001[Music] Good evening. I will call the meeting to order at 6 p.m. We have Vice President Deluente. Clerk Ramirez and myself president. President Vega and Robertson are absent today, but we still have the forum. Welcome. This meeting is being webcast live and recorded. The recording of WA has been captured images and sounds of those attending the meeting. Stand for the pledge of allegiance. Please. [Music] Do I have a motion to approve the agend regular agenda meeting? Roll call. Sandra I. Sammy. Hi. And presentations. Tonight we have two presentations both provided by director of categorical programs Miss Elizabeth. Please proceed. Oh yes. Good evening. Um board members. I do have board of trustees. I have a couple of presentations for you today um that are required. So the first one is the federal addendum. And um
002I'll I'll start by um saying that the LCAP, the federal addendum, and the uh consolidated applications, all three of those make up the LEA plan for the district. So when we bring the LCAP to you, we are required to also bring to you the federal addendum and um the local indicators. So with the federal addendum that reports all of the LEA's use of um federal funds, so our titles 1, 2, 3, and four, they help to supplement the LCAP goals. And um the um the programs are uh supports that are written in are actually uh they're informed by data, stakeholder input and federal compliance requirements. And stakeholder input, if you um remember, um is now called um educator um educa educational partners. So within the um federal addendum, we do have to align all of
003our programs or um all of our titles and the funding to our LCAP goals. Um goal one um as a summary is multi-tered systems of supports for academic, social, and emotional growth. And goal two um targets safe nurturing environments and um parent engagement. And some of the um the data that we use um to track these are our English language arts, our math and our credential teachers. So we are required to report um that information in our federal addendum as well as in our um LCAP. So, the requirement for um title one is that we report um academic supports. Um and specifically how we're going to spend some of these title ones. Um they range from academic academic literacy and technology coaches, interventions, staff development, and um programs such as Renaissance uh learning. Uh also
004in our um federal addendum, we have to um track educator equity which um by definition California has three things that we have to track um miss assignments, ineffective teachers and um and then um out of field teachers. So we have to ensure um that our schools with higher percentages of either um Hispanic or um low socioeconomically disadvantaged or eelss um that those schools do not have more new teachers or inexperienced teachers or out of field or misassigned teachers that there's parity within all sites um versus um putting all the the new teachers or inexperienced teachers at one site with um with students or student groups that may need more help. um in order to um bring equity um to our educators and to bring new teachers up to par, we do um spend um quite
005a bit of money on our new teacher induction programs um enhancing mentoring and observations for teachers and um again um supporting new teachers or even veteran teachers with um academic coaches. We also have to report in um under title one our parent and family engagement. How we uh how we include our school side councils and advisory committees. Um when we do our title one meetings um other um activities that bring engagement like literacy nights, um math nights and technology training. And we um do have to report whether or not we have translation services at every um event um that is required and or um that we translate every document that is sent um whether it is just a flyer to an actual um a document that we send it in both languages. So we all
006um we have to report um within title one also um comprehensive student supports um that target or um how we support our homeless population, our homeless student population. um how we transition students from elementary into kindergarten, from um elementary into middle school, from middle school into high school and um high school to um postsecary education or career. So those are identified in the federal addendum. Um and we also have to um give an explanation of how gifted students and li library services are supported. um under the um student support section. So our key focus areas with our title ones are our academic achievement of course um supplementing and not supplanting anything that we do in the core. We ensure that we have educator quality, student supports and family engagement in order to meet um title
007one requirements within the federal addendum. We also have to report or um title two and how we plan on um expending that those funds. So, title two is basically the professional growth and improvement um improvement funds. Um those funds are utilized specifically for those teachers or staff members that are the closest to students. So um different people in uh positions that may be administrators may or may not um be funded or their u activities are not to be funded with title two. They have superintendent in their titles that it's title 2 is um automatically unallowable for any professional development because it's meant to supplement and support those that are closest to the students. So what we do is we really target our new teachers and new teacher supports under our title two. We pay for
008NTSI. We pay for mentors and um any other professional development that they may need. Um we also support um we've supported PBIS under that because it is ongoing. um if it's a one-day activity or conference automatically um nonallowable. So um it has to make lasting impact on the professional growth of our educators in order for them to provide appropriate resources for our students. Um, under title two, we also have to um prioritize um our process and um so we also pay for um recruitment activities. We pay for stipens for teachers that are very difficult to hire. Um these um are allowable expenses especially when it comes to math teachers and science math, science and special ed teachers. So we do have funds that are um allocated to that under title two. Moving on to title
009three. Title three are um funds specifically for English learners. So we have to identify what types of supports and professional developments that we are providing um to our staffs in order to educate our English learners. We've identified some core uh professional development which includes um designated and integrated ELD um during the day language acquisition and mult uh multilingual learner assets training. So in the future you will hear us moving from English learner to multilingual learner. Um they're phasing out English learner into multilingual learner. So um some of our language is moving that way. Um we also have to um identify um specific EL strategies at each site and then direct um the support um to staff to implement those strategies. strategies that are going to help support our English learners in academics and kind of
010specifically all four subjects which are math, ELA, um science and social studies or history. So um ongoing assessment supports for LPAC um that uh is the assessment that we track um growth English language acquisition growth for our ELS. And so that takes on um that takes a lot of training for our teachers. Um mo there is one area that is specific to one- on-one testing and that is the speaking portion. So we we have to calibrate and ensure that every person that gives that section of the test is giving it u pretty identically um from one to another. um coaching cycles in the classrooms in order to help support newcomers, ELTELS, and dy identified students. And that's a fancy way of saying students who are special ed and English learners. Um our our coaches are
011also going to have monthly EL meetings focused on instructional strategies at the sites. Um, so they've committed to that and I believe both of our ELELLL district coaches um have already um sent letters or emails to their respective principles to um kind of give them a plan or an idea of what their focus is going to be on their campus next year. the language instructional programs, we do have to report exactly what core is um for EL. So you'll see the ELD wonders program, ILT and 4 through 8, 9 through 12 uses edge. um alternative ed also um are those are the three sites that at Kings Lake they also use Island and we do have a required period of 30 to 40 minutes in uh in the elementary classes and one full period at
012the middle school and um junior high class um grade level. So, we um at this point we're on enhanced opportunities for immigrants. We do not um apply for immigrant um funding. It's low and it's also the hardest to spend. So, um we um we have traditionally not had a lot of immigrants or um very low numbers. So to get a,000 or $2,000 in that funding really hasn't been um prudent for us to um apply for those. But in case we ever do get a large number of immigrants, we do have to have a plan on how we're going to spend um title three immigrant funds. And finally, in the federal addendum, we have uh title four. Um what we usually do with title 4 is we transfer it from title 4 into title two uh
013title one to help support um well-rounded educational programs, mental health and behavior andor technology. So um Title 4 helps support our academic coaches which help provide um support um with the teachers and integrating technology and um STEM labs um supporting teachers in uh in the utilization of STEM activities. Um we also um help support our counselors and um in the past we have funded our two clinicians our MFTts in um using title 4. So um we do leave that in case um other funding goes away then we we know where we can um come back to. And that is an overview of the federal agenda. Any questions? [Music] So every year um we have to report on the local performance indicator um which is um an additional piece that's on the California school dashboard. Um
014it is a comprehensive assessment of the district's performance across um key educational priorities. And um on the next page or next slide there are um priorities 1 3 7 2 and six that are key priorities. Um the um local indicators target priority 1, priority 3, priority 7 and priority six um oh and two sorry. So all these are reported annually using a um a tool um that I believe was linked um in the um in in your the longer document in your um packets. Um but I'm just going to give you an overview instead of going page by page and area by area there. So in priority one, we do have to have foundation um metrics that measure teachers credentials with clear credentials. Um whether or not students have instructional materials and um facility um
015the the um how we rate our facilities based on the um facility stool that is provided during our Williams visits. Um so we strive to meet um good repair standards, not excellent um but good repair standards which is um the requirement for our facilities um and all sites are um either good and or exceeding in those areas. Um so we want to thank you for the um for the support that you have provided to the district in order to um update and or modernize our buildings. In priority two, academic standards implementation. Um what happens here is um we send out a survey to all of our um administrators um to rate themselves and their sites on the implementation of English language arts, math um ELD which is English language development, science and history. The target
016is to have a four full implementation or a five sustaining. um in ELA, math and EL are um staff believe that um they are targeting and really um working at implementing the standards at their sites. Whereas in um science and history, it was a three. Um it's not a bad score, but um our high schools and middle schools that have periods designated to that um actually implement the standards um a lot better than our elementaryaries. So if it's a three, it's because our elementaryaries usually target ELA and math and um kind of weave in science and social studies. So the implementation of those standards throughout the day um is a little less than it would be at a high school or junior high. With priority three um it is in regards to parent and family
017engagement. Um some of the key uh key indicators here are how parents feel about the schools, whether they feel that they're caring and welcoming, which was an 89% based off of the um surveys that were sent out in the spring. um 82% of our parents also feel that they can provide input at the schools so that they're given the opportunities um to kind of express or make comments in regards to what's going on at the sites. And that's usually done through school site councils or ELAC meetings, coffees with the principles, um pastries with the principal, something with the principal. Um so those um those activities actually um help support parents in um providing input um to the school and um 91% of our parents feel that the policies um that we have at each site
018actually value diversity. So, um we want to ensure that our parents and our families feel welcome at all times and that um we continue to increase our participation um in family engagement activities. We want to enhance supports for underrepresented families and we also want to expand evening training opportunities and those are areas that they have felt um can be improved. Priority six measures school climates at the schools based off of the student perceptions or staff. So in the elementary grades which we give surveys to fourth and fifth graders not all students um students feel that they have really good relationships with their teachers at a 67% rate. 40 53 of um the students surveyed um feel that they belong or have a sense of belonging at their school. And um safety is um at a
01946% which is um not too high. Um and that probably needs improvement. Um secondary schools um grades 6 through 12 um their safety is at 45% which kind of mirrors the elementary schools and um the teacher um relationships that what they feel um 36% um and um their sense of belonging um that they belong to the school that they're tied or something connects them to the school is at 29. 9% based off of our surveys in priority seven. So I'm going to move on to um that we just um have to write a description of um how we are expanding um our course um giving to our students that goes beyond the core goes beyond ELA, math, science and social studies. So um what we have done is in the elementary we have um we
020have music and we've expanded our music program for the coming year and also um have provided a PE teacher um outside of the classroom teacher in order to ensure that they um are getting um the best services possible for PE physical education. our secondary courses. We have a course um full course offering of UC and CSU requirements and CTE pathways. Um I think we have we're very robust um at the high school and so we want to expand that into the middle school and have started with a music and art there. our English learners. Um we are providing a separate designated ELD time across all grade levels and are requiring that 30 minute of um of support on a daily basis. And for our special ed students, we are providing individualized supports through um comprehensive
021IEPs and um goal development. Um one challenge that we do find is um teacher shortages in math and science. And this is where the federal addendum is kicking in and um we are providing um we have recruitment um stipens for those specific teachers because it is hard to keep. They are hard to one hard to hire and then another one is hard to keep them um for a prolonged amount of time. So moving forward, our key priorities. So we take all the information from the dashboard and um we do prioritize um what we see are common threads um in all of these indicators and we know that um we have to focus on strengthening our school climates at school building um teacher student relationships and improving um safety perceptions. Um, we need to continue to
022um implement all of our academic standards, especially science and history um at all levels, not just um high school and junior high levels. We also need to continue to enhance our family engagement so that they are there um participating in activities and the more that they are there and feel comfortable the more they're likely to support us um and their um child um throughout the year. And then we do know that we need to continue with our mental health support, expanding counseling services and social emotional learning programs um because it can be a reason why students don't feel safe um or have a perception of belonging um that um that ranks or rates this that area lower. So, we do want to ensure that if students are not feeling connected or there's a reason why
023that um those areas are low that we have the supports to help them and talk about them and um giving them another adult um or staff member to support them and are there any questions in that area? We will. Thank you. Avery Ford Center. Yes. Good evening, board president, members of the board, staff, and community. First off, I want to thank Miss uh Mrs. Mendoza, Mrs. Sierra, Miss Alvarez, and there's a countless number of people that go behind the reports, but they are the drivers of what you see here. And so, it's a lot there's a lot to it, right? Uh we have a simplified version of what the actual product is and and so I just want to thank them, publicly thank them for the work that they do. Um secondly, uh we're in
024the summer boat vote now. Thank you to our staff who worked together to have some amazing closing ceremonies last week that we were all a part of. Great stories. Uh just great time to celebrate. I want to thank uh Mr. Rojas and his uh crew because uh the facilities were immaculate and it takes a lot. In addition to that, juggling uh uh state championship baseball series uh there as well. So that was an added uh stressor, but at the same time, they were able to get it all done. Uh want to thank our our um our or congratulate our varsity baseball team. They got uh their rings sized I think it was yesterday uh for their valley championship. So they were excited you know a lot of long faces on Saturday. But you know what
025to be like one of the top I believe 10 teams in the state uh something like that overall when I think there was 11,000 baseball teams overall in the state and we're at that caliber is pretty amazing. Uh we did uh had feedback from both teams that we played that came here. One from the Paris area of LA, Riverside and one from Los Angeles on as well. They commented Mr. Ross probably doesn't know this but commented on on the field and how immaculate it was. One of them I think doesn't even have grass on the infield and one I don't believe has a baseball field itself. So you know a lot of times we're fortunate uh and when we get that feedback from other groups right it's like wow like look what's here. So definitely
026thank you again to the staff uh for doing that. Um you know the board has requested accountability across the district. Almost all 29 of our site and district leaders have been working hard to define accountability framework for 2526. So if you say any yons in the audience today uh we were just been digging hard and deep in uh data today. We worked yesterday on talking about teaming and really looking at how we uh you know positively work as a team together. So there's a lot of great work and a lot of it was around the stuff the items that Mr. Mendoza was talking about today belonging uh how do we increase that sense of belonging and as well as how do we increase the academic so proud of our team uh we had um not
027only our our our site leadership but also like Mr. Rojos was there uh we had you know Miss Alvarez and others so we're we're getting to that point to develop that accountability framework. Um accountability is mutual. I'm going to say this, you know, publicly. Uh, nurtures growth and innovation. It is not a hammer but a flashlight. And I want to thank the leaders because they've really uh leaned into that. Um, you know, we have summer programs being uh hosted by the rack in grades K through 8 high school summer schools ongoing right now at the TLC. So, it's a packed house. Uh, students are in there working and our upcoming Accelerate Summer Mathmies at Freso Pacific for grades 4 to 4 through 11, I believe, are are on the way and ready to go next
028week. So, um, you know, it's exciting to see all that taking place. Uh, we we'll actually be h having the rack come next board meeting to do a presentation on the work we've been working on together to really have a tightened plan on 2526. So, just want to thank uh their director for doing that as well. And finally, I want to just uh thank Mr. Chuck Jet uh who, you know, this will be I believe his last board meeting. And I just want to just uh publicly and personally thank you for the work that you've done here. Not only in the year and a half that we worked together, but the well over 20 plus years that you worked here in the district, I believe, um as a teacher, a vice principal, principal, I'm sure
029missing stuff, coach, assistant, superintendent, uh all around just different different uh areas. So, just want to thank you uh if we can give him a hand just, you know, as all of his work. And so, um, I know that that, uh, he doesn't like the spotlight that like that way, but definitely appreciate you. Um, and so with that, um, board president Mises reports. I just want to say that all three graduations were very well thought out and and conducted. I think all the kids were extremely polite and very well behaved. So, thank you all for that. I just echo the same thing. It was a really good time to be there and see witness and it's what you guys work for all year long. So, I do appreciate how supporting you. Thank you. If there's
030an F faculty association, no. And California School employees association. Neither. All right. Very good. Uh public comment if there's anybody here to do a public comment on any of the agenda items. Okay. Um now do I have a motion to approve the consent agenda items? I'll second roll call. Sandra. Hi, Sammy. Hi. And I public hearings 2025 2026 local control accountability plan review. And I'm here we also give an opportunity to see if there's any public comments on this presentation. Yeah. Okay. Miss Mendoza will present. Hello again. This time I am going to try to present an overview of our 120 plus page LCAP um in record time. I'm being timed I believe. So um I do want to say that our um local control and accountability plan covers all um school sites. Um it
031reflects the supports that we are providing for 3,201 students. Um all which of 92.2% are um Hispanic or Latino. Um in the LCAP we have um total fund or expenditures not no we've allocated and budgeted total funds of $16,514,650. of those totals um 14 thou million98,385 I think I read that 16 million incorrectly so I apologize um those are um global control funding formulas and all the services and um actions um specifically for our um duplicated pupils which are our foster youths, English learners and um socially economically disadvantaged which in the LCAP they um they are called low income. We do have um other state funds that we are braiding and braiding just means that we're tying them together and utilizing them for the same actions. Um we have an amount of 1,66,265 and um
032those are all from the um learning recovery emergency blog grant. It's a new requirement that if we didn't spend all of our LEBGs that um they be written into the LCAP um and then reported on how they were um spent. So this year we are um spending 1.6 million of the roughly 5 million that we have um still in um in the district. um of all the 16 mill funds so between the LCAT or LCF funding and the LBG funding um 15,820,000 um and some dollars which is 95.8% 8% um of those funds are for personnel are to support personnel and um in um supporting um and increasing and improving services for our unduplicated pupils and or other students who may need the support. Um of those funds, 4.2% 2% or $694,000 um are for
033materials supplies and anything else that um may be required to support our staff in implementing the actions. Next slide. So this is an overview. I will not read every single key metric and target. Um but the LCAP does measure um in goal one um that's our academic excellence goal. Um to summarize it um it's our multi-ter systems of support that address our um academic our social and emotional growth um for students. um we are required to have um all of these metrics um ranging from CASP and ELA and math to um English learner progress um graduation and college readiness attendance and engagement and um a local um benchmark assessment. So we are required to have local data that we utilize and we opt to use our um local benchmarks. Um in each of these key
034um key metrics you will see um different um items listed and what our targets are in three years or two years. Now goal two. So, I'm going to move on to goal two, which is um safe and welcoming environments. Um we want to ensure that our um environments are welcoming, safe, and nurturing, and that that fosters um parent engagement and collaboration. Um so the key metrics that we are identifying um that will tell us whether or not we're making progress to meeting the goals are parent engagement, school climate and um sus suspension rates. Um those are the key um metrics um in that goal. California recently added um I believe it was last year when we um did an overhaul of our LCAP an LCFF equity multiplier and those are additional funds that the state
035provides with a minimum of 50,000 to each identified site um to improve um stability and areas that when students are moving from one school to another and then back um that we support them in the areas where they'll um where they'll likely fall um below their peers. Um so those identified sites are all of the Kings Lake sites. So continuation um community day school and corporate academy. So they um all receive these funds and we do target this um we target the use of these funds to increasing um graduation rates, college and careers um indicators and um reducing suspension rates. Um for this one specifically, we have to have a student advisory group um at those sites and um also a parent uh advisory committee that um to provide input on what they feel are
036the needs. Um, so not only do we have to have the educational partner advisory committees for the entire LCAP, but for this specific goal and the expenditure of these funds, um, we do have to get people um, educational partners from those sites to give us input on the utilization of these funds. Um I do want to say that we are um providing additional counseling supports for students there. Um and not just behavior counseling but actually academic counseling that's going that are going to target uh graduation rates track um their transcripts uh provide them with more um support in identifying what things they need in order to graduate. Um we um actually have a great counselor right now that helped align a lot of their courses to A throughG um help set up the system and
037um hopefully we will be tracking um with more prec precision the college and career indicator so that they are actually on the board for that. Um so we're pretty excited about that. All right. So, implementation and accountability. Um, as I stated, our three unduplicated counts are, um, our lowincome, our English learners, and our foster youth. You see the percentages of each um, student group there. Um so everything in the LCAP has to show increased and improved services to these three groups of students. Uh because our lowincome um students is almost the majority. We do utilize the funds for all students with an emphasis on uh on these three groups. um the state priorities that are addressed. Um we have to tie each metric andor action to a priority. Um and those are the basic services,
038parent involvement, student achievement, um student engagement, school climate, course access, and other outcomes. Um it my reporting isn't providing the specifics as to what we spend things on, but um I could kind of give you a quick rundown handful one. We do have um what we pay and utilize um increased services for our our intervention teachers, our um behavior counselors, our counselors, our nursing um department that um at each school. Um we have um increasing um the broad course of studying which is um PE, music, CTE programs at the sites. Um we have um library support systems um and library texts that come out of that. Um and a couple of other things. Um our English learner supports our academic coaches. um one for um e English learners and then the subgroup within that subgroup
039our long-term English learners. So we have one of these. Now in goal two, we do have our parent leaison, our um safety um departments and um and ways to improve um student parent engagement um such as communication methods and whatnot. Those are um examples of what are in u each one of those goals. So since it would have been a much longer document and or presentation if I outlined every single expenditure that we had. So with that that is an overview of our LCAP this year. Any public comment or board comment? We have the Corp Unified School District proposed budget. Any public comments on this budget? Good evening. So included in the packet is the full proposed 2025 2026 budget that has the um all the forms and detailed information that gets sent to the
040state. We do also have the presentation to review the overview of that budget. So the main budget highlights are two key points here is that the district does have sufficient reserves. We are required to have 3% of reserves which means 3% of our total expenditures for us. That amount is close to 2 million and our actual reserves are 12.9 million roughly. When we do have um reserves in excess of that 3%, we are also required to provide an explanation for what those additional dollars are intended to be used for. Um we do have that certification in the packet as well and we outlined that it's assigned for some one-time costs that are planned maintaining um cash flow and other lottery assignments meaning dollars that we have earmarked for specific purposes. Um once we've identified those
041topics we are able to continue keeping reserves at that level. The other main highlight is that we are anticipating a positive certification. The reason I put anticipated is that we don't actually provide a certification at the budget adoption that happens at the interim reports. Um, but all indications are pointing towards that positive certification, meaning that we will meet our financial obligations for the current and two subsequent fiscal years and that we'll have a positive ending fund balance in all of our funds. So just kind of an overview of the budget development process as a whole is that we look at what our funding formula is from the state. Once we have that funding level, we do take into account our board priorities, the community input with the LCAP, which Elizabeth or Mrs. Mendoza provided a
042a wonderful overview of um any site and department needs and any other um information that we have available to us at that moment. And the reason I say that is things can change all year long, minute by minute. But this is what we have available to us at this point in time which also includes an estimation of next year's budget. Currently the governor provides a budget in January. They do a revision in May and then that's what information we have to use to create our budgets for the upcoming school year. They the state won't actually approve the budget. They have a requirement of the legislature signing off mid June in a couple of days here and then the governor signing at the end of June. So right now this is all based on um estimated
043information. Should there be any major changes we would bring that back to the board. Um outside of that we do review the historical trend data for both enrollment expenditures. The enrollment drives a majority of the funding for the school district. About 75% of the funding comes from that student attendance. And then otherwise in this time of year we are looking at the close of the current year. So closing of the 245 school year, how what do our expenditures look like? Gives us a better idea of what we will have ongoing in the future upcoming year for the 256 year. Um and then we're making adjustments for any things that aren't going to continue on. So the enrollment, we have continued to have declining enrollment over the last 5 years. Enrollment is the actual number of
044students that are enrolled in the school district from TK up through 12th grade. And then we do have um that is taken at the very first Wednesday in October. That's the established enrollment that is based for our district. the enrollment and average daily attendance. While we have a current enrollment of 3160 for the estimated for the upcoming year, we don't actually have attendance at that level and we're funded on attendance. So, it's kind of a two-pronged problem. We have to staff and prepare for the enrollment, the number of kids that we have enrolled, but then we're only funded on who's actually attending. So our um enrollment or excuse me our attendance funding is based on either the current year the highest amount which we're estimating to be 2917 for the 256 school year. So that's
045actually lower than all the preceding years. Um so the current year if that's the highest the prior year if that's higher than the current year or an average of the three preceding years. So for us, we get to have the average of our three pre three years, including the county office ADA for the special ed programs as well. So our funded ADA is estimated to be off of 3003 students. The general fund revenue, total revenue for the general fund is close to $65 million, most of which 75% of comes from the LCFF, the local control funding formula. And that is driven by our student attendance. Outside of that, the next largest portion is the state funding that includes grants like the expanded learning opportunity program, ASUS, Prop 28, arts and music program, and um CIG.
046I picked those out because those are the largest ones of that portion of funding. After the state funding, the next largest portion is the local funding, primarily comprised of interest that we receive from just having funds available or on account with the county treasury office. And then a few other smaller grants or funding sources, the medical billing and CYBHI, which is another new grant. The general fund expenditures are estimated to be about 66.6 million, really close to 67 million of that expenditure. Total 70% of that is for salary and benefits. And then 30% is for non- labor. So just materials, supplies, services, things of that nature. and general fund expenditures by function that this is just to illustrate the fact that of those 70% of expenditures in staff uh salary and benefits in addition to
047that and the non like the supplies and other expenditures 80% of it is for instruction pupil related services or co-curricular 12% is for maintenance and operation activities within the district 6% for administration and then 3% other outcome that is our COP payment and the payment to the county office of education for special ed related services. So overall taking those two together the total revenue coming in close to 65 million and total expenditures of 66.5 million that does show a projected deficit spending of $1.7 million. That is comprised of both the unrestricted and restricted um expenditures or sides of the budget. Unrestricted side we would actually have an increase to our fund balance of close to 150,000. And on the restricted side, that's where the deficit comes from of about 1.9 million. So of that 1.9
048million, it's onetime funding from like the learning recovery emergency block grant that we've already received the funding and now we're actually spending that grant. In addition to that one, the arts and music block grant at about 500,000 is comprises the total deficit spending or spending down of the fund balance. On the next slide, the multi-year projections. So, this is just an overview of our current upcoming budget year and the two out years. We do have within that a the cola projections or what the state has provided as cola for 2.3% in the upcoming year, 3.02% the 267year and 3.42%. So we review the changes from year-over-year, the increased funding levels, any seven column changes for staff, increases to benefits like PERS, and reductions from any 110 grants. So we do have a increase in fund
049balance projected for the remaining out two years which while small in the 267 year at close to 28,000 um I still think that is significant to consider that it is increasing in fund balance given that we're going to have a reduction in the average daily attendance estimated um costing us roughly $426,000 or loss revenue of that much by having the continued decline in attendance. And overall, the district fund summary. This just takes a look at all of our funds. The main general fund, which we just spent most of our time on, but then additionally the student activity fund, which I've mentioned, that's just a um a fund where we record the activity from the activities ASB at the high school and junior high, the adult ed program, which is fund 1100, and our child development
050cafeteria and so on. So all funds are estimated to still have a positive fund balance at the end or not need a transfer in from the general fund in any way. Just a additional note within the general fund ending balance of 30 million or almost 13.5 13.8 of that is restricted meaning it's earmarked for specific programs and only 16.7 is unrestrictive or available for discretionary spending. All I have any questions? Thank you. Future agenda items. Identifying close session items public comment and close session items. So then we can go ahead and identify the close session items matters and student discipline other confidential staging matters. and personal matters. I'm back. Oh, personal matters. Okay. With respect to personal matters. Do we do that now? Close session. Okay. So, we're going to go ahead and set up
051to close session at 6:55.