I have two more. Um the wellness centers, I'm I'm really happy that we're continuing with those. Um but under the learning recovery emergency block grant. So my note was is this assumed to be a reoccurring grant. >> Well I would say that we don't have um plans to end the wellness center. >> So we
136would >> funding we will fund them through a different source if necessary. We are hopeful that the CYBHI California healthy behavioral youth initiative um with the new fee payair schedule so that we can bill private insurance of students should help uh offset the costs of that program over time. >> So we're hopeful that we can bill private payer insurance, but are we able also to do Medicare billing? >> Yes, we can do both. >> Or not Medicare, that's me. medical. >> Yes, we're we're eligible to do both do both and and we do do both. >> Okay. And so my last one was uh under F increased monitoring and outreach for students and families who are chronically absent. This is something that we have as uh as an objective under goal three. Uh it has
137no money associated with it >> because it's the Lisa and Chris Stler show. So far, >> It's the Lisa and Chris show. >> Was what does this look like in practice? >> So, this looks like uh regularly scheduled meetings with principles and the assistant office staff that's in charge of attendance and helping support them in targeted interventions depending on if a student is in like the red hot zone and they only have a couple more days they can miss. depending on if they're, you know, 10 to 12 days. We do different activities. We discuss sending letters. We discuss taking them to SAR. We discuss setting up personalized um reward programs, etc. I will be coming to you in the fall with a much more detailed plan next year because we are uh qualified as a
138direct assistance school for our foster homeless youth attendance rates. So, we collaborated with the county to start that work um this spring and come up with our problem of practice and a theory of action. And so, in the fall, we're going to be presenting to you the steps we're going to take to address chronic absenteeism for foster homeless youth, but it will also apply to other student groups. >> Okay. Well, thank you for answering all of my questions. and thank you all for for contributing to those answers. This is a huge um endeavor and this is only the sort of like finetuning of the third year you know next year will be the really really big work new work again but um thanks to everyone who participated in this it's really well done I appreciate
139it. Miss John, I can't tell if your light is on or not. >> It is on. I I thought of another couple things. One, in in response to the question for Mr. Buckman, um I actually think the first half of this giant LCAP document does a lot of reflection and um goal analysis from the prior year and also that massive metric table shows you the progression. So I think there while there can be changes that part of the document is documenting like well we this isn't working as well as we thought it would or we we think we need more time on this or you know we're going to take a different approach. So I think it's kind of built into the process um to do that reflection. Um, I had a question um because
140I didn't see any any funding for the common ground advisory task force in the LCAP and so maybe it's not being funded or maybe it's not being funded by the LCAP but it's referenced in the LCAP under goal three action two and three um because you know as part of local partnerships, parent education, staff training, we'll continue to expand and strengthen district work around safe and nurturing campuses to help close the achievement gap. the common ground advisory task force will persist in identifying and removing underlying well I wouldn't say about removing but underline I mean the the task force is not going to remove but certainly um identify potential obstacles for student achievement. So I'm just curious where the funding component is for that. >> May I I'm glad you caught that. um both student
141senate as it relates to um the youth truth survey and the common ground as it relates to the the way it's currently structured. I intend to share that with the board as a question uh during the annual workshop in June uh and inquire how you would like me to proceed because I can do it um differently um on a shoestring kind of budget, but it won't produce the same outcomes that you're seeing. Um, I've never done common ground without the support cast that we have, which is what brings that cost. I could do it, but again, I'm not sure it would produce the same outcomes because it would change the fundamental structure of the group and how we process and create safety. So, I plan on bringing that to you and giving your direction and
142insight on how you would like me to proceed. And the teams that I work with for with Youth Truth and with uh Common Ground uh know that I'm going to do that. So, they're just they're willing to wait and see what the board wishes to do and have me do. So, um they'll negotiate, they'll work with me if that's what you want them to do. Um, if you want me to hit the pause button for a year, I can do that as well. So, I plan on bringing that to you during the workshop. >> I appreciate that. I guess I'm a little confused on the reference in the LCAP for the next year. >> We still take their feedback and their recommendations into account, but it's not an action step that we're funding through the
143LCAP, so it doesn't have to be a part of the LCAP. >> I understand that. So the but we're talking about the recommendations from this past year influencing next year's actions. Is that correct? >> Yes. Okay. Correct. >> I mean I saw the common ground reference at the top of the document with all the recommendations. Okay. Yeah. >> So to be determined. >> Yes. >> The funding source is currently to be determined on common ground. >> Thank you. >> Three more things. First, I I don't know if the rest of the board is interested, but I I would love to see how the Swiss works and I'd love to see the kind of data that we get from that and how that will help you say I think for example pinpoint um behavioral problems in
144certain areas on campus um certain times of day. I I just think that would be really interesting. I don't know if the rest of the board has an interest in in learning about that particular program, but it's it's intriguing to me. Um that would be a question for the board. down the road. >> Yeah, at some point down the road. Yeah, I'm not answer I'm not asking for it right now. That's for sure. Maybe I figure it'll let the clerk I'll let the clerk and and >> right now the data is collected by school site. Um I don't think we're collecting it districtwide, are we? Yeah, we're not. It's just school level data for the school team to make decisions, but it's certainly something we could share very easily. >> I I think it would
145be very interesting. The next thing I just wanted to offer kudos to you for the amount of participation you got for the the the feedback. Um it's amazing and and and that brings me to my last question which is what is next year look like because we're developing a whole new LCAP next year. So kind of do you follow the same steps? Are there things that you're going to look at next year that are different from what you've looked at when we first developed this this LCAP cycle? Can you talk to me just a little bit about what that will look like? >> I don't have much of a magic eightball on that because the template that the state gives us has not been developed yet. So, I actually don't even know what the state
146requirements are for next year's LCAP. What I can tell you is Miss Shepard's going to be lounging in Hawaii and Mr. Black is going to be the right-hand uh leader on our team. And I know that the board is interested in having a discussion about uh the three goals moving forward and do we want to continue to have them be the MTSS overarching goals or do we want them to be student specific group focused. So that's one of the questions in my mind that we'll need to talk about and discuss and then but the process of surveying community members will likely be the same. Um, again, the concern would be there's a deadline to include it on the youth truth survey. And if we don't have guidelines from the state about what that has to
147look like, we may miss the deadline to include it in youth truth, which could take down our numbers because it would be a separate set of survey questions. So, that could happen next year depending on the state's timeline. We'll have to see. So those are a couple things rolling around in my brain as we look to the future. >> Yep. So I want to uh thank Mrs. Balttonado for bringing bring me back to this question. So I still have the same question. So on page 21, overall the act actions associated with goal one were partially effective in maintaining existing levels of student performance and producing modest gains in college and career readiness but were not effective in generating significant academic growth. So again, so once you've identified something like this, what effort or can you
148give me an example of something that was done that differently to affect more change? >> So we added Avid Emerge. >> Okay, >> that would be an example of something different in this LCAP from last caps to increase academic performance. >> That was my question. Thank you very much. Any other questions, comments from the board? Okay. I I just wanted to do a couple. I have some questions, but I think I'll ask them um I want to frame them appropriately. So, I will mostly primarily ask them after the meeting um or get together with you. I wanted to again do a um echo some of my colleagues in uh appreciating that we will finally have bilingual counselors at our at our secondary sites. I think that's a great benefit to our students. Um funding the
149family resource centers through medical. Yay. Good job. I know it's been it's been years that we've tried to get that um implement the funding source using medical the paperwork that is required. I I'm looking at >> at the school has been um tremendous and there were years when it was is it worth trying this? Should we do it? Do we have enough students to make it worth worth pursuing now? and we have the um we we're doing it and it's benefiting our our budget. Um and then as a reminder uh that tonight is not an action. We will not take action on this tonight, but we will at our next meeting on June 2nd. And in the meantime, the I saw that the survey has gone out. So, thank you for doing that. and I'll
150look forward to hearing about the um the data and and comments and information that's collected through the survey. So with that, >> thank Mr. Buckman. >> No, I'm done. I was going to move on to the next item. >> Oh, >> so um the other question I have is about um assessment tools. Mhm. >> Um, and I think it I think it was mentioned in the LCAP the assessments like about $500,000 a year that we spend on assessments and it just feels like we continue to change assessment tools. And what I'm wondering is do we have some kind of guarantee that through at least the three years of the LCAP that we don't change assessment tools? And is there something in the LCAP that would address how often we change assessment tools? How much >>
151There is nothing in the LCAP um or recommendations from the state of California regarding changing assessment tools. And what I would share with you is that um you know the state of California recently changed our required assessments with the reading difficulties risk screener. And um but I also hear you and understand the desire and need to maintain consistent data over time so we can make informed longitudinal decisions for our students. And I don't anticipate the district having a need to change the star assessment that we have implemented now K12 for English language arts and math. Um I can't you >> pending board approval of the LCAP. actually outlined that we have three years of a contract with Renaissance to maintain STAR over a three-year period. So, that would be up to the board. >> Again,
152part of the reason that we stepped away from our other um assessment tools was first of all, it was not an instructional use tool and second of all, it didn't come in Spanish and so there wasn't equivalent um assessment data when we had purchased them in the past. And so when we find an area of need or a gap or a hole in what's been done brief before, I believe it's important to change course. But regardless, um I see no need. I can't anticipate us changing or stepping away from the star assessment in the next three years. >> In the next three years or something, >> at least the next the next LCAP cycle, we would maintain the same. >> I was kind of hoping we could get an assessment tool that was like a
153full cohort. I don't comparison data to see if we're >> Mr. Buckman 12 years would be particularly long for one assessment tool because the even the technology that students they may be taking assessments in augmented headsets in 12 years from now. So it would be unlikely that the star assessment would even be a relevant way of doing that >> just to hope. Thanks. >> Okay. Thank you very much. All right. We will move on to 9.02 2 the first reading of the proposed 2026 27 budget. Mr. Pink's gonna be my driver. Good evening. So now we will uh go over the budget that goes handinhand with the LCAP. Um the first slide we're talks about estimated actuals versus the project projected budget. And when we're doing estimated actuals, we're looking at how we think we're
154going to end the year. Where are we um estimating our revenues to come in and where we're estimating our expenditures. Um we started the uh year with a little over $15 million. We estimate our revenues to be $149 million and estimated expenditures 155 million which right now you'll see that it looks like we're going to deficit spend 5.7 million. Um I want to kind of explain that number. Part of that number is unrestricted and we talk about our unrestricted and our restricted. Our restricted is categorical funds that have a purpose. So of that 5.7 1.2 is unrestricted and that's where our reserve uh lies. So when we talk about balancing the budget, we're balancing our unrestricted. So we've done our best to project out where we think we'll end the year with subcost. Um we
155pay out our 10-month um employees for vacation acrals because we like them to be um at work when the students are here and so some of them accumulate vacation. So we we pay that out. And then another one that was um a little bit more challenging in the last few months to project out has been fuel cost. So we're doing our best to project that out for a few months, but that one could be um kind of the wild card. Everything else we think we have a good idea, but salaries and then with the added fuel costs are always a little unpredictable. So of that 5.7 1.2 is the unrestricted general fund at this time. Then we go to the projected budget. And remember, this was the projected budget as of May 13th. You'll see
156the final budget on uh June 2nd. So, we're still making tweaks. We're still learning about things. Um we're expected to start the year with the beginning balance from our ending estimated actual ending balance. We estimate revenues at 142 million, estimated expenses at 140 million, and with all of the cuts that the board approved in December, we've had um retirements and staff go back to the classroom, we have a positive fund balance, and this is unrestricted general fund of 1.2 million. So, uh we're really happy with that. It is slowly probably going to be a or slowly going down a little bit, but it's still a positive fund balance as we make some tweaks. Um, we have a requirement that we put uh 3% 3% of our total of expenditures into a restricted repair and maintenance
157fund to upkeep all of our buildings. And so, um, as we add any expenditures, that number gets adjusted. And so I just made it an adjustment the other day. So that went down just a little bit, but um still good news. We're still positive at the um at the current time with our budget. Um some of the revenue highlights. Um again, staying in the conservative path, we're doing three and a half% for property tax increases uh for next year. Um all federal revenues. Um, as Stephanie mentioned earlier, we're just budgeting federal revenues as we uh did based on last year's just flat, no increase. Um, and then if something we find out that something isn't funded or there's a change, we'll make those adjustments at first interim. Uh we don't typically get our federal awards
158in anywhere from uh the fall into actually the beginning late spring for the um special education federal revenues. So it's al always a moving target. State revenues, they're based on the current um award letters and our special education was projected by the COE and so um currently that is what we have used. there could be some changes to special education with the May revise. So again, that would get updated and we will let you know those differences in June if there's any changes um in state revenues. Uh we have contracts that we uh do with our um others other other districts for our special education services students that come to some of our classrooms. Um we expect that to bring um a million dollars in. And then we have tuition for our international students which
159has gone down dramatically over the last six years. When I started it was much higher um to now we're looking about $80,000. Um again we're still taking enrollment and this was just as of the end of April. So um I'll double check it again before June 2nd and then we'll double check it once school starts and see if we can make any adjustments there. Um, and local revenues. We only budget based on known like local grants or um, an average of some of our donations that are pretty stable, but those are constantly adjusted over the years as a site maybe receives a donation, we get a local grant from ro Rotary, etc. Next slide. So for our pie charts that you are used to seeing, we are still property tax driven at 77% 8% state
160revenue. Our state revenue um even with the influx of onetime money we got last year. I was looking back to see if it's changed since those one-time monies were not included and we're still 8%. So a $2.5 million onetime pot of money did not change our percentage enough. It didn't swing it. So just shows you how much it takes to even move a percentage over to lower like from seven to eight or 8 to nine. Um and then we have federal revenues at three. That's pretty consistent. Uh other LCFF revenue um we receive um state funds from 1213 when LCFF was first funded. They had some categorical programs, transportation and some other um programs that they froze us at and so that makes up 3%. Local revenues five and stirs on behalf has crept up
161to 4%. It's at from 5.2 million this year to 5.8 but again we estimate revenue. We estimate expenditures um based on information from the COE. So it's an in and out. doesn't really impact our budget but we do pull it out so you can see. Next slide expenditure highlights. Um as I spoke to earlier about we have a balanced budget. We had approximately 14 certificated FT reduction that was based on retirements um staff going back to class and um sites looking at their allocations and seeing where their um based on their Ryan projects the student enrollment and tells them their allocation of FTE. So moving those around. Um we had three classified FTEEs that were reduced. Uh STRS um is staying flat at 19.10% and PERS actually gave us a small reduction down 04 from
162last year. So we will have 26.4 uh for PERS for every dollar spent on a classified employee next year. Health and welfare was the um biggest hit. We had a 13% increase. Uh that represents over a million dollars just for the employer and then we have a 5050 split for that um 13% with the employees. So um they will also be feeling some of that um increase but right now we have that estimate put in the budget. So it won't be a huge adjustment come uh first interim when employees select or change their plans. um we might see some shift but hopefully we wouldn't incur um a big change and so uh we were able to include it now. Property tax insurance is still increasing. It's 256,000 over last year. Um it continues to go
163up and a big portion of that is the liability piece of our insurance. And then expenditures were um reduced. Um you can see some of the ones that uh going back to December on our reduction sheet which was culture creation um the common ground advisory task force contract and district the district portion of leader and me um other expenditures were were reduced as we fully expand educator effectiveness. Um we were we fully expended kit funds, but I was just told by um child nutrition program that we uh got funds for next year. So we'll be adding that back in. So they they've just received another round of funding for um the kit funds. Our A throughG grant is finally being exhausted. And then we have in there the learning recovery block grant as was referenced
164in the LCAP. And um it looks like they're going to fund that for the next is it I think five years, four to five years. It we'll know more after the May revise, but it looks like they're going to extend that out and that is roughly $300,000. Next we have our expenditure chart showing um the breakdown between classified certificated and administrative salaries. Um at second interim our expenditures for 2526 of salary and benefits of our total revenue was at 86.4. So, with the reductions we made just um last or this spring and going into budget, we're down to 83% and that's where we want to be according to the state. 83 is um to 84 85% is right where um they they like to see. And the next slide um district is the LCAP. Um
165just to go over it again, I think you've heard quite a bit um from the other group about the LCAP, but um just pointing out it's 7.3 million right now. We have not gotten the LCFF calculator to get an exact number. We're estimating that will come out um probably Thursday or Friday after the May revision workshop on Thursday. Um I don't expect it to change too much. It's about eight represents a point um 3% of the our total LCFF funding and we uh spend way more than what is required. 7.3 million is the minimum but if you added up our LCAP it is much more. Um, and so we just we know what our base is and we um create the LCAP based off of that and we track all the expenditures. You saw the
166detail um document that uh Stephanie and the others went through. I take that document. That's how I build the budget. And we have discretionary codes for each goal so that we can track where we're at. and we'll go over that with you um and the during the annual update in February. So Ryan's gonna talk to you about your the tenure. >> Yes. So again, as as you've seen with both LCAP and the budget, Katie and team, I mean, it's a lot of work and effort that goes into it. this year in particular, what I would say is we have um I mean really Katie and Rachel in particular in HR have really dug into um our payroll expenses and personnel costs. So FTE and calculating and double checking and making sure that every single person's
167in and what the budget is so that we have really refined numbers, right? So that we can give you the most up-to-date reliable data for next year. Um and probably more so than we've ever done the past from the all staff sheet, right? just because during tough times you want to know exactly where you're at and as we move forward. Um so so really important on that um behalf. Um as I look at the tenure uh just a few things to kind of share with the board. Um again much different look. >> So I I pulled up on here will it not Yeah. No, that's why. Is there any way I can take Can I grab it? >> We'll We'll use our devices. >> Yeah, that's okay. >> That's why I want to drive it
168so I can blow it up for you and actually pull it up. Okay. Awesome. Thank you. All right. Let's not get our reading glasses on and we'll go through this a little bit. Right. Um so again the first thing when we look at the tenure the goal of the tenure which is different than kind of what you've gone over the sax form is we talked about this every single time we talked about the budget is the sax form assumes that we spend all of our money. It assumes we're going to spend six six million over this year in terms of deficit spending when in reality we're not going to right because we never spend every single thing that's budgeted. Um but that's how the state makes you do it through that process. So this is
169a better reflection a better picture as of today. It will change. Of course, this does not have the latest information from May revise in it. Neither does our other our budget docs, right? Because that just happened on Thursday. And we really find out this week kind of the nitty-gritty and what they really tell you you can't put in the budget now, what you have to wait for for June. Um those types of things. But probably the biggest assumption in this entire projection is that three and a half% increase in property tax values. You'll see I mean dramatically, right? When I think back of and and I know Miss Sheffer talked about when when we think about when I first started here, what our overall budget was versus what we're looking at today. I mean, it's
170it's450 million more um you know, from from when I first started, you know, 15 years ago, right? So, it's dramatically changed a lot. So have costs. Um and so it's it's really an interesting dynamic. of course property taxes as we've talked about is the number one thing where that um in terms of taking in revenue um which is most important the APA act of course another million4 that is something that sunsets and you'll hear a lot about them trying to um extend that on I believe there might be even a proposition coming up to to keep those funding going um past I believe 2030. um important of course we do uh give Belove Santa Fe um funding based on the LCFF so they will receive more funding with this 4% cola than maybe we had
171projected right so that will change some um again our m our minimum state aid is is there special education transfer um and then our federal funds as Mr. Hunger pointed out it's right now it's kind of a tenuous time. What it seems like for sure will continue is title one and special education funding. Those are two that are pretty set that I think politically you'll you know even the Republicans conservatives will have a hard time u moving off of. It's really those title three title four dollars that that are the unknowns right in terms of what will happen with those. And again we'll have to make adjustments should there be changes. It's unfortunate we really don't hear about those until September October in terms of where we're at with the funding level. Um but again
172federal funds about $4 million overall other state uh again when this was COVID those those were in the 20 million mark right so it's really dropped down uh significantly over the over this time period. Um again stirs on behalf you kind of have to just realize that's an an input and an output both revenues and expenditures. The state mates has put this in here because they want us to recognize the fact that the state participates in paying for a portion of uh teachers retirement system. Um but as you'll see the the the numbers there ELO funding uh maintained in May revise what we heard on Thursday. So that's fantastic. maybe even a little bit of a an increase with cola there. Um that of course pays for our our before and after school program as
173well as our summer school program um for our students. Um everything else is is pretty stable on the state level in terms of funding. Again, there is talk of special education uh funding um jumping up in uh increasingly. So we'll we'll learn more about that hopefully in the school services um very soon so that we can apply that to the June budget. Um, you'll also see the onetime block grants. So, there's potential for the district to receive onetime funds. That of course would change. Um, right now the I believe the 300,000 is based on the ongoing educator effectiveness, right? >> Yeah. Learning recovery >> or learning recovery quad grant. Um, but but again, that will change as we learn more um in in the upcoming budget conversation. On the local perspective, of course, the one
174that stands out the most is the loss of DA Canyon, you know, unitary tax and the the mitigation settlement funds, the 4.6 million um that went away uh two years ago. You'll also see kind of a crazy look at the other local revenue, $10 million. So, that was our electric buses, right? So, we we um obtained 10 electric buses. So, you'll see both in expenditures and revenues. So, that kind of offsets us, you know, differently. um you know it's not that's not a revenue source that we're going to get on an annual basis, right? And of course we change the the other local revenues uh donations um you know as we as we receive them as we know what we're going to receive that will increase along with other funding um that we we we
175do receive. As Katie pointed out uh the tuition so the number of we have a special um kind of ability here and uh legislative ability to take foreign exchange students into our school district. So Val Harrian had set this up, right, where we get national acceptance and they go through the process, but I believe our our country's immigration policies have really discouraged students from participating in that program and coming. So we'll we'll see how that goes. Um, you know, they it is really a great thing for kids. It helps our school district. They've been, you know, the students that come have been welcome and really, I think, you know, enhance our students um at both of our comprehensive high schools. So we'll see. So hopefully that that will turn around over time, but so the
176board does, we we still welcome those kids in um into our programs. Um of course the FMV journal that that's kind of that at the end of the year we look at the county treasury, what's it worth, right? And make those adjustments um over the overall budget um based on kind of that formula. We take it out or we add based on what that income is. Um and then of course we just reverse it on July 1st. So really doesn't make a difference in the overall budget. Um but overall overall revenue is about $142 million. Again less than last year mainly because of those that electric bus um grants. Of course as we talked about personnel costs are you know over 80% of the budget. We were getting up to the 87% mark. Now bringing
177that back down to the 82 83 right which is much more healthy place for us to be. Um so you'll see some decline in overall costs in terms of uh certificated regular which is our our our teaching staff right as well as classified even with the reductions you'll see that there was still a slight increase with stepping column with employees um even you know but we really didn't have a lot of classified reductions um more so on the certificated end um stirs and pers we like to highlight those um just to show right these are a lot a lot of money. 19% goes towards um our teachers retirement percentage and then of course PERS. Yes, there is a drop for one year but then they there it goes back up um the following year and
178continues to increase, right? Um as well as we also pay for social security for our uh all of our classified employees. So when you take the 26% and add another seven, right? I mean, it's it's a substantial amount on the benefits portion that they don't see in their check, but it is uh total compensation for our employees. Um workers comp has kind of remained the same. So our our CYP, our JPA is doing fantastic. The overall uh rate has actually decreased year-over-year um because of that. Um, health and welfare, as Katie said, is one that's crazy right in ter 13% increase over the year. Um, a huge cost. We have one of the best healthcare packages for employees um, compared to other school districts in the area. So, that's that's a a huge point. Um,
179the other one that I would point out is really the total services and operations. So, yes, we did make some reductions to some of the some of the people that were um tying into independent contractors, those types of things, but we have definitely seen a huge increase in fuel costs, in gas, electric, water bills, all those things that everyone has seen at their own homes. Um, multiply that, you know, substantially by the number of school sites we have and students and and use of our sites, right? So, um, that's one we continue to ma maintain and look at. Um, I know Mr. Bonan is really looking at the cost of gas versus our new electric buses and and kind of the savings and what that looks like. So, we'll be sharing that information as that
180becomes more um available as we go through the process. Um again, we haven't set aside a lot of a lot of money for equipment outside of you know because kind of lean times there's not a lot there. The seven million that you see now those those were the buses that we purchased right that went along with the grant. um other outgo so a little bit of uh tuition ADA agreement um we do have special education uh you know in terms of some of our deer heart of hearing students those types of things um so yeah there there's some costs that go out nothing for fun 20 nothing 1314 um and so total expenses for uh next year projection 140 million um again we'll see how we kind of end the year even the four million
181there in terms of deficit but that leaves with a a surplus of a little over a million dollars. That is going to change between now and the end of the year. We're still looking at staffing. We're still adding teachers. We're still looking at materials and supplies and all those things that happen throughout, but we'll also hear from May revice in terms of where where those types of things. So, onetime funds or any ongoing revenues will of course enhance that as well. The great news for the board to see in this tenure projection is that it remains black in the outy years at the current state, right? And that is because of the tough decisions this board has had to make over the past two years, right? Um it's easy for for you if you go
182back and look at second interum, first interim and last year at the same time and you see what those charts look like, right? Very different. So it's good to remember kind of where we were at and where we are now. but also, you know, be concerned about the future, right? So, again, this is really predicated on this projection on that ongoing three and a half percent um increase in property taxes and it's three and a half% of 140 and then it's three and a half% of 143 and it's three so it it's exponential, right? When you look at that increase, um we still have a lot of growth in St. Louis Bispo, I would say, a lot of houses being built um in the city. that helps in terms of that that process. Maybe not
183as much on the coast. Um depending on what happens with the economy with um with uh with interest rates, right? It's the turnover of homes that really changes that amount of property taxes that goes through. So when interest rates are high, there's less turnover, right? Um and so you won't see that change. We are when we do our bond our bond financing, our county and even our district area, we have one of the highest pent up property taxes than any other district in that a lot of people own homes um here and they're paying really low property taxes because they've had them for a long time and people have multiple homes that they're renting um versus in other places where there's a high turnover then you you see those increased property taxes as homes, right?
184So, it's a good good and bad thing. Um, but the good news is we have that potential with turnover to really increase property values and property taxes um ongoing. Um, and so in a nutshell, this is again the 10-year projection. It's good news standing here before you, right, which is very different than what I had to do for the six first six months of this school year working with the board, right? and doing public presentations and um you know talking about the budget reductions and what we're going to do, those types of things. And so um it's it's just it's a great place to be compared to where we've been, right? It took a lot of tough work, a lot of hard work for the board um to get to this point. But the nice
185thing is I think we have a future where we can look forward, we can make some better decisions, we can take input from the community, things that they want to see, right? Talk with our principles, our teachers, our students. um and hopefully be in a place where at at our next three-year LCAP where we're maybe adding back some of those things that are really uh intricral to the success of kids. All right. So, that's a it's it's a a much better place to be. But Katie and I are here to answer any other questions board might have uh in terms of the budget. >> First, I'd like to go to the public and our best public here. There does not appear to be anyone wishing to address the board on this. Come back to the
186board. Mr. Buckman. >> Yeah. >> Well, hopefully you guys can take a deep breath, especially with the May revise. Um, I I want to just address because you talked about how rapidly the budget has changed and when I look at your May revise and I do my simple math, it's another 20 by the time we get 10 years out, it's added another 27 almost $30 million to the budget. That's that's pretty amazing. substantial. >> Um, I think what I'll do is I'm going to make a separate appointment because as I went through the Sachs document, there's line items in there where it's like a 90 98% decrease or 100% decrease and I just need some help understanding that because those are like those are huge. I will say we've we have in spending down the
187one-time funding, we've had certain pockets of money that we've we've used and so we really spent those down, get rid of our restricted funds so that we maintain our unrestricted balance, right, for the reserves. And so some of that is on is on purpose, right, to to maintain those unrestricted. And so, um, but yeah, Katie can kind of go through and explain those to you. >> I mean, one was building and land improvements and it was down 100%. So, I'm sure there's a good explanation. Um, so other than that, I have to thank you guys because it's been amazing. It's actually amazing. Thank you. >> Anyone else? >> Yeah, I have a quick question that um in the presentation uh the reference to the A3G access grant, I just was quickly researching what that was
188and so we got that, we've spent it. Is it something that's ongoing we'll get again or it seemed to be tied to the percentage of students graduating A throughG readiness and we were below a certain mark. >> Those funds we received during COVID. >> Okay. >> And so we just didn't with coming out of COVID and getting back into um a just regular school life setting um they just didn't get spent. And so finally over the last two years they really have been utilizing those funds and um this and then they had to be spent by this June but there they were one-time monies. >> We were not we had the onetime money but we were not spending it. >> Well we got it during CO >> and so we didn't spend it right away
189during CO and then we created a plan and then yeah we've been spending it according to the plan and it's sunset this year. >> Okay. Thank you. Okay. Um, again, I would just point out that this is not an action item this evening, but we will be voting on it to adopt this budget at our June 2nd meeting. And just stress once again that this is a um a living document, things change. It's really um challenging that as a school district we have to adopt a budget prior to knowing the final state budget prior to knowing in our particular case um what will happen with with some actions we're funding we're seeking from PG& with regard to Diablo. So uh it it there is a a particular era of uncertainty this year. Uh so I
190and there are a lot of competing interests that are all of them are worthy and it just creates um some tension between the the district the board um the district with the board at times the board with the district at times the board with the public just trying to sort all this out. We uh we read the letters, we talk to people, we we uh honor all the opinions and um but we've got we have parameters that we have to work within and we will continue to make our best efforts in that regard and perhaps by June 2nd we'll know a little bit more. Um but that is uh the uncertainty is still out there. So thank you for all that you do to presenting this this in a format that is what we know
191as of today subject to change by forces beyond our control. Um thank you. >> Thank you. >> All right. We will move on to the consent action consent agenda. Please let me know if there's anything you'd like pulled. 10.01 Renew legal services contract with Lozano Smith. 10.02 Renew legal services contract with Dora Dome Law. 10.03 Renew legal services contract with Megan Freriedman and Fulfost. 10.04 Acceptance of donations. 10.05 Approve the new classification of behavioral interventionist. 10.0 06 approval of surplus 10.07 approval of minutes 10.08 approval of certificated and classified personnel item 10.09 Approve summer school salary schedule 10.10 10 approval of classified job description reclassifications. 10.11 approval of furniture and equipment requests from April 29 to May 12th. 10.12 approval of cow card purchases for the statement dated April 22nd. >> I'd like to make
192a motion to approve items 10.01 to 10.12. And and if I could just make a quick comment. I don't want to pull anything, but a quick comment. >> Sure. >> I I just want to say um as I look through the uh job descriptions, how difficult a lot of the jobs are that we ask our employees to to to do and how complicated they are. and reading through just the irrigate, you know, the the irrigation um workers job description, it's it's amazing what we expect people to be able to do and what we expect people to be able to know. And so I just I want to put it out there that I think our employees are great and the jobs they do are phenomenal. So that that's my comment about that. >> I'll second
193it. >> So we have a motion by Mr. Unger and a second by Mr. Manfield. Um, Miss B. Uh, Mr. >> Yep. >> Mr. Banfield. >> Yes. >> M. Baltadano. >> Yes. >> Mrs. Roger. >> Yes. >> Mr. Buckman. >> Yes. >> And I am a Yes. Uh, anything for advanced agenda? >> Anything? Uh, any reports by board members? Mr. Banfield. >> I was really impressed by Marcelis, our son, who took the lead role in the play Tom Sawyer. You did a great job. >> Thank you. Um, Mr. Uner. >> Yeah. Um, I went to those 80 the 805 games which were an alternative to the Special Olympics. Our students were not in school on May 1st, which was a special what what was called Special Olympics Day. And so, uh, the PE the students
194at, um, the high schools put together a special essentially a special Olympics for our special education students at Losus Middle School. Um, there was participation not only from Moral Bay High School, but also from Pacific Beach. It was really a wonderful experience. Um, and then Mr. Buckman and I went to the FFA banquet at Moral Bay High School. Dr. Crater was there. It's always it's always a blast and it's super fun. And then, um, I I I as well as I think others attended the trust automation what I would call the graduation for those students and and it's it's a phenomenal program. We heard Miss Yamashta talk about the number of students who will were in were interviewed and who would be offered employment from Trust Automation and I want to give a special thanks
195to Typhino who from Trust Automation who who trusts our district to provide to to allow his people to partner with our students to create a job skills that will be head of household jobs in this county. And so, um, special thanks to him for for doing that and working with the foundation on that, too. >> Mr. Buckman, >> thank you. >> I had about 10 things, but I've got it down to four. I respect First of all, I was talking to a gentleman named Tim Mclofflin. He was delivering um materials to Lagouna Middle School and we were talking and Tim said that he really liked to thank his son Joe Mclofflin who's one of our facility technicians because Joe Mclofflin convinced his dad Tim to stop being a longhaul truck driver across the United States
196and convince him to come to our district and drive a school bus. And Mr. Tim Mclofflin said, "This is great because it's not driving across country, but it's also means he can drive his granddaughter to school every day." So, I thought that was very cool. Um, I was at the California School Boards Association two days meeting um representing this area and everybody missed you, Chris, and said to say hi. And but, um, I talked up the student senate and there's a lot of interest. Um, I've got like three or four business cards that people want to talk to you, Dr. Uh, let's see. I was also able to attend the Central Coast Coalition for Inclusive Schools. I haven't been able to attend all year, but was able to attend. Miss Sheffer attends regularly. It was
197that was very good. And my favorite was I got to attend the last DAC meeting of the year. Um, it's it's just one of my favorite meetings and I was got to be at the last one. Thank you. >> Okay, I am going to give a board report. I rarely do this, but I fear sometimes that people think I don't do anything. So, um it will be very brief. I uh did attend the Central Coast Coalition for Inclusive Schools meeting. Uh and I also last week attended the Hawthorne Spelling Bee, which was just so amazing. And I really enjoy attending events where the kids are the stars. and um it's one of my favorite things to do and the kids were the stars uh at that event. So I really appreciated being there and uh
198I attended the St. Coastal Education Foundation meeting today. And in addition to uh recognizing Ty Soprano at Trust Automation, I would like to recognize our own Aaron Black who uh was behind uh getting this started that program started uh and will be moving on from that to becoming our uh director of elementary education. But he has made he's done some great things on behalf of all our students K12 and leaves a believe a legacy with beginning that program at being instrumental in the program at trust automation. So um I'm happy to know him and that's my report. We will see you um June 2nd. Thank you very much. >> Thank you everybody.