001The only one that's late. Recording in progress. Oh, and Ginger, she's late. Good evening, good evening. Good for you. Alright, welcome, this is the regular meeting, Wednesday, July 11th, 2025, Solana County Board of Education regular meeting. I pledge of allegiance to the… I pledge allegiance to the flag. Of the United States of America. Enter the republic for which it stands. One nation, under God. Indivisible, with liberty. Okay, can we get a roll call? Busty Coleman? Pesty Sharp? You're present? Rusty Cheek? Presa? Trustee Cohen-Thompson? Trustee Dean? Present. Trustee Dunn? Present. Trustee LaValle. Here. Entertain a motion for approval and adoption of the All moved. Second. And moved by Trustee Sharp, seconded by Trustee Cohen. Uh, roll call, please. Trustee Cheek? Yes. Rusty Cohen Thompson? Yes. Trustee Dean? Trustee Dunn? Yes. Trustee Lavelle? Yes. Trustee Sharp? Yes.
002Christy Coleman. Yes. Motion passes. On the consent items, all matters listed under the consent items are considered to be routine and will be enacted by the Board in one motion. There'll be no discussion on these items prior to the time the Board votes on the motion. Unless members of the board or staff request specific items to be removed from the consent for discussions consideration for action. Are there any items that need to be Uh, item D? Consolidated application? We will remove that item. I have a motion on the approval for the consent. The item 4D removed. Moved by Cohen-Thompson, seconded by Trustee Dunn. Dusty Cheek? Yes. Trustee Cohen Thompson? Yes. Trustee Dean? Trustee Dunn? Yes. Trustee LaBelle? Yes. Sorry. Christy Sharp? Yes. Rusty Coleman. Yes. I think that's passing. Comments from the community. Hold on
003the correspondence. Yes, I have several items, of course, correspondence. Uh, this evening. President Coleman? Trustees, I do have an update on the federal grant appeal. I did receive correspondence from our congressional delegation, a representative with whom I have been working in DC. Regarding the mental health demo grant, um, that supported the expansion of our school-based mental health intern program. We have formally submitted an appeal to the U.S. Department of Education. We received legal guidance and feedback and review from, uh, our council. To ensure a strong and compliant submission, so they were very helpful. Um, in addition, I was able to secure a letter of support from our full congressional delegation. Including Congressman John Garamendi. Congressman Mike Thompson. As well as the U.S. Senators Alex Padilla and Adam Schiff to accompany our appeal. Our lead representative
004within the congressional delegation indicated that the cancellation of this being… of this grant is being examined As a potential violation of the impoundment Control Act. Um, so that was feedback that they provided back to me. Which prohibits the executive branch from unilaterally withholding funds that have been duly appropriated by Congress. Um, so our councils. Uh, we'll understand that better, probably, than me. Uh, this is, uh, what they said was a promising development that may elevate the matter for further investigation. So, I received that correspondence and wanted to make sure and provide that update to you. And we'll continue to keep the board informed on… any new information? So we have the general appeal Or an appeal going forward from the decision. Is there a timeline? For responding to that appeal? They have not, uh, provided
005us any kind of a timeline. So the two things are kind of going on in tandem, right? Correct. Thank you. I have, um, two WASC letters, um, from the WASC Commission. Um, the first one is, uh, notifying us that the ACS was commissioners have determined that Solano County Juvenile Detention Facility Our Evergreen Academy meets the WASP criteria for accreditation! Congratulations, Dr. Garrett. Um, this accreditation status is based on all the information provided by the school. The school's report and the satisfactory completion of the accreditation visit. This is a 6-year accreditation, very exciting. Through June… 2031, which seems really far away. Um, let's see… is… we're required to prepare a report for the mid-cycle visit, and Dr. It is always, um, very prepared. Uh, for those, uh, criteria. Addressing that the growth areas for continuous improvement
006through the school-wide action plan. Have made appropriate progress on the implementation of the school-wide action plan. And improved student achievement relative to the school-wide learner outcomes of the academic The Commission looks forward to Solano County Juvenile Detention Facility, Evergreen Academies, anticipated success And continuing improvement in keeping with WASP's pursuit of excellence in elementary secondary and adult education. The second one is the same, uh, letter. It is a 6-year accreditation letter for Golden Hills Education Center. And again, this accreditation status is based on all the information provided by the school, including the school's progress report. And the satisfactory completion of the mid-cycle accreditation. Ending, um, is now reaffirmed through the end of the current accreditation cycle, ending And June 30th of 2020. So this was a mid-cycle visit for Golden Hills. So theirs goes to 2028.
007Um, we're very excited about, uh, Dr. Garrett and all of her hard work and her leadership. Is really to be commended as well. Congratulations. We've won a couple of awards that we received correspondence on. Uh, we received correspondence, um, from the California Mental Health Advocacy for Children and Youth. Um, and uh, we have received the 2025 Innovative Program Award. This award celebrates programs that are youth and family-centered, culturally responsive, and grounded in promising practices that achieve measurable results. Your work in Solano County stands out as a model of innovation, partnership, and possibility. The kind of effort that inspires replication and adaptation across the state. And this was, um, specific to, um, Christian Skillman's leadership. With our mobile crisis unit. Oh, very exciting, and congratulations. We received, um, uh, several awards from the National School Communications
008The National School Communications, um. Public Relations Association. The first one is, uh, the Golden Achievement Award. And this is for SCO submission, um, related to the Inclusive Red Carpet film premiere. So that's very exciting. Uh, the entries were evaluated based on strategic communication best practices. Against the criteria, not against others, but against the criteria themselves. Um, so that is very exciting. That's the Golden Achievement Award. We received another Golden Achievement Award, uh, based on the Learn, Grow, Thrive Community Art Wall that you've seen downstairs for several months. Um, and uh, that's very exciting, uh, as well. Two golden Achievement Awards, and the third one, again, from the National School of Public Relations Association is publication and Digital Media Award Video Award of Excellence, Cultivating Seeds of Greatness. And if you recall, we showed this video
009at the beginning of the school year in August with Deshaun Bates, who is one of our very own young people. Who is now actually working Um, at TC McDaniel. So we're very proud of that. So… Um, this is, uh, leadership of Jennifer and Ernie and Karen in this arena. So, um, very excited to announce those awards. That is my correspondence. I do have a question, um, for the California Mental Health Initiative Program Award. And then the three school communication awards Um, in other facets of life, it costs money to apply for these awards. Do we have a cost, or is this something Other than our man hours to put in to get ourselves awards. Other than our man hours, we don't have to pay a submission fee. Thank you. Lots of man hours. Thank you.
010Very good, thank you. Okay, the first item on my report is a district update, and today we have district superintendent Ruven Aurelio. And his team, who are going to provide a district update, and uh… is here today. If you haven't met him before. I formally introduce you to Vallejo City Unified School District. New superintendent Ruben Aurelio. I'm gonna stay low, but I'm gonna be off. Pleasure to meet all of you. President Coleman. To our trustees, um… Amazing it's taken this long for me to come meet you. Almost a full year. So I will hit my anniversary. Um, 30th. We are here to give you an update on I'm gonna turn it over to assistants. They're tapasio, I think you all know her. Thank you, Superintendent. Good evening, Superintendents Lay Hernandez, President Coleman, Vice President sharp,
011trusty cheek, Trustee Cohen-Thompson. Trustee Dean, Trustee Dunn. And Trustee LaValle, um, I appreciate the opportunity to come before the County Board of Education on behalf of Vallejo City Unified School District. To share the changes we are making to the regulations and procedures for inter-district transfers. As you know, BCUSD is impacted by declining enrollment. Challenges facing many districts in California. Um, inter-district transfers are exacerbating the impact. In addition to the work of refining our regulations and procedures for transfers. We've been on an intensive improvement journey over the past few years to improve procedures. Services and outcomes for students. As we also work to right-size our district. We are leaving no stone unturned in providing students and families of Vallejo With high-quality options and reliable and economically sound school systems. A solar system that is poised to
012serve them for years to come. The shift in policy. Is also in the context of VCUSD exiting state receivership. We have an ongoing responsibility to reduce cost. And increase revenue to maintain our ability to serve the community And maintain fiscal responsibility. Do I swipe? We'll do it from here. You too. Thank you. This is fancy, y'all. All right, so just… Starting with some basics, you know, what is an interdistrict transfer? Obviously, it's a policy. Um, that is the responsibility of each local LEA, um, and the governing board. Parents and guardians work with their local district of residence Um, regarding district transfers, right? They start with us. Um, both districts must be in agreement for transfers to be valid. And agreements really should extend for a maximum of 5 consecutive years, not longer. Um, and may
013include additional terms and conditions. And, of course, transfers can be revoked. At any time, um… by the local board. So many of our students have been on Renew transfers that do exceed 5 years. Uh, we are within our rights of local control to set limits on the number of students on transfers. And, you know, parents need to work within our system first to accomplish their goals. And to be served in our district of residence. Um, as the first choice. We have experienced that there's some… some pre-enrollment and waitlisting happening in other districts Um, that we are working to address. You know, between districts. We just… these are things that we are addressing as we go. So for VCUSD, um. In 2324. We approved 1,027 inter-district transfers. 24, 25, 975. This school year, for the coming
014year, 575. In the last 3 years, that's about 2,500 students attending schools in other districts. In a district of about 9,000 students, this is unsustainable. We must work over time to shift the narrative that transfers are not a right. Right now, it feels like I apply, I should get approved. And that's simply not what the law says. Is the right thing to do. So we are going to be working to, over time, shift that narrative. That it's a request, not a right. And that we are working to serve them in our district. Um, so our internal efforts have not historically prioritized retention. And that is what we're working to change. So, considering impact, right? Uh, transfers have a real inconsequential impact on the health, on the fiscal health of VCUSD. Our stewardship obligations demand that
015we take action. So, at this point, we have, um… approved, our governing board has approved. Our new administrative regulations that outline how we move forward. That was done last week? Um, funding and revenue impacts how we are positioned to serve our community. When our district budgets are unstable, we are less well-positioned to recruit and retain highly qualified staff. And we have to reduce services. About 85% of VCUSD students are unduplicated. Our ethical imperative is to ensure we're maintaining and expanding services, not reducing them. Equity is a core value in BCUSD. And our funding allows us to implement programs aligned to our values. Again, I want to reiterate that while we're discussing transfers today, this is but one set of actions that we are taking to ensure fiscal sustainability. Improve… improvement is never realized through a
016single action. So, I want to just point out a few items on the slide. Outflow of students, we know equals outflow of funding. Conservatively, the fiscal impact of transfers in the last 3 years alone, it's probably been $30 million. Acknowledging, though, that not every student that doesn't receive a transfer will go to a VCUSD school. We acknowledge that. We have charters, we have private, there's other options for people. But we want to retain as many students as possible to be served within our community. And build programs and services. Um, where everyone can be successful staying within the City of Atlanta. So, we want to… we wanna just… you know, share all these things with you to reassert that We acknowledge that our duty is to help every student. Valeo be successful. Every citizen of Vallejo
017be successful. We are a pillar of that community. And, um, while we have maybe been historically remiss in, um… using the… the transfer process Um, judiciously. We're committed to doing that going forward. And we want to also just kind of lean into that understanding. That, um, when we… When we, um… use our governance power in this way, and when we use our Um, writes in this way. We do so to the benefit of our students. And, um, and when we don't. It's a loss of programs for students who are in our district. So, the students who leave. They're getting services elsewhere. The students who stay are getting this diminished service, and that is not So, in terms of a few policy updates, an overview of what changes are being made. These regulations were approved. Um,
018just last… just last week. We will have a cap of 1% on new inter-district transfer requests. Cumulatively a cap of 7. I think that slide says 5, but it's… the administrative regulation says 7. On ongoing… on total transfers allowed that's new and continuing, like a net. Um, number. And… we would approve additional ones beyond that in extenuating circumstances. With an annual, um, renewal review. The 1% renewal cap is based on Ed Code 482047C for districts of our size. Renewal requirements allow us to monitor the cumulative number of transfers from BCUSD and monitor that the requirements related to parental employment, for instance. As outlined in 48204. Continue to be met. So if we are… are we still… employed in that same place? Are we still… Um, by the merit of that employment considered a resident of
019that district. And so on. Um, a district of residence. Does have the right to object to transfers of students if more than 1% If their average daily attendance of the district… excuse me. Has the right to, um. Subject to further transfers if more than 1% or up to 75 pupils. Whichever is greater, are transferring Um, when the district's average daily attendance is 2,501 students. So we're within our rights as a district of 9,000. The limit to 1%. Can I ask you a question? Yes, ma'am. What percentage are on inter-district transfers right now? So… I don't have the… I don't have a total in my mind what the entire cumulative is. But in the last 3 years, we've approved 2,500. That is a significant number of new… of new and continuing transit. Okay. Alright, we'll start.
020I'm just… she's putting out these percentages, I'm just wondering if you know the percentages. Well, on right now, and how do you expect to get them back? It's going to be over a period of time. We acknowledge this is not tomorrow. We're going to have 7% of tomorrow, we're gonna have 1%. But we will not approve, going forward. For… for, um, applications that we get for the 26-27 school year, for instance. We will not approve more than 1%. Of new applications. You're not grandfathering in any… Students who are already on an IDA? I'm gonna get to… Okay. So, um, so that's for new applications. We are going to… this is, again. Folks who are applying brand new. Right? For folks who are on continuing applications. We will not approve them all, right? At those transitional
021years, we're going to need to look at those very carefully. We're gonna renew… we're gonna review them annually. But acknowledging that we know that's going to take us several years to get down to the level of just 7% of our students being on transfers at any given time. We don't anticipate we'll get to that point. But going forward, our goal is to bring that number in line with something that is reasonable. And ask families to… Um, to come back to district. When it's reasonable for them to do so. And of course, there are, um, laws that dictate in high school. When you can't, um, you know. Revoke a transfer. Once a student hits 10th grade, if they've been on an approved transfer to date. They can't be pulled back. So, you know, we're aware of
022all those, our legal obligations in those regards. Thank you. So we are setting a, uh, very… existing timeline for applications. A clear window for both new and continuing applications. And what we are not going to do is review them as they come. We're going to review them as a bulk when we… when the window closes, sort them by by type, by grade level, by all of that. By program, if they're seeking a specific program. And then prioritize them together. And, um, you know, we want to ensure that we're looking at it very equitably. We do not want to… mass approve or mass deny, that's not what our intentions are. But we will have a hard stop on March 31st and accept none after that point. Um, to ensure equitable application of our policy. We're modifying
023how and when we approve requests. Um, the team will work collaboratively. Um, I have a vision of a… conference room. Print it printed out documents. Stack them, sort them, you know, continue request on this side. New requests on this side. And then prioritize based on level of need of the family. In, um, fall of 2025, we will initiate notifications by email for families who must submit a renewal application within the window. We anticipate there could be some families who've maybe changed their contact information or don't reply to those attempts. So we will notify the receiving districts or the districts of enrollment of new policies so they can notify families as well. It would be important for us to confirm that families who assert residency based upon the Allen bill Um, that the parents are still
024employed in the district of enrollment. So, in addition to all of this, um, additional revisions to our website. Have been made, um, to make sure that it's a user-friendly page for them to land on, and that the instructions are clear. Um, we have a clear application timeline, frequently asked questions and contact information. And then we'll be proactively communicating, as I mentioned, to families who are currently on transfers. Um, we… Also, as you know, have a staff person who is, um, intimately involved in finding alternatives within the district for our families. All families who either apply for a transfer. Or an appeal. I want to reiterate that we absolutely respect family choice. We know that the District of Residence is not always the best solution for every family, and this is not an effort to subvert
025that. But we also have to protect our schools, our communities, and our students. Um, and we are committed to provide… providing the highest possible quality education here in Vallejo. We want to make staying in BCUSD the best First option. We want to maintain transparency and accountability. And uphold our inter-district transfer policies. And that will be prioritized going forward. Um, we will be regularly reporting transfer data. To the VCUSD Governing Board. Um, we are continuing to strengthen our programs. So that we are much more attractive to our community. And ensure that our support programs, like expanded learning. Um, preschools, all those things are… fully staffed and maximized. So that families who need those child care options are able to access them. As in as high a rate as possible. Okay? Yes. Okay, so on the 2500
026number, you had 3 different years. Are any of those the same students? You just… Or we… 2,500 separate students. Are you reviewing them? It was 3 different years, so the 575 Or any of them from the previous… There could be some… some continuing in there. But, um, it's… it's… a lot of very new applications. I could break it down, but I didn't bring that down. Trustee Dean? Oh, my God. Part of the process. No renewal? Yeah, yeah, speaking of the mic, you should know this, right? Um, part of the process is having an annual haven't had an annual meeting, so… those continuing, not in. They didn't come back and renew. Those numbers are probably closer to accurate. Because of that. And just since you're standing here, I want to applaud you, the efforts of the
027Vallejo City Unified School District have done. Completely a game changer from what we've seen before. I can appreciate these are hard decisions to make, and uh, you're doing what's best for the district, and I applaud your efforts. Trustee Dean? Okay, I have a few topics. The first one is, early on, you mentioned, um. A 5-year… You said that it should be. A 5-year maximum, early on, maybe we could… Back to that slide, if we could. And then you noted that the district has discretion, I think you… You really said the district staff had discretion, but… Um, I'm wondering where… One where the five years comes from, how that reconciles with the idea that you're going to. To annuals. But where does the 5-year come from? And… There we go. Deems appropriate. A pattern that we've
028seen. For many years, is that the parents don't know. And I'm not suggesting that you didn't tell them. I'm saying they don't know. So, a concern or thought I have. Is… how… One, what's… what are the standards for the superintendent deeming something appropriate for revocation? How are those known? Um, appreciate that things are on the website, but how do… like, for example, when the transfer first occurs, do they get communication or correspondence says if you do want any of A, B, C, D, E, We're going to revoke. So it's about notice, opportunity to be heard, and… but then also, where's 5 years come from, and how does it relate to the new policies? Oh, 5 years is in the statute? Okay. Um, and I think you can be renewed But it should not exceed… 5
029years. We're going to request an annual renewal so that we can Um, you know, and also in the statute, you know. It's not just… there is… there is broad discretion. About when and how we approve transfers. Um, and… If we are identifying that a student is, for instance, not being successful, and their student… their district of enrollment. We can say, okay, you are… you are chronically absent in your school of enrollment. You're not, um, achieving in your school of enrollment. Come back to VCUSD, we may be able to serve you better. Um, what… but more than anything. You know, what we… we don't want to, you know. Yank children from their school of enrollment. You know, just… Just because, right? That's not the intention, that's not… You know, with the intention of the wording is.
030Um, but at those transitional grades. Where, um, we can observe that here's an opportunity to return to district. We're going to, um… try to make that happen. Okay. I'm gonna go back to my question, unless you're ready to answer it. So, there is criteria for revocation. That revocation can happen at the resident district, or the receiving district. So, hypothetical. During those of Venetia. Mm-hmm. They don't keep up their grades. They are chronically absent, that district can revoke that permit. Same as the home district. So that it goes both ways. So my question was… Maybe… I'll just say it again, it's really two parts. What are the standards? I appreciate the words broad discretion. But what I'm really getting at is, do the parents know When they take their kid to a different district, it's A,
031B, C, D, and E, or E happens. The kids coming back. Does the kid know? If they do A, B, C, D, and E. You have… not only does Benicia have the right to send them back, you have the right to pull them back. And how do they know that? That is part of the contract, essentially. Okay. It's… I know for our communication tool, it's all spelled out. And it's… and they sign a contract. That's what the permit is. It is a contract between businesses. Sorry, didn't hear that. Permit itself is a contract between districts. The parent that the parent signs. Thank you. Okay, thanks. And then similarly, um… The whole transfer situation and the appeals that we've seen many times over the years. Um, and not just from… VCUSD, but other places. There's oftentimes
032a distinct sense that the parent didn't know. Anything about the process, and many, many, many times. With your district and others, folks have come in here. Um, not having spoken with the district. I understand that you're working on that. Could you speak a little bit more to… How does the parent know? From you, what the standards are. What's gonna happen, and then I'll add to that, in terms of The other thing that we've seen many times is they don't know about the alter, even recently. They don't know about the alternatives that are important. So, for example, if someone appeals because a denial of a transfer because their child is, uh, it's a… guitar… themed, right? And they want to go to a school that has a particular musical. Situation. And yet, you have one, they
033don't know. So, before it comes to us. How is that being communicated, and at what stage? Does that occur? So, at the appeal. Level, if a… if a… Right now. Right now, and going forward. If a family appeals a denial, an initial denial. Staff is reaching out to them personally. I'm working through what options they have. They have all of our programmatic options. They will go and research options if they're not sure, and build that in. Right now, when appeals are reviewed. Myself and Tamisha Lee in my office going through them one by one. Have you asked them this? Could they do this? Can you give them a call back and ask for such and such. Maybe they would like this school. Maybe their homeschool doesn't meet their needs, but… They could go here, and
034that's closer. So all of these… All of these options are discussed. And trying to find a solution that meets the families' needs within our district. That's happening one-on-one by phone. By phone, by meeting, by… whatever the family needs, a tour of the school. All of those things are being offered and asked. So, before it comes to you. Staff has communicated with them multiple times, or attempted to communicate with them multiple times. Okay, and then also, though, if a transfer is denied, even whether they appeal or not. Is there any… discussion with the folks who Transfer is denied about these kind of things? Going forward, there will be. Going forward, there will be, or at least the offer. Because if we're denying hundreds, we may not be able to make that same level of personal outreach
035and meeting and, you know, phone call after phone call after phone call. But certainly, a generalized outreach to say. You have the option to come do these things if you want to help work with them directly to investigate the opportunities. Here's who to contact. You know, through a more generalized outreach. Hello, great to meet you. Um, Trustee Cheek, I am, uh. Trustee in District 5, which is Vallejo, and, um, welcome aboard… on board. Both of you guys, I'd just like to acknowledge Edison Kelly for his hard work, and Holding up, you know. Troubled times, and coming back from COVID, so it seems like you guys have a solid team. Um, I would like to be a part of that team. Help brainstorm, or do whatever I can do to help I wanted to, uh, just
036note a few things. It's actually about $36 million that District has not developed. 2577. And, um, again, I wanted to… congratulate you for getting your local control back, that's huge. Right direction, um… I wanted to ask, uh, what are your plans? I mean. Be talking about, you know, students leaving. Of course, they wouldn't be doing that if there are programs and other Vallejo, that other schools… What are your plans to attract? Parents to attract the community in Vallejo to bring These students are new students. For my home. How much time do we have? I mean, is there a marketing plan? Are you guys gonna have TV? Are you gonna do a Hopefully, if you're following us or not following us, you should follow us on social media. Pretty much every platform now. Um, we do
037have a great communications plan. The team, that's centered around that. In addition to just communicating and telling our story. We are building programs. We looked at the data. One of the programs that many folks asked for when they transferred. It was a Mandarin program. Guess what? We have Mandarin next year. At both our high schools. But we're taking the data. And analyzing it, and seeing what does our community want? Or need, and try to make those options available. For our community. And then communicating that. Um, I think we've done a tremendous job. It is my first year. But if you follow us, you'll see that we're not sticking with the status quo. They're making significant changes to how we approach the academics, we are ensuring we have the right leaders in place. Uh, to move
038our programs. And supporting our community. Let Heather add some more things about the academics, so that's her. Wheelhouse right now. Yes, so, you know. Acknowledging that we have a long way to go. In building our student achievement numbers back up. Um, but we have… how to just kind of an unprecedented Um, uh… approach to our professional learning. Um, the professional learning that we're doing. I invite anyone from around the county to come and spend some days with our teams. Um, it is focused, it is tight. We have instructional priorities. Um, that are very clear in our professional learning is strictly tied to that. Um, the county staff has been amazing in supporting some of our key initiatives. Around working with our counselors. Um, working with our site leadership teams to build their capacity and reviewing
039data next steps. Um, our instructional coaches are Um, getting extensive training in cognitive coaching. In the work of really how to coach around improving instruction. All of these things are happening. I am… while… while I know that, um. Academic data outcomes are a lagging indicator, not a leading one. Right? Um… But I am excited to just kind of share that outcomes for early literacy. Are, um… making… making so much headway, even compared to a year ago today. Um, we are leading on the use of, um. Science of Reading Strategies. We're going full district-wide. You fly next year. Um, all of those things. Um, with significant clarity. Um, and our teachers understand we have common professional learning. At least once a month for all teachers. Um, and all district level and, um. And instructional staff know.
040You're gonna be called on to present and lead that work. So… I'm very encouraged. By the progress we're making, I'm very encouraged by the work of our team. Thank you, uh, Trusty Cheeks, for, um. For acknowledging, uh, Dr. Kelly. Um, he is a champion for our kids. And so, I, you know, I appreciate the opportunity to come before you guys today. And let you know, like, yeah, we're talking about transfers. Of VCUSD. Is single-minded, singularly focused. On improving the outcomes for our kids, and making sure that we are a district of choice. I don't want to twist anybody's arm. I want you to want to be there. You know, I'm proud to say my kids went to Pennycook, my kids went to Springstown, my kids went to Hogan. And that they had a great experience.
041And that should be the same for anyone who comes through our district. And where we struggle? We're gonna work with the family to get them an option that works better for them. Yeah, because this is a… these are schools. Things are gonna go wrong. Things are going to happen. But we will find a way to move forward together. I will say, over the years, one of the biggest reasons people leave Loyal City Unified School District is safety. What are you doing to… Make the students safe. Um, so, yeah, that is… It's a few things. One, um. This is… this is no excuse at all, but there is some perception issues, that elementary is safe, and then once I hit middle school, I gotta flee. And that… that is not always the case. I think there
042is some… some perceptions of certain neighborhoods and certain schools Um, that I would send my kid, absolutely. But people have, over the years, heard things. And have leaned into that perception. Um, now that being said, our campuses Um, especially our middle school and high school campuses. Have, um, site safety staff. We, of course, have physical, um. The fencing to ensure that our sites are secure. Um, even at Jesse Bethel, they are using the Evolve system to make sure that weapons and things are not making it into our campuses. Um, and we work with, um, community-based organizations around, um. Uh, violence prevention. Around gang mitigation. Um, with the county around. Um, uh, mental health services. Mentioned mobile crisis. They're in Vallejo a lot, right? We have mental health support teams and wellness centers, thanks to the
043grant in the county. Um, there… a plethora and a wide variety of things that we are doing to make sure that our schools are not just physically but emotionally safe places. Um, I think about, like, Solano Wiedemann's emphasis on the leader in me. And how that has shifted the culture and climate on that campus. Um, and so… I acknowledge that we have a significant amount of work to do. We are focused, and that we understand, we know that that perception of safety is one of the things that Once my kid hits 6th or 7th grade, they're looking for the exit, because they're worried. They're saying, oh, middle school is going to be a place, or high school is going to be a place. Um, and that's… that's our… heavy lift going forward, is to make
044sure That we are telling our good story. That we are saying, here's the amazing things. These CUSD kids go to college? That's not a Benicia thing, or a Napa thing, that's a Vallejo thing. So making sure people know. Our kids are amazing, you know? Um, and then tell their positive story. Because you should want to go to school. With the kids in your neighborhood. You should be able to. I think also, too. Um, through expanded learning and a project Dr. Kelly's working on for next year. Making sure there's sports programs. Or, um, middle school. We're already doing that through expanded learning and some intramural ways. To make sure kids have something to be connected to. And then Dr. Kelly is going to work with the team to expand that program. To include, um, some competitive
045teams as well, so kids who may be struggling to find their place. And who might do other things instead. Um, have some positive outlooks. Hey, Lavelle? I just want to start with congratulations. It's really exciting to hear the changes that are going on. The focus on transparency is just… Huge, and to hear you say that you're Um, uh… Facing the challenge of keeping in touch with parents. Families that are no longer in the district by coming to them from the other district. Um, that's a creative way of doing it, and it does make me wonder. How is the partnership with these partner districts going? Are they supportive of the work that you're doing? I don't think I'm people's favorites right now. Realistically. I mean, that's… I understand. We all want to take care of our
046districts, and um… Unfortunately, we've had years of our students leaving. Our neighbors have built budgets and staffing based on Vallejo kits. So, that's a hard pill to swallow. For neighboring districts, but we'll work with them. And, you know, we want to follow protocol, make sure they're following protocol. Uh, and encouraging them to send us our families when they come inquire. They can start with us. Is that my PC way of saying… Mm-hmm, I got that list. Um, the other question that I had for you is that Vallejo is… Um, sometimes known as a commuter. Community, and so many parents are working outside of the school district. With the added complication of a bridge. To, um… you know, adds a question mark. On access to their child. Um, I know that this is… has been one
047of the reasons for approval of appeal… uh, for transfers. How are you going to prioritize that, or how do you fit that into the curriculum, or the… the paradigm of approving transfers. Well, one thing, you know, commuting over a bridge. Doesn't necessarily have you stopping in Napa. Drop a kid off, right? Um, so we do look at where those transfer requests are from. We get transfers for Berkeley, we get transfers San Francisco, and all of those are fairly unique. Um, where the majority of our kids go, though, are our neighbors to the north end. Okay. Trustee Chi? So, are you working with the city manager and… department, and… I'm trying to figure out, like, as just… we are, Vallejo, kind of… And how do we… it's not just the school, it's the jobs, it's the
048community. It's like a family, it's not just… Playoff School District. Yes, um, we have a 2x2 that, uh, President Fox behind me serves on. Vice President Amboy, and then two council members, which actually includes Mayor Source. Now in the 2x2, um, and we have conversations about strengthening our partnership. A great relationship with Chief Todd, and you… Chief of police, we have monthly meetings. We're always talking about ways to improve the BPD, uh, came out to a couple schools this year. Actually, they read to every third grade classroom this year. Um, in addition to that, we did some safe routes work. Police, where we're ensuring Our families were being safe when dropping off kids. So those partnerships are growing. Um, there's a lot of positive energy. Cohen Thompson? I'm glad that you came. Thank you. Why
049is this a fist? I grew up in Ballel. So, I'm very well aware of what's going on. Um, what I basically see is that you're… And that was one of them. So, in updating curriculum. Is it really… you don't have to answer. But let's see… is it really realistic? Capture the, the, the that you want to capture. Just doing that, because… And overall, um… advocating, um… a place to live. It's employment, it's school. It's housing, transportation, safety, and health. And you got school opening. I've not heard you make it. Anything about that, alright? Where those students are you gonna… matriculate those students in. Because closing the stool. And have a great impact on a family. In terms of childcare. And transportation. Oh. Are you factoring that in? You mentioned before when we added the you
050know, about, um… doing a matrix system. But the major rule… tools are about. And another thing, when you say, when they… It's denied. Then you go into that dynamic. The family. Should you not? That are going into that dynamic. Once that parent approaches you. About there's an issue. Before they get into filing the appeal. So that's preemptive. Rather than after the fact. Because once they've done it. It's in their mind, that's where they want to go. Um, I'm concerned about bulk review. Um, because there are timelines that affect families. Dynamics. If a student Family needs to be out of Valleo. Say, or in another area for a job. And they need to have that assurance. Prior to whatever this Well, reviewed ideas. Right. And what extenuating circumstances? What would that be? Let me… there's not
051a lot of… thank you. There was a lot of different pieces, but school closures, let's start there, because that is a very painful process that we really don't want to go through. Um, we did choose to close two schools. The next school year, that was Mayor Island Health and Fitness Academy in Loma Vista. Environmental, those two schools tomorrow? Last official day of those schools. That very painful process. We talked about it being Phase 1, and we are entering Phase 2 of school closure discussions. As part of the work we're doing this summer and leading into the fall. Um, I would love to come back in September and say I don't have to close any more schools. I would love that. I don't think that's realistic. We have to balance a budget. We also have to
052make sure that we are meeting the needs of the kids we have in the schools that we have. We… I started this past year with an analysis of our schools, and we were at 46% District-wide. We could double and still have space. That's how much space we had in our schools. That's not sustainable. So we do have to look at closures, and we want to do it in an equitable way. It has the least amount of impact, but we know it will have an impact. So if we were to get 3,000 students back. I would love that. We would find the right placements for those students. And maybe still have to close schools. That would make that decision even harder for us, and that's what my hope is, that we a really difficult decision to
053make. Not simple. Um. You're gonna speak to… Just wanted to clarify when When we're talking about, um, waiting till the end of the window, that is for the coming year. The next year, not for transfers that are for current year students. So if someone is seek… if it's 20… the 25-26 school year, and someone is seeking to transfer within that school year. Then we would have to review that. Um, at that time, but if they're seeking a transfer for the following school year. We want to review those applications together. To ensure that we Don't hit 1% before we get to some really um, you know, hardship cases that we then are struggling to approve or not. Right, we want to look at them holistically. Um, so I want to clarify that. Um, Superintendent mentioned the
054closures and thinking about how are we going to continue to serve those students. We're being very strategic. And which schools we, you know, consider. Right? So, for instance, Loma Vista is right next to Solano Wiedemann. That is not a hardship for anyone to go next door. The students at Mare Island were offered, um, the opportunity to transfer right in and be students of Vallejo Charter, which is assuming that To, again, make sure families are not displaced. So everything that we're doing, we're doing through family first, right? Even while we're making these really hard decisions. And, um, and… you know, I worked at Loma Vista for a long time. It was home for me for about 12 years, so… It was painful to do that. I also know that they have an amazing option right next
055door. And so, um, I know my kids are gonna be okay. Just moving up the street. So we are being very intentional about how we choose to do things. Mr. Dean? Okay. Real quick one, I hope. Um, how many transfers in? Coming in. How many people trying to come to Vallejo? More soon. Way more soon. In rough numbers? Is it 10? Is it 100? About maybe 10? 510? Not that many. Do you happen to know the reasoning? I think there's some in JROTC, Mm-hmm. Employment in the city. I had a member of my staff lives in Napa, her child goes to camp. Makes sense. Okay, and then the bigger thing is, I was also thoughtful about this notion of kind of a bulk approval process. Um, putting the things in different piles, and… What I
056was thinking about was you've effectively created a competitive process. People are gonna know that. Is that good? Is that bad? I don't know, but I do believe that could create more appeal. For us to hear. So, just something… it's just really an observation. My expectation would be that we'll have are more appeals because of that circumstance? So… Okay. And we probably… and we forecast that you most likely will get more appeals as this rolls out over time. With the goal being… that we're still recapturing or keeping the majority of our students. Yes, you will get appeals, and they will come to you. I'm sorry to say, you're probably gonna get really, really tired of us. I mean, to your meetings, but it's… It's, I think, a pattern that we need to… which need our families
057to, like I said, think first, and give us the opportunity. And what do you think of the notion that you've created a competitive process to get out of your school district? I don't see it as a competitive process. Everybody has to file an application. By a certain deadline, you told us that you're going to put them in categories And then review them. How is that not competitive? In the current system the way it was, they applied, and they either Most likely got accepted, not denied. There wasn't really… A loose process. Right? What we want is those families who are… who are interested in leaving to… to put in the… within the window, then it's not a first-come, first serve. So, as long as their applications are in within the window, they're going to be weighted
058this, you know, equally. And then we will look through those processes. Where, you know, we have the 1% thing to look at, we have the cumulative to look at. There are a lot of factors there. And? At that point, those decisions will be made. Okay. Thank you. Trustee Cohen-Thompson? Given the fact that you're… nationwide. Everywhere, and even worse than… There's some kind of consortium that… O2 that… Guitar off and throw it out on the table. And, um… Just thrush it out to see if you can come up with some things. Because every district different. Issues are different. Locations are different. Um, student needs are different. So, is there some kind of a collaborative, um. Superintendent something. You get, you go to around these issues? You can listen to what someone… hear what somebody else going,
059and it, um… has proved to be, uh, of value. That you could pull out and implement. In what you're doing? Or are you just… In your own space. Um, those are really good questions. I would… turned my county superintendent, and we do have an opportunity come together as superintendents to have discussions like these. I really… not the county superintendent. Right. Local Superman. Right. Well, within the county… I know the county. Some of your local superintendent. That are going, you all are… When they say boots on the ground, right? All right. Those are the people. That you'll get, um… those little, what we call, uh. As opposed to the county We've come together as a collaborative, a consortia of our local district superintendents, and provide a venue for them to have those kinds of conversations that
060you're describing. We do. And I have my own… my own network. I know I have a lot of… superintendents that I reach out to. Um, yeah, we don't make them in isolation, typically. And we learn from each other about our best practices. One last suggestion. I would suggest that you make it clear. Clear, so you're just not getting a whole bunch of That they know that here's a rubric. And this is the only way we're accepting a transfer. They've checked the boxes, they submit the application. If they don't, check the boxes. Not even submit the application. And I know a lot of folks try to wiggle it. Wiggled through it, but if it's crystal clear. On the board somewhere in the main office. You can even have a, um… a little conference for parents that
061are interested in… Transferring. But, um, just make it crystal clear, and it makes it easier, it makes it no… you know, even if it goes to you, then it comes to us, it's crystal clear, so they said no. Here's the rules, it's no. The other piece, the applications have real, real clear requirements on what call it evidence. So if you want to transfer because your child's being bullied, well, there's some real pieces of information your application has to have. Well, the school should know it anyway. No, I understand that, but there's very specific pieces. If it's a program has to name the program, and then we're going to want evidence of that. Subsequent years, and you chose to go play guitar somewhere, and then you come back the next year, and your transcript shows you
062didn't play guitar. That's why we approved your permit. That's a reason to revoke a permit. Or bring it back. Bring it back. So, every box that is potentially checked has to have the right evidence. Okay. Oh, I wish you guys… All the luck. I'm… I'm gonna be reaching out, because I'd like to work with you. I think your biggest hook is, uh, it has to be A lot of them never, ever did. And part of that annual review is bringing back no progress, so… Did you maintain your grades? Did you… attend, did you say… you know, you're gonna join that program, and you did, and that's been great. Thank you. Thank you very much, Mr. Aurelio. I just wanted to acknowledge, uh, President John Fox 2 of Vallejo City Unified School District in the audience,
063good to see you, John. And someone asked about communication. This is our Director of Communication, and that's our mascot. His name's Kai. I was gonna have him wear a branded BCOSD onesie, just to show we're really recruiting younger ages? Have them running around the floor, huh? Thank you so much, very much appreciated. The next item is Elite Fiscal Solvency Report, and we provide this to you on a yearly basis. Uh, I believe twice a year. Uh, in terms of the fiscal solvency. And Dr. Bishop is not here this evening, but we have Sam Leonard from EdTech. Online, and he will be doing the presentation. Don't feel like you have to stay. I know we're really exciting, but… Don't feel like you have to sleep. We have Mr. Leonard? Thank you. Mr. Leonard, would you like
064to go ahead and start? Yes, thank you! Good evening, everyone. Tonight, I will be walking through our fiscal solvency Financial Update Report for Elite Public Schools. So we can jump on into the next couple slides here. Um, so we'll be looking at how enrollment and ADA has, uh, trended during the year, so Um, our budget, uh, the P1 report and the P2 report. And then we'll jump into financial update, looking at our current year and three future years. All right, we can move to the next slide. Thank you. Great! So here we have our enrollment and attendance for Elite this school year. So there has been some change during the year, and at the last fiscal solvency report, we did show our budget versus P1 report. But to recap, at the beginning of the school
065year, or I guess the end of last school year when we were doing the budget for Elite. There were expectations to have a higher enrollment, and in turn, ADA at the school. As the summer closed and the year began. Uh, that enrollment did not materialize as we were initially projecting, so… things had to be changed, as you can see from the budget to the P1, columns. There's a big drop in that enrollment. So that is what was shown last time. And, of course, when we see enrollment drop to that degree. Revenue is going to have a pretty big decline as well. So what the school did. We made adjustments on the expense side, started looking into some other local grants to help support the budget. And, uh, the school was able to make these changes
066and get back to a more sustainable budget level. Now, as we have, uh, just finished up P2, um. A month or so ago. We did get our final, uh, information for the year, based on how LCFF will be funded. As we're looking forward to next school year. And we actually did see some growth in enrollment from that P1 report to the P2 report. Also, with that, we have our orange attendance line comparing them, so the P1 Uh, attendance around December time was close to 90.5%. And the P2 attendance, which was taken in the spring, we actually did see Um, an increase in attendance as a whole, close to 1% increase, um. Which doesn't sound like a lot, but that does have some impact to how your ADA is calculated. There was a slight drop in
067the ADA from P1 to P2, This was around two, two and a half, close to two and a half ADA. That ended up impacting revenue by around $30,000. Um, and of course, even though attendance did increase from P1 to P2, We did still see ADA decline, because that is calculated cumulatively for the entire school year, so everything that happened Um, before that point in time still counts for that number. So, even though enrollment did go up, those Students that might have, uh, showed up or came to the school at, um. Near the end of the year, have a bit less weight than students who have been at the school for the entire school year. But we do appreciate to see this trend upwards in enrollment and attendance as we are heading forward into next school
068year. Are there any questions on enrollment and ADA? Yeah. Uh, yes, Trustee LaBelle? Forgive, um, me right off the bat, because I… I may be looking at this wrong, but there was that Large reduction in budget. At the same time. Elite took on the new costs of 3 new sites. You had mentioned new sources. Did you go into some details about that, and was it enough to offset the… the costs At the same time as the reduction? Yeah, Elite was able to take on these new sites. Um, because, uh, last school year, we did apply for the SB740 rent reimbursement grant for those sites. And were accepted into that grant, so Elite was able to gain some revenue Uh, to help balance out that cost Um, and then, not related to rent, there was a
069teacher residency grant that Elite was eligible for and received, which just helped support the budget as a whole. Thank you. See all the questions we have on that? Great. We can go to the next slide. All right, so now we are looking at Our current year forecast in the dark blue column, and then projections for the next, uh, 3 years. Are… the more teal-colored column is… Um, about what our projected budget is for next school year. And we are anticipating more revenue and expense growth over the next few years. The school is expecting to grow enrollment back up. Um, we're not budgeting at the same level that the budget was, um, at that higher number that we just saw on the last slide. But we are expecting some growth as we're looking forward. And with
070that growth, revenue will be increasing, so we see our LCFF entitlement is expected to grow year over year as the students come to the school. And in other state revenues. We do also have some growth from this year to next year. Uh, some of that is related to, um, state budget updates, some new funding sources introduced from the state. And, uh, some rate changes also coming from the state for programs like ELOP, as well as the TK, which I didn't mention with LCFF entitlement, the TK funding rate is anticipated to increase Uh, which is helping counteract the… the student-teacher ratio change as we're looking forward to next year, the change from 12 to 1 to 10 to 1. So with all those things, we are anticipating revenue to grow as we look forward to next
071school year. And expecting that to continue growing as we are projecting growth of students in each following school year. Along with revenue growth, we do build in expense growth as well. So we have… Yeah, question. There's a question. Yep. Yeah, I was just curious, what is the basis for, um, the expected increase in enrollment going forward? Yeah, talking, uh, with Dr. Bishop, who, uh, like, unfortunately is not here tonight, she is confident in, uh, the growth in enrollment at the school. Um, based on what she is projecting, those are the numbers we have, uh, decided to go with. Um, I'm… I believe she would probably be able to answer, uh. All of the rationale behind that, because she's more boots on the ground than I am. Um, but based on what she's expecting, she's confident
072that we'll see growth from this year to next year. Can I follow up on that question? Trustee Dean? Thank you. So, if we look at the numbers, and based on your characterization of the loss of 2.5 students. This chart indicates that you're going to get somewhere around 100 new students. For the 25-26… school year. So I appreciate that there's… there's optimism for some reason, we don't know what it is. But 100 new students in the next… 5 months? What? And then… If you… if you look on to the next year, that's another, let's say, I don't know the exact number. Let's say 70, so that's 170 students more than this year. And then you add another 80. So within the two years, you're gonna have A measurable percentage increase. Based… and there… there has to
073be backup… there has to be support for that. Right, so we're projecting 50 new students for next school year, and then it's another 50 the following year, and 30 the year after that. The reason we're seeing some growth, uh, around… this year to next year, a big portion is related to the new TK add-on rate that was introduced in the May revised budget. It's around an additional 2,500 per TK student. So that does increase LCFF a bit more, um, than… than normal. The rate was $3,000 this year. Next year, it's anticipated to be $5,500. So that's changed a lot of revenue, um, for a lot of schools that I've seen. Uh, on top of that. Uh, with COLA, where all the base rates are increasing year over year. So, the amount per student for LCFF
074is growing. Uh, so that's why we're seeing such a large increase. So, while there is… we are projecting that enrollment growth. Um, it's not, uh, as big as 100 students from one year to the next school year. So, just to make sure I'm understanding. So, one point… let's call it 1.5 million. Increase, roughly. From the front… from 2020… 4 to 25 to 25, 26, 1.5 million. Increase. And you're saying that that's a result of 50 additional students at what you had described before is roughly $15,000 each. And then… all this… additional TK money? I'm not getting that number. Yeah, the additional TK money does add on to that amount. We are also projecting a higher attendance percentage than the school had this school year, so we're projecting a bit higher of an ADA, so that
075is also playing a factor. In that increase. The ADA this year was… Um, or the attendance was lower than what we're projecting next year. What are those numbers? We're projecting, uh, currently 94% attendance next school year, and They finished around a 91% this school year. Thank you. One more question, uh, Trustee Dunn? Um, you mentioned that, um. Elite has gotten some grants. Yeah. Um, I don't see anything… on the grants line here, where are those… Um, reflected. There… so they're built in… yeah, they're built into, um, the other state revenues line, so that's why we're seeing a bit of a jump up, uh. From this year to next year, um… they're not in that fundraising and grants line item. But, uh, it is… they received $500,000 for a teacher residency grant. And, uh, as I
076mentioned, the SB740 grant is around, uh, $60,000 to $65,000. And then, on top of that, they are currently applying for a restorative grant for $100,000 for the next 2 years. I guess I would just wonder why you have a grants line if you're not gonna… with the grants reflected in there to be able to see it excuse me, clearly. Yeah, I hear you. We can, uh, for future reports, we'll… we can break that out more so it's, uh, more clear for everyone to see. Thank you. One more. Sorry, Trustee Dean. Yeah, no, that's okay. Uh, under other outflows and amortization. We spent $101,000 on this chart. But then we do not project any further expenditures in the years ahead. Can you explain that, Joyce? Yeah, that's right. So… At the end of last school year,
077Elite did finish at a significant loss. Uh, due to spending, and we… this school year, to… help, uh, counteract that and prepare for maybe some, uh, expenses that We're not anticipating. We did build in, um, sort of a placeholder expense within the budget. So that's what that $100,000 is. It's to help cover other expenses that may arise during the school year that we were not expecting. But then I'm understanding that you're not budgeting for that in the future. That's right, we have not built that in for next school year. Just due to how we believe we've, uh, the school has made the changes that were necessary after finishing last school year. Um, that's not something we built in for next school year. Great, thank you. Alright, no more questions right now. Uh, great, thank you.
078Um… And yeah, as talking about expenses here, we are anticipating growth in staffing, just to help Uh, with growth in students. Um, so that's where we see our amounts and compensation and benefits increasing year over year. Along with that, there's books and supplies that we're anticipating to increase related to more curriculum, more computers. The growing food, uh, food services at the school, so all of those are increasing, uh, along with enrollment. And in services and other operating expenses, we do have some more increases built in as well. Um, Elite has… For the past few years, uh. Been fortunate to not have to, um… pay full rent at their Whitney property, and that is starting back up over the next few years, so we see a bit more of a jump up in services and other
079operating expenditures. Related to going back to paying full rent. Um, as well as… a lot of other expenses are increasing at a rate of 3% just to account for inflation. With all of these, uh, revenues and expenses. Um, we are projecting strong operating incomes for the next few years. Uh, and the hope is to continue to grow that ending fund balance Uh, and get that to a higher level. So for next school year, we're projecting an ending fund balance of around Uh, 14%, assuming no other changes to the budget made throughout the year, which Uh, there typically are changes that always need to be adjusted. Um, but the school is projecting this growth and are looking forward to remaining healthy, uh, financially and, uh, providing a good program for their students. Are there any other
080questions? Great. Thank you so much. If anyone ever does have a question about anything, you're always welcome to contact me. My email is at the end, or on this slide. Thank you, Mr. Leonard. The next item is our Charter School update. Thank you. And that will be provided by Jess Baines-Ride, our Director of Community Partnerships and Initiatives. Good evening, trustees and Superintendent Estrella Henderson. I will be starting off with our Elite, um, celebrations for this month. They had their high school graduation and 8th grade promotion. Which took place on Morton Field, and they have Both of those available on YouTube, so if you have some time, you can watch it there. Elite has 5 seniors who are taking advantage of their St. Mary's College of California Partnership, and will be attending in the fall. The
081elite scholars were automatically had admission to St. Mary's. If they graduated with a GPA of 3. Are higher, in addition to admission. The elite scholars also received a scholarship amount of $120,000 Over the four years they attend St. Mary's. And this scholarship amount is not including Any scholarships or grants that come with a financial aid package, meaning that elite scholars are still eligible for additional monies as well. They have 3 additional graduates who have Admissions to St. Mary's. And are in the process of making a decision on whether they will attend St. Mary's or another college. 75% of Elite's graduates are matriculating directly into college in the fall. Additionally, some of their scholars have identified they will be exploring trades or military. The senior class of 2025 has $2.3 million in scholarship offers. Yeah. Great.
082Elite will be, um, offering a 7-week summer program called Summer of the Stars, featuring guests, speakers, academic enrichment. Project-based learning, sport camps, and more. The Summer of the Stars is centered around entrepreneurship, technology, STEM, justice, music, arts, and Athletics. The… they just had their blacktop resurfaced and painted in preparation for their fraction ball program, starting in the fall. Of 2025 has been completed. It's colorful, it's beautiful, and the kids will be really excited when they see it. They've, um, completed their first full year of middle school sports programs featuring flag football, cheer, boys and girls basketball, girls volleyball track and field, and softball. They have a youth summer sports camps program that is also being offered to their students. Elite is in partner in the late-night basketball program, and will be hosting this program, and
083will operate on Fridays. 6 p.m. To midnight. Yes, midnight, for those who like to stay up late. From June 20th to August 8th. High school athletics are participating in summer camps and training opportunities. An elite will participate in Vallejo's 2025 Juneteenth Juneteenth Parade and Festival featuring their athletic program. And a performance from their cheerleaders at Waterfront Festival. For those of you who can make it. And Ali attended the Black in School Institute at Fortune Schools in Sacramento. So, lots of wonderful, amazing things to be celebrating. So I'm gonna move on to our reporting schedule matrix, updates that were received after May 21st. We received the monthly ADA for May. The master schedule for June. Certificated staffing list for June. The substitute log for May and the fiscal solvency report, which Sam just presented. As of
0845 p.m. Today, the following items are past due. The monthly cash flow for March. Which Dr. Bishop has said, um, we should receive in the next couple of days. And then the biannual risk management audit was due By June 1st, by a third party, then an update from Dr. Bishop via email. On June 20th, I mean, June 10th. Working on… they're working on inspection and are still in the process of scheduling it. Moving on to the narrative. Elite had a scheduling conflict for our June 4 check-in. However, we have been infrequent communication via email. And then updates on the snapshot. As of June 10th, Elite continues to work with California Department of Ed. To resolve the 2023-24 audit findings. The resolution process is ongoing and appears to be extended. Elite noted having regular check-ins with
085their legal team. And there are no new updates at this time. Anybody have any questions on… Trustee Dean? Thank you. So the… the last thing you said, they're in contact with their legal team, is that related to the audit findings? Is there an ongoing dispute or appeal process going forward? Do we have a timeline on…? A decision on that? Not a timeline. Do we have, uh, a known expected time for a decision. The impression I got from the email that I saw on Monday from Dr. Bishop was that it… the ball's in the stadium. There's courts, and they're waiting for a response back to their legal team. There was no dates mentioned. No, like, they have to decide by… Okay, thank you. Thank you, Jess. All right. Uh, you're gonna be staying up there for
086the next item. Yes, me again. We also join you, our Deputy Superintendent. Uh, for the annual charter oversight Report that we provide you every June. Very much. I will be, um… you guys have the… you have… had the full report, I'm just going to be sharing just a few highlights tonight from that report. So, next slide, please. So, for the oversight report context, we… I will be sharing some strengths. I will, um, also progress toward meeting charger and LCAP goals. You have… you just saw the fiscal solvency report from SAM. Be sharing key demographic data and just general information. All of the data that we, um, use to create the report, we used our CDE California Dashboard, DataQuest. Our elite monthly meetings that we have, and the, um, school site, um, we actually were able
087to visit um, elite twice this year. That's… that's how the report was compiled. Next. Oh, I'm so sorry. I just want to just thank Jess for her leadership around the work she's done. It's a lead to really, um, gather the information and really meaningfully Capture it here, I think, in a way that reflects kind of the state of where things are. Um, she's really taken feedback from A team of people, and does that regularly, as you can see in the regular updates that happen, but Um, I think just all the voices and perspectives that are captured here and highlighted in this presentation. I just wanted to thank her for her efforts and work, and I think she's come into this team and Really, um, created some positive connections and relationships, and then telling the the
088story of the work that's happening, so thank you. Thank you, that was very kind. Thanks. Well, it's been… it's been a joy working with the team. As well as. Some of the areas of strength that we have, um, noticed just during our site visits and our monthly, um, check-ins with Elite. They have a high level of student engagement and really great opportunities for their students to participate in leadership and giving them oper… very creative ways of being involved in their school site. They also have continued leadership at their grade-level teams, where they have grade-level leads, and help, and they're strong. Stronger teachers that have been there for a while coach one another, so they have those opportunities for their staff members. They offer professional learning development. And really looking at data and making decisions based
089on that, their instruction. Um, Dr. San… Mr. Santos had shared that Um, because of these strong relationships with the staff and providing leadership opportunities for them. They are able to retain a lot of their staff for next year, so that's very exciting. And Dr. Bishop has Um, really made sure that they have offered student-focused opportunities, so more sports… Um, sorry, more… sport, such as flag football that they added, the boys volleyball. Really trying to open those things at the site. They have college tours, um, providing different intervention during the day, small group instruction as well. They've added the Confidence Project, which allowed small group or individual counseling for students. Um, the St. Mary's Scholarship, of course, you guys just heard wonderful things about that. And then, I do want to make sure that I apologize,
090it should say Dr. Ramona Bishop. Brilliance Project, and that partnership with Sonoma State University has been beneficial for them. As well. Next slide. So our areas of continuous improvement. Continue to recruit students, they're using different social media platforms. The newspaper as well, if you, um. Noticed after graduation that was, um, it was at the time, Sarah, there was an article in there, they're trying to Make sure that their promotion, the graduations are on YouTube, so really trying to reach out to the family and communities. And trying to recruit students to their site. They're strengthening their instructional program by having grade-level teams. They're all working on multi-tiered systems. For support for their students academically and for behavior. They're making sure that they have student learning plans. Um, they're, uh, looking at attendance. I know they were
091using a program called A2A, where they're focusing on certain students and making sure they're making outreach to find And make sure the reasons why they're not attending to school and coming to school. They, um… the parent relationship through communication, collaboration, and being present in the community. And last, they are making sure that the professional learning that they're providing for the teachers is appropriate for their need at their school. Next slide. Their LCAP is focusing on these four goals, and this is what they right in their LCAP, which is progress on all four of these, which is how their students are performing at or above grade level. Making sure they are affirming safe and supportive school environment. And that all students graduate with an A through G requirement, and parent involvement. Next slide. California dashboard overview.
092This is just the performance levels that are reported, um, for all of our schools in California. Red is for lowest performance, and blue is for highest performance. Next slide. This is, um, their dashboard, and it is broken up by groups, student groups. And then the last line is all students. And if you look at the bottom, it's percentage by level. You just want to look at the color codes, the dark blue and the light blue. They present students that it exceeded, and the students that have met. And they currently, for English Language Arts. They have, um… Just want to make sure I say the percentage correctly. 20.22%. Of students met or exceeded. And English language arts, and that's a growth from last year. Next slide. So the same, um, is depicted here with our math,
093and they also had a growth here as well. This year, it was 14.47%, and that's an increase from last year, so they're making growth in English language arts and in math. On the dashboard. This is, um, this is specific, just an overview of the, um, elite data by subject area. And you can see that… The indicators are to the left, and then the color is represented, and then groups in red. The reason why we're looking at… I mean, this is an overview, but we're really focusing on the areas that are in red, because that's the lowest performance level. This is the second year that Elite is in differentiated assistance. So, differentiated assistance is a component of California's system of support. Aimed at providing targeted support to school districts. Our schools of education to address specific
094needs and improve student outcomes. Schools are eligible for differentiated assistance based on performance indicators from the dashboard. And a school qualifies for assistance. If one or more student groups are consistently underperforming. So the student groups are to the right. Elite is being supported by Santa Clara Office of Education. Because we are their authorizing entity. And so this assistance is collaboration, and focuses on understanding the root causes of underperformance, and a major goal of Differentiated assistance is to build capacity. Of school leaders and educators to sustain improvement efforts. Next slide. This was their English language proficiency Assessment for California, also called the ELPAC. And it's broken down by grade, and if you notice, as you increase in grade level, the well-developed, the proficiency. Increases as well, which is what you want to see. This is, um,
095they have about 8.7% of their population, students with disabilities. They're providing support. Virtually, either, um, they provide a virtual providers for their speech and language support. And their IEP and counseling services. But they also have reported they have additional instructional assistants to work with the students with disabilities in the gen ed classrooms. And a small number of students receive instruction in self-contained. That's when needed. Next slide. Social-emotional priorities, um, as you recall, Dr. Bishop, when she presented, um, earlier this year. This is a real priority. And they are making sure that they have a multi-tiered integrated support system that is not just one way of supporting their kids. They have PBIS, they have restorative practices. Trauma-informed care, they have social-emotional learning. And a wellness center on campus. Which we have visited twice, if you ever
096have time. It's a great place. To visit, and there's always students there, which means the well, um, a room that is well received by students, knowing that they have a safe place. The other, um, aspect of this is. They make sure that they are looking at avenues of, um, alternative ways of suspension. And really looking at trauma-informed behavior. And how to respond to that. Next slide. Elite Financial Status, uh… Yeah, we just went over that. So, we'll go to the next slide. This is a snapshot of elite financial data. Next slide. This is the Elites Public School Key Demographics. This data is, um… the census data that usually takes place in October, so this is a snapshot of that. Broken up by subgroups as well. Next slide. This is their monthly enrollment. This is, uh,
097usually include this in the narrative every month. And this is for the school year. Next slide. Their admissions process when they are looking at admitting students, they're adhering to the policies that are in the MOU. Next slide. General information. So… some things to the board continues to reconcile issues with City Council's reversal of Planning Commission decision. Expansion of their athletic program to include boys volleyball. And extending into the elementary grades. They added the Confidence Project, which I had shared, about small group and individual counseling. To address testing. They started Project 2025 to address percentages of students underperforming on state testing. Even when they are proficient in class work. Summer of the Stars, which I shared about their seven weeks. Program, explore career options, create business plans, and personal goals. Through engagement with business executives, entrepreneurs,
098city leaders, and community leaders. And they have… each week is themed and ends with the culminating effort. Our field trip. Next slide. They have expanded their cybersecurity program on campus by hiring 3 full-time staff members who monitor and support safety on campus. Dr. Ramona Bishop, um, Brilliance Project. One student has completed, and they registered students for fall program in partnership with Sonoma. State University, so they continue to monitor their budget to ensure that Elite remains fiscally solvent. As the state budget situation becomes concerning. And continue to work on understanding the California dashboard. And needed enhancements to the outcome. Next slide. They have, um, these are three… opportunities, if they have parents to be involved and leaders on their campus. To make decisions, they have leadership… leadership team meetings, school site council meetings. And their English
099Learner Advisory Committee as well. Next slide. Our ongoing support, we continue to meet with them monthly. We schedule site visits, they're invited to any SCO professional learning opportunities. They are part of the Charter School Supportive Network meetings that CDE offers. And, um… we… if Dr. Bishop or the Elite team has questions, they reach out to us, and we… have a good relationship on, um, ongoing communication between from SCO to Elite as well. Next slide. Positives to highlight. This is, um, I shared that… shared some of these when I… we came back from the visit, but it's always great to highlight it again. The attendance campaign that was getting attention to attendance. And communication through ParentSware was beneficial. And, of course, anytime you visit, um, this the campus. It just feels very filled with joy. People
100are… very happy, the kids are smiling, the adults are smiling when you're on campus. Elite-hosted their fourth annual MLK Oratorical competition at the Empress theater. That's the location that they're thinking of hosting again, because it was so positive. They have dedicated teacher leaders that are returning. Summer school for ELA and Mathematics, focusing on interventions and credit recovery for their high school students through Eduenuity. And the Willie B. Atkins College Tour. They have social justice projects focusing on the community, real… which focus on real-life experiences. And St. Mary's Scholarship options and guaranteed acceptance based on GPA. Next slide. Seniors graduation wall with pictures and students and where they are attending, that was my favorite, so I have to say that one again. Scholarship thermometer, um, up in the hallway for campus to see. That was that
101two-point I can't remember if it was 2.3 or 2.5 million. And additional AP courses were offered this year for students to access. And the team was able to visit… the SCO team was able to visit with the Elite team to the three new sites that they have. I'm gonna have Courtney go over the charter renewal process. Good evening, President Common, Superintendent Sterling Henderson, Trustees, thanks for having me. We wanted to end today's presentation with just a reminder looking forward what to expect, um, as the board. So, in terms of timeline, just from a remembering this was… also reported last year, but… Elite's current charter term ends June 30th of 2020. So we would expect that we would receive their charter petition in the fall of 2020. Normally the timeline that's not set in statute, but
102we usually like to look for it in the fall, so it allows enough time for the 90-day timeline for to take action. We could expect winter. Early January 2021. On the renewal. Oh, no, there's not one. Um, we just wanted to remind… Remind you all that Elite currently is low-performing, but we will have two more years of performance data by the time they for renewal, so obviously the hope is that Continue to improve, um, and that at that point in time, hopefully there'll be a middle-performing charter school. Um, but just a reminder that since this is going to be the first Renewal, what this board has done, there's been changes into regarding what the renewal process looks like, so it is really tied to the performance data, so that will obviously be We, of course,
103will be providing you more updates and information as we get closer to that timeline, so you're all primed for that, but we just wanted to Oversight is an ongoing process, and make sure you're apprised of this. Thank you. Um… On the page that says Part 5. Information, you say, Elite Board Leeds Board continues efforts to reconcile issues with City Council reversal of Planning Commission. So, um… that the litigation is still ongoing. But what is… what does that mean? That was provided by Dr. Bishop, so if you're… I can reach out to their team to clarify. Or add more detail to it. It doesn't. I think it would be valuable for us to understand. Because as far as I can see, the… The grit was heard 6 or 7 months ago. Is that right? Oh, good,
104somebody… Oh, goody. Thank you. The hearing was originally scheduled back in November of 202 Um, but there is no current hearing on calendar. The parties had a status conference. I have it all here, but the parties have a status conference. Sometime in the fall, and they were required to submit joint status statements, and so nothing has happened since then. We just checked the docket as of yesterday, so there's no hearing on the schedule. So there's been no Hearing thus, there would be no decision. Not sure, there was a minute order, um, that is not publicly available, so we can certainly 7th is when it was, um, issued. In order to get access to that, but there's nothing Currently on calendar in terms of Could mean… there's also non-RIC claims as well, um, involved there as
105well, so it's… It's not… it's typically, you know, are a little bit more Quick in terms of timeline, but because there are non-RIC claims. There's probably a lot more going on there. So, the AR administrative record is complete. No, there's no administrative record, yeah, yeah, no. I mean, and obviously, yeah, there's nothing that's been filed. Sorry about that. I'm sorry to laugh. And because that's triggered based on the hearing date, and since there's no hearing date. There's no timelines for that either, so… All right, and then, um, did Elite… I'm not aware. Just, I can ask if they have, just because this is my first… I just wondered if that would I'm just… It feels like this is going on long time for an… But generally has, like, you gotta get it done, so… According
106to the docket, which is publicly available, it does look like there may have been a, um. Change of council form that was… But you're… Sorry, sorry I laughed. Are there any other questions? Do you know about the Brilliance Project? Was it no mistake? So it… what they have as well, a student is enrolled at Sonoma State, their student teaching as well, and so then they can be hired on as a credentialed teacher. Yeah. I wonder who that is, it might be in the Thank you very much. Yes, very much appreciated. Oh, thank you very much, yeah. Excellent. Thank you again for your leadership. Next item is the District and School Support Professional Learning Update, and this will be provided by Dr. Lemos. And Dr. Hannah Suleiman. Good evening. President Coleman and Trustees? And superintendent Estrella
107Henderson. I'm happy to be here tonight to present our update on technical assistance, differentiated assistance, professional learning. And kind of share progress along our journey in gathering data and Um, sharing that with all of you. So, next slide, and… Dr. Suleiman, well, I'm gonna do the first part so we don't keep going back and forth, and then Dr. Suleiman will come on for the next part. We're just gonna go over, um, some general information on SCO support to LEAs around curriculum and instruction in other areas. We're gonna highlight the dashboard, but you're familiar with that in terms… we've described that before, but just to keep it connected. Let's talk about differentiated assistance and technical assistance, and then Talk about professional learning in the SCO context, and also the responsive support and kind of our model
108for how we support. Next slide. These are just really high-level examples of some of the different teams and divisions and supports that are provided across the organization. And the areas where we work with our district partners and other LEAs and charters, um. In connection with helping them to support the work that they have as priorities, so we really… work with the teams, build those relationships so that we can provide the support is beneficial for them, and that we're not just telling them what they need, but we're really reacting to What they're saying to us, which we find What if they know their local context, they know their students, and we also look at data. And have really intensive conversations around, hey, you know, let's look at that, let's better understand that, so that we can,
109I don't know, intensive. We have serious conversations using data, using third points of reference, so it's not just We feel like focusing on this, we're really grounding it in their, you know, their local needs, their LCAPs, and the data It's on the dashboard. All right. So the dashboard, you have seen this before, Jess talked a little bit about it in her presentation. The one thing I will add, which I think is an interesting point. They're looking at the dashboard data used to come out pretty late, later in December. So by the time the data was there, it… It was hard, we're in the middle of the school year, it's hard to really have meaningful conversations for planning. So, there's been a push, and it's a push For all of us, to get data entered, make
110sure it's all accurate, for CDE to process it and have it posted. So, as of 2024, the dashboard date was moved up to December 1st, and I believe they even presented it or shared it out at the end of November. So they met that deadline, because I think of where the date fell, December 1st was a Sunday. So they had to even do it sooner. For 2025, it's supposed to come out November 15th, so… Even sooner. And then, for 2026, it's supposed to come out October 15th. And after that, every year, it will be available… dashboard updates will be available October 15th, which will be beneficial in, you know, you get the school year started, you can look at the data and have some meaningful conversations, and still really Expect meaningful change based on that.
111A lot of times that data was lagging data and lagging enough that you couldn't respond in the way you'd like to, even though you were kind of thinking. Where it might be, and so the fact that the dashboard dates are moving up. It does put pressure on the whole system, but I think it'll be really meaningful as we can move forward. I wanted to highlight that as there's a dashboard update. Um, next slide. So, local indicators, you've also seen these, Dr. Garrett has an upcoming presentation about SCOs. Local indicators. Those are other areas that maybe, um, they don't have actual measurements on the dashboard, but Locally, we review practices, the districts are reviewing their information. But there are also ways that if you don't meet the local indicators, you can be eligible for differentiated assistance
112or additional support. Next section is getting a little bit more into technical assistance and differentiated assistance. Um, I'll start with kind of the big picture of the California statewide system of support. As you can see, they have modified this visual many times, so this is the new visual. Of the system of support, which as the LEAs at the center, that local control, the needs of the local agencies. And that includes charter schools, that includes districts, that includes county-operated student programs, all at the center, and around that. We have the county offices of Education, which provide technical assistance and support. There are the geographic lead agencies, which bring several county offices together, 9 across the state, to look at supporting technical assistance and needs as a region, and… They come together and, you know, support, and
113we work together to share best practices regionally, rather than Just within the county. And then there are other resource leads and initiatives literacy, math, English learners, areas of focus that If we see, hey, there's a need over here. We want to partner with others who are leading that work across the state. We are able to dig into those resources, and We have presentations of some of those resource leads and different initiatives. We are able to connect with them to really understand what's out there, so we can help Districts connect to the resources as appropriate, and gain extra support for our team also, so that we could build our capacity. Um, those, I mean, those were… oh, thank you. And then, tiered technical assistance, um. Similar to you seeing the MTSS triangle of support, where across
114the board, there's technical assistance for all, there's resources available for everyone. Who may need support or responsive to what The needs are at the district level. The targeted support gets a little bit more focused when needs come up based on the data. So, based on the dashboard data. Districts may be eligible for differentiated assistance, and that's when As a county office, we come together And help support them. We look at their data, we've worked with districts over time to look at maybe The population of foster youth, so we'll bring in Experts in that area, along with looking at the data, making sure we know students by name and by need, that we can really dig in and understand what's going on in each situation. There might be situations where we're looking at initiatives around graduation
115rates, or special education needs. We bring in the different team members to look at those areas, and so that's just part of our differentiated assistance process. At this time, this year and over time. The districts have kind of fluctuated through that. We, um… this year, all six districts were eligible for different reasons, and There was a new indicator added, which was the long-term English learners, which across the state really put districts into differentiated assistance, because That was a new area that was added to Eligibility and. It's an area to focus on, because we have some youth who continue to be English learners. For many, many years, and really focusing earlier on on what's… what are the barriers, what do we need to be doing earlier, looking at the data. So that's something that… I think
116is being looked at across the board, and I wanted, you know, to mention there. And then there's the intensive intervention. Leas that have, um, student groups that aren't making progress over several years, over 3 years or more, in the same student groups in the same areas. Are eligible for more intensive support, or And kind of that third level, or like a 2.5, but extra support of direct technical assistance, and I'll get into that a little bit later. Um, that looks different across the state, and I'll share what that looks like in the future. That's kind of the overview. Differentiated assistance eligibility, student group performance in two or more areas. And the areas around the next couple slides. Performance on local indicators could get them into differentiated assistance, and also if they're Are any errors in
117CALPADS, or if CALPADS, all of the data is not certified at the right time? That can also show that a district's systems and processes aren't performing at the right level, so they, um, can become eligible at that. Okay, so these are the areas of eligibility, and there's There are lots of ways that things mesh together to make districts eligible for differentiated assistance. We do know The past few years, chronic absenteeism has come up. As a large indicator, and so We know our districts are tackling that, and have been, and they're making improvements in those areas, but that wasn't… an area across the state, across the nation. In the state that was really, um, highlighting So, next slide also goes into other priority areas. Again, it's a combination of different areas of need that make districts
118eligible. Next slide. Just a… just as a sharing process for this, um. We really take a collaborative approach. We work side-by-side with the districts to help them, I think, be a thought partner. Help them maybe look at areas of the data, look at areas of the need that they might not be looking at when you're in the system, it's harder to work on the system, so really providing some of that thought partnership and ongoing Support engaging them in root cause analysis and digging deeper into what's… what really is the problem? And not just jumping to solutions, but really looking at What are the factors that are contributing to the needs that we're seeing? So that you can develop really meaningful solutions and not just jump to, well, let's do these All these things, because we
119don't even know if that's really the problem that We need to be addressing. Is it a transportation issue? Is it… You know, another kind of issue that we have no idea about. So really digging into whatever the issue is. All right, and then it's customized support and responsive also to their needs, and We don't see differentiated assistance as a one-time thing. We really tie this into ongoing work. And while they're identified, um, at the time of the dashboard release, and now districts are eligible for 2 years. And charter schools are eligible for one year, so There's a longer time to really dig in. We see this as an ongoing process. And we don't just say, okay, now it's… March, and we're done, and we're not gonna, you know, talk about that anymore. We really… keep
120that process going, and it may be the same topic for a couple years, so you can really dig in. And see some improvement. And then the direct technical assistance is in partnership with California Collaborative for Educational Excellence. And they have different… approaches to how they provide that support. So when districts have been in differentiated assistance for the same areas for 3 years, they become eligible for DTA, And so, Vallejo, and actually, we have a special partnership with Vallejo and the California Collaborative for Educational Excellence. We, um, the superintendent, Dr. Clark. I said, and, um, the CCEE came together to request the state superintendent of Public Instruction that we all can work together as a team, because there was recognition from everyone that, hey, we need to do something a little different. How can we dig
121in? For different kinds of support. So that work started And then they became eligible for DTA in a more formal way, but our process had already started, so we have I think one of the longest-standing partnerships with CC, as they have grown and Continue to develop their kinds of supports, but we're really… Um, we work in partnership with them, we meet regularly and work closely with the Vallejo team to provide support. Fairfield became eligible this year for DTA, and the support in Fairfield is much different. It's, you know, we're meeting with them a couple times a year, and there's more of a check-in. Maybe some resource support. So there's different levels of intensity and support based on the individual district needs, also. And again, it's collaborative. It really is focused on building capacity, because with
122all of this. The goal is to have the efforts and the… support be at the local district level, and kind of… wean away the support that's more intensive, so they're doing it more on their own. Next slide. Okay. That's the end of my section. Do you have… do you have questions here? It ties into what… Dr. Suleiman is going to present. Doctor, um, doctor. Thank you. Quite a promotion. Um, my question is… looking ahead, because I went through the presentation. Are the numbers that I'm about to see related to what you just talked about? Is that the… surveys and things, so the… all that work that you're doing with these districts We're getting these happy 96% numbers, or is this a completely different bucket? It's related. And we're not… okay, cool. That's related to those
123pieces, yes. Trustee Cheek? Don't go anywhere. Sorry, what else? Go ahead. I just, uh, have a… The question in the, um… the California school boards, the measures, and the ELA results by group. Um, is there a more detailed assessment where it reflects how slight are you on? Um, sorry, I just… It was the, uh, the dashboard. The dashboard. Like, we've just seen the charter school, elite charter school, were detailed student group? Do we have something like that for them? It's actually publicly available, and we do have that for all of the districts. We have different charts The way that data is displayed, but also it's on the California's dashboard on the website as well. I don't have that in this present. I know, that's what I said. Can we see that? Certainly, we can shift
124that. Can we present again, can we… I mean, because it was just interesting. The same one, the charter school have it, and then we… in the arts, and it wasn't there. So, you're asking it for our own… County Office of Ed programs, or for the district. For the district, what you were just presenting. The dashboard information for each of the districts. Got it. Yes. We can provide that through the superintendent, also. Anything else? Thank you. Oh, wait. I'm sorry, slow. Trustee Lebel. So, all of the assistance that you're providing to the districts are generated from the district itself. Is there any time that you are then offering something that is not being requested? Yes, we do that as well. Um, we… We are in… We are also reviewing the data and looking at the needs
125across the county. We're also in partnership with other county offices and looking across the state for resources that we know Hey, we want to offer this, and, you know, are you interested? We have different. Um, opportunities that sometimes it's a couple schools might be eligible to participate, so we offer that out. Who might be interested? We… there are targeted, um. Groups and professional learning. It might be that we know a district is struggling in this one area, and we find out about this great resource. We've been doing that, we have a training coming up where it's really focused on the science of reading, and We've offered that out to our district partners to say, hey, who's interested? And we've had a really Um, big outpouring of interest in that, and so that really helps them
126focus on their needs, but also is us coming to them That's one example, but we do provide that. In lots of different areas. So, yes, it's not just responding. I think it's also listening, though, as you build those relationships, you listen. You see and you hear, but you also share the best practices that are out there, the evidence-based practices. Say, hey, let's look at this so you can, um… consider this as you move forward. Does that answer? Yes, thank you. Oh, let me ask you, uh… more intensive differentiation differentiated assistant. Um, are we offering that to charter schools, too? Is that offered to elites? They're low on the dashboard. So, Elite falls into a different category with their differentiated Since they're not into the… in the direct technical assistance, but… Her own LEA, though, right?
127They're their own LEA, and charters have that one year of eligibility, so… Because we're the authorizer as a county office, we can't provide the differentiated assistance support. It's provided by Santa Clara. County Office of Ed, because they… I think the intent of the law is to separate kind of the oversight responsibilities from being able to have authentic support in that way, if you're really looking at You know, struggling in one area and being able to be vulnerable in that conversation, I think It was structured that way, so that there would be… support that you can offer this differentiated assistance as long as you're not the authorizer. And that is the way the, yeah, the statue works. However, we offer Elite support in different ways, and they can attend our trainings. It's just that… intensive support
128and focus in that area. We don't provide directly No, I was going to suggest that, uh, Dr. Suleiman. Thank you, Dr. Lemos. Trustees, Superintendent Astroya Henderson, I will begin. Um, sharing more about what our professional learning looks like, and really how it's responsive to the needs of our, um, LEAs. So, first, I would just want to explain what is Responsive Professional Learning. What does it actually mean? Oftentimes, we think of professional development, which is a one-time. Um, one-size-fits-all type of learning where you get a binder and you put it on your your bookcase, and you move on. But what we really want to try to do with professional learning is really an approach that is intended to make real change. That's really applicable to the participants, and Um, really addresses system-wide, um, changes that need
129to happen to improve those student outcomes. And so we really want to emphasize Going beyond that traditional PD. And, um, provide professional learning that's a much more sustained. Um, interactive and really is, uh, adjusting, or… Um, relating to the needs of our LEAs. Next slide. One of the ways that we can do that is really be responsive to the needs of our LEAs, and think And listen to the feedback and the requests that they have. And so, um, we… try to make it very interactive. Um, um, really job-embedded That's, again, applicable to what they're doing. Sometimes it's modeling and coaching. Um, sometimes it's collaborative, and, um, it's… not a one-time thing, it's a continuous or a series. Um, we often try to have those conversations around how it can fit in with their LCAP goals,
130um. Their specific goals around Um, their professional learning of their staff. Um, we also consider Um, you know, changes like Dr. Alimos talked about, like LTELs is Now, on the dashboard, and so that's a conversation that we're having with many of our districts. Because that's a group that's now showing up on the dashboard. And oftentimes, they're the most, uh… student group that is of most need. Um, and so we also think about the unique context of our districts. Um, here in Solano County, as you know, we have quite… even though there's only 6, but there are quite a variety of contacts is from rural to more. Urban, and so we really think about how we can, um, provide, uh. Professional learning that is really, uh. Attune to their specific needs. And, um, tailored to, um,
131help improve their outcomes. And just one way, um, that we think about when we're designing our professional learning is not only the a context of it, so we really try to be Um, to offer different types of classroom learning in terms of in-person. Or virtual, or sometimes it's asynchronous through, like, a module. Um, we have communities of practice, we also offer professional networks, um… Sometimes it's a one-on-one coaching, um, uh, style, or a trainer of the trainer model. Oftentimes, when we're thinking about it. We really want to focus on building the capacity of their staff members, and… Um, really thinking how we can do that, so that way. They are building their own systems. And the purposes vary, so I know that Um, when Dr. Lemos was talking differentiated assistance. That's an example of a
132way that we Um, support those districts. Specifically with the, um… the needs or their, um, the problems of practice that they may have. It also can be, um, a customized, uh, professional learning Um, it also can, uh, look at something that's part of a grant. We can offer, because we have some funding and Especially now, moving forward, we have a lot of our districts that are Um, finding tighter budgets, and so… When we have the opportunity to offer something that they Um, love to offer to their staff, but do not have the funds. We try to, um, do that as well. So again, that communication is really important as we're… delivering and planning some of the professional learning. Opportunities that we have. Next slide. So these are the numbers that I think you were looking
133ahead. Um, we were able to, um. Really, uh, look at the impact that we've had… this is not the entire year, this is from July of last year to… April, as of April 24th. I, um… And you can see the significant reach of RAOPL. Effort and the, um… Um, there was a process that we collected the data for this, and paired and displayed in a way that, um, is easy to… I'm kind of see the, again, the depth of the… the work that we've been doing, and this is, um, across All of our programs. And if you look at the next slide, you can see that Um, so… the numbers that you saw is across many of our programs, so… be from something that we offer through the district. Or it could be something with
134early learning or special education, and There's actually overlapping, um, on purpose, because there's some things that Um, we do share, and there's some… cost program, um. Collaborations as well, and so if you look at the next slide, you'll see that Um, in that, when we're looking at the areas, like. Academic achievement, again, that's across many programs. That touch on that, um, pillar. Um, there's no practice. That also includes social-emotional learning and behavior, health, and wellness. Um, and sometimes we just have to do a professional learning on, like, compliance. You know, things like we recently had, um, CALPADS training, right? They need to know how to, you know, follow a system that It's created by the state. So, there's, uh. Quite a variety of Um, uh… topics that we share. And again, it is very much…
135across our organization. And sometimes it's a collaboration also across our organization. Um, and, um… The key for all of them is supporting staff and students. Um, in those different areas. The other thing I want to point out on the next slide is. That we also have notable attributes of the professional learning sessions. Again, really emphasizing our strategic approach. Um, because we don't want it to be a one-time type of thing. Oftentimes, our professional learning is part of a series, so again, really working with them to develop their skills. Their capacity. Um, you can also see that oftentimes it's impressive by the LEA, and again, that could be from differentiated assistance. But it could also be from a grant, or specific, you know, area of need, of course. You know, if we have the resources, we
136try to do that as well. Um, oftentimes with a brand new professional And that talks to that responsive piece. I was, you know, educational landscape was changing all the time, and we want to make sure that we're Um, you know, um… up-to-date with, um, those trends and those changes. And able to support our districts navigate through that. And then, um, again, lots of collaboration with multiple divisions on many of those topics as well. The next slide, you can see that, um. Overall, we've had quite positive feedback from our participants. Um, that the content was relevant and meaningful, and this is really important for us. And just like any organization, and just like what we preach to our LEAs. Really want the data to drive our instruction, drive our practice. So we take data analysis as
137a real key part of What we do and how we think about continuous improvement. And as our own organization. How we're learning from it, and… Um, continuously. Hopefully, um. Providing those, uh, supports and services. Better each year. And then these are just some quotes from our participants that sharing some of our feedback, um. The reason that we provide at the end of our PL, so… Do you have any questions? Trustee Dean? I want to start with a comment, and that is, once again, and this is more and more common. There were some years where it was less common. Once again, I'm just so thrilled with the level of professionalism that we see from the staff that's in this room. Appreciate it from both of you. Um, having said that I'm having number struggles today. Because
138I can't get these numbers to match. So, we say that we have 6,404 total attendees. Do the CD. Presentation somewhere. Then we say that where it's broken down by educational practice. I'm coming up with, like, 450… So… I'm sorry. You said the Maybe it would be helpful if we had more of the disaggregated data instead of the aggregated data. Like, the list of… trainings that were put on, what departments put the trainings on, the cost of the trainings. This is a… it's a beautiful slide show, a beautiful presentation, but it doesn't give us a whole lot of data. Telling me 96% Well, what were the number of total people that were there, was it 5 and 4 of them liked the training? This doesn't give me any information here. The difference between the number of…
139participants, which is the 6,400. That can expand across the 400 different trainings. Or whatever it is. So that… is not individual for each… there might be 50 people at one training, there might be… 20 people at another, right? Right. So, and then this leads to kind of what President Coleman was discussing. And it is beautiful, and I do absolutely trust that this is happening, and that we're making progress. Um, but yeah, I think it would be helpful to us. For our analysis. Not today, not this month. Maybe, you know, August, September, October, somewhere in there. If we could get that further breakdown. You know, that would be lovely. I think by next month. Next month? Are you gonna be here? Yeah, I will, actually. Okay. Yeah, that's right. I mean, you do have a database
140that collected all this information, right? We developed a database for all this information. It should be easy to send it to us. A list of trainings, how many people attended each training. The post-summary. Training, uh, interviews? We are… and I will say, to Trustee Sharp's piece of continuous improvement. She's asked for this several times. And I will say, the continuous… improvement efforts of continuing to define what we're asking for as an organization, get better at collecting The data with the specific information together, because we have Some other sections that we, in the middle of the year, we said. Hey, why are we having so many other boxes checked off? So. Then we went back and we stopped the other, you know, and so we have more others this year that then don't fall into the
141bigger categories. But we can certainly provide you with what we have in the way that we have it, and we're continuing to grow to get More specifically to everything that you're wanting. I don't know what else to say to that. I… we have… we have data, we have the information, and we want to be better And gathering it in a way that captures the story of what we are doing, rather than just, you know, some… it's… The quality of the data in is as good as the quality of the data out, and so we're really looking at our process of How we're collecting data across the board, and we have some inconsistencies in getting it exactly the way that to the precision that we'd like. So, we've gotten better. Over time, and we… into your…
142to your point in… in continued encouragement. Um, we're continuing to refine that so that we can have it be more accurate, like that other section. Well, I think part of our… our… wanting this information is we want to see how it's coming across in the budget, too. Like, how… worthy are these, all these trainings? For 339 days of trainings, well… What were they? We have no idea what these were. You have no idea how they played out in the district. Or who took advantage of them? So that's all information that's helpful for us, to be able to make a decision. When we go to look at budgets, and we look at how much we're spending on trainings. Stuff like that. Is it really worth it? You know, are we getting the outcomes that we want?
143I want to echo what, uh, President Coleman, um, said, but I also do want to recognize that we are, like, worlds apart from the first time you gave one of these presentations. I mean. There were no charts. They could have been the basket weaving class, for all I know, and now we're seeing it broken down, but like, the minutiae, and we'd love to have the details. It's easier to sing the praises of the programs, if it's some… we have something more than, oh yeah, we did. We had 6,000 people participate. What did we do? We can be better cheerleaders when we know the information, but I do want to recognize this is worlds different, and I appreciate your effort, and getting there, so thank you. Thank you for the ongoing feedback. Thank you very much
144appreciated. Dr. Lamos, Dr. Suleiman. The next item is the California School Dashboard Local Indicators, and Dr. Garrett has been waiting patiently! She will present the information related to the school dashboard local indicators. First off, how was graduation? Oh, it was beautiful. I was just gonna say, it's so weird not having families and students here, so… We miss that. Yeah, I miss them, too. The graduation was absolutely beautiful, and I saved my tears for… After the event in my car, but it was… etching. Thank you for asking. So, trustees, um, it is my esteemed pleasure this evening to present to you Our California School Dashboard Local Indicators Information. Next slide. So I just want to remind the board and our community that the dashboard is used to inform our LCAP, And as you can see, it's
145the data from the LCAP and also our local Um, I'm sorry, data from the dashboard and data, our local data. That contributes to our LCAP. And of course, our goal is to meet the needs of our students. Next slide. So I just want to remind the board and our community members who are listening that there are a 11 priorities that go into our, um, LCAP. So there's 6 state priorities and 5 local indicators. Next slide. So, this… the next couple of sections, I'm gonna be reporting on how we performed in these different, um, priority areas. And I want to say, um… as an employee of SCO, and also as a Solano County resident. It is a true pleasure to present these next slides. So, starting with priority one, basic conditions. This has to do with
146facilities. Do we have enough textbooks for our students? Are our teachers highly qualified? We have met the standard for Priority 1. Next slide. Priority 2, the implementation of, um, the state standards. Um, we do a lot. Classroom observations. Looking at data, making sure that in all of our classrooms, students are having access the standards-based curriculum, and of course, professional learning for our classroom teachers. We met the standards for Priority 2. Next slide. Priority 3, parent engagement, um… I just want to tell the board that our superintendent bought a beautiful sign for the porch. Is that Golden Hills, we wait for the students in front of the school, and The reason why is because we believe that parent engagement is the foundation of the work that we do, and without it. We're in that thing. Honestly,
147because we're here for the kids in the community. So we do do surveys, we have the LCAP parent survey, we do that also for the staff and parents. Um, we had a great time. Um, I didn't add this on the slide, but I'm gonna let the community know. Through the community school grant, we held community school meetings. Those meetings were overwhelming, because we had parents leaving work. Students participate in, community members coming out to say I want to be part of the solution, because we have a movement going on here in the Solano. County Office of Ed, and it's to be part of the solution in our community and world. Um, also, um, the California Healthy Kids Survey, we administered that. For our staff, students, and parents, so we're looking forward to that data. So
148for Priority 3, which is Our extreme pleasure to say that we met the standard for Priority 3. Next slide. School climate, again, um… all of the educational partner meetings that we held, the school site council meetings, the surveys. They all focus on school climate, and how our schools are experienced. By our students, parents, and community. And for this standard, school climate, we met the standards for this priority. Very proud of that. And priority number 7, I did not add this on the slide, but I want to let the board know, and our superintendent. That we've been working, um, very closely with Edgenuity. Um, you heard that One of our partner districts. Uses that program also for credit recovery. Uh, because of the feedback from our students and parents, we're expanding to offer even more classes
149for our students, more electives, more opportunities. For them to, uh, get access, uh. Different parts of the curriculum, including CTE, so… Shout out to Edge Annuity, and of course, we're preparing our students, uh, for graduation so that they meet the requirements. For entry into the CSU system or UC system. I'm very proud that, um, because of the feedback we kept. Doing our research, and we're expanding our course offerings starting in 25-26. Priority 7, we met the standard. We're priority 7. Next slide. Uh, oh my gosh. Um, I just want to take a moment, um, for any of our, uh, educational partners. Who represent the 6 school districts in Solano County. I want to thank all of the school district, um, student services, um. We had, uh, Dr. Kelly here this evening. We meet every month
150to talk about our services countywide. And the, uh, county plan for expelled students is absolutely exceptional. All of the districts have done, um, very thoughtful and methodical, uh. Planning to work as a team to figure out how to keep our students and families engaged, um, in their districts. Into, um, eliminate the, uh, numbers of students who are expelled, um, or suspended. And I just want to take a moment also to just thank Every single district from Benicia to Vacaville, who entrusts There's students with the Solano County Office of Ed, it is a pleasure, and I'm so honored that all of you put the care that you do To make sure that these kids are taken care of. And I'm also going to speak for the voiceless, the kids at the juvenile detention facility. This plan
151also talks about how the districts come and support those students who many times Bill, um, as though they're… They're left out, they're not. And we've also, um… opened up, uh, visits for the school districts to go and visit the students. Throughout the county who have, um, students who are there at, um, Evergreen Academy, so I just wanted to… take a couple of seconds to, uh, shout out all of those colleagues. Because we're all a family here in Solano County. So, for Priority 9, we met the standard for this priority. Next slide. Um, yes, our foster youth, um, so proud of, um, the work. That, um, the Solana County Office of Ed does. As you can see, I'm not going to read this slide to you. But we do, um, very thoughtful. Um, detailed and, um…
152humanity rebuilding work. Um, on behalf of our foster youth. Mr. Khan Walker and all of the agencies, I've had the privilege to present, um, our LCAP and receive feedback. From the different partners throughout Solano County. Who support our foster youth. And, uh, board members, I want you to know that there are a lot of young people who, um, have experience being in the foster, um. Care system, and here in Solano County. Um, we're doing something about it. We're there to be supportive, and as you can see. For priority number 10. We met the standard. Next slide. Oh. Thank you, that's the end of my presentation. Thank you very much, Dr. Garrett. Other questions for Dr. Superstar that you are, no question. Thank you very much. Not at all. Thank you so much. And yes, the
153commencement was incredible. Very well done. The next item, uh, in your packet is the year-end review, uh, and it is there for your information as a summary. Of, uh, the highlights and, uh, all of the action items that, um. Were provided by the board. After that is the quarterly disposal of obsolete inventoried items, and that is also in your packet. For your information. So, on this one, um… We sold 2 vehicles, it looked like, and then we… disposed of everything, we didn't, um… Donate it? Is that a capacity issue with county surplus, or did we really just have that obsolete of stuff, or…? Good question, I'll turn it over to Becky to respond. You might want to go to the mic. Sorry, Becky. I've left you alone for, like, months, so… Um, there were times
154when the county wasn't taking Face them, but otherwise. A Methodism. Okay. Coordinating it, so maybe… bright box as well. And if you need help getting it in. County, I'm happy. I think, um… Last I checked on. They had a big ol' free, everything was free. Events, so they should be cleared out now. I think we're all back on track with that, and… Awesome, thank you. Thank you, Becky. The item, uh, after that is the quarterly report on Williams Uniform Complaints. And you do see the one there, uh, not only for school, but you also see Uh, the third quarter reporting. From January to March for our school districts as well. And Manolo Garcia, our Associate Superintendent, will provide the next two items, the human resources report. And the temporary certificate. Good evening. So you see
155that the staffing report and ETCC are brief. For this, uh, meeting. We had, oh, starting with the staffing report. Uh, we hired a human resources specialist in our division. That was good news, as well as a project support analyst. Um, so that's it in terms of the staffing report. Are there any questions What are their names? What are their names? What are their names? Uh, uh, Lily, uh, deal? I was hired as a human resources support specialist. Uh, the project support analyst. Um, I don't know the name of that individual. I can certainly, um, provide that. Going forward, when you… Do your report, can you give us the names of the people that you've hired? Certainly can do that. What are you looking at her for? So that we could coordinate, making sure that I
156get you the information. I have to ask, don't need to look at it. We can do that, President Coleman, thank you. Any other questions? I was just gonna ask if it's an internal, was it an internal… higher up, is it a promotion? Yes, um… the human resources specialist. It was actually a substitute, uh, Frisco, and the Project Support Analyst, um. Was a college and career development, um, specialist. Oh, I also think it's kind of… just doing the recording, just a second. No. Motion from Answer my question. I was asking if we were poaching, so… When do we get, uh, really rolling on the new, um, hires? When will you, really, will we really start to see those, uh. August? Well, we've been… we've been rolling on the new hires, um, it just happens that this
157reporting period, there's just a couple, but we have, uh, hired teachers. Um, for both. Our JCCS, and for special education. And, uh, we're continuing to hire all summer long, so… And do we… what are our absentee number… I mean, our numbers that we haven't filled? Are we looking to fill a bunch? What is our… Um, primarily… did we keep a lot of them, or do we have a lot of turnover? We do keep a lot of them. Um, we currently have the most, um, the biggest classification is our paraprofessionals, no We have, um, slightly about 9, and we have about 1918 total positions that are currently vacant. Thank you. What about… People that we laid off, have they… Have we hired any of them? No, not yet. They're still in their current positions, um, through
158June 30th. We're not hiring anybody Forward of June 30th? Um, we have, um, but again. They have rights to the position after June 30th. The layoffs take effect. Thank you, Mr. Garcia. Thank you very much. And that is my report. Alright, we will now move on to the public hearing. Gonna open. Start with the L case. Open the public hearing on the proposed local control and accountability plan. For Garrett! Good evening, trustees. Um, it is my, uh, pleasure this evening to provide the board with an update concerning our local control and accountability plan. Next slide. So I just want to, uh, review, uh, for the board and our community that we held, uh. Educational partner meetings beginning back in November. All the way to May. And as you can see on this, um, calendar, it
159shows the depth and breadth of educational partners that we met with. In order to receive recommendations for our LCAP plan, and we're very proud that this document reflects the voices, the recommendations. Of the students, parents, staff, and community members. So, and we also want to thank the board, because we had a lot of fun. Doing the… receiving recommendations from all of you, so thank you for affording us the opportunity to use one of our board meetings to, um, actually uh, solicit fantastic recommendations, so thank you. Next slide. Um, I just want to share with the board and our community that, um, we do have a timeline in terms of getting our LCAP approved, and I'm just going to review, uh, for you and our community members That we began this process in March. With asking,
160um, providing an update to the board about our progress. With our LCAP. Um, then during the month of May, we provided the board with a, um. Why am I having it? We've provided you with a draft. Copy of our, um, LCAP. Sorry, y'all moving down the food chain. And then… During the month of June, we're actually, um, which is now, we're doing our public hearing, uh, this evening. And, um, our goal would be to receive board approval for our LCAP plan at our regularly scheduled board meeting on June 20th. Next slide. Thank you. The LCAP is included in your packet, and certainly… Dr. Garrett is available to answer. I have a comment. Okay, Trustee. Question. So, um… Harkening back to when the LCAPs first started. And the great scramble that it was. You know, system-wide,
161for all the… All across California. It was chaotic, and I was almost frightening, and… There were lots of complaints. Um, struggles. Right? Yeah. Um… So, uh, to where we are today. I noted on the last slide where you said we started on March 12th, we did this, we did this. But actually, every single day. You're doing it now. Every single day. And it builds… so it's a… it's a cumulative process. It's not really a… Here we are, let's look at the document. So, in years past, when we were looking at the document and saying. What is this for? What is that for? Why are you doing this? This doesn't match up. Like, something we might have done earlier tonight. Um, I feel no need to do that, and it's… of course, due to your leadership
162and the whole team. But also because we have this cumulative process now. That's, um… well-established, and… matured. It has matured. So, I don't think any legislators are listening. When we hear rumors in our community that they're going to change this, I'm like, oh, come on. We just got it straight. So, thank you. That's a political comment. Oh, come on. Thank you. Thank you, Trustee Dean. I will also note that the SO LCAP is looked at as a model across the Uh, for county offices of education, and so it is a real iterative process. And that does not, you're right, start in March, but we are… and we bring it to the board. On a monthly basis, um, very intentionally so, so that there are no surprises. I wonder if the other followed our… I mean,
163I just wanna… I just want to take a moment, I know we're about to go into the public meeting, but I just want to say to… all of my SCO, uh, colleagues. In business services, student services, um. Ed Services, I mean, all of you, um, the board. Um, I don't even think I could capture in words, and this is my… Third year in education. But I can't… I don't think I can capture the depth and breadth of appreciation of, um. Just all of the support, um, that you all give. Everybody in this room. Uh, with regards to having this LCAP really reflect, um. The community, and while Trustee Dean was speaking. I was thinking about the faces of those students, and Trustee Coleman, you attended one of those, uh. Lcap meetings, and the kids are
164going on and on and on, and just the pride, just knowing that our document is not something that's sitting on the shelf, it's actually reflecting the voices and the parents, and I know they're not listening right now, because it's summer school, but the community members, I mean, summer fun. The community members out there, um, in Solano, you really ought to be proud, um, of this board. And the Solano County Office of Education as a whole, because we really are trying to make a difference, and That plan reflects those voices, and I know my kiddos. At JDS, uh, can't hear me, but they're not forgotten, and… Once they, uh, move on from that stop. Um, we have things in place to support them, so I just wanted to say that, because it was on my mind.
165Thank you very much, Dr. Garrett. Oh, you can cry. I'll wait till I get in my car. Very much appreciate your leadership. Thank you. Your gratitude. All right, moving on, if there's no further… All right, we're gonna open the… we're gonna close that public hearing. Gonna open the budget public hearing. We have Michelle Hampton. Deputy Superintendent of Administrative Services Operations, and Becky Lentz. Our internal district business services. Manager. Internal. Business Services Network. Good evening, everyone. Item 8B on tonight's agenda is the 2526 proposed annual budget. Becky Lentz and I are here to provide the board with an overview and walk you through those highlights. We'll start off with, um… An agenda here to show you what we're going to walk through, I'm going to start with the themes from the May revision and the proposed
166overview. And then I'll turn it over to Becky, where she'll recap the budget assumptions used in the development of the budget. And to talk about the County Schools Service Fund summary. Highlights, and a very brief outline of some of the other funds included in your budget book. Our presentation back in February. Was outlining the governor's proposed budget, and it included details about economic factors at the state level, and how those would play into our budget assumptions. All factors known were taken into consideration when developing the budget. And this proposed budget book. The most notable include continued economic uncertainty, particularly as it relates to federal policy and its funding. Plan to under-appropriate the 24-25 minimum guarantee. Um, that still remains in the May revision. Lower revenues and increased costs of healthcare at the state level. And
167talk of further reductions, funding shifts, and deferrals. Primary sources of state revenues are personal income. Corporate and sales and use taxes. These are projected to be lower than what was estimated back in January. Concerning. Meanwhile, inflation continues, and the job growth market has been downgraded. This revision assumes what they call a growth recession. Forecasting below-trend growth and rising unemployment. The adopted budget is the first forecast made at the earliest point in the budget cycle that we've all Listen to my presentations about it for the last couple years. And we take into account given current economic conditions and established budget assumptions as we go through that cycle. Provides an estimate of the organization's resources, known as revenues. From a combination of local, state, and federal allocation, and its expenditures, including staffing, supplies, and services needed to
168conduct the org as an organizations' daily operations. But more importantly. The budget, or this budget, reflects the organizational goals and core values. Currently, SCO is growing in the programs and its services And it provides, in this budget. Details that are reflective of that. Now, at this time, I'd like to turn it over to Becky. I'm gonna share the highlights of the budget. Next slide, please. The first thing I want to highlight is, uh. Items in the budget include… Education Protection Account. Gonna have to step closer, Becky. And I can't see… There you go. Your glasses. This glass is doing anything. Um, so the Education Protection Account EPA funds are used to fund the instructional program in alternative ed, or JCCS. Budget includes expenditures necessary to implement the actions outlined in the LCAP, And the budget
169includes step and column increases. If gated and classified staff? And we always do a review of the criterion standards, the items that… fall out of this standard. Um, review of the state software that could indicate problems. We always want to speak to those, because they… concerning to manage any concerns. And they're always marked as not met on the budget certification, so one item is the local control funding formula revenue. And this is a recurring thing, we don't include the redevelopment agency liquidation funds and our property tax initial budget projection, so that's why we have that fluctuation, and when we come back in first interim, any redevelopment funds that we have, we'll have a revision at that time, so… That'll be an indicator, so it's a recurring theme in our, um, budgets. Uh, the salary and
170benefits are outside the standard, and that's because the 24-25 estimated actuals has been updated. To realize any vacancy savings, so it's our current estimate of where we will end the year. And then we also have growth and program for special education. And so the 25, 26th… What's that increase? And then we have item S5, which is contributions. So, for the special education budget, the indirect is capped at 5%, will be charged back to the district. For the, um, agreement. But we go ahead and record the full cost, and then we offset that with a So it's revenue and expense. It shows that that, that contribution… increased. Next slide, please. So for the unrestricted general fund. Changes, so the, uh, this is between the estimated actuals and proposed budget, so the LCFF sources is a decrease.
171And that's the property tax? Other state, uh, revenue has increased, and that is the home-to-school transportation reimbursement Program. The local revenue is a decrease, and that is interest on cash income. Treasury? And… That's based on your cash balance and the interest rates, and that can fluctuate, so our budget is a little bit more conservative than our current Estimated levels? Next slide, please. Expenditures, both the books and supplies category and services and other operating. Are, um… the estimated actuals, again, were adjusted for our current estimates of We anticipate not spending everything budgeted. Um, and so it shows us an increase. And then the unrestricted budget includes allocation for one-time expenses. Again, we bring this back every year. We always code these projects as one time, because that year they are, so we have technology pro… projects
172at $235,000. Maintenance and Facilities, 50,000 vehicles, um. $100,000, that's a carryover project. Struggling vehicle availability. Getting that fleet to, um… I mean, contracting with, uh, County Fleet, and we're looking at switching over, so it's been a work in progress. And then the election costs, the superintendent election, so we have $350,000 budgeted, and then we have additional funds Um, assigned imbalance. Um, for potential costs above that. And so, just to note, some of these items are carried Total 1.2 p.m. On the restricted general fund side. For the revenue, again, the LCF… And that's the property taxes. And the offset to that on the restricted side is an increased distance. So it always balances out. And then the state is an increase to show the growth in the special education and self-operated programs. Federal decrease, and that's
173expiration of the grants, primarily the MHMO grant. Local is a decrease, and that's because in the current year, we have carryovers. Allocated for the year. And receipt of special education Medi-Cal reimbursement fund. Uh, the expenses for the restricted, classified sellers and benefits is increased, that's growth in special education. Supplies and services and other operating methods. Decrease, and that's the expiration. And then this slide just highlights the other funds that are included in the budget, so we have the special pass-through fund, adult education fund. Child development fund. For early learning grants. Uh, the Special Reserve for post-employment. Benefits and the county. So I just wanted to take one quick second Some of the, um… details in the SACS report. I don't know if you have your books with you. If not, the pages. On the lower
174right-hand side do correlate to the online version as well. So I was just going to point out on those pages where you want to turn to find these. Areas that we've been talking about over the last couple of presentations. So if you start on page… it's tabbed for you. On page 10, first tab, you will see you have your main fund. That's your county school services fund, or oftentimes referred to as a general fund. And in that, you will see that you have your revenues, your expenditures, and how that all sifts out and comes to your ending fund balance. You can even look in the details there and see what was the beginning balance, and you can look in… This is a little bit different than your interim reports, because your interim reports will slice
175this in a couple of other summaries within this section. Apps section as, uh, unrestricted only. Restricted only, and then combined on the adopted budget, it's just combined. But you look at the columns, and you can tell You've got unrestricted column there. Over in the second main column. 25-26 budget. So that's how you can kind of see what's the unrestricted side, what's the restricted side. And then the third column is the combination of the two, the combined column. So that's the fun that you will mostly be interested in looking through. Because that's what the majority of our activity is for our operation. Now, if you go to page… 16? You can see on there that… You have the expenditures by function, so this, again, is still within the general fund or the county school services fund.
176But the function is that… is another component of the SAC string in the account that kind of tells you whether it's instructional. Or it's student service support. It's another way of slicing the data. You're probably going to be more interested in the first set of pages that breaks it down by resource and object. Because that's more similar to the program aspect that you're familiar with. And you've got your CSAM object codes there for you, if you want to refer back and remember what the series of numbers mean. But you can go down and you'll see, next to the description, in the first sets a column, so on page 10, you'll see revenues. And you'll see resource codes, they're blank there. That's because it doesn't give you the research codes until you start getting into the
177objects, the expenditures. You'll see resource and object codes. Right next to those descriptions. That can help you decipher complexity of this report. And when you go on to page 20, that's the second tab. You're gonna start into those individual funds that Becky referred to on the previous slide. These are your restricted funds. Post-employment benefits fund, some other funds that don't have a lot of outgo activity, per se. Unless maybe in the facilities one, you were doing the facilities project. But it just… they're very… restrictive in nature according to the CSAM manual. And you would have to probably go back to the manual to understand, kind of, what… they're more complex in nature in terms of object codes and what they're… activities represent. You'll have one section for each of those in a more simplified version.
178Than the general fund, the county's County School Services Fund. In each of those tabs for those funds. Once you get past the facilities fund. On page 49, there's your multi-year projection. This is our 3-year outlook for the current budget year and two years after. This is probably my… Most… savored document in the whole book. Because this is really the most important tool for LEAs to understand how things look in the future, and how to know when Decisions need to be made about maybe an ending program, or about a starting program. For loss in revenue for whatever reason, and this helps us to plan for those changes. So you've got a couple of pages there to talk about the multi-year projection, and it breaks it out into details for you. And then that next tab on
179page 57, that's the criteria and standards that Becky was referring to a couple slides ago. This is a benchmarking mechanism that the state uses. To look back in previous years and years moving forward from your multi-year projections, so all the data that we entered into the budget loads into these forms according to what the state thinks The LAEA should look like. When they're comparing past, present, and future. And says whether it's in a normal variance or not. Therefore, it will plug in MET or not MET. And if it's not met, we need to explain why it's not met. So it's really for those reports that go out to the legislature on certain programs. Or where districts are, if they're Not meeting reserves, or… meeting reserves, or having lots of carryover. I mean, it could be
180any type of detail. It's really about benchmarking and being used for a tool for reporting to the state level for all LEAs. Then, on page 87, You have all your other state forms? This probably won't be super interesting to you. Um, but it does talk about our average daily attendance. We do kind of map that out, um, you know. Based off prior year and budget year. It's interesting to see how things compare. Has information on the lottery report. And other types of forms. And then, in the back, on page 105, you have the county superintendent um, of school operations budget. These are the program budgets that you're familiar with. This is where you can really look at the detail and more detail within the programs themselves. They're generated, um… by resource, and they have some
181criteria that help sort them away, where it's like, you're getting little mini, those sub-budgets that we talked about during the budget. Development cycle. So that just kind of walks you through what the book represents, and hopefully fills in some gaps to make it a little easier to read. And I think the next thing we want to do is just move on to the next slide and see if we have any questions. Rusty Dean, start us off. Um, Ernie, thank you. Very, great detail. I appreciate it. Um, maybe I should keep saying over and over again. What improvements we've seen. In terms of… certainly the level of professionalism in this case. Case, but also, generally, your availability for… letting us know what's going on. Um, I want to talk, I think in the… little, um, PowerPoint.
182It's page 10. I have a few questions about… the $350,000 that set aside for the superintendent election. So, I have a couple thoughts. One… Um, after we made the decision to go forward with the, um. Appointment process. I got a couple of comments, and I realized that we've been doing this a fairly long time. And we understood very clearly the choices that we could make, which were point immediately, do an appointment process. Run an election, and I'm going to ask Council if I've done… if I've missed something. But we understood a lot of… of, um… based on our experience on… what each of those choices were involved, and I'm not sure we… we effectively communicated that to the public. And in particular. One of the reasons that many jurisdictions choose to do an appointment process
183instead of a special election is cost. So, um… So, I'm interested in that generally, not only for a county-wide Special election, meaning not… not piggybacking on somebody else's election. For a county-wide seat, but also if we end up appointing a trustee, as we have in the past. That would obviously be a smaller election. I'm kind of shocked by the number 350. So, and I'll tell you why. In 2008, there was a special election in Benicia for my seat. It was going to be $232,000 for a special election for a town of 28,000 people. Potential voters of 16,000. So now, more than a decade later. We're talking about exponentially more. Voting constituents, and how… how do we get to 350th? So I'm so… I feel like that's incredibly conservative number. But are we saying we've set
184that aside now? And the second question is, have we set aside $3.50 in our budget for that. Potential election, and if so, where… what… what hot does that come out of? What don't we do as a result of that? Great question. Um, the 350 is budgeted. Because we're basing that off the last election that we did. This is for a regular election, not your special county-wide type for referencing. That is for what we're planning for for the June election. We… it… in order to get an estimate from the county voters, reporters' office, you, um, have to take into consideration that They'll give you an estimate, but then they'll say it gets trued up when the election's done. So you're gonna get, like, a true-up bill. We budget for the estimate. And then we know that
185chances are we're going to get this true-up bill, so we have made an assignment in the ending fund balance Or was it an additional $100,000? In the ending fund balance, knowing that it's going to get trued up. Now, if it was a special election, we of course would want to inform trustees what that estimate is, because special elections often are considerably more. Um, they can be upwards of, you know. That cost plus maybe another $300,000 to $500,000. Because you are trying to… do something that's not in the normal course of their schedule. And it's based off the number of voters. It's the number of ballot locations. It's the number of mail-in ballots. And also, ballot measures that aren't going to be on the ballot itself So they're spreading that cost if there were more ballots.
186They could spread it across more of those entities. To cover the cost of that special election. So it's not an easy figure to come up with. But I would say if we were going to look at that, we would call over there and say, can you give us an estimate of the next chance or opportunity to do that special election. And it would be… it would exceed what we've already budgeted for the regular election. And I'm not suggesting that we need to budget for that now, because we're already on a different path, but… just to put a point on it, in your sort of professional opinion, it would be… If we had gone forward with a special election. We're looking at at least a half. It would be upwards. I think the last one, I
187tried to look into what the last special election was. But I didn't know… it wasn't… it wasn't… the voter's office to ask the question of, like, a reliable source. It was just, I was trying to Google. And basically, the last election was in 2009, was a special election, and it looked like it was $750,000. That's a lot of money. Sounds about right. And that was 10 years ago. Or, no. Six years ago? I don't know. So the $350,000 that you have listed here, is that what the voter registrar's office gave you as an estimate? No, I based that on the last Um, regularly? You can just call over there and get there else? It's not done that before, I think. How many measures, how many… So we spent $350,000. We… I spent $350,000-ish on the
188last Uh, superintendent election. Which was uncontested? On the ballot. Yeah. Is that right? All right, well, that's helpful. I think that's… wildly conservative. Ask a follow-up to your add-on to that. Three, uh, trustee seats open in 26, how are we budgeting for that election, too? That's 3 more seats, I mean… That's, like, waivable. So is there… you're saying? This is the November one, you're not… okay. Thank you. Hopeful, and then… I mean, I'm interested, I guess it's… academic about what it would be for, uh. Single, um, trustee seat. But… just to put a point and go back to the original… question, and Council, if you have… if I've forgotten something, please let us know. When you… when one of us on this dais leaves outside of the regular time frame. The board has a choice
189to At a special election. Go through an extended and substantial appointment process, or we have the choice to just appoint somebody walking in the door, basically anybody. Without going through this. Is there a fourth? All right, thank you, that's… that's very good information. I appreciate it. I think the public needed to hear that. Yeah, I have one. Please, go ahead, go ahead. I'm a little lit. Know your list. Go ahead. You might cover one of my questions. Come on, come on, at least cover some of mine. First, I would just like to add that I recognize that personnel is one of the largest things One of the largest items in our budget, so I think that going forward, we… Probably more intensive. Personnel report, especially you know, we're hiring… not who we're hiring, but just…
190More information about our personnel. I don't know what that looks like, but… Um, so, uh… Just from my notes, just… correct me if I'm incorrect here. But so, um… the LCFF is going to be dropping by 9.7%. From, uh… $23 million to about 21 million. Um, I… federal revenues are going to be dropping increasing by 12%. And so the concern, or the question I have is. How does disease decline? Affect the, uh… precious and more contingency planning to mitigate budgetary shortfalls in the future. Um, like anything, when you're seeing your revenues decline, you need to adjust accordingly. It doesn't necessarily mean that we have to go into personnel, even though it's… you know, the majority of our expenditures. Budget. We would look first at what specifically within those revenues those programs are represented. Now, these
191are unrestricted LCFF Um, but is that in supplemental and concentration? Is it in… I mean, there's subsets of that. Is that… is it a local grant? Um, we would have to determine that first. This county office is in… extremely good position fiscally. I have to say, we're probably one of the luckier ones. Um, we have a very healthy fund balance, and we have a very sound business practice. In that we pride ourselves in making sure that our programs live within their budget stream, their revenue stream. So, we deal with those ebbs and flows accordingly. Um, we adjust those programs as needed. In those specific program budgets. That's a very general, because I couldn't say specifically if You know, if we did lose a grant. And it was a sizable, like, the grant was ending. Yes,
192we might have to look at reducing staff. But we try to look at other ways isn't going out for grants, looking for ways to backfill some of those potential layoffs. Can I just point out, that's not luck. Oh, that's not… well, that's why I love the NYP, you know. Go back to that, and you can plan for those things that are going to happen. We have staff that are very active. And, you know, proactive in trying to make sure that we don't have those situations where we the SAPA programs. Our students. Not luck. That's a lot of skill. Thank you. Yes, I do. Uh, so the unassigned fund balances, um, is gonna be dropping From 8.8 million. 8.8 million from $28.2 million to $19.4 million. 32%. Decrease. Um, the use of the funds of operational
193expenses is not substantial in the long term. Can you tell us how you… and on to continue… If these reserve… a compromise? This will help and limit flexibility in future So you're looking at the unassigned? Um, unrestricted… Actually, if we look at the… Pending balance is actually increasing. I have a assignment? In the fund balance, or the Larson facility? So it's… That offsets it where I might not be. Yeah, so if you look on page… So, fund balance reserves? Then if you go to the ending balance number… Restricted balance there. Your ending fund balance. We had an opportunity to take one time a chunk of money and put it as a reserve for this Larson project that's coming up. You've applied for facilities funding from the state, and we're on a list. And we have
194to show that we can afford our portion of that. Upgrade to that site. So we are planning for that, because when the state says. You made the list, you're getting funded, you've got, like, 90 days to get going. We're already working with architects to do that design. But this is, as you know, one of our older sites. It's a, um… desperately needed project at that site. Mtc. Tc was further up on the north side. We've been on the Larson list forever. So are we… putting this fund in there. Every time we think we're gonna get it. It's actually moving, so yes, it's been on the list a long time, as was TC. And back during the Great Recession and everything. Pros… our stuff just kind of stayed there. Now it's finally moving up as… Proposition
1952. We were stagnant on the list, now we're moving up on the list. Oh, you've accounted that. It's a one-time use of one… And then, so, it looks like the classified salaries are gonna be Um, we'll be increasing by 4.4%. In some areas, like… Offset. So, are there gonna… it seems like there's rising… personnel costs. What's happening in personnel arena. And especially with the… So, in your increases in solar… We'll have stuff. But one of the, um… Overview… there's growth in the… program, so the state revenue you see is actually up 21%, so there's actually A lot of FTE data that we're getting. Is that you're getting more revenues to serve those students for which you're growing. So we're hiring more staff. And that's at the request of the school district. Special Education. Well, exactly,
196that's what I said. Um, a couple nitpicky ones first. Uh, on page… 279. There's the Placer COE Sutter contract. About 4. It's way back there. Which one was it? 279. That's the very bottom right corner of the number. This is a sub-agreement we have Professor Seeley? Better Health gave… contracted with us. Actually, services? That's my friend up here. That's good. I was trying to… I saw the Platzer COE. Um, second, and… A lot of these, or a handful, a good solid handful. We have these little mint, what I call mini-budgets. Where it seems like they revisit us every time, and it's embroidery for 200 and something, or the snack shack. And we're carrying over a dollar. Year after year or something. At some point, isn't that… expensive to keep… I mean, you're spending a man,
197or someone must be looking at this. Is there a reason why we keep rolling over these when they don't make any move during the year, and do we have some sort of sunsetting policy if the snack shack It's got a dollar, and it doesn't move. Over years, is there… it just seems like extra paperwork. Most of those are what we call… Micro Enterprises? In the special education program, so I did actually… program that, you know, we need to look at those if they're in it. If there's another higher level that they… Into… Projects, but we also don't want to just… take a classroom's money and… Don't do that, that's not what I'm saying, by any means, but I'm just… So, yeah, they kind of do roll, and sometimes classes, or they change what you're working
198on. Periodically, there looks like. Those are the only place you're seeing them… Okay, okay. Um, I want to, uh, piggyback on what Teresa said, and having spent a couple days in Sacramento with the Delegate Assembly. It is absolutely a skill and talent that we're not a hot mess that some of these… offices are. I mean, this is I can appreciate, like, anybody's family budget. You put money away. And you reap the benefits, you know, so… And we're lucky to have had leadership. That has made that decision. Um… my questions, though, other question… Department budgets. I didn't, like, see the packet, like, last year, and I didn't ask, so that's not a complaint, but… Um, are there… would you say, in looking at department budgets, were there any department budgets from last year to this year?
199If there were any substantial changes, would you say that they… No, I tend to go to the PIO budget. Um, I go to, uh, JDF, Um, Golden Fills. Are those budgets pretty static for what… I mean, I appreciate that you have student changes, so your numbers are… But would those be pretty static, so that we're not seeing huge increases or decreases to those budgets? Or any other departments that have notable Changes? I'm the unrestricted. I think, uh, works. I believe they went out on the 20th. Or you had… where it showed the manager at the bottom, and responsible. My book is so bad. Um, then my other question is… let's see… Would you say that we're… I mean, we have that I guess I'd call it a rainy day fund, so that we're making sure
200we're safe, but… Would you say that we're running at a surplus, or that we're fully funded, that our programs are all Fully funded? Yes, on the unrestricted… actually have, uh… More revenue than expenses. And then on the restricted side, we are using some fund balance, but that would be Have to live with it. Programs that have fun vows. They're also not… Um, some programs… fund balance of carrying. Not an encroachment. So, in simple terms, you're not allowing Peter to pay Paul, whatever Peter program is and Paul is. That is the goal. So if you go to page The second set. So what Becky was referring to is go down to… you have revenues, expenditures, excess deficiency of revenues of expenditures, and you have net increase, or parentheses, decrease in fund balance. That's Section E. You
201want to look at that section, because if you look over under 2526 budget columns. You'll see the restricted will end up with a surplus, so an increase in fund balance. Your unrestricted is a decrease, but remember… Oh, sorry, I'm… Yes, flip that. Unrestricted, you have a surplus. Restricted, you're decreasing your fund balance, um, $578, 180,000. But remember, your budget, your adopted budget, is the most conservative at this point in the cycle, because the forecast is furthest out, so we have opportunity trim that, or find out if we're getting more revenues, or to try and bring that. You would not end up with the ending fund balance that you have If we didn't watch that. Because you would be deficit spending and pulling from your reserves. So when you ask the question, are we living within
202our means? Yes, absolutely. So we see that. That's those, uh, that comes up on consent. Where it's $25,000 more or less that you've flipped around, and that's when something… Some were chewing up. We might be truing up if it's in the restricted, because we're not getting in that resource. We don't want to pull from the unrestricted resource. A poll. Okay. And then the next thing is… I'm not letting this one go. Uh, where in the numbers… Would you say the EDC membership fee and other meeting expenses is? Uh, what departments or budgets is this budget? This membership and the meeting costs coming out of… Um, okay. Well, that they get split all over the place, so I want to know who's paying for it, because We have a speaker coming at our next meeting. Missing
203the praises, I'm assuming, about EDC, so I'd like to know if it's coming out of her budget. Okay, now remember, this is This is high level. Aggregated data, so it's not drilling into the specific list that we provided for this. The board before. But it is a subset of the… on page 14, Second section down, under Services and Other Operating Expenditures, if you look into Object Codes, you see Object Code 5300, dues and Memberships. It will be in the unrestricted side of the 2526 budget columns under that 5300 line. It's gonna be a subset within that. Dues and memberships is very broad. It can be a lot of other things. That's why we gave you this separate report. Alright, so can I ask… Prior to the 25th meeting, if we… I can get a… Breakdown
204of where that membership and the associated costs with the membership, because we do Room rentals, and I'm not sure what else that we're paying for for them. I'd like to know whose budget it's coming out of. Split between a dozen, if it's just one. The organizational one. So it's all coming out of that. Thank you. Yes. That's 18342. They're learning how to read it. Part of their grant program. That's going down. 701-2… Great. Why is it going down? Who did we drop? Oh, no, I'm saying that dues and memberships. If we're at 196… 43 this year, and next year at 183 for… Keep in mind that some of those memberships are based on people's salary. Inch or so if we have reduced staff. That might be a lower percentage. There's a couple variables in there,
205how those memberships are counted. Do we know how the EDC membership is calculated? It's a tiered rate. Posted on their website. I'll go look. Thank you. That's great, this page is good. That is self-agreements for services. Oh, this one's a weird one. That is also just like service, is another operating fee? An accounting thing, it has our indirect costs and how it's negotiated. At the federal level, the state… And they require that any sub-agreement for services are not charged under… Um, for the first… which will be… You have to account for that. Primarily what that is. Non-public school goes through the, um, SELPA. So they pay that, and then the district. About, is it… It was, like, an accounting rule. And that's in that. I have a question. Looks like, uh… On page 16… We
206have explanations of why these things weren't met. Right? It looks like a lot of them are exploration of grants, except I want to talk about the federal revenue. Expiration of a grant, which probably was not really an expiration of a grant, but the taking back money for ending money? On those cases, like, when they're… Not gonna fund the MH demo, that was a budgeted, and all that kind of… not gonna be able to obtain that, because… So, does this… this document goes to the state. Well, why wouldn't we just stay in there? Instead of exploration or grant? Because that's not exactly what happened. It was a default on the federal government not fulfilling their grant Anything in there that you wanted? Professional report. I mean, I think it's… It's clearly, it's not something that we
207didn't go after a grant. We went after the grants, or we went after the allocations, or the entitlements Whatever other jargon you want to call them. They took them back. We could have put that in… This is just being collapsed into buckets of… should meet for what reason? Something expired, it ended. We could have said it just end-dated. Um, they don't really… we don't need to get into that much detail, though it doesn't prevent you from May I comment? So I keep hearing… in the past 10. This is the hearing. Wherein we just explore things that may or may not need, um… consideration before we approve this document next month. So it seems to me that that… those three words could be expanded slightly. To incorporate the verbs that actually did occur. So, I would
208suggest that maybe I have no other thing that I need to see changed here. But if we want… if… We would like theft to make some change to that language. And we don't have to get aggressive or political. But it isn't precisely correct at the grant extension. So, some grants expired. Some were retracted. Both of those things, I would say. Both, because it could have been a multiple type thing. So, some grants did expire. Is that right? Okay. Okay, so grant funding was retracted. Federal grant funding? Um, I'll just throw in my other comment, sort of half-serious, and Probably more comment about myself. You shrunk the font. And by the way, it's dark in here. It's getting smaller every year, but these ones are really frightening. The front loaded part is really tough to read,
209so I appreciate… I'm… At home, I also have a thing that expands, so that was helpful. That's my own. Any questions? Close the hearing. Thank you very much, Michelle and Becky. All right, agenda items removed. From the consent calendar, and that would be 4D… That's the consolidated application. I thought this one was usually one that we have a presentation on, is that possible to get? We do. Usually, we have, every year, had a from staff on this, and I'm… really concerned that it got put on the consent calendar when it has to do with Title I money. Yeah. Title IV money. This needed to be in a roll call vote and approved. On the agenda instead of being put on the… calendar. We put it on consent because it's a routine. Um, and the slide
210is simply asking the board for permission to apply for the title, the categorical dollars. There's no further presentation on it. So that's why we put it on consent. I would say, going forward. That involves Title I money? Title IV money? Federal money? Approved money? I don't care if it's routine. As long as I'm president, it's not going on the There are numbers about this? Is there anything dramatically different? In this application versus what we did. Last year, the, um, I'll turn that over to Michelle and or Becky. I think we were looking at… Title I is about the same, and the President's budget. The Skinny Budget, as they're calling it. There was no… There was no reduction in Title I. Um, yeah, uh… As of right now, there have been no reductions. I mean, it's
211all… Give or minus target, yeah. I just think it deserves a roll call vote every single time. If it has to do with part of our budget. Or if it has to do with money that we're… expecting, or allotting, or anything like that? I think going forward, we can get a consensus of the board, but I would not want to see anything that has to do with uh, money's coming in or going out, put on the Can I get a consensus from the board? Is that a reasonable request? Much you have more discussion? As to the vote that's before us tonight. This is about this. Using permission. To apply for the federal. And if we look at the little charty chart here… In every single category. For every… Pull it up on the… huh? What
212is this chart supposed to be telling me? It just shows that for how many years we've been applying for the dollars. That's all it is. There were some years prior to What's on the chart, where the dollars weren't available from the state. Uh, or they weren't applicable, and so we weren't applying for them, but this simply shows that for every year. That's on the chart. This is how long we've been applying them. So, it's simply a permission say yes in the Con app. We will… Without the resources that we want the most. And I'm not trying to create havoc at night. After… and I'm going to talk about the link. Foreshadow my discussion later. But, um… It would seem to me that if we were asked to grant permission to, um, something, then we would…
213have an understanding of what would happen if… We didn't do it. So I understand… I see… I do see… it makes sense to me that Some would consider this a routine decision, because we've always done this We have to do it to get this funding. Got it. To the extent that we're making a decision of yes or no. What would happen if we… I don't want to know… tonight, but conceptually, if we're going to have these things come off consent calendar, then that's what I would like it In the future, not tonight. That's very good feedback. We haven't traditionally provided that information. For us moving forward to consider not only the, uh, permission to… take out dollars. But what are the implications, should we have? We would add that to it. Okay. We'll entertain a
214motion for this. I'll move. Second. Moved by Trustee Dean, seconded by Trustee Farmer. Yes. Dusty Cohen-Thompson? Christy Dean? Yes. Rusty Dunn? Yes. Trustee Lavelle? Yes. Trustee Sharp? Yes. Next floor discussion is the Board Ad Hoc Committee update. That'll be Trustee Oh, um… We've met about 3 times. And today, we'll receive a binder that we talked about, where we were all the applicants. Um, who qualify… Um… We have… created a rubric. Um, George actually created the rubrics provided that to us. On June 25th, we… They have to provide a list of names highly qualified and qualified candidates. To the board. Um… And also with that list, or… What we'll have are… have four to five candidates. Um, George will walk through the interview process on the 25th. Interviews will be taking place on your high school.
215On… July 21st, the board will receive It's… that's fair, homes. Of the interview candidates. Align with the job description and Thanks to the reference checks, which… Um, and on July 23rd, we'll be interviewing candidates. Candidates will have 30 minutes to interview. That's all good. Christy Dean. Okay, Trustee Lavelle. I'm sorry, I was just going to ask you for a repeat of the on the delivery of the packet. Packets will be delivered. On July 25th. 72 hours. And when we say packet, it's the final candidates that we'll… May I follow up with one? A Sunday? He's 72 hours, so it'll be… you'll have 72 hours. Yeah, I, um, follow up on that question? Um, you mentioned a rubric. Is it possible to see that? Yeah, so we're going to provide Um, and then included in that
216will be the top 45 But what I'm asking is the… the criteria determining Who is qualified? That's gonna be part of the rule. But we won't get that until the… Oh, you'll have… you'll get a list June 25th. This one is going to come and print it. A list of highly qualified Qualified based on… And their reference. Where does… where does the 4 to 5 come in? The number of candidates? So, we're gonna… it's all the people who applied, or it's all the highly qualified and qualified? Okay. So you can see, everybody will Okay. Your recommendation. Oh, okay. But we could have people on that list who aren't qualified? Okay, so the list we're gonna get is of highly qualified and qualified candidates And you're gonna… you're going to recommend 4 to 5 of those.
217Who would be carried forward in the process. Okay, thanks. Right now, we can tell you there are 8 candidates. Okay. Highly qualified or… from those 8 candidates. The rubric that's developed. We're gonna do them again. A, and C. Ad hoc committee. 4 or 5 to come forward. Understood. Well, that's gonna be… And ideating. Always something fun. Um, is there… a reason why we couldn't see a total list of everybody that applied, just to be curious of Um, numbers-wise… We want them to meet. Qualified or highly qualified. We would happily provide that with you. The thought process was, if someone Didn't even make the qualifications. And a lot of them have, please don't contact my employer. Why would we want to do that to somebody if… We don't even think they're… I don't know. Because then
218it's the public. It's got to go public. So that was the thinking. And we didn't take any of them, you know, we looked at each one carefully, and some of them were… Really glaring. Qualified. For example, not the right number of years of experience, or… Didn't hold a correct credential? Whoops. So just, why would we wanna… You know what I mean? But if you guys want them, and you want to make them public. We're not trying to keep a secret, we are trying to… But when we met before. I have confidence. Thank you, Peggy. Is there anything else we can provide to you? Obviously, like, the plain rubric so you can see what we worked off of, too, like a plain copy? Is that… Yes, I would want one if I were you. Okay, interesting.
219And then also, no, we have to, we have to… I mean… This is my copy. Well, because of Brown Act. Let's see how we can send something without it being on the agenda, right? Thank you. I listened to my brown act training. Very hammered it into my head. Oh, you will… once… once… The ad hoc committee comes up with a candidates, the top. Four or five candidates, whatever. I don't think we're gonna go beyond five. Um, we will send you, you know, they're gonna be attached to the agenda. Packets. All that's gonna be public information. That's why we didn't want to overload it and give you whole entire list with all their packets attached to it. And then when we're not even gonna fight. Some of them, too, on the phone. Only those that are
220going to be here on the 25th. Have their whole life out. We'll subject them to public scrutiny. Just because I'm getting a little mixed up on my 20s. Um, the list… of all eight. In the rubric will come to us on the Along with your recommendations. We see, um… Like, more than the fortified? We have the opportunity. Thank you for your question, Liza. When we do it, then we vote as a board. Right? We'll vote as a board who we're going to interview. We're just giving suggestions. We're gonna put the suggestion of the The agenda, and you'll have a chance to… comment and discuss it. So, will… That makes me think we won't have So, we will be… With their information? Oh, if they're not on the… if they're not among the list. I don't
221think that you're bringing… if you're bringing the 8 forward, we need to know about the 8. If you're bringing them here with your recommendation for the 4 or 5, We can accept that recommendation or not. Or it's not a decision. Similar to the last conversation. It's not a decision if We don't make a choice. So, certainly, we're… We might well. Accept the recommendations and move on to the next thing. So our understanding was, you wanted the list, because you wanted to see everyone who applied that was qualified or highly qualified. So we plan to provide you with a list that you asked for. And then as the ad hoc committee, it's our responsibility… to go over them and… get it down to a more reasonable number of… or the ones that we think should be
222brought forward. So that we do the interviews. So, our thing is, if we… give the packets, or the 25th. Okay. I'm saying… When the agenda goes out for the meeting on the 25th, it should include the list of 8, And the rubric for those 8. Okay, that's not what we… that's… I don't think that's what… I was gonna say, I don't think that's what Teresa said. Dana, are you saying the blank rubric? No, so that's what I'm saying. That's what I'm saying, that… what data do we have On the 25th, to take or reject recommendation. That would be the ruble. So the rubric will be filled out for each of those 8. And then George will be… going through the entire process. Oh, no, he'll explain. All of that. And we can agree to Right.
223Moving on! That was our ad hoc committee. Any questions? Hour to the Association of California County Boards of Education, ACCBE membership discussion. This was put on because now they're asking for us to either join or… not joined, there is a cost to it. Everybody was sent the email. What is the cost, and what budget is it coming out of? I've been provided with an invoice of $1,740. And what budget does it come out of, Michelle? I think the board has a budget. Yeah, and it would be in the 5300 object code. The board's membership is. Happening now as a focus. Recommendations that were… Where they are in terms of… We have a… possible action, either to elect to join ACCP, 2,740 amount. Request that staff process annual membership payments. Your thought on joining… I'm happy
224to jump in with my thoughts. I'm in a mood today. Look at all the tongues, because I forgot to eat. And by the way, I apologize for eating on the diasa. Really don't like doing that, but… Um, it's causing me to talk a lot, because all I did eat With sugar. Um… So, a few things. First, I don't think these two things are mutually exclusive, CSBA and AIDS. They're not. Right. Um… So, whether CSBA really does step up to the plate and do everything they should be doing for county boards of education, which is still at issue. I actually do see there's value in the other Um, entity. Having said that. I'm still a little nervous about where they go. But, um, I'm… I'm inclined to think we give them a shot for a year
225and see what happens. Perhaps pull it, pull it next year. It is not cool. Another thing I… Another thing I want to speak to is what the board members actually spend. On memberships and travel compared to the entire SCO organization. Is miniscule. $2,000 is nothing compared to what we're spending for everyone in the organization. And we make decisions that affect every single person that's in the organization. And all the students across the county, so… and beyond, sometimes. So, to me, if we can get some assistance. In understanding our role. And, uh, advocating for our role. I'm generally inclined to support it. I am a little concerned about Their advocacy at the state level. Because of, um… some of the folks involved. But, um, but I think we can watch that, and so just generally speaking,
226I'm inclined I certainly wouldn't choose not to do this because of something CSBA is or is not doing for county boards. I mean, it can be an annual thing. Annually. Put it on the agenda. I guess I would ask… How many of us went to the last, um… county boards meeting. Who signed up to go in September? You know, whatever our… whatever our little… are… In Monterey. Monterey. Who went last year? Who's going this year? They're doing it. We're continuing to do it. So, I would ask that we wait and approve this as part of the overall budget. As opposed to today, but… That's my opinion. You can either include it in the budget or not. Year to the group has. They have a voice, but what year are they saying? Sba is the E.
227Was very safe. These recommendations. So they're working on those. I need to understand what more can They do, given they don't have an E. And this has already been… It's not about how much money it is. It's really how effective they are. Organization he is in terms of You can always… you got, you got… You have dues. You could always… hire somebody to come in. The meeting. But when we come to a Do something. Um, on a state level. Where's the ear that's gonna hear? What they're talking about. I think it's the same in terms of it. They're talking about doing legislative action. Sacramento. For the whole… association, or specifically I'm just concerned about… I got you. I'm just concerned about it. Ear. Does that grow. To ensure that Or that, okay, so are we
228going to be able to do… get on the call line. In line, um… legislators, when… still comes up concerning. We have the business that group. To be able to put us in that They are growing. Counties, uh, enrolled in the ACC? I think we're getting momentum. Going every year. I think this is their first year, actually. No, I think they've gone from… counties or eight counties? Now they have, like. 30 counties with them? So they're only missing 28 more. They have already, and they're supposed to… They're trying their projection when they… came and saw us was by, what, December? They would have all 58 Or if they have all 58 counties, so… A loss for the Word. There's a year. We can go there and say, okay, we got 58 counties, now you gotta do
229We have a couple of thoughts. First… I think it's important to always keep in mind They look at things only through the prism. Of county boards of education. 58 entities. Csba, we are always the poor cousin. Always. For all the years, I was deeply involved. We had to scream and kick and fight. And I'm sorry, we did not get every recommendation. Some were modified on the floor. Some were rejected, so that's not an actual correct representation. But in any case, even saying that we did get them What's the harm in having a second voice purely talking about County Board of Education positions. And then I'll add, all those people. That are on that board. Have been advocating at the state level. For all the years I have. All the years I was involved, the people
230that are on that board right now. Maybe not, you know, maybe she's had 6 years, or something like that. But they're well established in the Sacramento community. They're articulate, and they're going to only discuss County Board of Education. Issues. And while it sounds nice that CSBA has taken on all these various aspects. That there is no organization dedicated to counties within true organization, dedicated to counties within CSBA anymore. I'm telling you, we're gonna go right back to not… them not even looking at for understanding the perspective… our perspective for legislation. So I'm saying that same group of people. Exactly. Exactly. As they put together these… Exactly. Why wouldn't… participate in the same manner. Because that's not… because it's not accurate. That CSBA has taken up the mantle in doing everything that CCBE was doing. It's
231just not accurate. And they worked on all those things, didn't get everything we needed. And they, having worked on them and understanding them in depth, decided we needed a new organization. Put all their time and energy into creating a nonprofit, which is not easy. Um, so… That's exactly my point. The people who are working on it were like, no, this isn't working. We gotta do something different, and that's what they're doing. But I think it's a false choice to say. It's either CSBA or for the new organization. It isn't. I think we're gonna do both, and I really want to keep them on a short leash. Because if they start going off on a tangent. Then we just don't do it anymore. Is my… that's my… my position. Actually, a question for Dana, um… So
232you would be comfortable with a… not just, let's get another membership. Having a trigger next year. That we would re-evaluate to see if we were getting out of the membership, so it's not another… We don't… I would insist. I love that, thank you. That would be nice if we had that for all of our members. Any event, the second question is, do you feel that the, uh, ACCBE, um. Board is balanced, that it… represents all. You have people that you love and people that you don't so much care for? That second statement is accurate. Thank you. Retain a motion. I move that we, um… Say yes to the decision before us. I'm sorry, I'm not seeing… I'd like to join ACC. I believe that we elect to join ACC. Conditioned on a revisit in a
233year from now. But by Trustee Dean, seconded by Trustee… Sd Cheek? Yes. Sd Cohen-Thompson? Musty Dean? Yes. Rusty Dunn? Yes. Trustee Lavelle? Yes. Trustee Sharp? Lusty Coleman? Yes. The motion passes on a Next is meeting of special dates attached as the special dates for… August? Board member requests? Are there any board members? I have a… Not really. I have a suggestion, and I'm gonna call it a suggestion on future board agenda items. Okay, so moving on to suggestion on future Oh, I'm understanding from the discussion tonight that we are… Glad to have, um, a presentation on EDC at the next meeting. August. Oh, it's August meeting? It's at the next meeting. So, yeah, and… but it wasn't… No, I was gonna say, but it's not… From the EDC, the request was made by the present,
234um, what they view. Okay, I'm sorry, I misunderstood. Um, I'll just make a comment, you know, this is a… very, very, very meaty time of year. Especially with the addition of the Um, appeals. So… I appreciate that we want to hear that, but I'm questioning the timing of it. To be honest, if we could knock a couple things off the agenda. Maybe that would be appropriate, but I… Now that I'm understanding better what it is, I would defer to Trustee Sharp. In terms of… my recollection is this was her request. It was not. It was Trustee LaVelle's response, but… So, my understanding is that it's a done deal for this year? Is that correct, that it's included in the budget projection, and so… You know, it's not going to be something that we need to
235address anytime soon, so… I have… I have no… objection to passing it further to a… quieter time, if there is such a thing. Okay, two points. First of all, the second meeting in June is actually one of our shorter meetings. Because it runs pretty quick. If you go back and look, it's not one of our longer meetings. Um, and then number two. Budget is not a done deal, and that is troubling to me on such a found and meaningful way. I think it might be a good idea for us all to go back and read our responsibilities. As a trustee, this is a working document that we have to approve, and until it's approved. It is not a done deal. So that is not… whether it's EDC or toilet paper in the bathrooms, this is
236not a done deal. And that is unbelievably troubling, that would even be responding to… I apologize for the language. I would like to see them come and explain why we're going to spend $7,500 plus, and take it out of our classrooms. That money wouldn't go to the… It would if we sent it there. You could put it anywhere we wanted to. The folks who are coming up and taking the time to put these… very substantial presentation. Together really deserve all the attention they can get, right? You know, we're not providing the EDC. Presentation. This is the Office of Education. I'm not… I'm not gonna fall. I am. Any other future board agenda items? Um, I thought that I had asked That's what I asked for, but I know… Jennifer Leonard, too. I have it scheduled
237in August for my staff. Jennifer Leonard's gonna… August. August. What was that? Edc is still here next month. Office of Education. School staff. It's not them. Last month, you requested that CDC not come. Moving on. Board Member Activity Reports. Let's make them short and sweet, it's already past 10 o'clock. I'll start. I went to… Public Safety Academy's graduation! Let me… this is a school that is in my area, and dear to my heart, because it is public safety. They had 100%. Graduation rate. Tell me another school in this kid. That has 100%. 100% of their seniors that started. Graduated. And almost 100%, I think it was… Vicki, you were there. Was it 85% are going on to four-year college? 85% are going on to four-year college. And the other 15%, 5 of them are going
238to the… 5% are going to the military. 10% are going to trade schools. So they're all going somewhere. Yeah, yeah, yeah. So now we'll start with Amy. Make it quick. Okay, so… Oops, sorry, nope, apparently I clicked it off. I went to the CSBA Delegate Assembly, it was interesting, met Cindy. Who isn't our Peggy, but she's pretty awesome, so… We're in good hands. Um, and then the president of the CSBA, she is frickin' adorable. I really, really like her. Um… just has such a way of bringing everybody together. Um, CSBA definitely has some growing pains and some things that We've got some communication issues that I told them about when they were here. But overall, I think it's money well spent, and… serves a purpose. Not quite CCBE, but… Uh, I went to the ethics
239training. Thank you, uh, Teresa. It was a really nice event, a nice dinner. A fun group, uh, even the… presenter was, uh, entertaining of sorts. The ad hoc committee, the agenda review, and another ad hoc committee, and I just want to remind you all That if you intend to, uh, attend AEC in December. The hotel opened yesterday. And it's at the Hyatt is the one that will be… that's the official, um… You really want to get your rooms if you're gonna go. I'm not personally gonna go, I'm gonna do the Delegate assembly, and then… Leave, but, um, it really is set up better. Whatever hotel they're gonna ship you to afterwards is not going to be the same experience. Um, so you really want to get in there. Not that the hotel is, like. It's
240the most, you know, snarky that you've ever been to, but it… the location. You cannot be beat, it can't be beat, so… Um, and they promise a… Wonderful AEC, so… It's in Sacramento again. Yeah, in Sacramento, so… Then that'll be back down in San Diego, uh, next… next year. And the Hyatt books almost immediately. Almost immediately. And let me tell you, I will give a shout out to our amazing Erica. Dynamite on getting a reservations, and everything is set up, and she even has her parking ready for you, and they put you in a nice room. God bless Erica, we're lucky enough. I also attended the ethics training, and… Pending school. Super busy time. Lavelle? Uh, SCSBA? Rusty Cohen-Thompson. There was a Vallejo Field Day last. And it was hosted by, uh, Watch Me Grow
241and LaRussell. Was at the Sutterquist Park. College Park. And, um… It was, um… a host of sports… soccer team… Basketball team, baseball… Um, we've had a table. Mental health resource tables, all of the nonprofits that, um… Not all of them, but a great number of nonprofits that work That were there. My grandson. He's on the soccer team. Oh, and I have him on Fridays. They're on, um… Earl soccer. And jumpies. With all ages of children. For all the resources. Alright, all kinds of goodies. Right. All the goodies for the kids. Brown bag lunches. For all the kids. Uh, it was from 4 to 7… Very well attended, the city was Department was there. Does this show support? And the weather was perfect. I even had representatives I mean, uh, growth. So, I went to the
242league. Uh, which is awesome. Students can be moderated the… So it was really super nice. We're all dressed up in very eloquent. They have… A majority of the students. Including my grandson. But it was a nice event. Go to their awards. And I went to. Oh, just the sneers. Oh, yeah, yeah. I wanted… I did recommend… The amount of C, I don't know… But if you have 5… And two others. Going to LSU. And another, um… It says a lot, and um… I was very impressed. Uh, and being involved, both students. They were at the kill date. They set up to take no adults. Right, right. One of the graduates came afterwards. Sequins on her, on her thing, and… was driving around, and it was just… interaction, and if I can say multicultural. I don't
243know Lil Russell. But, uh, I'm just popular. Obviously, he's popular with, uh, adults as well as Little ones, and the TV. So, uh… Trustee Dean. Um, so, um, I… attended a couple of events this month. Not directly education-related, but I would say I was representing for the education community. The one that's comes… that really stands out is last week I attended the Equal Rights Advocates annual gala. And, um, I can't believe I'm not gonna be able to think of her name, but the woman who first organized Black Lives Matter. I wanted to say her name is Alicia, starts with a C, but it's after 10, so I'm not going to be good at it. She was the main honoree. Um, along with some other folks that we already know, like Latifah Simon. She was incredible.
244The speech she gave… And just something… and I hear a lot of speeches, but… This one was astonishingly good, and she said something that really stuck with me. In terms of advocacy. That you could… you should think of it as a tug of war. One side this way, one side that, and you're moving back and forth. And success is not about strength, it's about momentum. That just blew me away. I had never really thought of it in that very clear, um… clear… clear articulation. Anyway, so that was very meaningful. I did get re-invited to educate some folks, um. In legal ethics and land use. And also… a pilot process for zoning decisions, and that's coming up in a few months. And then, um… In terms of early learning. My… my grandson walked Today. While we
245were sitting here. He was… Maddie was on the floor, he was… and he just picked himself up. Walked across to his dad. Came on back, like, lose nothing. So, uh, yeah, so I… we're gonna have to finish a child protecting my house. That's wonderful. That's my report. Anything else? Well, we are done, folks! Thanks for staying. Thank you so much!