001Hi, Mandy. Let us know if you want us to do a sound check. I'm also here. I'm ready for whenever you need us. Can you hear me, Rosie? >> Yes, I can hear you. >> That's good. The sound is good. >> Yes. >> Perfect. That's all I need to know. Thank you. >> Thank you. Good Happy birthday. Get these lights on. Okay. I'm sorry. It was like 30 minutes of information. Just Awesome. So many different shirts. What's your Awesome. This is my crew. Yeah, >> she's on her student. [Music] [Laughter] I'm just excited to meet you. Thanks for coming. >> Thank you. [Music] >> Phenomenal. I think she will get something. [Music] her sister. >> Yeah. What's her name? Now She's not Okay. >> Uh, Mr. Banfield, can you hear that in your ear? Is
002that coming through? Okay. >> Okay. >> Is your hearing aid working? Is that picking up or no? Yeah. Okay, cool. >> Okay, if we're good. Uh, good evening and welcome to the regularly scheduled September 16th meeting of the St. Louis Coastal Unified School District Board of Trustees. >> Okay, I'm getting a signal that I don't know what it means. >> Okay. The board met previously in close session. >> Okay. Uh I'm reminded that we have translation services available for anyone that is present in the room and requires translation. If you go to see uh Mrs. Dawson, she will give you some headphones and connect you up if you are participating via Zoom. Um, if you go to the bottom of your screen to the uh globe icon and press on that, you'll be directed to
003translation services. interpret. Thank you. Did I hear something? I'm just going to press on here. Okay. The board met previously in closed session. We discussed uh two cases of anticipated litigation. Um reviewed we did a personnel review and then we conferred with our labor negotiators um and legal counsel and Dr. Puchia uh regarding employee organizations, the confidentials, CSEA, MEC, SEIU and SLCTA and uh no decisions were made um and no direction was actually given. Okay. Do we have consensus on the order of business? Seeing we do, we'll move on then to student representatives to the board. And I am starting this evening with Asa Vidat from Mororrow Bay High School. >> Thank you. Um, good evening to everyone. I am Asa. I lack a little card, but I'm here representing Morbby High School as the
004senior class president. Um, thank you to the board for having me. Um, our slideshow to begin. Um, I don't know if that's something I put up. You got it. Sweet. Um, it's been a quite eventful couple weeks now since we've met. Um, and it's it's kind of fun now because I have I can go a little more in depth because just more stuff has happened and we're we're we're less in the early stages and we're more into the the ball is rolling at Mora Bay now. Um, there we go. All right. Um, just getting right into it. Uh, oh, there we are. Okay, so starting with academics, um, our biology class got a great chance to head on down to our harbor, um, which is, um, a very unique, um, uh, place, especially considering our
005our school location. So they they they did a lot of um research under the docks as as you can see that is um our actual our our harbor department and our coast guard um station allowed them to go down on the harbor department docks because they're they're actually very untouched docks and they saw a lot of marine life. Um our FFA held their greenhand challenge. Um that is radical. So that's just a set of outdoor challenges. I know they they ate afterwards together. Um, and then this was last week and we had our wellness week and um, if you guys may know, if you've been staying uh, in touch with Mora Bay, we had a wellness center open up last year and um, kind of the star of the show here is um, Miss Willis,
006who is our um, our our our wellness counselor. Um, she really just kind of steers the ship with with everything wellness related. and our wellness center and our wellness week um is just all poised to allow our students to feel heard um uh maybe uh overcome any challenges in their life whether that be social or um or physical. So it really is just truly a opportunity for students to heal or um or just a resource for them to overcome anything in their life. So after that, we're moving on to more of um our Oh, I have to click. There we are. Um this is a more um uh now this is our these are our AP classes. So this was our AP world history class. We um again utilized the ability that we are right
007on the beach and they actually went down and recreated some um famous monuments. I a couple of them being the high Sophia, the great Zimbabwe. Um yeah, it was totally I mean again these kids are waking up early in the morning using their block period to go um alongside a written report of these um monuments. They go create them on a sand like what a what a special opportunity. Um moving on to clubs we um we oh uh oh I always there we go. Our club rush happened. I know slow highs was just um two weeks prior. Um and that was a great success. As you can see, there's a a whole lot of kids in our quad and and that's a lot of our school right there. So, um our students are involved in
008clubs. It's it's such a great opportunity to um whether that's you want to start your own club. So, um I know that uh for instance, our polar bear dip club just started. Yeah. I mean I mean we are just we have such a thriving student life especially around clubs. And so just a couple pictures right there. That is our mock trial down in um Santa Barbara. they went against um Santa Barbara High School and then that's our that's our surf team and and and we even host our surf team is great because I mean I was just out there Monday morning of this week and um you'll see kids from LOMs out there. Um we have a couple um a Tescadero surfers surfing with us and it's just and even though as a Tescadero is
009our competition or or for instance um we had some slow high students um you just see them out in the water and you're hanging out and you're like dude you just got a great ride and so our surf team is wonderful and so are the rest of our clubs. Moving on to sports um we had oh there we are. Um, we hosted our cross country invitational and this is a a big deal for our cross country program. We host about um 1,900 runners. Um, so that's that bottom picture >> and um I think that's around 70 schools across California. So super big deal. We had I know we had some girls runner um Shelby Taylor who took home first in the tournament. Um and we had multiple other placements high up. um our girls volleyball
010um the the varsity team um went to go play in a San Diego tournament and they they also got a chance to tour San Diego State which was definitely beneficial for both those seniors and juniors on the team. Um and then I can personally attest to this, our boys varsity waterpool team went to Austin, Texas to play. Um definitely a unique experience. They got to go see a Longhorns game. Um it was very hot. It was it was it was the temperature was high in Austin. All right. Now, on to kind of an upcoming or looking into the future of what's going on both this week, next week, and the week after. So, we have our um our mock trial will be moving down south for another tournament. They are very such they're such an
011active club on our campus. Um and then our powderpuff um will begin the next week. So, that's next Friday. And our skit rally will take place on the following week. Um now to what everyone is excited for our homecoming and that our theme was revealed um today and that is echoes of the deep. So that's going to be like an underwater themed dance which is quite suited for where we are. Um, and our our morbid dances are are very unique and and and that we have like kind of this trademarked neon dance and and we do a lot of um other things at our dances that are um that are kind of we get a lot of schools asking, hey, can we actually try that out or can we um >> can we use this
012theme idea that you used? Okay. And and and so with that comes a lot of students from other schools coming to our dances. We have some of the highest rates of guest passes which is just which is just wonderful. I mean considering our size we're able to pull from AG. We're getting kids from Templeton at Tescadero El Paso slow coming to our dances and enjoying um a a lot of the big reason for that is just the the the nature of the dance. We've recently incorporated student DJs. Um, and that brought with it a lot more of a of of a looser vibe in the sense that you have a fellow student appear on stage rather than um maybe maybe a young adult that you don't know. Um, so that's been a very um a
013very cherished um uh characteristic of Morbay dances. Um, that is all for me. Thank you so much to the board for having me. Um I well we we'll we'll talk in two weeks. >> Thank you. Okay, seeing no questions, then we'll move on to Zoe Fuji from St. Louis Bispo High School. >> Hi everyone, my name is Zoe Fuji. I am the ASB president of St. Louis Bispo High School. Um unlike Asa, I do have a placard. So unfortunately um it should be a little bit easier to remember my name. But um with that, let's get into the slideshow. We've had a pretty eventful last two weeks in uh regards to our athletics. Um, our girls volleyball team defeated Nepomo during the week of September 1st through 5th and then hosted the Slowtown Showdown that
014weekend where 16 of the best teams in the state came to just completely fill our two gyms. I was there on that weekend and it was a zoo. It was the biggest nightmare, but it was also just kind of incredible to see so many teams show up. Um, in that slow high school earned tourney champion honors. Uh Jules Cargle earned tournament MVP and Ella Buchanan and Mattie Emus made the all tournament team. And then our girls water polo team also had a great week. Uh they had won over Mororrow Bay, sorry, and Edison. Our boy our boys water polo team was also able to beat Sanz. So we also want to give a big congrats to them. Our girls golf team defeated a Royal Grande and stayed undefeated in their season so far. and our
015girls flag football team won big at their very first home opener. This is a really big first for us. Um we are so proud of them. We were just able to introduce this as well as our girls dance team to our campus this year. So it's kind of incredible to see things already going off to such a good start. Uh we also had our football team travel to AG on Friday night and our cross country team had their first race of the season on Saturday uh 9-6 where the girls team finished first and the boys team finished third. That was two weeks ago. And then this last week again there's just so much to unpack with our athletics. We're so proud of them. But our girls water polo team started off the week strong with
016a win over Npomo and then defeated Paso on Wednesday. Uh, our girls tennis went 3 and 0, defeating San Marcos, Clovis West, and Sanger. Girls volleyball went on the road again and had another huge weekend becoming tournament champions for the second week in a row. Uh, there was a shout out to Bailey Hartford and Jules Cargle, which were awarded all tournament honors and Ella Buchanan was tournament MVP. Our girls volleyball team is one of the bigger prides of slow high school. They are so incredible and we are always so so proud of them. Uh, girls soccer football won their first league game and then football went down to the wire over with Nepomo on Friday night and this football game was a home game. So, we had a theme and the theme was neon night
017but I can talk about that more later because that's more ASB based. But, um, that was also our hall of fame and athletics night. So, we were able to honor so many people who had went to slow high and earned awards and it was just really incredible to see everyone there. Our boys water polo team traveled down to the Thrills in the Hills tournament on Saturday and went against some of the best in the state. And then again, cross country traveled to Mororrow Bay where the boys team finished second and the girls team won their entire division. We are just so proud of all of our sports. I give special mention to them because they are all doing such an amazing job. They all work so hard. I feel like I always see them traveling
018to all these tournaments and we are just so proud of them. Next up for the arts, we had our 24-hour musical September 5th through 6th. It was such a fun show to put on. This was actually our largest cast ever with over a hundred people participating. I myself participated. I was Baby Bear and The Three Bears. Um that was kind of my big uh breakout role. Uh I expect Broadway to be calling anytime soon. Uh we also have our first musical of the year which is going to be the 25th annual Putnom spelling bee. I mentioned this last time but we are so proud of them. They have been working so hard. It's just a musical where there's so many different types of kids uh participating with different uh attitudes. One of them was saying
019that their character was like a bratty girl who just wanted to win the whole thing and the other one was a kid who does nothing but study all day. But this one has audience participation apparently. So this will be such a fun show for them to put on. We also have our newspaper called Slow High School Expressions already consistently putting out articles on their website and they are soon coming to print. Our TNN team, which stands for Tiger News Network, is our everyday news. And they're all just diving straight into it. They're all doing their own stories and showing their student voice through the arts. We are so proud of them. All right. And then for our ASB update, buckle in because this is our homecoming week, so there's kind of a lot to talk
020about, but in ASB updates first, we had our lifeguard week two weeks ago in honor of suicide prevention month uh with events hosted that Tuesday and Thursday in the wellness center. We were we also have a pretty new to the campus. I believe this is its third year on our campus, but it is a really good source for students to have if they ever need to talk about anything. Um there's students there to support them and also counselors and therapists there. So, that's just really nice. Uh last Wednesday we had our club rush as well, which was a huge success. Um, we didn't get any photos of it because every single time we do it, it's kind of just like 300 kids just packed onto the black top and then all of a sudden they
021all have to go back to class. So, it was just so much fun. Uh, we love to see everyone supporting their clubs. Um, on Friday we had our neon night football game. Everyone had construction vests. There was a couple photos on there in the top right corner of the slideshow. Everyone had uh glow sticks, neon wigs, face paint. Everyone see the thing with so high is that everyone likes to be like, "Oh, what do we do for our theme?" And then every single time they come and they always show out. It was such a fun game. Um, this week for our ASB, as I mentioned, this is our homecoming week. On Monday, we had yesterday we had our homecoming rally, which we introduced all of our fall sports. We introduced our court grand marshall, which
022was Miss Nuzbomb. She's our ASL teacher. She is beloved by the students. She is so amazing. We love her so much. And then we also introduced all of our homecoming court nominees. We also had performances from our dance and cheer teams. And um we had so many fun audience participation games. Um some of which were not fully grasped by the audience, but it was fun nonetheless. Um one of my favorite parts of the rally is that this week our theme is a night in New York. And so yesterday, uh, usually it's a bit difficult to get students to dress up for obviously homecoming week, any dress up days, but every single class was dressed up in their assigned colors because our theme is a night in New York. And so Monday was battle of the
023burrows. So we gave each different school or different class their own colors. So the freshman were red, sophomores were green, and then juniors blue, seniors white. And I just looked out and I was like, "Wow, everyone actually did dress up." And that was so incredible to see. Uh, we also had a ho hallway which is down in the middle of the slideshow. Um, it is a full skyline of New York City with the words a night in New York. There are stars in the side in this uh ceiling. Yeah, they're like taped on through. I don't know how they were able to do that, but it just looks so amazing. And this Friday is our homecoming football game, which is by far our most exciting football game other than every single girls flag football game.
024But we are so proud of them and knock on wood, we hope to cheer them to victory. Uh on Saturday is our dance. Uh everything with homecoming is a bit much but it will all be so worth it. We are so proud of our activities commissioners Yahra and Parker who have spent so much time and effort into this and we have no doubts in their abilities. I have no doubt that uh Saturday is going to be one of the best homecoming dances we have as of yet. And then for our upcoming events, we have um obviously as I already mentioned, our homecoming football game on Friday night and then our homecoming dance. And then the uh musical will be going on September 25th through 27th and then again through October 2nd through 4th. And then
025we have on the 4th athletics booster bash. So we encourage everyone to go out and support. And then we have a jazz concert on the 6th. And that is all from St. Louis High School. Thank you. Thank you both very much. Does anyone have any questions? Mr. Clawson, >> I just want to say you guys are crushing the updates and thank you for all the preparation and energy. It's really cool. Thank you. >> Okay. And so then I would add that um you are certainly welcome to stay, enjoy the meeting and participate if you'd like, but we are also mindful that you have other things and homework and commitments. So if you um need to leave, you're welcome to do so. And we thank you for participating with us. >> Thank you. >> See you
026guys. >> Uh next up, item 5.02 02 is the Monarch Grove program highlights. Mr. Gusens. >> Okay. I brought reinforcements tonight. Do we have slides coming up here? >> I got to say it makes a difference coming here from Monarch Grove rather than a Royal Grande High School uh as I did last year. So, that's already off to a great start. And I'll wait a little bit to get these slides going. Do I need the clicker? >> Thank you. >> Perfect. >> All right. Thank you so much. So, I'm Mr. I'm Principal Clark Gusen at Monarch Grove Elementary, and we're going to uh I'm going to go through some celebrations and updates with you with my distinguished fifth grade student here. Hi. Um, I'm Sierra Darnton and I'm a fifth grade student at Monarch Grove
027Elementary School and I'm um participating on the student 17 team this year. >> Yeah. >> Okay. So, we're going to start off uh discussing a little bit about our school data and student achievement. Uh start off with some state testing from last school year. We're at about 70% proficiency levels in both ELA and math. very good when you measure that up against really any any averages. Mind you, when you measure it up against our school year last year, it's tough to beat the 75% rangeish that we had the year before. So, that's something that we want to close that gap back on this year. Uh, looking at our state science testing as well, we were at about 50% this school year in terms of students passing that. This was a hard test and district district
028results mirror that as well. Um, still not happy with it. want to address it and and we're working on that. We have things like our uh garden um with one cool earth time and then yeah we we're hoping to to address this through our scheduling as well but again above state averages generally speaking our kids are doing a great job. It was tough test last year. Some other ways that we so how are we addressing these academic pieces? First and foremost it starts with our multi-tered system of support. I cannot emphasize enough how important this is to our school site and our students um that they uh receive these supports and multi-tered system of support. I know that sounds like mumbo jumbo. It's a safety net for all kids whether it's for academics or whether
029it's for social emotional pieces right with our counseling. Uh there's really three different tiers of support that students can receive. So from tier one is core instruction. Think of that as in the classroom. All students get it. Uh tier 2 is small groupoup support. So teachers can provide that in the classroom to students or uh whose picture you're seeing on the slide right now is Miss Leilani Green, our student success specialist or Subed as they're also called. She manages a program where small groups of students, groups of three at a time, generally speaking, come out of the classroom, work with our academic intervention teachers, and they receive targeted support in reading. Um so that's a fantastic program. last year. You can see the numbers of students who went through it each trimester. And then tier
030three is generally one-on-one support. That's reserved more often for students with disabilities and things of that nature, but it's not uncommon for me to have a one-on-one conversation with a kiddo or a counselor for that matter or even a teacher. Uh Prop 28 time with teachers. I know you may think of Prop 28 time, that's the funding we received to allow us to have art, right, for all our students. Um but also like during that time it's so valuable because we I get time my uh sube gets time working directly with our teachers on our cycles. So it's really valuable professional development time and collaboration time for us. This year we are really putting a focus on small groupoup instruction in the classroom so that all students can receive these supports not just the ones
031who are appearing at risk on our reading screeners. And then another piece that we are focusing on this year academically and in terms of achievement is our thinking map. So this is something Monarch has been familiar with for many years. In fact, it's like it's been a pride of the school for a lot of time. Uh I think maybe with initiatives like our new benchmark curriculum, right, and the heavy lift that that imposed on teachers as they're becoming more acclimated with that, they are now wanting to put this more at the forefront. And that is our thinking maps and incorporating it into our curriculum. thinking maps. It's a way to organize thoughts. So to go from abstract idea to pen to paper or to communicating to your teacher what some complex topic means. That extends
032from science to reading to math. Anything uh you could think about, you could put into a thinking map. There's different types for for different purposes. Um Sierra's going to talk about one purpose that she's used a thinking map for. So um thinking maps are helpful for students to jot down ideas and organize their thoughts before writing them. And then also one time when I wrote anformational paper um I used a tree map to help me identify the main um points and subtopics for my writing before writing them down. >> Thank you so much Sierra. Yeah when when we were going through the slides Sierra said oh yeah I've used those before and that's helpful for me. So thank you so much for sharing that example. in the social emotional learning arena. We are really excited
033as a school. We've decided to go in lock step with second step. Excuse my pun there. Uh but so what we're doing on every Friday uh from 8:20 to about 9:00, all teachers are using SecondStep curriculum. That's social emotional curriculum provided to us through district funding. Um, and so with that, we're all on the same kind of pace and the lessons they they build throughout the grade levels, but the themes are more or less the same. So, it allows us as a site to to incorporate fun activities like buddies time. So, our fifth graders can help teach our TKers uh and our second graders and then our our kindergarteners can work with our fourth graders, right? But we are really trying to build this out as a school site and build community through the process
034as well. We're also doing six assemblies throughout the year. Um coordinating it with secondstep lessons. So you the picture that you're seeing there is our TK leading our school in song uh for for the first assembly. That one wasn't quite as exciting because I was at the helm of that one. But eventually we'll get uh like our fifth graders are going to are going to uh present at the next one and and make it a fun exciting assembly. Uh but yeah, what students learn during that they learn how to set goals. They learn how to understand their emotions, how to build empathy for one another and solve difficult problems. Here's some more pictures from that. You could see uh most TKers listening to me read. And then you can see all TKers listening to Mr.
035Kenan Ngley, our counselor, read to them. Um, and then you're also seeing some snapshots of our buddies. Uh, on the bottom there, that's Adrian with his younger brother and TK. And they're having a good time. It's been great. Some siblings get some time to spend some time with their uh, younger siblings on campus. Also, as a school site, we have decided to join the social emotional behavior cohort. So this is a county program um and again funded through the district. This is uh this provides us an avenue to address establishing common rules as a site. Um using common language among teachers. We're all using respect, responsibility, and safety. When we address behaviors, both good and bad, especially the good. Um and then also just to to build out some language for the whole school community.
036But this this system will allow us to address uh behavior campuswide. It allows us to provide positive reinforcement and um we're at the very beginning stages of it. We're having our first meeting this upcoming week. So more to come on that later hopefully. You can see we did a little bit of this work at the end of last school year. We established like a um a flowchart for discipline. So when does a student need to go to the office versus when does a teacher manage that behavior? One thing we also did on the positive side is we want to recognize students for doing the right thing. So we have these katcha cards here. Um I think one may be in order for Sierra for showing so much responsibility coming up here uh tonight. But um
037when when a student gets a Katchcha card, we're trying to build intrinsic motivation. So we take their picture and we put it up on our bulletin board outside of our office and that's that's the reward. I'll try to make a phone call home most of the time as well, but they get a card for showing one of those safe, responsible, or respectful one of those core values. And then we have our student leadership program, which Miss Sierra is going to lead us through. Um, our teacher, Miss Alex Nuland, is in charge of this, and it incorporates both fourth and fifth graders. >> Um, so we've had two, um, meetings so far, and we've had a lot of students show up. Um we've discussed how to make a difference at our school by supporting the custodians
038and helping them clean up our school campus and then um helping the assemblies run smoother and building a stronger community throughout our school with um spiritware days. And then also we worked on the interview process and how to prepare for the interview for leadership. And then we also discussed what makes a good leader, which is always doing the right thing, being responsible, setting an example as a role model, and showing others how to learn from mistakes. >> Great job, Sierra. Thank you. Some celebrations from Honor from Honor Grove. Uh we got the 2425 California Distinguished School Award, something I could take no credit for. Um, but those great teachers and our superintendent, Miss Stephanie Shepard, certainly played a role in supporting and all of you on the board, of course. Um, so yeah, we're we're
039proud of that. That's just for overall school achievement, but it's a it's a huge deal. I also want to celebrate our PTA. They have worked so hard to provide us with resources that enrich our students experience. Um, you know, thinking of like smaller community building events. We had our movie night last Friday. We've got our fun run coming up on October 17th. That's a major fundraiser for us. But they they took on one cool earth, all of it, like all that funding. So, we're able to provide that garden time and give students a little bit of hands-on science experience at school. They they're also funding all of our TK through third grade music, um, which is no small feat. And we love our teacher, Miss Alyssa G there. And then they're also funding, and I'm
040really excited about this. You just learned about this I think recently, but in the second half of the school year, we'll have ceramics classes for all students. So that's that's TK through fifth grade. They'll be producing some some clay art. A little measure D update. First of all, like this is a huge challenge for teachers, for myself, for Mr. Pinkerton, Mr. Bonnet, like but and for you as a board, but we have felt so supported throughout this process. it it's come with its challenges. We have a resilient student body. We have resilient staff on campus and we're getting a ton of support from everyone in the community uh including all those in in attendance here. So, thank you. Um some good news like we had rooms 1 through 7 open up recently uh and we
041have teachers moved in there and then we have rooms 8 through 11 just getting finished up this week and teachers have begun the move in process there and then T2 later this week that'll be YMCA so we'll move that in a little bit later. Um and next next up will be our fifth grade classrooms. But it's going well and and we're getting through it and and the campus looks amazing. For those of you who have been out there, you've you've seen it. That's what I have. That's what we have for you tonight. Thank you so much for joining me, Sierra, and helping out. Um, I do want to say I floated this idea to Sierra on Friday and gave her very little notice and she did such an incredible job. I said, "Hey, you wouldn't
042want to present at the board meeting next Tuesday, would you?" And she said, "Yeah, you know, I think I will. I wasn't expecting to get anything from her, but tremendous courage that you've shown coming here tonight. Thank you so much. >> Yeah, [Applause] >> thank you both very much for a great presentation. Let's see Mr. Anger followed by Mrs. Sheffer. So you were talking about second step and this may be a question for Miss Yamashita but it sounds like some of the things that we're talking about in second step are also things that athletics for achievement is working toward in terms of the coaching outside of um the the actual physical sports. Can you talk a little bit about whether those two things are dovetailing to each other? Yeah, of of course it requires a
043lot of emotional regulation, managing conflict, whether you're playing an athletic sport or being part of a classroom or being part of any community. And so it's true in elementary school, Second Step is our adopted curricular program that we're delivering for social emotional learning. They have anger management units, um empathy units, and that translate then at our middle level. Um, we have a new program called Wayfinder that we're implementing through the advisory and tutorial. And those would all um be skills that students could would should use and be referenced by coaches while they're engaged in athletic activities. So, yes, >> Mr. Sharper see her. I have a I think this is a question for you, but feel free to use Mr. Gusen's help should you need it. Um, one of the slides mentioned that uh you're
044helping assemblies run smoother and I'm I'm wondering if you can give an example of that. What does that look like? What do you do to help that? Because assemblies are generally a whole lot of kids packed into a um one room at the same time. Um, so we haven't actually started that yet, but um like how we can help assemblies run smoother is by like um walking around and trying to help like calm the students down and just make them like um quieter. So then for the assemblies we can get across the point we need to get across and teach them something and um just helping um like with whatever um people need for the assemblies. >> Perfect. Thank you. >> It's a great answer, Sierra. Yeah, we just we had our we've had our
045first two meetings, I think, for leadership so far. So, we're really really still hammering out responsibilities in there. >> Mrs. Baltadona, >> uh, thank you both for the great presentation. Um, Sierra, I was really interested that you're learning to use thinking maps. Those are really, really helpful tools and actually you've given me an idea to take back to my law students because sometimes really complicated ideas could use a thinking map. So, thank you for sharing that with us today. Okay, Mr. Clawson. >> Uh, Miss Sier, I just wanted to thank you for coming to present to us, uh, as you too, Mr. Gusen, but, uh, I just wanted to hear a little more about leadership. Basically, what are your favorite things about leadership at at Monarch? Um, so I did leadership last year and I
046just really en um enjoyed being able to help give ideas into how to make a difference at our school and just how to make Monarch Grove a stronger and a better community for all the students and I just I want to do it again this year because I just u feel like I had a really good time last year and I just want to um help out with our school more. >> Thank you. >> Okay. Oh, Mr. Banfield, >> I have a question for our young presenter. >> Which which one? >> Oh. Oh, okay. >> Um, what do you think are some of the things that Monarch Grove School is doing for you to get you ready to go to the middle school? Um I feel like well we haven't really started like um like
047preparing us for middle school yet but I feel like what something that helps me in class is we've started um switching between the two fifth grade classes and um learning different subjects and different classes. So, um, we after recess, we'll normally switch into the other class and we'll just, uh, like it helps us learn how to get the materials we need into the other classes and just prepare ourselves for middle school when we're switching classes and we need to make sure that we have all the materials that we need for that class. >> Okay, seeing no additional questions, so thank you very much for the presentation. >> Thank you. I do want to say one of those teachers is here tonight supporting Sierra um next to Sierra's mom there, Nicole. That's Lisa Pollock. >> Oh,
048well, thank you so much for coming and sharing a bit about Monarch Grove with us. >> Okay, moving on. We have item 6.01, correspondence. At the time the um the agenda was prepared, no correspondence had been received. Item 6.02 is public comment. And before we begin public comment, um I should say that you will be limited to three minutes. Um you may not seed your time to anyone else. Um this time is really intended to provide um the opportunity for people who want to speak to items that are not on the agenda or who are unable to stay until their agenda item has been reached. So, um, we just ask that you be cordial and respectful and we'll entertain public comment now. >> Thank you. Uh, I have one request for under general public comment
049and that is Ben Liippard. >> Uh, hi everyone. Uh, my name is Ben Liippard. Thank you, uh, Madam President and members of the board. Uh, I'm not going to try to jam a 30 minute presentation into three minutes of public comment. That would be disastrous, right? U, instead, I just want to talk about why those details matter. Um, and to me and to a lot of the parents I talk to, and it really just comes down to um, transparency and accountability. um three three weeks ago, myself and a group of parents were in a meeting with with district staff and um some lobbyists that work on legislative solutions uh to the budget deficit and it was build as a you know frank discussion. Um one lobbyist had said that they plan on moving forward with
050uh a plan to get money for next year which is awesome. When parents asked for some details on a plan, any details, uh they flat out said I'm not going to tell you. Um, and this has not been unique in the past few months. You know, I've been told by a member of the board of supervisors, they wouldn't talk to me about details of the county's involvement in SB846. Uh, my first exposure to district staff was was uh pressing for details on how TK closure made it into a deck in February. Um, as a parent, my interest in this whole process is is to look out for my daughters. Um, and this lack of detail sometimes is really disheartening. And as you can probably tell because I'm usually up here kind of justiculating and ranting
051and uh it's kind of frustrating too. Um and I get it. I'm a random dad. I don't have any political clout. I don't have, you know, money to throw around. Uh but I can learn. I can find details. Um and I can talk to people, you know, not public speaking, but but on the phone pretty good, right? Um what I want to ask for is because I can't hold the lobbyist responsible. Uh what I can do in this room right now is ask you all up there care about the details they won't share with us. I want you to ask publicly or not what happened to the legislative plan. What are the details? I can ask you to ask staff for detailed sight specific budgets going forward this year. that is an actionable thing that
052can be done that will really help transparency and in my opinion it'll make it a lot easier to deal with parents coming up if we don't find some funding. Um ultimately what we're talking about is accountability to the students, the teachers, the staff, the parents and and everyone in this community. Um and I know we can do it and I know you can do it and I'm happy to try to help. Uh thank you. Thank you, Mr. Liippard. Is there anyone else that would like to address the board? >> Okay, seeing no one, then we'll move on to the superintendence updates, business and budget update. Mr. Pinkerton. >> Yeah, we have a lot for the board as you know if you've seen the agenda, we have a lot of budget updates uh tonight. So unodudited
053actions of course very important um to share what how we ended the year and then we will also be um I will also be giving a presentation after that to kind of talk about some of the things that were just addressed in public comment tonight. Um our auditors it's for Katie and her team it is this is like a never- ending cycle right now. So just finished up with un audited actuals all the paperwork all the financial to close the books and then now the auditors come out right go through everything. So, I actually have a meeting with Katie and the auditors. They they've been working um the past couple of weeks, but uh this week in particular, they're here and so I'll be meeting with them with Katie um tomorrow at at 10 to
054kind of talk about where we're at with process, those types of things. But just so that you know, there's there's a lot of budget information um and uh again working with the auditors as we move forward over the next week. >> All right, just stepping in briefly. Um, Ed services update, Miss Yamasha. >> Thank you. Good evening, board. Um, it was a really exciting day in administrator land. Um, the attorney Dora Dome came to train all of our administrative staff and how to hold administration expulsion administrative hearings. And we also got a review and reminder about how to ensure due process and student rights, how to engage appropriately with families, how to also document and do investigations well related to discipline work. I think it was a really productive day. And in our follow-up conversations,
055um, we'll be sharing some more information with the board about what's going to be changing this year with both extipulated expulsion stipulated expulsions as well as when we have panel hearings for expulsions. So, more information to come, but our administrators had a great morning together. Um, I've continued to do site visits. Back to school nights have been in full swing. um Hawthorne, don't forget Pacific Beach is going to be tomorrow. We had slow highs um the week before that. Also, the common ground advisory task force, Dr. Prader and I got to meet with a select group of community members and um discussed among other things, the Mahammud v. Taylor uh Supreme Court case and how it's impacted and going to impact staff and students. And um Miss Shepard and Mr. Nef held our you know
056monthly principal meetings last week with a variety of topics. You should have seen more details in the Friday focus. The secondary school leaders kicked off our safe and nurturing school work with the University of Washington and began their planning around conducting learning walks or instructional rounds where groups of teachers go and collect data by circling classrooms or other learning areas about students and a goal that they're working on in the school. Um, I've been holding goal setting meetings with the administrators and my own ed services director team. Um, I did want to alert the community at large that the district English learner advisory committee meeting is coming up on September 24th and any interested member of the public is welcome to join us. Um Tony Aoriscoco is going to be here again working with our
057families and parents and this one coming up is going to be about screen time and technology. Also new this year um I hope you remember about the reading difficulties risk screener that we are required to do with all TK and first grade students that enroll later on in the school year as well as everyone at the beginning of the school year. And so that notification is going to be going out to parents later this week. Um, and also athletics for achievement has kicked off the fall season with girls volleyball, boys soccer, and cross country all getting going in full swing under the direction of um, Mr. Angel with support from Mr. Black and our foundation. So, lots of great things starting this September. >> Thank you. Um, item 7.0 03 is back to Mr. Pinkerton
058for the measure C update. >> Yeah, we held our system bond oversight committee uh at Monter Grove on Monday and review the the final um expenditures and revenues for uh 2425. Um kind of just a slideshow review of all of the the projects happening right now throughout the district. We'll be sharing that with the parent leader meeting on Thursday as well. Um, and then finally, we walk the group around Monarch Monarch Grove as as Mr. Gusen kind of pointed out, you know, looking at some of the construction, what's been completed thus far, next steps, those types of things with the group. So, it was a great meeting um to have and to hold. Um, as you drove in today, you'll see that work has begun at Los Sos Middle School as well, these projects. So
059um for LOMs right now phase one is all of the exterior of this campus roofs including HVAC so heating ventilation air conditioning um windows new entry feature to the campus new front so the the office is currently in a different location right um as this work is being done and so that will you know we'll kind of kind of like we're doing at Laguna Middle School right now they'll they'll bounce around to different buildings as they go um as we as we proceed. So, um it's it's great just to see that measure see work finally started kicking off and um look forward to having some great improvements here at the site. They are going to really soon I should say for the public going to start working on the tennis courts very soon, probably here
060in the next month and then right after that the pickle ball courts which is become very uh something the community asked me about a lot right on both faces. So, it's kind of a win-win for the tennis ball people, the tennis court people who don't like the pickle ballers on their courts. And then they'll have their own courts here pretty soon, right? Um, of course, those are student, you know, um, facilities, right? That PE department and those types of things use, but, um, as the board knows, all of our facilities after school weekends are are used by the public. It's a great thing. >> I had an inquiry today about the tennis courts. So, thank you for that update. I don't see any questions, so I'm going to move on. Um, item 8.01 is a
061resolution, the GAN limit calculations for 202425 and estimated calculations for 202526. >> Hello. >> Good evening. So every year we do the GAN limit and we have you um approve a resolution for it. Um what the GAN limit basically does is it tells um the state our estimated um spending limits for 2526 and what we spent in 2425. And if we go beyond our spending limits, we have to on this form say what we are going to do to borrow from the state in paper form to increase our spending limits. And if our uh current like property taxes or whatever exceeded what our GAN limit was, what we would do to um reduce that. But doing our GAN limit form, we fell into neither category. So we are within our GAN limit. So that's all
062I have for the GAN. >> Yes. >> Thank you. So for us this is somewhat proforma. Um but I am seeking a move a motion. >> Can can I ask a question first? >> Absolutely. um as the newest member of the school board and because there may be some people listening in who this this could be a little bit confusing um I just want to clarify that my understanding is correct here I understand it's proforma but we still have to approve it so um so the state requires us to uh do some calculations based on a formula that they provide that will then determine what our spending limits will be on what what they to report what they were and what they will be going forward. >> Correct. >> And so this form is just
063the calculations of all the that of that formula basically being configured. >> Yes, it's in our um state software that and it does all the calculations. I don't do any input. it um pulls all of the information from our um unodudited actuals that are uploaded into it and then based on the um it takes the let's see it's I have it right here it it multiplies the prior year limit by the percentage change in per capita personal income and the average daily attendance. So there's two percentages programmed in there. It goes through, does the math, and then will tell us if we've exceeded or we're under or if we're within our limits. >> And we're within our limits. Okay. So, I'm happy to make a motion if we're ready. Um, I'll move to approve the
064GAN limit calculations for 2024 and the estimated calculations for 2526. >> Is there anyone from the public that would like to speak to this? Seeing no one then I'm seeking a second. >> Second. >> Okay. This is um a resolution. >> I have a motion by Mrs. Baltadano, a second by Mr. Clawson. Mrs. Baltadano. >> Yes. >> Mr. Clawson. >> Yes. >> Mr. Banfield. >> Yes. >> Mr. Unger. >> Yes. >> Mrs. Sheffer. >> Yes. >> And I'm a yes as well. That passes 6 with one absent. Item 9.01 is um regards our summer experience and summer school update. Mr. Martin at all. Good evening board and cabinet. Thank you for uh the opportunity to be here tonight and share a little bit about our district's uh summer school programs. We have our uh crew
065up here tonight. So uh we will uh talk to you about um different summer programs this evening, right? Our summer experience program which is serving our uh current 10 uh TK students through seventh grade. Uh, and I have with me Anna Starky, who is our summer secretary, as well as Karen Van Gale, who is our teacher on special assignment as part of our three-person planning team. And then we'll talk to you this evening before passing it over to uh Mrs. Gold and then Mr. Ne to talk about extended school year and our high school programs. Okay, that work. Okay, great. Yes, please. All right. Well, I'm happy to report that we had another successful summer experience program this school year. Um, and I know I come up and talk to you a little bit about
066this um, a couple times a year. U, but it's probably good to do a little bit of a refresher about what summer experience is. And, uh, summer experience is again our program that serves our current uh, transitional kinder students through seventh graders. Um, and it is ELOP funded. I want to make that clear, right? This is elop monies are funds that are dedicated for the uh specific purpose of extended learning before and after school and summer. So, it's dedicated and targeted for that purpose. And when we designed the program about four or five years ago with community input, a lot of work went into making sure that it was following best practice. Okay, that it was. And so, we are proud to say that it is guided by research. it is comprehensive in the sense
067that it's open to everybody. Um that there's no cost for families at this time. Um that we offer both academic classes in English language arts, Spanish language arts, Spanish math, uh and mathematics. And uh it's in addition to a variety of enrichment classes as well. And finally, we it's comprehensive in that it's there's child care, transportation, school meals, all offered. So, I'm going to turn this over to Miss Starky to talk a little bit about the uh changes that we've made in our program this year. >> Um, yes, these are the notable changes we made for this year. Um, this slide represents a lot of the work that we do in the fall, this time of year doing all of our planning. Um, one of those things that changed this year was our flexible program
068dates. So, uh, in years past, families had have signed up for summer experience and they've had to opt in to the full 30-day program. And because of that, we've seen a lot of attendance fall after the third or fourth week. So, this year, we designed a program that's a four-week by two-week program. We took our 30-day summer experience, academic, and enrichment program and condensed it down into 20 days and then added an optional what we called summer extension, which is another 10 days or two weeks of uh enrichment activities that students could opt in to. At the same time, we also made some changes to our classes. I'm going to hand it over to Karen to talk about those. >> Do the microphone. >> I know. Um yeah, so based on both parent and student
069feedback, there was a request for some new classes. So this year we really wanted to um make an intentional effort to offer some diverse classes and offer students a novel experience. Um so we this year we've included an aeronautical engineering class for our rising fifth through 8th graders, a debate class for our middle schoolers as well as well an environmental um studies steam class for all of our grade levels. So that's rising first through 8th. And then we also folded in some financial literacy curriculum into all of our math um curriculum. So that's across all grade levels as well. Um we also paired our sports class with a new wellness class um for all grade levels. And then we piloted a bridge program at Mororrow Bay High School, which is where students can take both
070an English language arts class as well as a math class and follow the high school summer school schedule. So they're getting that experience that way. >> As far as our master scheduling goes, we have students, a lot of them just return year after year. And so we we wanted to do is make sure that they had um the opportunity to take different classes each year. And so we came up with a kind of a a year a year B track of classes. And so we're excited about that as well. And so when we did that, we purposely aligned some of those new classes with some local industries and our reach uh study and the reach the work work that the reach uh commission has done. And as you can see like classes like you know
071aeronautical engineering we had a rocketry class I know fingers crossed right the rocketry class in the summertime but it went well and uh we just we're excited about offering some of those classes. Um, so again, we set these goals last year. We wanted to make sure that we refined our curriculum. We design, we redesigned our our program in terms of the six weeks and diversifying our classes and continuing to uh hire high quality staff. And we checked most of those boxes. The one you see there is exploring accelerated math. We still are interested in doing that. That's going to roll over to this year's goals. We want to give some students an opportunity to kind of accelerate instead of just having them, you know, work towards grade level proficiency. Um, and our our program itself,
072we pride ourselves in making sure that it it is successful. And research shows that programs are successful that engage kids that are open to everyone and we're serving the students who can benefit the most as well as making sure that they're making progress academically. And so that's how we uh measure our program. and and uh so we're going to the rest of the presentation really just goes through each one of these these different segments. >> Our first metric for success is engagement. And this slide is showing us our enrollment overall. So you can see on the left that's our total student population we had um in our grades one through four. Those students attend summer experience at our three elementary sites, which this year were Baywood, CL Smith, and Bishop's Peak. And then our rising
073fifth through eighth graders go to our two high schools in St. Louis and Mororrow Bay. Um, and then over there on the right, that's just our enrollment by home site. It gives us a good idea of our feeder schools and where are these kids are coming to our program from. And you can see that uh Pacheco was our biggest contributor this year with over 14% of our population um being PCO kids. And then down there at the bottom um from the left to right, it's this year's enrollment numbers compared to the last two years. You'll see that we've grown in both enrollment each year and then also in the percentage of our students that we serve from the district. Um, one thing that we like to tout is that if you look at our enrollment
074this year and you consider uh summer experience to be a school, then we're the biggest school in the district >> for 30 days. >> 30 days. And then again on our metrics for success under engagement, we're looking we're scoping out a little bit and looking at the scope of the program and engagement overall. So you'll see that number again at the beginning of the 7 1,785 students at the beginning of the program showing their growth over the years. And then next to that is our participants. These are kids who finished out the four-week program. Not only this year did we end up with more students that finished the four-week program than we had last year that finished the six-week program, but our retention rate went up by 9%. So that was great to see. Um,
075and then next to that are continued engagement. These are the kids who stayed for that two-week extension. So, we had about twothirds of the students who finished the four weeks stay with us for the additional two. And then the DLI enrollment number, this is something that we look at every year just to measure and make sure we're capturing those kids. Our program offers DLI, language arts, and math to our rising first and second graders. Last year about 16% of our first and second grade population took DLA classes. We were at 16% again this year. So we're staying steady there. Another way that we measure engagement is just survey our stakeholders. And so we do that. We survey our families. We survey the students. We survey staff. And what we're looking at here are four questions
076and how students responded to those four questions. And the percentages in the middle of the what is that a circle graph will show you that they responded favorably that percentage responded favorably to these questions and they are how do you feel about your classes 81% liked all or most of them do you think you will come to summer experience next year 72% I learned new things this summer 80% and my classes were fun and interesting nearly 90% of our students um I'm probably most proud of this If you were to tell me four or five years ago when we were developing the program that this would be the metric like most of our students love coming to summer school and giving up 20 to 30 days of their summer as opposed to sleeping in and
077doing all the other fun stuff that summer that's that's wild to me. So I'm very proud of this uh statistic and it's been consistent over the last few years. This is a question um that was we kind of consolidated um and you can see it's from both students and parents responses um is that I met new people and made new friends. This is actually kind of a hidden objective of ours when we the way we structure our program is that we have three elementary schools going and attending one school site. Um and our comprehensive high schools are for the whole city of Mororrow Bay in the coast and then in in slow and you can see the percentages there of students who feel they're making connections uh with others. And I one little side quick
078story is I love it one time I came across this students and I was talking about summer experience and they were so excited to go to summer school to see the friends that they made last year that they haven't seen in a year. That was really kind of neat to hear. So, it's nice to know students are making those positive connections and I'm sure they're seeing that uh probably not having the honeymoon period at the middle school that they typically have had in the past, but I think that could be a good thing. I'm talking about this one, too. All right. Um, this is again our summer extension program. This is our twoe or 10-day program. Um, and you can see that we had 926 students participating in that 10-day program. And we had um
079kind of started out not quite sure how to how to plan this program, but uh we ended up having a variety of different um kind of nuances at each of our sites. We did partner with Slow Parks and Wreck um at our couple of our uh elementaryaries in this in the city and we ended up developing a lot of our own curriculum for this by tapping the shoulders of people in our own teachers in our school district to develop some some cool curriculum for these 10 days. Um, and the PE the parent feedback was really positive. And again, like Anna mentioned, we had 86% of our students who started summer extension actually finish the program. And that's one of those metrics that is good to note because in years past, we were seeing that attrition
080at the end of our six-week program that was just kind of all consistent with the same classes. We saw a lot of drop off and we didn't see that this year. The next metric we're looking at is our opportunities for all. So, this is where we look at the groups of students that were serving and the subgroups. Um, so you can see here that, uh, 60% of our summer experience students attend Title One schools during the school year, um, which is up over the district overall. It's great to see that. And then if you look to the DLI snapshot, what this is showing us is um the total population of our two DLI schools that attended summer experience. So both really high. 58 at Baywood and 57% of Pacheco students came. And then down at
081the bottom you can see our comprehensive services. We wouldn't be here without our our other district departments like food services and transportation. Um the numbers for those two departments are shared for our K through 12 programs. And then our child care um is our elementary is offered to our elementary students. And then just I I love seeing how many books are checked out by those elementary students in the first few weeks as well, four weeks as well. And if you do want more information on stat and statistics on the subgroups, there is a link on this um slide for you to check out. Okay. Um, staffing we have as one of our metric for success under academics because really those classes cannot run without quality staff. So, um, as you can see here from our
082our staffing timeline, um, staffing is a year-long process. We really start like right now. So, in the early fall, we start developing our promotional materials. Last year, we developed a staff handbook for all of our staff. Um, this is when we're getting staff flyers ready. And then in the fall, we begin our outreach process. So that's really identifying our outside partner agencies, um, like Children's Creative Project, Slow Symphony, Parks and Recreation, and then we begin our recruitment phase. So that's when we're preparing for interviews. We're sending out our survey, and then the interview process starts in early fall. So this year we held 159 interviews over the course of eight weeks. Now, of those 159 interviews, those are new staff to our program or they're staff that are wanting to transition into a different role.
083Like, for example, maybe a C certificated teacher wants to take on an administrative role. Um, so we don't hold interviews for rehires for returning staff. So, then mid to late spring, that's when we're doing our placements. We're working really closely with HR. we're with that onboarding process um getting those PARS done and then it's a lot of communication. Offer letters are going out um we're getting that confirmation and then we go into our training where we are um we offer two trainings in the spring so that staff um our potential staff and our oncoming staff can have access to our curriculum digitally and know all job roles and expectations of our program. So here you can see the staffing snapshot. So this is a overview of our staff um from this past year. So we
084hired a total of 187 staff this year. So this number is a little bit lower than last year because our program structure changed. So last year we had our sixe program with two three-week um sessions. This year we had our six-week program with a four-week um traditional summer experience program with our two-week camp extension. Um we had less enrollment during those two weeks. Um and we we had less classes, so we didn't need as many staff. And we also partnered with parks and wreck. So that took some of that staff um that staffing need from us. Um you can also notice how this is broken down. We have certificated staff. We have classified partner agencies and our high school student aids. Um you'll notice that classified is is a higher number, right? Um a lot
085of our classes are activity-led classes, so they don't necessarily require a teacher certification to teach. So that's why we have a higher number of those classified staff. Um you can also note that 67% of the staff that we hired are current St. Louis Coastal employees. 33% are non um St. Coast employees and 52% of the staff that we hired are staff that has previously worked for us. >> This is me. Um so this um again on the theme of academics you can see that the uh this is a breakdown of the the students that are enrolled in academic classes. This gives you an idea of um how many students are actually participating in our academic classes. We have a little bit of a a challenge each year in keeping students in the academic classes. Um
086I think it's a byproduct of some of our enrichment classes are really popular, really fun, and a lot of the families and the students want to not take the academic classes even though we try to make those hands-on as well. There's a little bit of that, hey, can we op my child out of this so that they can take these other classes? So, that's a little side note that we we do struggle with. We really want to kind of support the value of our of our English language arts and math classes. Anything else on that? >> Um, just that um this enrollment is based on day one of our program. Um, so these numbers towards the end of our four weeks may be a little bit different and that students can be enrolled in both
087those math and English language arts classes. Um, but we do offer a three period day. So regardless of if they are into academic classes, they will still get that enrichment opportunity. Okay. So another way that we look at um success is taking a look at our academic um our academic growth. So we offer pre and post tests for our academic classes. So these are developed um and for our math and ELA um Spanish language arts and our DLI math classes as well. And so here you can see with these graphs, this is the percentage of students who showed growth from their pre- to their post tests in both English language arts and math. So overall for our English language arts, um you saw 75% of students showed growth. Um for math, 90% of our students
088showed growth from their pre- to their post exams. Um we also note the percent average test score gain there. Um and then we also take a look at proficiency. So, we're looking our students scoring 75% or higher on these tests. So, at the start of our four-week program, um, of our academic students, 17% scored proficient on our pre-assessments. At the end of our four-week program, 51% of our students scored proficient on the post tests. So, in a very short amount of time, even just 20 days, we're seeing growth. So, we're pretty pleased to see that. We were we were curious how this was going to pan out though because we we went from that 60-day program, I'm sorry, 60-day uh six week 30-day program offering academics down to 20 days. And so, we weren't sure
089what kind of academic growth we were going to see. Research does show that the longer and more kind of concentrated amount of time you can provide students, which makes sense, right? Stands to reason, the more they're going to grow. We did see growth. We would love to see that 51% higher, but I think, you know, it's hard to stick with your reg regular program. And you can you can do that, but if you don't have kids in the seats, it doesn't really matter. So, we really opted to kind of refine our program, keep student attendance high, and do as best we can with, you know, the time that we have in those 20 days. >> Wonderful. >> So, looking forward to next year, um, talking a little bit about that curriculum. We want to really
090develop and and flush out that Byear track. Um, we want to refine some of that middle school math and the accelerated math offerings we talked about. just re-evaluate that program design and see if there's any tweaks we want to make to it. And then again, the big piece is hiring quality staff. That's always our challenge. You know, we try to to promote, recruit from within, CalPoly, we work with different agencies. Uh we really want to make sure we're attracting and retaining the best people from one year to the next. And then another piece is just that outreach. We want to make sure sure that we're serving the students who can benefit the most first. we do have that registration um process that does kind of uh prioritize or allow them to register first um and
091sign up. And so we just want to better communicate with our sites to make sure that you know we're supporting them and making sure that we're um removing any barriers for our families to sign up for summer experience. So that's our presentation. I want to thank you all for continuing to support summer experience and you know also to to all the district departments. This is really a team effort right um BG&T big lift is HR um we all have to come together to make this happen for our kids and we're really proud to do the work. Thank you. >> Okay. Thank you Mr. Clawson. >> Are we gonna you want us to keep going through the presentation? You want to pause here? Yeah. >> Oh, I'm sorry. >> Okay, you're coming for ESL. >> I
092can hold my question. >> ESY. >> Sorry. Did you want to ask questions? We can move on to >> Does anyone have questions regarding the first portion of this presentation? >> Mrs. Baltadono. >> Uh, thank you. great presentation and really an impressive program that is just so truncated and like concentrated. So, I appreciate that and the data is really really good. Um, I I just want to make sure that I'm understanding the s student survey results. Um, I mean, I'm understanding the results, but I think that you had 120 responses. >> Yeah. >> And I think you had 1,785 participants. So, I'm curious um are students completing the surveys in class before the the program ends or is that something we can do? >> I love that. I love the question. This is a very
093astute observation by the way. So, yes. So, we surveyed all students but we struggle. We so we don't really have those that data um electronically. We did paper pencil survey. So, with the bandwidth we're not going to so we basically randomly selected a sample size of surveys, calculated those. So predicting that that's going to be representative of the larger >> pool of of students. >> So it was a sampling and then extrapolated. So okay um I'm not a statistician so I don't know how accurate that is but is it possible to do it electronically so that every student >> can take the survey before summer school ends? >> So that's what we struggled with. I don't believe we worked with IS&T a couple years back and that was um a real challenge especially for some
094of our younger learners. >> Um we wanted to make sure we captured their >> opinions and so um yeah that was that was part of it. So do we have any insight? We have it that for the upper grades it's a little different. >> One of the issues that we run into is um the logistics of Chromebooks and having those available all of these students. We have to have a system where we make sure they're taking them once and not twice. So, we've looked at it a few ways. It's probably more possible at that higher grade level, but we don't have Chromebooks in every class. >> That makes sense. And I appreciate the logistics and so perhaps the sampling is is the best option. So, and the results are good. So, that's good. Um, and
095then my next question is just maybe something for next next year to think about. um is the DLI snapshot. Uh 58% of students at Baywood and 57% of students at Pacheco attended which is great. I'm just curious which 50%. Um I'm familiar with PCO because my kids went there and so I'm just curious. It's it's a very mixed student population. So that's just something to think about. You know, just as an aside, and it's not like we want to be transparent, one of the things that we did see was a a bit of a decrease in the how the percentage of uh significant subgroups that we served. We've we served fewer by percentage of socioeconomically disadvantaged students this year. Um and so we were just curious about that and weren't sure if it was, you
096know, why that was. That's why one of our goals you you noticed was doing outreach to those schools and making sure that we're we're identifying and removing any barriers for those families who um we we want to see sign up um in that kind of early bird >> sign up period. >> I think that's a very important goal and data worth digging into because you know we want to provide the opportunities. We want to make sure that the students who really need it are getting it. It's been our priority in years past, but we just want to again continue to make it make it so. >> Thank you, Mr. Clawson, followed by Mr. Banfield, followed by Mr. Anger. >> Just well, so the growth and evolution of this program just continues to impress me every
097time you present. And first of all, just wanted to say that what you've done over the recent years is just really really impressive with our summer program and the engagement and the enrollment numbers I think support that. So it's just really exciting to see see the results every year. Um my question is you you guys have played with the format a reasonable amount, right? You've done three and three, you've tried six. >> Every year >> you have four and two. Well, so so it sounds like the foreign two might stick or what's the what's your opinion on future structures? >> I think so. I think so. Every year I think we've made major changes trying to find, you know, look listen to that feedback and try to refine and I I think the four and
098two might stick. I want to just evaluate what that 10 days looks like. >> You know, I want to really make sure that we're it still need, you know, we want it to be fun, but it's this is a learning based program. you know, as I tell the staff every year, we wanted to to remain that way. >> I just wanted to say, um, I'm particularly impressed by your metrics for success with your academics. I think this is just great stuff and and and I love seeing that, um, you you found increases in in student, you know, in proficiency. Um it certainly argues for the notion of summer learning loss and how to can we prevent summer learning loss and and and and it will be interesting to see whether when the students get back
099to you know come have come back to school in August >> whether it sticks and I'm I'm sure it will I'm I think this is great stuff. >> I could speak to that real quick. One of the things that we did in years past was we had our for our English language arts. We actually used our spring end of year end of school year data and tracked those students who who participated in summer experience and then measured them against the cohort of non-attenders attendees in the beginning of the year uh fast data right to see how they compared and we always showed growth and that's what I've reported on in years past. This year we've changed our metrics. We don't have that fast bridge assessment anymore. So it'll be this will be year will be
100a kind of baseline year but I'm going to look to report on that next year at this time. I think that'll be important >> based on that question you mentioned. Yeah >> it sounds like having the the ability to throw stuff into parseek will help you know help the analysis that we'll be looking at in years future. And I just wanted to say um I have a I have a strong memory of being forced by my father to go to summer school in high school. It's a punishment. >> And oh, it's it was it it felt like a punishment. Um and and I kicked and screamed and I went and learned how to, you know, type again, but it was uh certainly not this and certainly not something that was fun or that I looked
101forward to. And I I I love to see that the students are enjoying themselves >> and and and I you know, this is this is just a great this is a great way to spend summer, you know. So, congratulations to you guys. >> Thank you. Well, I think Chris touched on the very thing that I was going to ask and that is we have a retention. We we hope that they retain their learning, but um is there a tool then that measures the attendance? I think you said that, but I didn't quite get it. Is there a tool that measures How can I say this? It seemed to me that at the beginning of the school year in in uh August, there was some sort of tool that measured where students were. Is that is
102that happen? >> So So typically we do beginning of the year assessments in our schools. >> Yes. The beginning of the year. That's okay. So they still do that. >> Yeah. So that's what I was I speak spoke to just a little bit earlier. We we we were able to measure how students did at if we had the same assessment at the end of the school year. Right. Right. >> And we assessed all students. We assessed them again at the beginning of the school year. What we did was we tracked those students who participated in summer experience and see how they did on that as a as a as growth from end of year to beginning of year. Does that make sense? And so we compared the kids that did participate in summer experience to
103those that didn't. We can't do that this year, but we should be able to do it next. And that kind of speaks to the retention piece of how much they learn in the summer and are they set up for success in the future year. >> So the So last year you did it last year. >> Last last Yes, correct. Last summer >> and and what did it did it show that the attenders >> Outperformed at the Now we're talking about the fall assessment. >> Correct. And there was a there's a way to do that. There was a way to do that in in FastBridge to make that comparison. Yeah. >> Okay. Yeah. Thank you. >> Okay. Anyone else? >> Okay. Thank you. We'll move on to the >> second portion of this item. Mrs. Gold
104and Mr. Nef. Hello. We'll do the second and the third portion together. I'm Janet Gold, uh, director of student support services, and I wanted to join in on this presentation this evening and talk a little bit about our extended school year. And do we have the presentation ready? The next Oh, I guess I can make it go to the next slide. So we all know that our students with disabilities are general education students first and many of our special education students participate in summer experience and uh our summer school programs at the high school. Additionally, we offer what is called extended school year. Um approximately 15% of our students with disabilities are um offered extended school year. Uh there's one of two categories that students meet in order to be eligible for extended school year.
105And we take data to see if students regress on goal progress throughout the course of the school year. Uh and that would enable them to be in extended school year or we also have students with just very severe disabilities and we know that instruction over the summer is um necessary. So we offered it to about uh 15% of our students uh with disabilities and about 10% um attended. We align our classes with our summer experience classes and then we have them at the high school as well. Uh the really exciting thing this year is 100% of our ESY teachers were all of our district special education teachers and 100% of our pair educators were district pair educators really enabling our extended school year to truly be an extension of the school year. So uh just
106excited about uh being able to offer this to our students. um as an annual um experience for them every summer, extended school year. And now Dan is going to talk about high school summer school. >> Thank you, Janet. All right. Good evening everyone. Thank you for the opportunity to share with you about our high school summer school program. Uh so you can see it's it was very similar to the summer of 24. Ran pretty similar program uh this last summer. And so um we have both either credit recovery or grade recovery. the grade recovery piece. If you think about a student maybe gets a D in a course that gets them high school credit to graduate, but many of our students and we want them to be want to be A throughG eligible D won't
107do it. They need to get a higher grade. So that's an ALS that there's either credit recovery or grade recovery is an option there. Or as you can see a little little later on the presentation, we have a lot of students getting original credits. will be able to advance to get ahead to open up um slots in their schedule in future years to be able to take additional courses to be competitive because it's hard to get into college these days. Um so looking at the courses that we offered there uh courses in the core as well as health and PE uh run two different ter two terms same length they're both 14 days both each of them had a holiday in each one of Juneth and then July 4th in the second term uh they
108run that 8:30 to 10:30 and then 10:45 to 12:45 huge shout out to our food services as well as our um transportation services so two meals were served each day one right before school started and then one during the break uh as well as then transportation was provided um to also shout out to BG&T and and IS&T and all the support that goes along. It is basically running um another program during the summer on both high school campuses. Um so it's a lot uh and so also along uh with the courses that we offer in person, Questa also offers asynchronous online courses that our students can take um just like last year as well. And those are listed there. Looking at the courses that are available at each school, uh pretty similar offerings. You can
109see those in terms of math, history, English, health, and PE. Uh about a little over 450 students participated at Slo High School uh for those courses. And then at Moral Bay High School, almost 350 345 students participated. Again, uh similar arrangement of courses in math, history, English, PE, and health. And you can see a combination of either original credit or credit recovery or grade recovery. looking at kind of the breakdown of uh how many students were enrolled, how did they do, you can see a very high percentage of students that started finished, right? 97% of students completed at least one session, which again I think about probably Mr. Unger's experience in summer school. My experience of doing summer school principal for a couple years was not this. Most kids were there did not want to
110be there. Um I think it honestly coming from other districts, it's really cool that we have this opportunity and how it's framed and provided for students. in my experience is far different than the traditional summer school. No one wants to go and they're being drugged along to do it. Um we have a high number of students that participate will obviously reach success um in what they're doing and that the number of credits and courses completed and you look at the the breakdown of 81% of the students this year last year was 80. So it's a little bit higher but close to the same are credit is just phenomenal. This this is not the normal pattern that I' in my experience that I've seen um with our neighboring districts or probably many other districts. Really cool
111what what is available to our students to allow them to get ahead um and open up again. Really what that means is it's allowing them to open up their schedule in future years to take additional courses to make them more competitive, take extra opportunities and things they're interested in. I keep saying it, it's my tagline, all about opportunities for kids, right? And this provides us opportunities that normally wouldn't have. If you're an A throughG student, your schedule is pretty locked up for most of high school in terms of what you have to take just to be to meet A throughG. And that's not honestly really making you very competitive. There's a ton of kids that complete A through G when they graduate. And then you look at even our local Calpali, how many students apply
112versus how many get in. It used to be probably still pretty similar top five university in in decline or not accepting students. So to be competitive, to get into a competitive university, you got to do a lot. And so we provide opportunities for students that do that. Um that just doesn't exist other places. Super cool. Very I'm very proud of what we're able to do. Uh looking at comparative to last year, I said similar structure uh and format how it's set up increases. So we had more students completing, more students earning credit and a few more courses being um earned credit in. So expanding uh which is great. And then something else that was a cool addition this year we did in last year had nextg opportunities. So those students taking uh a lot of
113them taking geometry to get that advancement in math to open up their schedule that continued but something that we added. So as each year we're developing another opportunity for our nextgen students until that first cohort's getting ready to enter their senior year. Right. So, uh, Miss Bedal and I and Miss Yam Yamasha and our AVID team still work on developing, um, opportunities for them. And so, looking at specifically for NextGen some really cool things this summer. And so, having a high percentage participate in summer school and having success in what they were doing, looking at their their grades they're earning and their credits they're earning. Uh, something that we added this year for that first cohort, so that group is in their sophomore year right now, is starting to prepare them for that college experience.
114And one of the biggest feedback we hear from our Abbott teachers and from the AVID students is that writing component, right? It is really challenging. And so that was one of the things we wanted to add. So we did this um Miss Bedall, Miss uh Miss Holly and and Mr. James helped develop a basically kind of a three-day boot camp for those students right before the start of school. Um as well as our AVID teachers providing support. And so you can see we got about 70% of our students participate in that. Um that'll be something we'll look to increase each year, but this was the first time doing it and it's right before school starting. So you think about kids kind of trying to get that last bit of summer in. Um sometimes it's not
115super enticive to come in, but we did have, you know, a majority participate. And so they were provided uh writing prompts and then they they wrote and then were given uh very specific feedback so they can improve their their writing skills as well as working on some team building and organizational study skills, things like that. So pretty cool experience. a lot of positive feedback. Um even had a couple formal AVID students that are in college now come back and talk to the students. So, you know, kind of casting that vision uh for when they when they leave us and go on to to bigger and better things. Uh another piece that we added that was great was our bilingual calendar counselors at both high schools making contact with all the families, all the students and
116help um guide them. That's a unique piece that we had that it really provided a lot of support for our NextGen students. Um, some things that we have coming up this year as we continue to kind of build out the program that we're really excited about, um, is Miss Bedall and our AVID teachers obviously meeting with the students and Miss Bedall going to the high schools and having lunch meetings. But something that we're, um, really excited to be able to offer is taking them to a Fresno State football game so they can see that experience. We have some alum uh, that are there as well as then the next day taking to Valley Children's Hospital to see a kind of behind the scenes um, tour and visit. a lot of our um nextgen and AVID
117students are interested in the medical field in different uh facets of it and so we have some connections there Miss Bal does and so setting up for kids to see um it is one of the premier children's hospital in the state if not in the nation and so a pretty cool opportunity for those kids to see sort of that career side of things along with some fun of seeing a college game and seeing what that experience is like and so students a lot of students haven't ever experienced it and um getting away from other universities Kalpali's great it's in our backyard that getting out to other universities and see what those experiences like can be a unique opportunity for them. And so trying to build some of the things so they see all the good
118things um that go along with achieving and and giving them those opportunities. And then we will set up a uh like we did before with ACI, we'll set up a spring industry visit for those students as well um to participate in. And so some of those um are the things that we did in summer school. Any questions then for Miss? >> Well, let me first go to the public. Is there anyone from the public that cares to to pose question? Okay. Then bring it back to the board. Mrs. Schffer, followed by Mr. Clawson. So, one of these questions, well, I guess they're for both of you, for Mr. Martin and for Mr. Nef and for Miss Cool. Is um I it just I'm curious about um with the changing schedule with changing the schedule a
119little bit each year. Do you get feedback from staff as to what their preferences are so that we can work on retaining our qualified staff and you know as know what they if they have a preference. >> I can speak to that. Yeah. Um so this was our first year of doing the four weeks. um we purposely started a little bit earlier so that we could still work with our days and get them out as soon as possible so that they had a month left at the end. So some of the feedback that we did get was that it was um still they they preferred the three weeks um and that option but I think others so that was more people said that however some appreciated the fact that we started early and left a
120month at the end. So we kind of just try to focus on in on that additional week of compensation that they get that can afford them to upgrade their vacation or to you know go ahead and put it towards something useful. So but it yeah I have we have surveyed and that was one of the questions that we got feedback on. Great. And I'll be really curious to see when you can have more comparative data whether which schedule works best for the students which they you know show the greater increase in um in achievement. So, and I just wanted to add that I very much appreciate the NextGen. Um, that's that's impressive. The number of kids, the number of students at the high school and NextGen who who complete that. I'm kind of blown away
121by that they stay for the whole summer. >> Cool. >> So, so thank you, >> Mr. Qu. >> Uh, you had a question on the high school data. Um, does the enrollment data that you shared include the uh Questa dual enrollment program or or not? >> No, because the the Questa one is separate. It's just they're taking classes with the Questa over the summer. So, they're kids in our courses. >> Do you have a read on how many kids do that on top of the ones you're reporting because that would obviously >> not off the top of my head. I can look and see if we can get that. Sometimes getting data from Questa takes a little bit of time. Okay. Um, but I can look and see what we can get from that. >>
122Do we have any perception on like how popular or widely adopted that is and whether we have the right courses there. Um it maybe it's kind of like an extension of some of the the dual dual um enrollment programs in the regular year, but it seems like an alternate way to do dual enrollment um without requiring a sole high teacher or more of a high teacher to be >> sort of it's separate. So typically dual enroll you think of like our CCAP agreement. So there are courses within the school year. A lot of them taught by our own teachers. The summer is really just a summer school opportunity for anybody to take through Qua. So, it's not particularly special for our students. It's just their courses that they offer. We partner with them some, but
123it's not quite the same as like our normal dual enrollment courses. >> So, those classes are ones that maybe logically map to courses offered during the regular year, but if someone wanted to take uh some other Questa class or any other school, >> they're kind of the ones that are most po like the the most popular choices. So, we work with Questto, but they'll they'll select which ones they're going to offer, but in my experience, they're pretty much the same ones each summer. Um, I think they're kind of just the popular choices. >> Okay. Um, if I can add, I believe the Qua courses over the summer are asynchronous. So, that means students don't have to attend and they can do the work while they travel around or work. Whereas our summer school classes, they
124have to attend a regularly scheduled session in a group. And so it's important that we offer both kinds of opportunities for students. At the same time, we would not want students to primarily fill their high school requirements with the Questa classes because we want them to still engage at our high school as well. So there are limits on which classes and how many classes can be earned at QUA over the summer. >> Okay. And then on the nextG programs, I mean, you may have hit this, but um as a newer program, how how is the growth and adoption evolving in the summer piece of that? >> Yeah. So, what we're what we do is I said, we kind of that first cohort is now sophomores. And so, kind of each subsequent summer until they're entering
125their basically senior year is kind of developing what that experience will be for them. Initially, we have pretty much all of them do uh at least geometry going into their freshman year, right? As we started to initially try to okay, well then I'm just going to make this up. We'll say they are going to do world history. We started running into well as they get older they they're doing different things or their paths, their academic paths are differentiating. It gets harder to say a one-sizefits-all model in terms of all sophomores will do this course, then all juniors will be that course. And so what we're doing more is working individually with those students. So coordinating with the AVID teachers and our NextG counselors to work individually, you as a particular NextG student may have something
126a different need than say Miss Roger does, right? And so working with them on individual basis and then building in those bridge opportunities right before to prep them. So next summer will probably be even more on applications as they get ready. So that will be some of kind of a thing for everybody and then more individualized in the courses they'll take. But the expectation that they will take summer school courses to get ahead and open up their schedules. >> So the expectation is that everyone in NextGen does the nextG summer program. That's not just kind of a nextg option. It's everyone. >> Correct. That is part of what they need to do to to be in NextGen. It allows them to be competitive. And also remember AVID is a period in their day every single
127year. Um and so by doing participating summer school allows them then to be competitive because then they have an opening again basically in a sense. Yeah. >> Yeah. Thank you. >> Yeah. >> Just a a quick question about the geometry. Um I I may be wrong about this, but my understanding was that we wanted the students to take geometry in summer school and and actually that they were some of them were taking that uh prior to taking algebra. Is that correct? And wasn't the idea behind that to get them into advanced math without without the obstacle of algebra? >> Well, it does twofold. One, ultimately we want to open up SE give them opportunities. So by taking courses in the summer, it opens up their schedule in the future years, right? Just in general, we
128want it we're doing that. Then yes, with particular math, it would allow them particularly to accelerate too. And geometry is one because all the rest of your courses, algebra 1, algebra 2, pre-calc, cal, multiple years of calc, are all very heavily algebra based. Geometry, even though traditionally you go algebra 1, geo algebra 2, you can you can take geometry out of sequence to some degree. Um, and so that was another reason of why geometry was selected as a summer advancement course. >> Okay, thank you very much for this presentation. >> Thank you. Good night. Item 9.02. >> M. Roger, before we I I should we should give a shout out to Governor Nuome and the legislature for ELO funding. >> So, the the ELO funding, which is specifically to give students an extra 30 days
129in their school year, as well as the before and after school care to make it a 9-hour day for for parents. Um, without that funding, this presentation that Jeff just gave for kindergarten through 8ighth grade would not happen. Right. Right. So, it really is a a great thing that the state has extended to us and to all districts um universally. Be nice if they did for TK2. Thank you. >> Okay. Okay. Let's see. We're approving the unodudited year-end actual financial statements for 2024 25. Katie. >> Okay, there we go. Yep, he's good. He's got it. All right. So, um, you had the board report in your packet, but I'm going to go I broke it down and just put in a few slides I'm going to go over real quick to highlight some different things
130and maybe they were areas you might have questions on. So, the first one we're going to look at is we did estimated actuals. That was in June. We're going to look at revenue, but estimated actuals um happened in June when we submitted the budget to you. And then unodudited actuals is where everything actually landed for the year. And so when we look at our property taxes and LCFF, um I didn't want everybody to get super excited and think our property taxes came in higher. They um the in main part of the increase was due to special education funding did come in higher. Um, in property taxes, we get a portion from the COE that's property taxes and another portion that is state aid because our COE is basic aid um, for lack of a better
131term for COE. And so they get they pass through, uh, property taxes to us for special education. So, um, they increased property taxes and state aid went down. It's the same dollar amount. It just changed how it came in. So, it made it look like our property taxes were higher. Um, federal le re revenue looks like it declined. It didn't decline. Um, federal revenues came in where we expected. We didn't have any money withheld from the federal government. It just we have um deferred revenue and I'll break that down on another slide coming up and so we defer it to the next year. So we only realize the revenue we received. State revenues came in higher and a lot of that is um ELO funding. So what happened was the first year elo came out
132a lot of districts held on to the money didn't know how to spend it there was a lot of strings attached the second year the governor loosened up the strings and then that's when um our district parttooken using the funds and other ones well what the state did was we had to pay back the first year back to the state but then they reallocated it so in essence we got it back again um So that was an increase for us. We saw um a pretty big jump in our state revenues and the majority of it was due to that. And local revenues, they came in pretty much where we thought the one of the biggest changes I made was um we weren't accounting for um in local revenue for a bus because we knew we
133were getting a grant. So we only had to pay maybe the bus was 300,000. I want to say it was an ebus and we paid 175 or 107 I can't remember but we paid just a smaller portion than what the bus was worth but when um I went to set it up as a fixed asset I needed to recognize the revenue and then the full cost of the bus and it netted to zero or except for our portion that we owed but that's was the big increase in local revenue is just recognizing the grant portion of the bus we received. For the next slides, um I'm going to highlight some of the expenditures and major changes in expenditures. Um the biggest change is with our classified salaries. Um we have a lot of um positions
134that are in position control that are six and a half hours for all of our paras, all of um our district office staff, our IAS. They're all in position control. But what we also have is time cards. And we have time cards for overtime. We have time cards for summer experience. And we have time cards for any extra duty that classified um needs to make. So we also do for 10-month employees, we do vacation payouts. So those are a little bit more challenging to recognize um where we may land in that. And so this year we were kind of off in certificated or in classified salaries, but we had a savings in certificated salaries. So it was just a shift of where those salaries um ended at the end of the year. And benefits were
135only um we saw a difference, an increase of $8,000 in benefits. So we kind of had that um targeted but not so much the the hourly rates. Um we had um wanted to point out with our classified salaries we also hired a lot more of um paras this year we had did in prior years big contracts to for contracted services for paras um and student services worked really hard to reduce those contracts and hire the employees directly. And so each time that they would hire somebody it would reduce um our contracts with these agencies. But this year we did end the year with 451,000 worth of contracted employees for paras. But um I know they're still working to get that down and hopefully we'll see another um decrease in uh parah contracted through agencies next
136year. Uh books and supplies um you see a big savings there and uh the majority of that will be prop 28. Uh we have keep with our Prop 28. The first year it came out took us a while to get plans together, figure out how to spend the money and now we are in our third year and um everybody has submitted a plan and the money we will see like we're one year in a rears. We do this with our lottery funds and it's just because some it took us a little bit longer to get caught up. Some districts or sites I mean are fully spending their money in this year. others um have maybe a two-year plan to fully expend it. But with that, at the end of the year, we unencumber a lot
137of um POS or budget that we had set up um that didn't get realized through Prop 28 and some of our multi-year grants with CTE and ELOP in lottery. With our um operating expenses, uh it would be the same thing. We had carryover and educator effectiveness title two and ELOP. You'll see um our carryover balances in this slide in just a moment. And then the other major was equipment and that was recognizing the buses that we received this year that didn't come in in 2324 but came in in 2425. Here's a breakdown of the carryovers. So what will happen at um first interim is we have our general fund and we have broken down to in restricted and unrestricted and where you see the 8.5 million those are restricted ending fund balances. So these are
138all the different programs that had carryover that will carry over into 2526 and it will be available for use. um ELOP and the Prop 28 carry about a year's and lottery I should say about a year's worth of um ex uh fund balance and with ELOP we've done that um strategically knowing we weren't sure if it was going to stick around and so we put this great program in place and we wanted to at least have a year's worth of cushion always have done that with lottery it helps um when we have to do an adoption we have that that fund balance available. Um, and educator effectiveness, this is the last year for that grant. Um, we've carried a fund balance for the last six years. Um, and it'll end this June of 26. Um,
139so those are restricted fund balances. So, you will see that at second interim, you'll see that money get budgeted out and hopefully spent down. And then where we saw the negative on the prior slide for federal revenue that I said we were deferring. Um this is 228,000 of that 170,000 is federal revenue deferred to next year. There's a little bit of state money in this um that's in the other deferred that is also um we're deferring it to spend it in 20 uh 2526. So what that will look like at first interim is you'll see an increase in those um an increase in revenue and that will account for the deferred revenue. Our transfer in and out. Um what this line is is uh we will have sometimes we will transfer money out of our
140general fund to maybe fund 40 for a cap other capitalized projects and vice versa. We will take money from either fund 20 um fund uh 40 and we'll put it into the general fund which is typically interest and that is what we did here. We took interest um and moved it from the funds that uh generated interest mainly fund 20 and then there was an unused balance for projects that we had moved from the general fund to fund 40. move that unused balance um back into the general fund. Since the projects for district-wide fencing and another capital project that we had um allocated were completed and there was a little bit of a balance, so we moved it back to the general fund. And this slide is really hard to read, but in your um
141packet you'd be able to see it. And this is a summary of all of our funds. Um, outside of the general fund, we have fund 11, which is adult ed. They're currently sitting with a fund balance of 95,000. The program is doing really great and self- sustaining. Um, food service is another one that's doing really well. They have 1.6 million and their fund balance and continue to generate um uh not generate, but get reimbured for all the meals that they're producing. and um providing really great food for our students. Um we have our fund 20 which is our post-retirey benefits and that we earn interest um on and we transfer the interest out into the general fund building fund. Uh that's going to be measure C. Our uh fund 25 is our capital facilities. sets
142all of our residential and develop um residential fees for um new development and commercial. And so we uh brought in 2.3 million. Uh the with those funds, we can only use them on sites that are growing. So currently slow high uh Ryan has a plan to use them there because that site is showing growth. Um fund 35 is a pass through when we get a reimbursement. Um Kelly will over at BG&T with the bond. She will apply for state grants to um after we have invested money through our bonds. She will apply for reimbursement for portions of that grant. It funnels through fund 35. Fund 40. I just explained we had 200,000 211,000 left. We moved that back to the general fund. Fund 51 is where we recognize our bond and um record it for
143the county auditor's office and fund 73 is the trust. So that is a breakdown of our unodudited actuals. I went fast. Is there any questions? Let's go to the public. Is there anyone from the public that would like to uh ask a question on this item? Seeing no one, then back to the board. Mrs. Schoffer, >> I just have one question on the increase in the pair of professionals. Um, is that primarily due to an increase in our special education students or special education students requiring additional one-on-one or what area primarily was that? >> It would be a combination. It's um as we Yes. students that are requiring either one-on-one or more paras in the classroom. And also as we with at the beginning of the year, we have so many parah positions that we've
144budgeted for and historically in the last few years, we haven't been able to fill them. So we have used contract agencies for those funds and or for those positions. And so as we've been able to hire from those agencies and make them our employees, that would be that's where you would see the increase in uh classified salaries and a decrease in um our other operating expenses. Does that make sense? >> Progress. >> Thank you. >> Uh I don't Mrs. Baltadon. Um yes I wanted to just get clarification and then I I wanted clarification on sorry fund um is it se I have written over it 73 the foundation private so I had a question about what that was referring to I remember reading it I just found the answer but can you just explain it
145in case anyone else >> I think it could be easily confused with our education foundation and so I just want that to be clear >> it's for moral bay it was an endowment made to Mororrow Bay High for scholarships. >> Yeah. So totally different. >> Yes. >> Thank you. >> Okay. Uh seeing no additional questions, thank you very much. >> Thank you. >> Oh, I we're seeking an approval. Okay, then I guess I am looking for a motion to approve the unodudited year-end actuals for 2425. >> I move approval of item 9.02, unudited year-end actual financial statement for 2024 25. >> I'll second it. >> So I have a motion by Mr. Anger, second by Mr. Banfield. Mr. Anger, >> yes. >> Mr. Banfield, >> yes. >> Mrs. Baltadana, >> yes. >> Mrs. Sheffer. >>
146Yes. >> Mr. Clawson. >> Yes. >> And I'm a yes. So that passes 6 with one absent. Thank you. >> Item 9.03 is the budget update. Mr. Pinkerton. >> Okay. >> I'm kind of big, you know, to get fit in the screen. It's a little tough. All right. Tonight, um, I actually had Katie not talk about reserve since I was going to talk about it in my presentation. So, we kind of held off on that aspect. So, we'll go over it now so we wouldn't have to repeat each other. Um, so tonight is again in in the effort of transparency. We a lot of what I'm going to talk about tonight is what we I already talked about in August, but again, it bears repeating as we go through this process. um because we now
147we have unaudited actuals. We have that one of those marks that we discussed early on that we need to see where we finish the year at, right? Very important to know that. And then kind of next steps for us as well. I'm going to talk about a little bit about the budget process, budget committee, uh fiscal sustainability task force, and then as well as a couple of items, um that uh that Mr. Liippard brought up in terms of next steps in terms of trying to find those revenue sources. So hopefully I'll provide a little bit of clarity um in that way. Right? So first of all, you know, I think it's important for people to know why do we have a structural deficit, right? So I'm going to go over those again as I did
148in August, but I think again it bears repeating, right? Why are we in this budgetary um situation that we're currently in um when we're looking at having to make reductions again this year after last year's um reductions which of course are horrible because all of our programs are great. All the things we do are good for kids, right? Um and we would love to keep them going. So um the first one of course is the loss of unitary tax revenue. So, as you'll see, from 201617 to 2425, um the district uh unitary taxes dropped from 10,600,000 down to 3,700,000. Um almost a $7 million drop in revenue during that time period. Now, property taxes have risen and have helped during that same time period to lessen the impact of that. as well as um we
149received SP 1090 funds. So these were one-time funds that were set up to one fund our foundation $10 million and then the other um the other funding mechanism kind of was spread out over the course of seven years which was you know la last year or actually this year four $4.6 million right um in terms of a funding mechanism. So that ends now. So that 4.6 six that we've counted on for our revenues and um you know in terms of was included in last year's unodudited actuals is gone after this year. So yet the plan still remains open. So I'll talk a little bit about that later but again I think it's important to understand that this is a big reason why we're faced with it. Um if those payments continued if we got unitary
150tax we wouldn't be talking about reductions this year. it would be a very different story. Um, so again, number two, COVID related funding. And so the state economy actually has done well postcoid. So not only did we receive state and f and federal funding for COVID, one-time dollars to help students post pandemic get back on track. Um, social emotional um, health, right? Um, academic interventions. We we hired 173 employees to do that work over that time period using those one-time funds. Well, you're going to see in a middle or in a little bit that we also had personnel costs have increased, retirement costs have increased um on top of adding those um positions to our school district, right? So, the board did make reductions last year significant, which is great um and put us in
151a much better spot for this fiscal year for 2526, right? to ensure that we meet our reserve levels. But then for the following year when we lose that 4.6 million, um that's that's when things will be tough again, right? Where we're going to have to make decisions about where we're at. And again, I'll I'll talk a little bit more about that. Um the third one is really the addition of of transitional kindergarten, right? So the district added an additional grade level. We hoped at the time when this first started um that there would be state funding that they would come around kind of like they do with ELOPE, right, where all school districts in the state of California receive those funds. We hope the same would happen for transitional kindergarten. Um again, our lobbyist efforts,
152as Mr. Liippard uh described, were to kind of push for those fund for that same funding mechanism. Um what we found is really kind of handsoff with the state legislature and when Dr. operator would go and visit the governor um you know state legislator and our legislators. Um there really wasn't a desire to help our our school district as well as other basic aid school districts in that effort. Um we tried to team up with uh small schools as well used SF squared right um to to try to push for these things. Uh fortunately for us Don Addis actually put forward a bill to to make this happen for us. So kudos to to Miss Addis um for doing that right. Um but but once in the assembly it it really didn't make it out
153of um the budgetary process. So that is something that I'll talk a little bit about later in terms of moving forward. But again, we have added um you know transitional kindergarten throughout our school district. Now, I will say kudos to our transitional kindergarten teachers who were willing to kind of change the model to help us not not reduce cost but contain costs knowing that this year we were adding the final stage of our TK students, right? So, adding enrollment to that. Um, and so the the way we have it now, it's kind of an amm with ELO funding. We're able to still extend the day for all parents, which is great. So, they still get that all day care. Um but but it's still it was still adding a grade level to our school district
154without any source of revenue that goes along with it. Right? So the fourth one the fourth one um is again something that you know we often hear from our employer groups at board meetings about how hard it is to live in our area, the amount they are paid, right? how you know how they can try to survive and pay for rent and bills and all those types of things. Um so I I it was Governor Brown I think right back in the pur stirs transition transition um where that year they um they basically shifted the the um funding source to school districts. So basically stirs and purr which is both the classified and certificated retirement systems were in trouble. They weren't generating enough revenue to basically meet their long-term um needs right to to keep
155this the funds stable for retirement system. So um to do that they raised the amount that employees paid by just a little bit by a percent or two. Um they uh did the same for both classified and and certificated. The state does pay for a portion of certificated but then they really put the onus on school districts. So we saw our rates that we were putting towards employees rise from again 8.3% in 2016 all the way up or 1415 all the way up to um 19.1%. And then PERS has risen from 11.7% to 27.5% for employees. So the same employees on the classified side are costing 16% more and and employees don't see that in their check, right? They don't realize this. It doesn't help them pay their bills or utilities or do any of
156those other things. It's going to help them when they retire that there's funds available for to pay for their retirement, right? So it was important for them to do that. But again, that whole onus was put on school districts to have to, hey, deal with it. Build this into your budget. >> So, Mr. Pingerton, does that then mean equate to 27 cents for every dollar that an employee earns the district is paying in retirement benefits? >> Yes. >> For that's for classified employees. >> Yes. >> For PERS. >> Yep. >> On top of that, we also pay for social security. So it's it's roughly 34%. So 34 cents for every dollar and that doesn't count health benefits or all the other benefits that tie into it as well. Right? So again when you start to
157see and you know anyone can you can go on transparent California right now and you can see what salaries are and you can see what benefits costs are and employee salaries. It's all public knowledge, right? It's all out there transparent for people to see. Um, and so, you know, it's it's it's stark when you see the actual benefits cost. Like for especially our classified employees who take health benefits, a lot of times their benefits costs are the same as what they make. It jumps up that high, right? So, um, and again, a great thing. It's great, right, for the employees long term, but when we're talking about negotiations and deal, they don't consider that, right? They don't consider those costs that are associated with that when we're talking at the table and negotiating contract those
158types of things. >> They Yeah. Those are deferred benefits. You know, they can't take those to the grocery store. >> Yeah. Now, again, it has been the board's um desire goal. Um we we have this board has tried to maintain salaries. >> Donna, go ahead. Just before we move from that point too much, I just want to be clear that >> it this is just an economic reality. The state Yeah. sets these these uh percentages that we have to pay. And I just want to be clear that at least from my perspective, I'm not complaining about having to pay towards our teachers benefits and uh all of our staff. It's just an economic reality that we have to address. I mean that we have to work within that context. So I just want >> and
159we have no choice, >> right? It's just it's a built into the system >> and in fact all school districts in California this we're not just alone in this. >> Yeah absolutely. So again that the next part I I just so we have given um 29% and salary salary increases during that same p that same time period. I went back kind of looked and see and we've had a couple lean years uh 2010 111 when we kind of faced these same budget issues back then and we had a budget committee and recommendations to the board all those things right. Um, so it's been a it's been a little while. It's been about 15 years since we've had to go through this process. And for board members that have been here for a long time, it's
160it's it's cycles, right? It's kind of a roller coaster in terms of um in terms of that, you know, budgets and um budget cycles and how how districts are affected. But again, we we have tried to give our employees raises. We we have tried to maintain our status as being one of the best paying school districts in the county. Right. to attract the best people to our to our school um to our schools um and to our district. So, it's it's again we don't just like Mr. It's great. I'm not saying that it's bad. I'm glad that we have and it's it's a great thing and we have great employees and um it's wonderful, but it's an economic reality of where we're at today, right? In terms of cost of personnel. Um the district did
161negotiate a 1% ongoing salary increase last year, right? With additional compensation for special education teachers. So an extra 5% for each of those special education teachers, right? Knowing that their job is tough and um all that they have to extra things that they have to do, requirements from the state, those types of things, right? Built in. So it's great. Um our B-clad teachers, right? These are are our teachers that are um using the bilingualism, right, in the classroom with students um all the way, you know, TK all the way to 12. Um so they also received um an extra stipen that goes along with their job and and again other compensation items with stipens and things like that, right? But every just so the board knows and for the public to know, every time we
162increase 1% it's it's a million dollars, right? between salary and and those benefits that we've talked about. Um, which then adds to our structural deficit, right? So, we are currently into about to enter into negotiations again with all three of our unions, right? So, you know, it's it's going to be a it's going to be a tough year in negotiations, you know, um, with with kind of what we're looking at and moving forward. So, this isn't new to the board, right? Um this is something we've been talking about and um I will tell you that we Dr. Prader has um we have been as Mr. again talked about earlier have been working with some lobbyists trying to see if there's some funding mechanism that we could get so that we wouldn't have to move forward
163with reductions this year. Um, one of the things that we were hopeful of is kind of some one-time dollars um, cabin trade um, that again Miss Addis had supported to move forward and um, unfortunately that that money did not come to fruition. So the legislature they if you read today they adjourned today um those dollars are not in there. Um, so that it was again hopeful, right, that we we could pos potentially get that which would at least give us another year to continue to advocate for our either unitary tax, SB1090 renewal or TK funding, those types of things. But um, unfortunately that did not come to fruition. So here I am tonight, right, presenting again this budget information. So the board knew, we met uh, the board met um, you know, over the summertime.
164You have your kind of direction. And so in that meeting as you recall and and you approved um the what your direction for this year for the superintendent for Dr. operator is hey we need to cure the structural deficit for the 2627 school year right so that's work that that needs to be done this year to ensure that the 2627 when you when we present the budget to you in June that we have cured the structural deficit um for that year right on top of that and I'm going to talk a little bit about reserves the second kind of longer term goal over the next five um years would be to build back up our unrestricted reserves reserves. Okay, you saw Katie talk about today and she listed all the restricted reserve levels, ELO funding,
165MA, you all those instructional materials, budgets, all those things, right? Well, those are not unrestricted revenues. Okay, those are those things all have again restrictions for how they're used. So, um building that unrestricted portion up is really important. And I turned my ringer off and it's still going off. Um you can turn my phone off Mr. Masha please. Um so again this slide kind of outlines that. So this is post unodudited actuals now. So our starting reserve balance 2425 was 22 million. We overspent by over $6 million last year. Right? So that leaves us with an overall reserve balance of about 10.79%. So the board hey board reserves 10 hey over 10% great fant. The problem is is that a lot of that is restricted reserves right. So in terms of our unrestricted fund balance
166and reserve level it's at 4.98 at the end of at the end of 2425 unodudited actuals or about $7,300,000. Okay. And that's with a total expenditures of 146 thou 146 million. So we already know our expenditures are dropping next year. Um so that then makes to meeting the 3% easier, right? Because that's a key. Um but again that doesn't it doesn't mean that you have more reserves. It just means that it's easier to meet that 3% level. So the in order for our school district to not be qualified or negative, Katie has to show that we're going to meet our 3% reserve for three years. Okay? So not just next year but the for the following two years as well. Right? So that is something that again to meet those requirements we have to make
167reductions this year. And what do those reductions currently look like? They look like the amount that our SB1090 funding is. So the 4.6 million. Okay. Um that said, there's another thing that's happening, right? And that is and again I I I actually attached the letter that we we received from Dr. Brush. I just want to point that out. Anybody click on it, take a look at it, right? So we're not making this up. I'm not, you know, this is real in terms of it's an issue for us and something we have to solve because we do not want to have a qualified budget. it can can't happen as far as I'm concerned right we have to make the reductions that we need to make to ensure that we meet our minimum reserve levels right whe
168you know again building that unrestricted reserve we can do that over a few years right that does not necessarily happen have to happen in one year but it's we we have to meet our 3% reserves so you'll see in the letter there Dr. Russia. Um it talked about you know again our LCAP fine great look good meeting all the requirements spending levels fantastic right but again concerned about our budget right long term that we're we're building in these reductions. Um he even at one point you know says hey the board should pass a resolution again for me you've already made it a board priority you've made it a five-year priority already. So ma passing a resolution on top of that is unnecessary as far as I'm concerned. Um but again, you can read the letter,
169the public can read the letter, right? This is where we're at right now. Um unfortunately, so next steps, right? So, um kind of this the timeline part of what we're doing. So, um HR, human resources is is kind of finalizing all positions, openings, putting everything in position control. Um, I am taking all of that data, in particular our personnel data, and I'm putting it into a a master spreadsheet, right, of every single department, every single school site, um, what athletics costs, what music costs, what TK costs, what kindergarten aids cost, what, um, you know, EL support staff cost. So, I am breaking all of that down. And the first step will, which I'm setting up right now, is to get a meeting with our union representatives. So members of CSEA, SEIU, um, SLCTA, as well
170as our MEC, our principal group, some of district office staff to just, hey, I'm going to share this spreadsheet with everybody. What am I missing? What else should we have up here? What should we be looking at? What should the board consider um, as we kind of go through this process? Right? So, that is what I'm putting together right now. Um and we just set the meeting up for September to kind of meet with that group and begin that conversation of you know what programs are there? What are we looking at um to move forward right once we have that information together then Dr. Prader is putting together a fiscal sustainability task force. Um so this group will include some of those same people that I've discussed but it will also include community members and
171parents. So he will expand that group right and take again taking looking at that information um and then providing Dr. operator with kind of their their recommendation kind of a you know a plan for potential budget reductions that then he will have to take and bring forward to the school board. Right? Our goal would be to take that um probably to you in November, let you look at it, see what it's like, what the different information sources are. I will share in the meantime all the all the spreadsheet, all the information that I'm sharing with my first budget group with everyone, right? It's again it's all transparent council for it's all available anybody can see the information right um in terms of moving forward so I we'll share that with the group um again Dr.
172Prader will will provide more information about that group and you know who who to invite, who to tie in. Um I know we've talked about adding like some of our county fiscal staff um just kind of a you know a broad group right that knows schools, knows education, knows programs um to kind of tie into that that process. So I talked a little. So again, another key data point now for us is going to be the end of November where we'll actually receive our property tax revenues. I am hopeful that there that we're not going to see another dip in our unitary tax that they will reflect kind of the property values that have come up. Um we've had again Mr. Liberty chair. It's some good good information for us to know in terms of
173those property um unitary values that it looks like they're done dropping. I'm hoping that's the case and um but we'll know for sure um in in November when we receive that kind of the real estimate of our property values. Now, if those are higher than anticipated, then we won't need to necessarily cut the 4.6 million. If they're a million, two million more, then maybe our reductions are only 2.6 million to balance the budget, right? Fantastic. I'm super hopeful that that's the case. Um because we have seen or should have seen five six% increases over the past few years, but because of the drop in unitary tax, it's been more 3 and a half 4%. Right, in terms of overall property tax growth. So if that isn't happening anymore, they're still building homes in St. Louis.
174Prices are still going up, right? sales are off not as much in terms of transition, but they're still the county is still catching up to their property taxes and the city's right in terms of charging people property taxes and bringing those dollars in. So, I'm hopeful in November that that's a better number than what we have projected, right? And then we'll be in a better place, the board will be in a better place and not have to make as many reductions um as we might have anticipated, right? Um December meeting will then finally be the first interim budget where Katie and I will have gone through and and really cleaned up personnel costs, right, for certificated classified benefits because again that's 85 to 86% of our budget. Making sure those are correct and it's what
175I've been working on for the past month with them. Um we have several meetings in the next couple weeks to ensure that it's it's nails right. It's right. This is exactly what what it should be. Um and again we'll bring that to you for syndrome that will reflect the new property tax values and then along with that meeting would really be where Dr. Pra is going to ask the board to make reductions because we are going to need the months of January and February if there are staff reductions to for for Dr. Puchia's office to be able to put those into place, right? Because we have a March 15th deadline. Now, we are going to continue to advocate my last slide and then we'll go to questions. Um, we are going to continue to advocate
176for TK funding. Right. So, um, again, our legislate, our state assembly person, Don Adams, fantastic, willing to bring that forward again for us. We're looking at potentially looking at some other legislators that have basic aid school districts within their their boundaries to join in that that um that ask again to move this bill forward to make universal TK just like universal ELO funding. Right? So we are going to continue on that front to try to get that um bill to move forward. Um at the same time we will also continue our battle to um I would say first try to get the continuence of SB1090 funding something of like that right so um unfortunately with with SP84846 which kept the plant going for another five years while they kept the employee compensation area they cut
177out the continuation of the community impact funding. So in I I I've looked it up. I've checked it out. I shared with Dr. Prader yesterday. So we'll be talking with with Mrs. Addis's office, with Mr. Lar's office, right? Um to to get something pushed forward hopefully that can make some changes to A46 that then just adds the the continuation of community impact funding for as long as the plan is open. So that would be one option, right, that we could move forward with. um PG& in order for that plant to continue to run past these five years is going to need another SBA46. They're going to need another bill to keep that plant moving. And so if that does and and again they they need a few years prior to that to be able to
178get ready to keep the plant going, right? So if that comes up at that time then we need to be part of that that bill cycle that that um you know the language that's in that bill right if that is going to continue um so that we we can again try to get some type of funding mechanism again whether that's unitary tax whether that's community funding mitigation you anything right whatever whatever works best in that scenario um you know relying on the PUC to change the value of the plant or those types of things. I would like something more specific written into the law that just keeps like our community mitigation funding going during that time period. Right? Know as a board that if we received either one of those two funings sources from now
179until June when you do the budget that even though we may have to lay some employees off on March 15th, we can hire them all back. Right? if we were able to get one of those two those two um sources um during the time period. Now again I I don't like being optimistic. We've so far it hasn't worked out in our favor in any of these right as we've tried to move forward in this. Um so you know as as the CBO I'm going to tell you we need to get our budget in line. We need to make the reductions we need to make. Hey, if we get the money, fantastic, great. We, you know, the board will have some choices about, you know, the things we bring back and how we move forward, right?
180Um, but until those two thing, either one of those two things happen, we we have to um ensure that our our budget is not going to be qualified. So, that is just again kind of an update of where we're at post, you know, again, in August, we talked about first we're going to have unodited actuals, right? Well, here we are today. So the next step is that budget committee, then the the fiscal sustainability committee pulling that information together for the board for Dr. Prader to consider and then um he will bring a recommendation to the board um to move forward. We'll get our property taxes and then finally first interim we'll know exactly kind of where we're at, right? because Katie will have to put that multi-year projection together and whatever that cut is to
181ensure that we we stay um have positive reserves for those three years that will then dictate kind of where we're at um and what we need to reduce. Okay, that's all my good news. >> Thank you, Mr. Pinkerton. I understand that uh Mrs. Shepher has an item of public comment. >> Thank you. Um, Mr. Libert. >> Uh, you can't. That's more of a a stinger. Um, all right. My name Okay. Um, my name's Ben Liippard. Thanks again. Um, just before I start, I want to note that I'm so happy to hear you're going to put the cost of everything in a spreadsheet. That's amazing. So excited. Um, we want to talk about details again, right? Um, and specifically now with respect to PGD funding, I'm going to stress how much the details matter. I'm going
182to note that Mr. Pinker didn't gave an answer about Captain Trade. That was kind of I want to say handwaving. I don't mean that in a derogatory way. It's just that's not a detail. That's not a detail. Captain Trade is not a detail, right? I I know what he means, but I want everyone else to know what he means. Um, and I want to make sure that whoever's telling you what their plan is has the detailed plan and you're getting it. That's that's all I really care about. Um, well, not all, but um, one month ago, Mr. Clawson, you know, talked with details about how PGA could do the right thing, right? We we talked about it in February. Um, you felt the energy in the room. Mr. Daniels was here. You felt that energy.
183That was a detailed plan that could be done tomorrow, right? they could make a donation tomorrow. If they ask you a question about continued operations, reinstating unitary tax, I'll talk about that. The question is, is there a legal mechanism for you to give a charitable donation to the district or the foundation of $4.6 million, right? In lie of of what the SP 1090 would have been. That's it. There's a yes or no answer. Either they're able to do it or they're not. Anything beyond that is a question of will, right? Will they or won't they? I'll talk about why they should. Um before I get into that, I'm just going to say real quick about why it matters to talk about um reinstating the unary tax. Um that is um something that doesn't make sense
184legislatively and I don't want you to just take my word for it. I want you to hear it from equalization. I have asked staff to talk to equalization uh who unprompted when they saw the FAQ from last month asked to do a call with staff to clarify what unitary tax is and how to talk about it. Um I've made that offer. There's plenty of stuff they have to do. I understand. I'm making that offer to the board now. You don't have to listen to me about this stuff. you know, listen to a party that has no economic or political interest in these questions and answers. I'll set it up. I'm happy to. I know there's Brown Act considerations, everything else. We're going to make this happen. I want there to be I want to lower
185the information gap, right? Let's lower the information gap because when PG is talking to you, they're not talking about this again. This is what I had last year or last time, right? $2.5 million in shareholder profits. This is what we would ask for. This little tiny thing up here, $4.6 million. Do the right thing. >> Operation does not give us >> Thank you, Mr. Liippard. Is there anyone else from the public that would like to speak to this item? Seeing no one, I'll bring it back to the board. Mr. Banfield, followed by Mr. passion. >> When we were talking about our timeline, the next steps timeline and the last bullet saying that the board will take an action on that recommendation for budget reduction. How's that information going to be presented? In other words, is
186there going to be um just a dollar amount saying we need to reduce it by this much or is there going to be um a recommendation of how we we reduce the budget? What's what is it going to look like? >> I think both. >> Okay. >> It'll be it'll be categories. It'll be portion amounts and tied to a rationale. >> Right. >> Okay. That's how I envision it being presented to the board. >> Okay. >> For discussion. >> Okay. >> Yeah. >> Mr. Clawson. >> Yes. I want to spend a minute talking about the 10% unrestricted reserve goal. Um, so the way I interpret that is that we have $7.3 million of unrestricted reserves now based on what you're sharing, which is 5%. Uh, by 2030, we need to be at 10%. That's probably
187$16 million. Am I thinking that correctly? >> Yeah, depending on what our expenses are. >> So, we need to add $9 million in unrestricted reserves to our reserves. Uh, 2030 is four fiscal years away. We we've got 26 27 27 28 28 29 2930. So, we're talking about balancing our budget next year, but we also are discussing adding $9 million of unrestricted reserves over the next four years. >> Yeah. >> I mean, how does that $9 million play out over the next four years? Are you envisioning we're balanced next year and three a year those following years? Are are you envisioning we need to get to a net surplus this year and not to break even just cuz I think I think getting to a net surplus is what's required to progress towards that reserve
188target. >> Sure. >> But that's also very painful to do in the midst of layoffs and staff reductions. So I guess my specific I have a few questions but my specific first one is is our should we be thinking as a group that we need to get to $2 million surplus next fiscal year so that we can reach that 10% goal or should we be thinking we need to get to a net break even budget. So I would start with your first year annual priority which is just curing the structural but def deficit >> so that we're not looking at negatives throughout the time period right let's get to zero at some point and then after that um again depending on how property tax values come in projected values or not then whatever surplus is
189above that can that's a choice the board will make right are we going to put that towards our reserves build our reserves you know we're going to be entering into negotiations again with our employees. So it it becomes a choice of of where where any of those extra dollars goes, right? So again, that will be up to the board on an annual basis. And again, the five-year two was it was a it's a goal to get there. Is it a realistic goal at this point? It's going to be tough, I would say, to get to 10% unrestricted during that 5-year time period based on what we're currently looking at. Um, but I mean we've we've had time periods where the state has given, you know, hey, the state's great one year and they have $3
190million and we get an extra, you know, onetime funding source. >> And so we could again build up our reserves that way, right? Potentially through those that process, but um >> well, can you give some context to whether to why we should or shouldn't care about that 10% goal? I mean, I think it's important because it's going to be huge a big part of the discussions over the next four years. So, um, aside from 10% being a nice round number, that sounds good. >> Can you give context to why we care? >> Yeah. So, um, what what the board is currently going through right now is the reason why we need a 10% unrestricted reserve because if we didn't have those those dollars saved up over the past few years, we would have felt way
191more pain, right? We would have cut 10 million last year, not the not the five. So I think that's the part where when you hit financial times like we are currently facing having those reserve levels is is it allows us to do things a little bit slower in terms of process um it gives you the board a little bit more flexibility in terms of reductions and those types of things. So again it's it's important to have like that extra savings account those dollars there um for times like we're currently facing. >> So what I'm hearing you say is that next year we need to get to at least break even. Yes. >> And be in a position where if property taxes exceed expectations, we can start addressing this reserve requirement. But getting to break even
192as a starting point is is the beginning of the discussion. Am I that correctly? Okay. >> Yeah. We have to start there, right? I think that's the most important thing. >> Um is to really get that taken care of. Um and and as the board knows, you just dealt with this um that you know, you cut four $4 million last year, close to five. Um this next round will will be even more difficult, right? Because we we've already started to take away that, you know, some of the things that were we could deal with. Now, it's it it's going to run a lot deeper this next round of reductions. Um and so it's, you know, it's being able to to make those reductions, get where we need to be, right? Um, and then I think
193again then the board once you once you're there, then you actually have choices once the dollars come in of what you add back. What what does the board prioritize or the the most important thing for kids, right? And for our staff and those types of things. But yeah, definitely first step is to cure that structural deficit this year. >> Okay. So my next question is there's a question that I hear regularly that I would like I'm going to ask. I I know part of the answer to, but I think it's an important thing to to address publicly and make sure we're clear on. So, if we need to get from 7 million in reserves to 16 million, a a question I hear is why why don't you sell a couple of properties for $9 million
194and then you have $9 million more dollars and now you have 16 instead of seven. >> And so, so if we were to sell a property or >> where would that money go in this context? It's not an unrestricted reserve. Would it show up anywhere in our reserves or >> you would have a you know that sheet that Katie showed at the end that had those funds outside the general fund >> the Mabel Verhaller scholarship for Moral Bay High the adult education the developer fees those you would have another fund that would be basically for the any any um any dollars that we receive from the sales of of Morowell Sunnyside per se right so those would have to go into a special account and they could only be used for um real estate or
195or um >> capital projects, right? So, building something. So, they can't be used for general fund. Now, I will say the caveat to that is we could we could probably use like the interest to offset some of the costs that we have associated with our our BG&T maintenance, things like that that are capital improvement projects that we do, right? So that could help the general fund in that way where you kind of have the syncing fund and and those again the the interests um you know what did we see in fund 20? So it's about $300,000 a year basically currently in interest that you would receive from $9 million um in the bank. >> So specifically if we sold $9 million worth of property it would not go in our unrestricted reserves. It would also
196not go in our restricted reserves. It would go somewhere out of the general fund that we would never even really see in your budget report except in another fund that Katie would point to. >> Yes. >> From time to time. >> You are correct. >> So there's no way to sell property to address this problem. >> No. >> Okay. just >> except capital >> if you chose to lease the property and then you could use those those would become unrestricted if you lease the property long-term lease. The annual income from the lease would be income in our general fund that we could use, but the value of the property does not go into our unrestricted reserves, our reserves or anything on our balance sheet. Is that true? >> Correct. So, if you created an arrangement
197with one of our properties that was a long-term lease, >> Mhm. >> where you frontloaded the lease payments to the front end and you passed the board resolution to direct those funds to the reserve in particular, you could conceivably create a five to 10year plan to replenish the reserve >> through lease payments. >> Yeah. >> Okay. >> But >> Okay. But that that's while that sounds good, >> the re the reality of doing that is very difficult. Um and again, one of the reasons why the board is looking at selling the two properties is they're due for about 20 to $30 million each in in renovations on the two properties, right? So So it's >> again like I I don't want you to think, hey, we should just lease the properties and we're fine. No,
198no. The reason I'm asking it is I think there's a subset of the community that thinks selling properties can specifically solve this problem. >> I agree. >> And short of a complex 10-year lease approach that >> Dr. Prader may >> it's not there's not a simple solution to sell properties to solve this. Maybe I'm just stating something. >> You are correct. >> Okay, you are correct. >> But a number of people think we can solve this problem that way and we can't. Is that a true statement? True. >> Okay. Um, so I have another question. Am I taking too much? >> No, please go ahead. >> Okay. So, on the topic of P Genie, um, I guess I just want to retrace again our experience there around this concept of them providing a donation to
199the school district. >> So, so to be really clear, we've asked them for money. >> Yes. >> And they said no. >> Right. So, retracing that, I I guess I want to just make sure that we have this really clear. >> We we've gone to them. We've asked for a donation. We have a nonprofit entity they can donate to. >> Yes, >> they have confirmed that they have annual budget that is available to give funds to entities like our nonprofit. We've been clear that we have flexibility on which of their fiscal years they donate in. So, if they're out of money in one year, they can do it the next year and still help us. It just requires them to plan and make a decision. And so I I guess my question is have we
200gotten any indication from them that they are willing to make a donation? And and and secondly, do you know of any impediment that would stop them from being able to make one other than just a desire to donate? >> Um again, we have addressed this with PG& reps and talked to them about this this exact thing and the answer has been no. They they don't they're they're they will not contribute in that way to the school district. So, a two-part question though. As far as we understand it, there's no impediment because they have budget and they have the means to make a donation and we have a nonprofit entity they could donate to. So, they could make a donation. There's nothing stopping them. Correct. >> That is correct. >> They are choosing not to is
201what you're saying. >> That is correct. >> And so, again, I would just like to publicly again ask them to reconsider their choice not to support us because they can. >> Thanks. Where? Mrs. Baltadano, >> was I next? >> I I don't know. I'm making you next. You're next. >> Took too long. It took too long. >> Um, thank you for the presentation. Um, I think it's really helpful to hear this information over and over again. Um, I want to just draw everybody's attention, anyone who's watching. Um, I think it was slide 10 that has the link to the letter from the county office of education. That's a really important letter I think for everybody to read. It's pretty easy to understand. It spells out pretty clearly um, you know, year by year what we're
202looking at for the next few years, what we're looking at in terms of our reserve um, and what it's going to take to get to that 4%. And we know that that 4% is a bare minimum. I I think I read somewhere and I don't remember if it was in that letter. Um but the 10% number is what is recommended for basic aid districts. >> So can you maybe just shed a little bit of light on that? I think the question came up earlier is where did that 10% number come? So it sounds like best practices for >> it might be it might even be 17% honestly. I think it's actually higher than 10% that my like schools finance recommends and and a lot of that goes to the fact that as a basic a
203school district again we are fortunate in that our property taxes are higher than what we would receive from LCFF should some legislation something happen to change that process to where we would drop in revenues quickly rather quickly that that reserve is there then to kind of balance that for a year too while we make the right the you know basically the reductions to kind of get in place. So it's really kind of that soft landing part of it which is >> again it doesn't feel soft >> right as we go through this process but it it does help in terms of having to make t you know massive reductions in one year. Mr. Hunger can probably relate to that when he was on the board. So that's what they did >> um which I'm sure
204he'll he'll elaborate on when he uh he speaks. So yeah, so I do encourage everyone to read that letter. Um, you know, and and just to be clear, what the letter is spelling out is the steps we need to take, the contingencies that need to happen such that our calculations can't be dependent upon one uh time funding because that's too precarious. So we have to take that out of the equation. Um and that ultimately what we're talking about here is uh maintaining that reserve that is required so that we do not enter this territory of getting really close to insolveny and having to be taken over by the state. So just to make that very clear. I think the letter makes that clear. Um so I just wanted to highlight that. Um you know uh
205Mr. Clson, in response to your question about are there any um impediments to a corporation contributing to a nonprofit or education foundation? And I don't know of any impediments. Corporations contribute to nonprofits all the time. Um so thank you for bringing that up again. Um and uh and then with response to um the suggestion uh the uh about leasing properties. Um and so I I understand how that uh allows us to um of a sale would require us to put those proceeds into a separate account that would have to be restrict that would be restricted to capital improvements. Um, I would just note that being a landlord is also very expensive. So, although we may be making some money on payments as a landlord, we're going to have to be putting money into a property
206that um, needs a lot of work, >> which is our current concern with those properties, >> right? >> Utilities in particular have just shot up cost of water. Um, in particular at Sunnyside Elementary School, I think our water bill was $100,000 last year. So it's it's it's expensive to to keep those properties. >> Thank you. >> Okay, Mr. Unger and then Mrs. Shepard. >> A a couple of things. Um first of all, I I want to hearken back to the year 2000 when I first got on the board and I and and and I believe we faced a 10% reduction in our budget within six months. And at that point we decided, and Mrs. Schffer probably remembers that because she was on one of the committees then. At that point, we decided that we wanted
207to to create or to have that 10% unrestricted reserve for exactly the purpose that we're talking about. We wanted to land the airplane and not crash it because that's exactly what happened in the year 2000. In in in addition, isn't it my understanding that there are other reasons we need to have a at least a 10% reserve as a basic aid school district? And doesn't that have to do with with leveling out our revenues throughout the year based because of when property taxes come in? >> So cash flow >> cash flow. Aren't there c there are cash cash flow reasons for that as well? Correct. >> Yes. >> Okay. So I wanted to make that really clear. Um I I'm I'm curious. One of we we've been getting I've gotten a couple of letters. I
208think everybody has gotten a couple of letters from people saying we want transparency. We want transparency about this process. I'd like to know specifically what we're thinking about in terms of transparency and informing the public and what sort of what sort of input the public is going to get to you Dr. Prader and as you know it will come to the board obviously um as as as your recommendation to us. Um what will that look like? what what do you envision that committee to look like? How do you envision that committee coming up with recommendations? How are you going to vet those things? Um how are we going to assure the transparency that people seem to think we're not providing with them? So, I'd ask you that question, Dr. Prader. I put together a timeline
209with those details. um shared it with the board over the summer um as a draft. I've been working with our team on this on this very very question um from from um traditional um communication via newsletters to podcasts to videos to um public forums. uh the the uh fiscal sustainability task force. I envision involving uh fiscal experts. Um I'm considering folks at the county office of ed >> who are in the business office and have gone through these processes before. um they're very intimate with these things and have some um ideas that that uh might be different than what we would normally get just from our inside folks. Um the union representatives would be a part of it. I would reach out to parents on on the coast and in the city and try to
210create um a balanced perspective. I intend to have it facilitated so I'm not the one at the center of it you know projecting my bias right uh and then the idea is is that we would um meet probably three times um and in those three meetings we would um present to the group the first one would be what are the facts what are the details what are the costs of everything so Ryan's group um his initial fora into this is to bring forward all those details and costs, budget lines, everything. The first meeting would review those. The second meeting would begin to create the framework for um uh proportional reductions uh and how that might look across our organization. uh developing thresholds of reasonleness, looking at our contract, making sure that we don't violate our
211collective bargaining agreements and um you know examining potential revenue streams that we haven't examined before, right? Um and then third meeting would coalesce all of that into um into a draft recommendation to me. I then would sit with it and make it so it's understandable and I would bring that to you as a board and the and in November and have you publicly um review it with me and go through it and then provide feedback and give me some ideas and give me input also. Um I would um um share that very transparently um with the public, with parents, with our um staff and all the impacted parties. I would also share those things with our friends uh at PG& as well as uh in the Senate legislature so they understand what we're talking about
212here. And um so I'm going to plan I my intention is to use the information, the facts, the details that that matter. I plan on sharing that widely so that people understand not just parents with kids, but people that do have the means to make a few sentence changes in the in the uh law that would allow these resources to um come to us. as you saw Mr. Liippard's sliver of what we're really talking about here is not um it's not um significant to them, it's significant to us and to our community and to our kids. So really sharing the facts as best that I can. And so when I share this with you in November, my intention is to share it with everybody, have you wrestle with it. you're not going to like any
213of it >> because there's nothing we are doing that is um not worthwhile and not thought thought thought about. You saw the presentations tonight. We're a serious organization doing serious things for kids. That summer program model that you saw tonight is a state model program developed over several years of intense thinking. we happen to get ELO funding. I believe that program should be shared across the nation as a gold standard for what can be offered to students in the summer. Right? And I feel the same way about many of our programs that we've developed in our in our district that are all going to be compromised because of this. So, a couple of things that that I I I want people to be aware of. First is we talk about the leases and the chance
214that the the opportunity to lease our our our facilities as opposed to selling them. And I would remind people um again going back into the early 2000s about our Avala project that we're maybe finally completing. At the time I think we were promised around $60 million over 99 years and I it won't even come close to that. Right? So that's the first thing. The second thing I I would talk about Dr. Prader is that you're presenting this to the board. It will be the board's decision and the there will be plenty of public opportunity for public engagement with the board about all this and it's going to be some some tough decisions we're going to have to make. The next thing getting back to Mrs. Baltadon's comments, I have never seen a letter like from
215the county office like the one I saw um in 25 years. I have not seen that kind of um that >> level >> that that that level of concern. Exactly. I've never se I don't think I've ever seen us approaching 3% reserves which is our you know our our statutory reserve. Um and and it is very concerning to me when I read that letter. And then finally to the question about who is who who is contributing and who is not contributing and what are people's abilities corporations abilities to contribute you know positively to our schools and contribute money to them. I would just bring up the example of trust automation who donated $250,000 over at least three years to our foundation to provide inter apprenticeship programs for our students. So there there is the capability.
216I question whether there's the will. >> Mrs. Shepard, >> thank you. A couple of things. You know, one of the something I'd first like to do is to the express my appreciation to all those out there making an effort to help us with this. So, Mr. Liippard, we have parents. We have um uh groups of people who have been trying to to who are aware of this and have been trying to work on our behalf. We have legislators. I appreciate their efforts. So far, it's come they haven't made a lot of progress, but I hope that the amount of noise they're making will gradually garner some attention. Um, but there I know my colleagues and I have been sending letters. We've been doing our parts to try and and get raise the alarm of for
217of the impact that this is having on our district. Um, and I know a few people referred to it uh long before I ever had any intention at all of seeing myself where I am today at this table. I was uh as an involved parent and community member. I didn't know Mrs. I don't think we I knew who you were. We didn't know each other. Um I was asked to serve as a community member on the uh comm on the task force when the fiscal task force when PG&E was going into bankruptcy in the year 2000. >> I can't remember it was that long ago. I was so young. Um and and what that what that experience was like to come in as a community member who uh it being a in a completely different
218role as a parent of of kids in the district and what that looked like and the serious nature of we at that time the district basically lost 10% of its budget overnight. >> It's like six. Yeah. Yeah, it was a it was a huge >> a huge shock to the system. We had good leaders in place at that time. We do again now that people who were able to help us navigate that. Um but it was it was it was a tough process. So I think something similar to what Dr. Prader is suggesting with the task force he'll put together. We had it was very similar in a very short very condensed period of time huge decisions had to be made and um it was it was it was tough. Um I I wanted to
219point out just with transparent California that it is an amazing resource but right now they're at 2023 >> with salary report. So with the information that uh Mr. Pinkerton has given in terms of increases. You know, it's you can ex, you know, it's close enough to at least have a sense. They are currently gathering data for 2024. Um, but the the information, if anyone goes to Transparent California and looks up salary information, it's based on data they have from 2023. Um and then uh with regard to leasing, I think right now even with leasing some of our properties, we lose money. We're not we're not netting very much because of the the um the utilities and what we have to spend to keep those for for to keep the uh fields mowed and and uh
220repairs that are maintenance and repairs that we need to be able to keep those operating at all. So >> correct we have backed off the number of people leasing our facility. So that has >> right >> you know that's why we're not getting as much in terms of lease revenue >> but yes the cost associated with those both those both properties in particular the utility aspect of it has grown >> right >> remarkably as you all know >> you you know your own utility bills right your own house >> we're not realizing a lot of money >> not not a lot at this point >> and again there's there is major capital improvement that's needed at both sites >> right and then lastly with PG& it's it it's my Understanding that at this point based
221on requests that have been made, the knowledge they have of our situation that their stance is if you want money from us, it has to be legislated. So that that onus is on us to make that happen by working with our legislators. They will they will give us money if and when forced to do so through legislation. So that's and I'm looking at at Dr. Prader to confirm but based on conversations we've had I I hence again appreciation to our legislators to Don Addis and I know um Senator Larrett has taken an interest but we have to continue to push our legislators and seek that kind of solution because I don't believe PG&E will um they're they're not going to reach into their pockets unless forced to do so. >> Yeah. So, um, thank you.
222That's that's all I got. >> I don't know what hasn't been said. I think I think it's kind of all been said. What we're experiencing here is the perfect storm and um and it's comprised of several uh um there are several reasons why we're experiencing this in 2000. There was one reason um when Ellen and I were on that budget project committee for Dr. lad that it had to do with the PG bankruptcy solely and we divided up into groups. Um I don't recall what group she was on. I was on the high school group and we had to really look at making very very tough choices that affected kids. Um but my memory is that the recommendations that came out of that group then went to Dr. Lad and he uh worked with the
223recommendations to develop his recommendation and that's what he presented to the board of education. So I want I would like to have clarity that you are not going to be um just bringing forward what the group recommends but you will be um inputting it as well as you and you will be formulating the recommendation. >> Correct. Yeah. I always will bring you a recommendation and it'll be based on the framework and the feedback from that sustainability task force. Some of which would be the same and some might be different. >> Okay. Thank you. >> And you'll know that you'll know the difference. >> Okay. the with regard to the reserve we um we went from a 3% reserve to a 10% reserve at Chris's close but I think it was about or 20 2004 gez
224um because schools for sound finance was telling us that that was the recommended reserve for basic aid school districts because of the uncertainties of our funding and the board made the decision to go to 10%. They are now recommending I believe it is 17% for basic aid school districts. Um there are some I from what I understand that hold 100% in an unrestricted reserve. Well, that's certainly not us. small probably small school districts basically >> but we are a low wealth basic aid district. We ride just above what our love revenue limit would be. I think most recently you told me about $1,000 per pupil above. So uh we definitely um need to be very mindful of the need for that reserve. um and to to build it as quickly as we can without causing
225real harm to our employees. our employees also are deserving of compensation and so we will have to look at how we create that but we need to create it in my opinion um we can pay less employees more or we can pay more employees less right is often something that we talk about with them as we go through it right so um having extra staff of course is a it's a a working condition right having less kids in your classroom those types of things right that are important um as we go through. So it's it's difficult in that again we we're talking about kind of moving back and getting rid of again when you get rid of people you get rid of programs >> things that we have added over the last few years that
226we find are very important to kids >> and are academically successful for kids right so the most of the things we're talking about you know we've already we've already kind of cut elementary class size what we can there's not a lot of room there in terms of more reductions there, right? So, we're going to have to look at other areas. Another thing that is difficult is that our special education costs continue to rise and become a bigger portion of our budget. And so, that then makes it more difficult, right? Because what you actually have available to cut is reduced. So, these are things that we're constantly battling talking about how can we keep, you know, because you can't cut special education. You can try to contain it to the same budget year after year, right,
227for maintenance of effort. But um that's why these they become difficult, right, in terms of the choices and and what we have. But we can do it. We we will do it, right? I you know, it's it's about 3% of our budget that we need to reduce. So it's kind of how you look at it. And when you look at the individual people or programs you oh my god you know as we as as the board all found out last year right again Mr. Liipper, fantastic for being here. Until you put that cut list out, you you have empty board meetings, right? As soon as you put that list out, everyone will show up, right? So, and then we get accused of not being transparent and we nobody's talked about this those types of things
228that goes on even though we have board records and and videos of it for the past five years where we've been talking about this, right? So, it's just that and it's okay, right? People are have busy lives. they're worried about their kids, those types of things, right? Like, I get it. Um, and and when something actually affects their students, they come, they they want to talk about it and they should. So, we will put this out in our staff newsletters. We will communicate it with our parent communication, right? I started a a page of our website, which will have all this budget information, tonight's presentation, on audited actuals, the 10ear budget. All of those things will be put out for public consumption that we will share and and try to get people to read and
229and know know about as we go through this process, right? Um but it's, you know, it's still tough. It's still tough. It's going to be very difficult for you to make these decisions, right, in December. Um, I'm very hopeful that property taxes are higher and it it makes it much, you know, just just easier to to do what we have to do to to get >> Are you hopeful or are you optimistic? >> Um, I try not to be optimistic. I'm I'm a little more hope I again if if the unitary tax is going to drop. If we can realize the property tax values, right, then that will that will be a huge help. I'm hopeful that that will will occur. But when the county sent me their estimates last year and it says at
230the top unitary reduction 10%. Minus 10%. Like what am I to believe, right? So I hope I hope that's the case um come November and we get those real numbers from the from the county. when we received the ESSER funds, the the postcoid monies that uh we applied to programs and um hiring staff to support students that were returning to us >> in >> desperate need. >> In desperate need. Thank you. I mean emotional need and academic need. >> Look at our scores. So we knew at that time that when we hired a lot of people, we were not going to be able to sustain that employment when those funds ran out. But it seemed like off in the future then. And it and the need was so great that that's that's what we did.
231And we instituted new programs that had we never had before and they were highly successful. And now we want to keep those programs because they work, but we don't have the money to do it. So that's what makes these types of cuts so painful and difficult is because we know that they work now that we've tried them, but we knew that we were going to have to make cuts when those funds ran out. So that's the horrible >> it's the balance. So again, the other part that I'll do as we go through this too is I outline which programs are paid through restricted funds. So people are going to say, "What do you mean you're cutting counseling and you're keeping this elaborate summer school program? What?" When the reality is, no, no, no. Elo funds
232can't be used to save counseling, right? They can only be used for that summer program that's great for kids, right? So those are some of the, you know, title what's title one funding? But, you know, there's restricted dollars in some cases of how we use things. So, those are other things that funding sources that I'll be pointing out as we kind of lay out these budgets and what's actually available to be reduced. >> How do we make clear to the to the public the difference between restricted and unrestricted? Because it's so important to to our budget and it's not something that people deal with in their family budgets or what have you. I mean we we talk about it but it's >> again often for people it's what affects their student their school their their
233life so it's difficult. >> Okay I guess we're moving on then unless there is any additional comment >> okay 9.04 >> yes Mrs. Roger, if it's okay, I'd just like to share this share with the board a request. 9.04 is about um a permissible absence. Um Mrs. Roger is a private person and is going through a whole heck of a lot of stuff right now and um I think it's important that she be compensated under ED code provision for hardship um for her absence. It's it's not a lot of money per se, but it's symbolic of the fact that she's um leading this board as president and has done a phenomenal job and while having to deal with tremendous adversity. So, I'm asking for you to approve her um absence under the hardship clause in
234this uh provision. >> I move to approve. >> I'll second. Oh, is there anyone from the public that would like to speak to this? >> Okay. Um, thank you. >> I move to approve your reimbursement for that. >> So, I have a a motion by Mr. Banfield and a second by Mr. Unger. >> No. Oh, by Mrs. Schaefer. I beg your pardon. >> So, it >> Mr. Banfield. Yes, >> Mrs. Sheper. >> Yes, >> Mrs. Baltadano. >> Yes. >> Thank you, Mr. Anger. >> Yes, >> Mr. Clawson. >> Yes. >> And I'll abstain. So, that passes 5. >> Thanks for bringing that forward. >> Come again, please. >> Oh, thank you. And but I don't want anybody to go away from this meeting thinking that you know I am ill again or anything. My mother
235uh it it appears my mother has pancreatic cancer and so um I am needed uh to help. >> So let's move on. [Music] >> Okay. We have some policy Oop. Yeah, we have some board policy revisions. Uh, Mrs. Yamashida, they're all yours. 9.05 is proposed revision to board policy 5145.7 sexual harassment. This is a first reading. >> Yes. Good evening, board. This is a first reading. It comes to us recommended through gamut updates related to the changing title n definitions um related to the national political scope of what qualifies as protected classes and um groups. So with that, this is the first reading to update our policy to the new Title 9 related guidances per CSBA. I recommend that we bring it back for a second reading if no one has. >> Thank you. Is
236there anyone from the public that would like to speak to this item? >> Anyone from the board? >> Then I am seeking a motion and a second to uh >> I we don't we can just bring it back. >> We can just bring it back. >> Okay. Perfect. Then thumbs up or thumbs down? >> Yep. >> Okay. 9.06. 06 proposed revisions to board policy 5144 discipline and personal responsibilities a first reading. >> Yes, thank you. Um this discipline policy, we want to update it um because we are trying to ensure that students are impacted by student discipline policies and practices and the governing board should be careful to enact rules that are effective in providing interventions and supports as well as maintaining safety and order on campus. Um specifically, um it's also adding an update
237that students may not be denied recess unless their participation proposes an immediate threat in the physical safety of other students. So that was a new um law added um to California Ed Code through the governor's office. And so this policy is being updated to include that. So I'd like to bring this back for a second reading. >> Okay. Thank you. Is the board in agreement with bringing it back? Okay. 9.07 proposed revisions to board policy 5145.6 parent or guardian notifications. A first reading. >> This is one of the gamut updates that has kind of been in the queue for a while. Um but we're just getting to it. It is a policy that's updated to clarify the importance of effective communication between district and schools to families and that parents and guardians signatures they need
238to like sign their receipt of the annual oh sorry a signature acknowledging receipt of the annual notifications is not required. We do our annual notifications to parents through Aries our student information management system. um Deb Maxwell and Jamie Fazio in the IS&T office and myself and Mr. Pinkerton and Dr. Puchia all work together in the late springtime to ensure that our annual notifications meet all the new legal requirements and are updated and that our schools give us input as well into what's part of that. Um, and so we're just trying to update our policy to keep it current. >> Um, can I just clarify ask a clarifying question? So the law doesn't require like a a wet signature from a parent, but in Aries, parents need to check that they have received and reviewed those
239um notifications. So I just want to make confirm that and make that clear. >> Yes. Thank you. Okay. Then are is it your recommendation this be brought back? >> Please. Yes. And if you notice any errors or feedback before the second reading, please reach out to Miss Maxwell and myself. >> Okay. Do we have is the board in agreement on bringing it back? Okay. 9.08 is provoke uh proposed revisions to board policy 6163.4 student use of technology. Again, a first reading. So this is an exciting one for us because this policy update um addresses student use of technology including artificial intelligence. So we had been talking about artificial intelligence and one of the major recommendations of all the national organizations including the president and the governor is that we need to have board policies in
240place regarding and governing um our use of artificial intelligence products. And so this is our first step in that direction. Um it's also to try and make sure the students effective use of technology that supports teaching and learning and aims to close the digital divide so that all students can equitably access the latest digital tools and technology. I will still be convening an artificial intelligence committee of parents and staff members and students later on this school year to develop more procedure level um decisions about artificial intelligence at this time. But this just makes it clear to students and families um through our acceptable use policies that they they cannot use artificial intelligence for plagiarizing or copyright related issues. >> Okay. I just wanted to point out that we are really fortunate in our district that
241we have a leader in this field who has been helping throughout the county and I believe outside the county statewide and Jeremy >> Kellish >> and he is uh a wonderful resource to us and is being discovered far and wide as a resource to others in his ability to navigate these uh treacherous waters. of AI. So, shout out to Jeremy. Bottom line. >> Absolutely. Okay. Is it your recommendation this be brought back? >> Yes. I should also >> another comment. >> I'm sorry, Mr. Clawson. >> Hi. >> It's okay. >> Um, so I just have a tactical question like on on board policies like this where there's a significant amount of new content but it seems like it's interspersed with like some words that pre-existed. I I have a really hard time tracking the redline
242version of it to understand what existed previously. I mean, is this basically a net new policy almost? I mean, cuz like I look at the redline version and the first paragraph's mostly new, but there's like some random words that suggest they pre-existed. I think I'm just caught up in the track changes methodology. Um, >> let me get my right copy. Hang on a second. Um, if are you looking at the tracking changes version, Mr. Clawson? Yeah. >> With red and blue. >> So, it's blue. >> Yeah, there's blue down there. So, >> so the first paragraph is all new, the second paragraph >> essentially. The first paragraph is all new and essentially the second paragraph is all new. The third paragraph that is blue that starts with district technology includes um is essentially a a
243rewrite of the paragraph below and it's blue because Jeremy and our district director team had rewritten that one >> so that it covers accurately um specific to us. >> Okay. So, so maybe I just need an offline training, but like the second paragraph, for example, would suggest that the words the board are new, but intends that are not new. But I don't understand how there'd be a paragraph that just says intends that. Like there's no words strucken out. But like I would expect, you know, some words to be eliminated, someone would be added, and it just shows like >> I see. >> Do you understand my question? >> I do understand your question. Let me find Let me see if I have in my packet the older one. >> So maybe if there's just like
244an original version. >> That's what I was trying to I don't think I have our pre We have had this policy for a long time actually. Looks like it was all the way back in 2003. I'm sorry, Mr. Clen. I do not have with me the current standing policy printed here. >> So maybe it just seems like the strucken out words are not always showing. Is that am I interpreting that correctly? >> They should be, but it does appear that in this case they are not. >> Okay. You could go online to our current um published if you go on in the board section of our website to our online policies in the document library >> and search by this number the one that is posted would be what it currently is. >> Okay. >>
245If to be able to compare what you're asking for. Was there a way just to include what we're like to make the track track changes version just to show the deletions in addition to the additions? Is that >> Yes. >> Okay. >> We can discuss that with Miss Maxwell. >> Okay. >> I'll reach out to you. >> All right. Thank you. >> Okay. So, it is it will be coming back in the form that we are seeing currently. >> That is my recommendation. But if other board members have changes they would like to see, we should discuss those. Now, >> Mr. Banfield. >> Yeah. I didn't realize that this was also some sort of a a legal document in that it says, you know, upon signing, and I remember this as a teacher, you'd send
246it home the first day packets and you'd get that back, right? It says here, upon signing it, the student and the parent guardian shall agree not to hold the district or any district staff responsible for the failure of any technology protection measures or user mistakes or negligence and shall agree to indemnify and hold harmless to district and district staff for any damages or costs incurred. You want to Just for everybody's sake, what are we talking about harmless u any damages or costs? >> Well, it could be related to if Let me find the spot you were reading. You're talking about the AUP, the um acceptable use. >> Yes. Policy. >> It is the acceptable use. >> There we go. Well, it does mean that, for example, if a website um were to allow students to
247view inappropriate um images. >> Yeah. >> Um a family could not then hold us personally, you know, civily liable for their child viewing an image that was offensive or upsetting. >> I smart. It also means that if staff um accidentally were to um use negligence and put personally identifiable student information into a website or or misuse student information that then we would of course disciplinarily still hold the staff member um accountable and and do follow up with that staff member. a family could not um come back with civil concerns is the way I read that. >> Mrs. Boladono, >> yeah, I I I'm not finding the language exactly, but you my understanding of the access acceptable use policy that we ask students and parents to sign every year is that we won't be held responsible
248if they're not using something responsibly. So if they are hacking a website that we have protected them from an inappropriate image, but they're somehow hacking around that, that's not an acceptable use of our school devices. So we can't be held responsible for that. >> Yes, that would also be that would also be true, >> right? >> Okay. So where are we? Have we decided to bring this back? Yes. >> Okay. And we have thumbs up on that. So then let's move on to the action consent agenda. Please let me know if you would like anything pulled. We have uh item 10.1 approval of the minutes of September 2nd, 2025 and September 11th, 2025. 10.2 Acceptance of donations. 10.3 approval of certificated and classified personnel items. 10.4 approval of furniture and equipment requests. Seeing nothing pulled,
249then I am seeking a motion and a second. >> I will move to accept items 10.01 through 10.04. >> And I'll second that. >> I have a motion by Mrs. Sheffer, second by Mr. Mrs. Sheffer. Yes, >> Mr. Anger. >> Yes, >> Mr. Banfield. >> Yes, >> Mrs. Beltano. >> Yes, >> Mr. Clawson. >> Yes. >> And I'm a yes. That passes 6 with one absent. Uh, the advanced agenda. Well, I don't see anybody speaking up. Uh, reports by board members. >> I just have a question. >> Sure. >> I don't I We're tired. It's a long meeting, so I'm not going to give a report, but I'm just wondering if it has ever been custom for board members to provide a written report, like a little couple of sentences, because I feel like we
250often get to the end of the meeting, and we don't really hear those reports, and we're all off attending meetings. I was in full day session with middle school and high school, you know, uh, staff on our University of Washington stuff. it's there's stuff to report on and we're all on committees so we should be reporting things out but the meetings get really long. So I'm just wondering if those reports have ever been provided um in writing that they can be added to the agenda so that we can still share them. >> The answer is no and that has not happened previously although that's something that could certainly be entertained if that was the board's desire >> and it wouldn't be a requirement. It's just that if you had something that you wanted to share
251because I do like hearing from my colleagues and but >> so how how do I proceed with this since that's not agendaized? Do we have to agendaize that or can we agree [Music] >> okay so good we never use that one. Let's go to that one. >> Or or or >> I can discuss that idea and it could be a um I could discuss the idea inside president clerk on Monday and and throw it out as a as another way for board members to participate in that. >> Yeah. >> And it doesn't need to be a formal discussion. >> Yeah. I think it's another option. >> Would you foresee then that that would be um on the on the cons it wouldn't be on the consent agenda. It would just be an attachment to >>
252nothing would change. It would be just in the agenda under board reports. Mr. Clawson reported blah blah blah blah blah and it wouldn't be a requirement that anyone would have to submit anything. But if there was anything they wanted to share and didn't want to do it at >> 9:45 at night. >> I think I think that's very reasonable. doable. >> Okay. So, we'll disc if it's if it works for everyone, we'll discuss it in clerk how to facilitate doing that. Okay. >> I'll work with Mandy and how to create a link. >> Okay. Uh then that's it. Seeing nothing further, we are ajourned at 9:43. This is a long damn meeting.