001I think my first color blah blah blah and they weren't taking Good evening and welcome to the Panama Buista Union School District Board meeting. We will call the meeting to order at 6 pm. Per our tradition, I will start by reading of our mission statement. The Panama Wavista Union School District is dedicated to empowering our diverse community through a safe and inclusive environment that promotes academic excellence and personal growth. We prepare all students for future challenges with a commitment to innovation and strong partnerships, enabling everyone to thrive and contribute positively to society. in attendance. Um we have our well actually our trustees Van Aen and Willri are absent today. So you have me as acting president and trustee Easter, Blaine and myself are present. All staff members are present and then we'd like to do
002the flag salute. So if we could all please stand. >> Salute. Pledge. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> If you are a guest today or visitor, we you are welcome to sign the guest register at the uh back of the office here. Number five, our minutes. We have our May 26 20 2026 regular board meeting minutes. Is there a motion to approve? >> Motion. >> There second. >> Second. >> All those in favor, raise your right hand. 6A. We have correspondence, hearings, delegations, and presentations. Public hearing for review of the district's 2026 2027 local control accountability plan. We are opening the public hearing. No comments. We will close the public
003hearing. 6B. We have a public hearing for review of the district proposed 2026 2027 annual budget. We will open the hearing. There's no comments. We close the public hearing. Six, I'm sorry. Number seven, public comment. The public may address the board on any matters within the board's jurisdiction that is not on the agenda at this time. The public may address the board on each of the remaining items on the agenda as these items are taken up before board discussion and deliberation. Unless otherwise determined by the board, each person is limited to three minutes per item. If a large number wish to speak on a specific item, the board may limit the total input to 20 minutes on any item. Persons wishing to speak should complete a green sheet and hand it to the board secretary.
004Madam secretary, do we have any? >> We do not. >> Comments? Nope. No comments. Number eight, reports from superintendent, staff, and board meetings. Um, superintendent report, we have none. Staff reports, we have none. 8C board members reports. Board members, do we have any reports or comments? >> Nothing to say this evening. >> No. >> Do you want me to say something? >> Sing a song. >> I will say I had I was um fortunate enough to attend the Teis Junior High celebration/graduation. And the highlight uh of that day was I was able to hand my daughter her diploma, certificate, whatever you want to call it. So yes, so at the beginning of her eighth grade year, I would have never thought that I would be standing on stage at Teis Junior High being able to
005hand her her certificate, diploma. Uh but it was memorable and I was very uh blessed to be a part of that. So great job to Panama Bua School District and all the graduations that we were able to celebrate in that transition for our eighth graders going into high school. They're in good hands in Kernai. >> Thanks. Maybe think of a couple comments. Um the Warren graduation was great. Oh my gosh, the best weather. I I have never experienced this good of weather during graduation week. Oh, sorry for the high schools that had rain. Not good weather, but sorry for animals. Great. Uh Mr. clear uh did a great job of running the Warren graduation and made it all the way to the very end before tearing up. So, uh you could tell he put his
006heart and soul into um the graduation. It was great. And then also too, um I was just at a Highgate neighborhood event the other night picking up my daughter from they had like a phone party and I talked with three parents who were sending their kids to summer school and they said it's been the best so far and they're having a great time. So, kudos to the summer school team. got some great feedback from non-soliciting it. They just said, "Hey, summer school's been great." And I said, "I didn't do anything." They're doing a great job. So, kudos to you guys. Good job. >> Um, I'd also like to say I went to uh had the privilege of attending Whitley's award ceremony and Dr. Porter and his team did an amazing job with the award ceremony.
007Um, it was just awesome to see all the students were so engaged and well behaved and love you could tell that they loved their teachers. And I also attended the Stone Creek Junior High graduation and loved the beautiful weather as well. It was amazing and Dr. Man and I actually enjoyed it when we weren't sweating and the sun was not in our eyes. So, it was a beautiful day and um Katrina Wilson also did an amazing job with the graduation ceremony. So, we will move on to item number nine, our consent agenda. Is there any questions concerning the consent agenda? Okay, we do not have any questions. Is there a motion to pro approve the consent agenda? >> Motion. >> Is there a second? Second. >> And all those in favor, raise your right hand.
008Okay. Consent agenda approved. Item 10 is old business. There is no old business. Item 11, new business. Resolution number 26-30, district request for consolidated election services. Dr. Russell. >> Yes. Thank you. I'm bringing to you tonight resolution number 2630 and it is a procedural requirement that enables our district to conduct the upcoming November 3rd, 2026 governing board election um in accordance with California law. So by adopting this resolution, it would allow the following. Number one, it formally calls for the 2026 election. It also requests consolidation with the statewide election. And finally, it authorizes the Kern County Elections Department to administer the election on the district's behalf. Um, this election will include three seats on the Panama Buista Union School District Board of Trustees that are up for election in 2026, and those are the seats
009for area 3, area 4, and area 5. So staff recommends approval of the resolution. >> Is there a motion to approve? >> Motion. >> Is there a second? >> Second. >> And all those in favor raise your right hand. >> It's approved. Item B, presentation of the California Community Schools Partnership Program, CCSP. Susie, I don't much shorter for this. My name is Susia. Good evening. My name is Susia. I'm the director of community and family engagement. Tonight, I will be providing you with an overview of the community schools partnership program um implementation plans. Just to recap, over the past two years, we've been in the planning phase. And so during that time, we've really focused on the found building the foundations of community schools through the needs assessments, engaging with partners to get gather data,
010and the development of implementation plans. The CCSP is a self-funded 5-year grant program. As a cohort 4 recipient, we've received with the four schools combined uh $6,175,000 to to support the implementation of community schools. The purpose of tonight's presentation is to provide you with an overview of the CCSP implementation plans for the participating schools which include Birkshshire, Lowden, Stein, and Whitley. The plans are available for the school community on the website's community and family engagement web page and on the about us section of each of the four participating school sites. So, where all of the school site plans have where all of the school sites have their plans, that's where you will also find this one. And it's also in your board packets as well. Implementation plans are guided by the California Community Schools framework,
011including the four community schools pillars and the capacity building strategies. They were developed through educational partner input gathered from students, staff, and families. We also developed the partnership matrix which identifies current partners and assets and this allows us to align our services and programs with district priorities. The implementation plans um again are aligned with district priorities while addressing the unique needs of each school site. The plans are intended to be living documents and they'll continue to be updated as we continue ongoing needs assessments and continuous improvement efforts to ensure that we're responsive to all of the evolving needs for the sites for students, staff, families, and our community. Focus areas for the implementation plans are guided around the community school pillars which include active family and community engagement, collaborative leadership and practices, integrated student supports,
012and expanded learning time and opportunities. Together, these pillars create a comprehensive approach to supporting the whole child. This first this coming year, we're going to really focus on active community and family engagement to allow us allow us to build partnerships with our schools and really bring them in as partners in their child's educational journey. So key implementation actions for the following school year. So as we transition into continue to transition into implementation, we're focused on building systems and structures necessary to support long-term success for our community schools. and that includes the hiring of our community and family engagement specialist who is here tonight. So, I'm very happy to introduce Carolina Lopez. And so, she will be instrumental in supporting um our systems and processes and also guiding and supporting our community school liaison which we
013are currently hiring for the following school year. So, each of our community schools will have one liaison located at their site. Um, we are also continuing to have our district level coordination. So, with our district advisory councils, we're still continuing to meet to ensure again that we're just aligning all of the site needs with district's priorities and ensuring that we're having process and systems that are aligned to what we do at the district. Um, we're going to continue providing ongoing professional learning and also we're going to really focus on communicating community schools to our communities and that includes our students, staff and families because we want them to know what is a community school. And so we're really going to work with our communications director and our school sites to ensure that they know they
014are at a community school and they know what it is. And so with that, before conclu concluding, I would like to invite our district community members to attend our TK and kindergarten welcome event, which is I say this about all my events, but it's one of my favorites. Um it really gives us the opportunity to um welcome our newest little learners and their families to come learn about resources and services available at the district and within the community. It's this Friday, June 12th, from 8:30 to 10:30 at Mountain View TK8. Um and yeah, so we hope to see you there. In closing, the community schools implementation plans represent the collaborative efforts of students, family, staff, and community. Tonight, staff requests a motion to acknowledge receipt of the community schools implementation plans. I would be happy
015to answer any of your questions. >> Do you have any questions? >> Yeah. Um, so I I just want to go over a couple timeline things, funding, and then um did we have more than four schools apply for the planning? >> No, we just had the four. >> So these four applied, these four got the implementation grants, >> correct? >> And the five-year clock starts. Did it start this year or does it start next year? >> Yes, this is so our first year. Next year will be year two. >> Okay. Um, so then when it comes to funding, I know that in the governor's may revise, he had uh proposed possibly putting in some money. like let's say that doesn't happen. Um what's our plan in four years? Do we have kind of a plan
016to obviously the the state wants us to be sustained in our budget. So do we have kind of like a plan to work it in or do we really got to like look forward to that and kind of >> So that's part of the community schools partnership program. So we do reports to the states annually part of that. So beginning next year, so year two is we're going to have there's a sustainability portion to that report that we'll need to include. And so when we select when we decide to do a program or we partner with someone part of that is we have to have conversation as to what is our plan and how are we going to sustain this moving forward. And that that's why our excuse me our community partnerships are so important
017because what we do is we speak to them and talk about what goals they have, what goals we have and we align them. And so those are conversations we've been having since last year so that we can for example community school closets. um that's something that's been a need at the school sites and so we've already been having conversations with community partners um to talk about possible donations for those and so not everything that we do is going to consist of funds and that's where we're building the foundation so for example we'll be buying the shelving we'll be the liaison will help facilitate that but our community partners are going to come in and donate those items so that helps with the sustainability so that's just an example of sustaining these programs beyond the five
018I'd also like to point out that the community school leaison the four positions traditionally the district does not fund positions without ongoing funding but this being a 5-year program the needs of the program were so great that we developed these positions with our CSEA labor partners with a lot of specificity that the initial five years are contingent on the funding with the intent that we'll have those conversations with the employees and the bargaining parties to say either the governor did extend this and we have some additional funding or here's how we're going to be able to integrate these services that we're providing into other funding streams. I think the best part of having our CCSP so in line with the rest of our LCAP living document is that it could be a consideration that if
019the funding ends, how does continuing these supports align with the rest of our goals and actions and maybe adjusting some of the funding there. Um, but it's definitely conversations that we'll be having in two years depending on where the governor's budget lands and the timing of when that will end. >> And I know that you guys are starting year two. I would just share that I know the West Kern consortium which is obviously in the Lost Hills area. They've been doing the community schools work for uh seven years now and it's been so successful. So if I don't know if you've met anybody out there or talked with them, but some great work that they've been doing in the Lost Hills um area out there. So, just kind of a plug for some of the
020work they've done historically already. So, >> thank you for sharing that. Not yet, but I will find them. >> Okay, awesome. >> I have a question. Um, what would the school leaison be doing at each site? What is their job duty? >> So, they're going to be implementing the services and programs at the school site. For example, if there's a parent university program, so we I do them districtwide. The leazison will be doing them specifically for the school site. So they'll be um working with their families. They'll be working with their principles like for with their um chattal lattes and if they want to bring a community partner, the liaison's going to be the one to work with the specialist to help connect them so that they can bring them on to the school site
021campus and really getting to know the family so that they're that bridge and they're also working with the they'll be working with the staff um for um continuous professional learning on family engagement strategies. >> I like that chat a latte. I think I heard that from um Birkshshire. >> Birkshshire. Yes. On one of our sites. >> Is there any more questions? >> Okay. Uh is there a motion to acknowledge receipt of the implementation plans? >> Motion. >> Is there a second? >> Second. >> All those in favor raise your right hand. >> Thank you. Item C, 2026 2027 school plans for student achievement title one schools. Mr. Steve Johnson. >> Good evening. Presented tonight for review and first reading are all 26 of our schools 2026 2027 school plans for student achievement which were jointly
022developed with educational partners. The title one school plans for student achievement are reviewed and updated annually by the school site councils including the proposed expenditure of funds allocated to the school sites and must be approved by the board. Tonight is information only and the school plans for student achievement will be submitted at the next board meeting for approval. I'm available for any questions you may have tonight or as review the school plans over the next two weeks. >> Is there any questions? >> No, I'll admit I have not looked over many of the plans yet. So, I will do my homework over the next couple weeks, but I do want to share my appreciation for the district in taking on the work to change things with Title One o over my six years of serving.
023I've heard from principles at non-title one schools um about the struggle when it comes to PD dollars, supplies, just some of the, you know, the extra things in principles budget goes super fast. As you know, you're a principal at a non-title one school. Um and so I am grateful to the district for making the change since we're allowed to make it. I look forward to reading a couple of the SIPs for those non formerly non-title one schools and I know you've had to do more work because you have more schools now on the load. So, thank you. Thank you to the district for making this change. I think it's going to be good for all of our schools moving forward. So, thank you. >> Hey, that was for information only. >> Thank you, Mr. Johnson.
024Item D, presentation of districts 2026 2027 local control accountability plan. Miss Lo, >> good evening. Tonight, staff will present the 2026 2027 local control and accountability plan or LCAP, including updates to the goals and actions, educational partner engagement opportunities, the budget overview for parents, and the LCAP federal addendum. This presentation is being provided for information and public review. The final LCAP and supporting documents will be brought back to the board for approval at the June 23rd board meeting. Director Relle Mononttoya will present the LCAP components and director Laura Largo will present the budget overview for parents. So, at this time, I'd like to turn it over to Michelle. >> Good evening. Um, as Miss Lovio said, I bring you the collaborative revision of the 2026 2027 local control accountability plan. As part of our endofear
025review, we are providing the board with an update on the district's local and local control and accountability plan, which serves as a framework for our strategic priorities, resource allocation, and student outcomes. Tonight's presentation includes proposed revisions and the federal agenda. The local control accountability plan serves as a district's strategic plan for aligning resources, services, and funding to support student achievement, well-being, and overall success. The plan is developed through ongoing engagement with families, staff, students, and community partners to ensure district actions and priorities reflect the needs of our educational community. This process supports transparency, accountability, and continuous improvement across all our schools and programs. The LCAP is aligned to the state's eight priority areas, recognizing that student success is influenced by multiple factors, as you can see here. These priorities help ensure a balanced focus on
026academics, engagement, access, and conditions for learning. District decisions related to the LCAP were informed by multiple measures including student achievement data, educational partner feedback, survey results, and site level input. This process was conducted collaboratively with school sites, advisory groups, the LCAP advisory committee, and the student advisory committee to ensure multiple perspectives are represented. These data sources are reviewed alongside the district's strategic priorities to ensure alignment between identified needs, plan actions, and fiscal responsibility. This comprehensive approach supports informed student- centered decision-making focused on continuous improvement and equitable outcomes for all of our students. Over the past three years, the district has experienced significant growth in engagement and participation from families, staff, and students throughout the LCAP development process. Increased involvement from educational partners has strengthened the district's ability to gather diverse perspectives and make more informed
027decisions aligned to student and community needs. As you can see, the targeted outreach efforts implemented this year resulted in significant increase in both staff and family participation. Besides 66 focus group meetings at each school site and district office, public reach through the district website garnered 712 unique views by our educational partners. The feedback collected continues to highlight both areas of success and opportunities for continued growth and improvement. Based on the feedback analyzed through the district's new thought exchange survey and strategic insights platform, the perception data you see here shows overall trust remain strong among students, families, and staff. Positive relationships and access to caring, supportive adults emerged as consistent strengths across all stakeholder groups. Areas identified for continued improvement include restroom cleanliness and responsiveness to students concerns, expanded opportunities for family participation and engagement, and
028strengthening systems and supports related to staff attendance and wellness. The district connectedness survey results show gradual improvement in student teacher staff relationships with overall student ratings increasing from 70.65% 65% in the fall of 23 to 71.73% in the fall of 25. Notably, junior high students demonstrated the greatest growth, increasing 5% with a steady 74% across all elementary schools. Together, these findings reinforce the need to continue strengthening school connectedness, fostering positive daily interactions, and expanding access to supportive adults so that every student feel feels seen, valued, and supported. New this year, to increase transparency and accessibility, the district utilized the thought exchange survey platform to create interactive webbased report summarizing all of the survey feedback that identifies the themes and areas of priority from students, families, and staff. The interactive reports are available on the district
029website under the LCAP page as part of the district's ongoing commitment to transparency, communication, and educational partner engagement. Through goal one, we are focused on ensuring all students have access to high-quality teachers, materials, and safe learning environments. This includes continued investment in professional learning, instructional resources, facility improvements, and equity. Instructional materials and facilities are viewed positively across all educational partner groups. As you see here, perception data highlighted strengths in classroom resources, learning environments, and overall campus safety while also identifying identifying inconsistent experiences related to technology access, facility conditions, and intervention supports. Moving forward, the district will continue refining systems and strengthening implementation to improve overall conditions for teaching and learning across all of our sites. Continued actions in goal one address our investment in qualified teachers, academic coaching, and professional learning to strengthen instruction and
030support such as library access, instructional materials, and supplemental resources for students with disabilities. For 2026 2027, the district will continue full implementation of the newly adopted mathematics curriculum while strengthening science instruction and instructional coherence across grade levels. Additional efforts include improving access to technology, addressing facility needs, and expanding supports and services for students with disabilities. There we go. Goal 2 continues to focus on ensuring all students receive rigorous standards aligned instruction by strengthening consistency across classrooms and increasing access to enrichment and support programs to progress towards meeting grade level standards. Make that one. While our current ELA ESPback proficiency rate of 47.57% remains below the prepandemic level of 52.6%, 6%. This year marks an important milestone for the district. For the first time since the 2018-19 school year, we achieved year-over-year growth in ELA proficiency,
031indicating that our instructional efforts and targeted supports are beginning to yield positive results. Although there is still work ahead to fully recover and surpass pre pandemic performance levels, this upward trend demonstrates meaningful progress and provides a strong foundation for continued improvement in our literacy outcomes. This year's math results represent an important step forward for the district as well with 31% of students meeting proficiency standards. We have reached our highest level of math achievement since 2018-19. Although there remains a gap from the prepandemic proficiency rate of 37%. The gains reflect positive momentum and the impact of focused efforts to improve student learning in math. While overall perceptions from students and families report that learning experiences across the district are high quality, a smaller percentage of respondents express differing experiences, highlighting the opportunity for the district to
032continue strengthening our instructional consistency. LCAP goal 2 actions will continue to focus on strengthening student achievement through teacher leadership teams, ongoing professional learning, and expanded support for transitional kindergarten programs. The goal also prioritizes increased access to enrichment and engagement opportunities through visual and performing arts, extracurricular activities, AVID, career technical education, and targeted supports such as camp PE. Proposed revisions to LCAP goal 2 include expanding foundational literacy supports and intervention resources for students especially in grades three through eight who continue to demonstrate literacy gaps. In addition, intensive literacy training will be provided for all instructional intervention teachers to support tier tier 2 student literacy growth. Additional professional learning opportunities and gate certification support will be provided to strengthen accelerated instructional pract practices and teacher capacity. Goal three is committed to safe, inclusive, and engaging school environments
033for all students. This is our whole child approach that guides our work. Community feedback related to school climate indicates high levels of support and connectedness to their schools with areas for improvement in communication and access access to student services. At the same time, stakeholders identified a need for greater consistency across school sites, increased family access and engagement opportunities, and more visible impact of student support systems. LCAP survey results indicate that the majority of students, families, and staff agree that students feel physically and emotionally safe at school. While these positive perceptions reflect the district's commitment to fostering safe learning environments, survey responses also demonstrate that a portion of stakeholders continue to express concerns and it is an a continued area of growth for the district. LCAP goal 3 will continue to focus on strengthening school climate
034through staff leadership, professional development, and expanded student opportunities. And these efforts reflect a comprehensive approach to creating a positive and supportive school environment. Proposed revisions to LCAP goal 3 focus on strengthening student safety, expanding MTSS, multi-tered system of supports, and increasing targeted assistance for students with the greatest need. The plan also includes additional leadership and coordination support including assistant principal targeted support for foster youth and students exper experiencing homelessness. Two additional social workers to support student needs as well as the addition of a program specialist to strengthen consistency of social emotional learning implementation across schools in alignment with the district's ongoing work with the Kern County Superintendent of Schools through the differentiated assistant process. assistance process. These efforts will further strengthen systems, coordination of services, and targeted support for our foster and unhoused youth. Expanded
035wellness services and student resource supports are also being analyzed to improve attendance, health, engagement, and overall well-being. Goal 4 continues to focus on accelerating learning for English learners through targeted instruction and support. Educational partner feedback identified a need for stronger language support and clearer access to services for families, particularly those that are new to the country. Our partners also emphasized the importance of additional professional learning and staff training to better support newcomer students and ensure consistent access to instructional and social emotional support across all sites. Continued support for goal 4 focuses on strengthening services for our multilingual learners through improved instructional supports, expanding data monitoring systems, and ongoing professional learning to equip staff in supporting these students. The district's dual language emer im immersion program has demonstrated strong success during its first year of implementation
036and will expand to first grade in the 2026 27 school year. Continued community interest and support for the program remains strong with a current waiting list reflecting growth demand for families. Revisions to goal 4 include strengthening support for our newcomer students and long-term English learners through improved systems, targeted interventions, and ongoing professional learning for staff. English language development standards will continue to be embedded throughout the district curriculum maps to support integrated language instruction across all classrooms. We will also continue expanding and refining the dual language immersion program as part of the commitment to multilingualism and biiteracy. New to the 2026 2027 school year, the district will receive equity multiplier funding to provide additional resources and targeted support for Wayne Van Horn Elementary School. This funding is intended to address the unique needs of Van Horn
037students to improve student outcomes. The equity multiplier allocation will allow the district to support focused strategies and interventions to ensure students at Van Horn Elementary have equitable access to the resources and opportunities needed for success. Equity multiplier funding is allocated to school sites identified by the California Department of Education based on criteria that include high percentages of non-stable student enrollment and socio socioeconomically disadvantaged students. Eligibility is also connected to student performance data on the California school dashboard. Equity multiplier funds must be aligned to the district's LCAP and reflected within Van Horn's single plan for student achievement to ensure actions and services are connected to the specific needs of the identified student population. The data highlights here you see several significant factors impacting the Van Horn School community. Van Horn's student mobility rate is 25% which
038is notably higher than both the district average of 11% and the county average of 10%. Additionally, 86% of Anhorn students are identified as soio economically disadvantaged which is a representation of 481 students out of 562 enrolled. These data points demonstrate the need for targeted academic, social, emotional, and family support systems to address the unique needs of this school community. The estimated funding for the 2026 2027 school year is $758,130. Equity multiplier monies do not have an expiration date and can be allocated to best support the needs of the school. The equity multiplier goals are focused on improving student outcomes in reading and math, reducing chronic absenteeism, and decreasing suspension rates. These goals were informed through meetings with Van Horn educational partners in April, where families, staff, and community members provided feedback regarding student needs, school
039climate, attendance, and academic supports. The goals for Van Horn Elementary are focused on increasing student achievement in reading and math for identified student groups, reducing chronic absenteeism, and decreasing suspension rates as measured through the California dashboard indicators. The actions and services reflected in both the district's LCAP and the school sites SPSA are intended to support measurable improvements in academic performance, student engagement, attendance, and overall school climate. The proposed equity multiplier actions focus on strengthening early literacy and academic achievement through targeted instructional supports and strategic staffing enhancements, including an additional intervention teacher and general education teacher. The plan also prioritizes ongoing professional learning with an emphasis on supporting English learners, strengthening instructional consistency, and establishing clear schoolwide expectations for student learning and vocabulary development. In addition, expanded family outreach, attendance supports, and student engagement efforts are
040intended to improve daily attendance, strengthen school connectedness, and reduce suspension rates. This year, the district has experienced several positive outcomes through both the implementation of LCAP actions and the continued strengthening of the LCAP development process. The district saw a significant increase in educational partner participation and feedback, which resulted in a broader representation from students, families, and staff throughout the planning process. Additional success include expanding early literacy intervention supports for students, successful implementation of the mathematics pilot and curriculum adoption process and increased cross-divisional collaboration to strengthen alignment, coordination of services and support for school sites. These efforts have contributed to stronger systems of support and a more collaborative approach to the continuous improvement work. As the district continues to build upon current successes, several ongoing challenges remain a priority for continuous improvement efforts. These include the
041need for consistent implementation of social emotional learning and behavior interventions to proactively support student well-being, positive behavior, and academic success across all schools. Also recognizing the need for ongoing targeted professional learning to support the increasing instructional and operational demands placed on staff as well as strengthening instructional supports and services for our multilingual learners, especially focusing on our newcomers. In addition to presenting the district's recommended 2026 2027 local control and accountability plan, staff is also bringing forward the federal addendum for board review. The LCAP and the federal dendum work together to ensure alignment between the district's local priorities and federal program requirements under the Every Student Succeeds Act or ESSA. While the LCAP outlines the district's goals, actions, and services to support students, the federal addendum demonstrates how federal funds and programs support the same priorities
042and student groups. Together, these plans provide a comprehensive framework for accountability, continuous improvement, and equitable support for all students. The district's elap reflects our continued commitment to continuous improvement, educational equity, and student success. staff is bringing both the 2026 and 2027 LCAP and federal addendum forward for first read. Thank you for your time and I'm available for any questions. >> Any questions? Uh the equity multiplier is very interesting. Makes me wonder where we're at kind of with everybody. Is is the mobility rate is that is that the same as stability rate? Are those like interchangeable words like in and out? The kids are moving in and out and Okay. >> Yeah. That unstable >> Yeah. Okay. >> environment. >> I'd be interested to know where all of our schools are at with that cuz that
043that's very interesting. Um and then you you had mentioned that the whatever it was it was over 700,000. That is there's no expiration to that. >> No. No. That is one of the benefits of the equity multiplier. So even if Van Horn falls out of equity multiplier next year, >> that money still remains until it is expended. >> Okay. >> It's effectively a onetime block grant. >> Interesting. >> That they're eligible for year after year after year. The 750 they earned in 2526 with no expiration, but it doesn't mean that their 2526 numbers wouldn't allow us to get additional funding for 2627 school >> just for school by school. Mhm. >> So that's every LCAP year or every year? >> Every fiscal year school could or could not qualify. >> I did have a question
044about one of the actions. >> This is helpful. This is helpful to have all the actions on in one packet. So, thank you for that. It's good. You're welcome. Um I noticed our assistant principles, we were going to possibly add two more for middle school. Is that going to be is that LCAP funded? >> Yes. >> So have double at at all middle schools. >> We're adding a second to the all of our Yes. >> Okay. My question was about the special education teacher residency 24 one something >> 1.1. >> Yes, you have the actions memorized. Good job. Um yeah, just wanted to kind of learn more about that. I remember reading about that when we when we started this brand new LCAP just kind of where we're going. Maybe Dr. Mont has some insight
045onto that. It was it was very interesting to kind of hear about as much needed. So just want to see where we're at, where we're going. >> Yeah, absolutely. Well, um we've done a lot of research on special ed residencies and um through that research we found that um universities really face competing priorities. they're having a difficult time recruiting um teachers who want to become ESN teachers. And so due to that, we really are shifting our focus on recruiting our par educators to become ESN teachers. Some of our strongest teachers have come up through the ranks and have been um in our district for a long time and then when they want to become teachers, they really do an excellent job. And a residency wouldn't be beneficial in that sense because they're working for us
046and then they would become a resident and they wouldn't be a parent at the same time. >> Yes. >> Gotcha. Okay. >> I have another question. So, thank you. >> A question about um on LCAP go for the feedback that you received for the on the home survey where barriers include stronger language supports. What's the plan? Is this for parents like they feel like there's they need language supports? >> Um it was actually for both. So the feedback did highlight um the need for language um support when they come into the office or when they're on the school site, but really around our newcomers um when they come into the country and not having those supports and actually the navigation. How do they navigate the United States school system? Um and that was really strong
047feedback in the in the minister. >> So, is there a plan for parents? I know we have the parent university for to learn English from Spanish. Is there um any plans in the works for because we have a strong Punjabi community. So, is there a plan for that? >> I know that that is is one of our our biggest considerations and one of the things we were allowed to do this year, well, we chose to do, we weren't allowed to do it. um we chose to include the Punjabi survey and then the access to the Punjabi videos so that that they did feel connected to the LCAP and I I do feel that's why we garnished a lot of um feedback. Um I know that working with uh consolidated that that is something that we're
048looking at a little harder to find um Punjabi translators but um working really hard to do that. >> Okay. Thank you. And I do think that our um I learned today that our social emotional um character strong is actually now translating into Punjabi too. So we make that connection as families. >> That's good because I know it's hard for parents, you know, to want to be involved with their students and they can't understand the things that are coming home and they're expecting the students to do it. Um, I just feel like I'm just really encouraged that we have the the Spanish speaking parents that want to learn English, you know, and I encourage um for parents to learn English so they can communicate with their with their students. Um, but thank you so much for
049that. I appreciate it. >> Yes. And I've seen an increase too in our food hiring of teachers. So, we do we do lean a lot on them. They're a great resource um for us and I know that they are at the school sites as well. I do have one more question. So, uh, in the future, if more schools go into the equity multiplier, do the focus goals usually apply to all the equity multiplier schools or do you make them individual to the school? >> They are very tailored to the specific data. So, um, if you looked at the data for Van Horn, it really hones in on their soio economically disadvantaged, their English learners, and their African-American population. So, those are really tailored around those specific subgroups. And that is part of the the equity
050multiplier rigidity that it does it it is solely for those students that are identified. >> And do you bring in the AP and the principal and really just dive into what they're looking at for for these goals, focus goals? >> Yes, we we did a parent engagement. We did a session. Um there was there were quite a few people there, but that was followed by a school readiness assessment. Okay. which um really gave the principal a ton of information about her site and um really dug deep into what are her very specific needs which is where these came into play. Um it really is based around their feedback and we interviewed everybody on the on the campus. So cool >> very tailored. >> Okay, thanks. >> So we may have 9 10 11 goals if
051that happens because each school site then has their own goals. >> Is there any more questions? Thank you so much. >> Thank you. And at this time, I'm going to go ahead and turn it over to Laura Largo, who is going to present the budget overview for parents. >> Good evening. >> Evening. >> So, as you just heard, the LCAP outlines the priorities that guide our work and support our students. Um, tonight I'll be providing an overview of how those priorities are funded and how we are investing with resources to turn those goals into actions. >> It really is a beautiful presentation. >> We have the revenues on our paper. So, >> okay. >> Well, then we'll talk about those. So before we look at look at expenditures, I wanted to review where the funding
052is coming from. So as presented in the budget for parent overview, um the pie charts on your paperwork show the district's funding sources. So if you look at that chart, the left side of the um pie chart shows total funding which is made up of the local control funding formula or the LCFF revenue along with federal and state local and other revenue. As you can see 68% of that 68% of our district funding comes from our LCF. The smaller chart is going to be a closer look at our LCF funding. So that is going to show approximately of the 280 the 280.8 million about 217 213.7 million comes from our base grant and which is appro and while approximately 67.1 million comes from our supplemental concentration grant which is derived from our enrollment and our
053unduplicated pupil population. So that's about 80% right now. So under LCFF, the 67.1 million um generated through our SNC funding establishes the minimum level of investment the district has to make in our soc 2627 um general fund expenditures total about 46.1 million. Of that 106.1 million is um aligned in the So, what that means is 25% of our general fund budget is directly supporting the goals that we've talked about this evening. The next slide I'm going to show you is going to show a breakdown of those investments and how they're distributed across the different goals. So, goal one and two support strong learning environments, high quality instruction, and academic supports totaling just about $43 million. um 18.4 million of those dollars are contributing and about 70 to 80% of that budget is allocated towards personnel.
054Goals three and four represent the largest investment that we have in our LCAP at 63 million and focus on our student well-being, engagement, school climate, and family partnerships. Nearly all of this budget and and these goals are contributing. 90 to 92% of the budgeted funds are dedicated to personnel as well. And lastly, our um equity multiplier funding. So goals 5, six, and seven are funded by our equity multiplier um and will promote targeted support at Van Horn for students with high learning needs. So for for fiscal year 2627 we have budgeted approximately $224,000 um which represent about a third of that grant that we've received and all of those funds are um dedicated to personnel and are contributing. So in summary, the district um generates approximately 67.1 million in our supplemental concentration grant funding based
055on the again on the enrollment and the unduplicated pupil population. Um our proposed LCAP budget invests 106.1 million. So that's approximately again like I said 25% of our budget. 81.3 million is contributing expenditures um designed to increase or improve services for our highest need students. The other thing that this shows and I wanted to highlight is that um the district's commitment to investing beyond the minimum requirement um and directing additional resources to those students who need it most. So ultimately our budget reflects our commitment to aligning resources with student needs and investing where we believe will have the most impact. With that, that's concludes my presentation on the 2627 budget. Um, have any questions? Any >> questions? No questions. Thank you so much. >> Thank you. >> And that was forformational only. So, item E,
056review of the proposed 2627 budget. Miss Katie Gonzalez. >> I'm kind of bothered that the first time the public heard that we have a $420 million budget didn't come out of my mouth. I just realized when she said that we were running the multi-year projection. Our district has become a $1.25 billion multi-year budget. Just I had to get that out because I still cannot believe it. Um but tonight I am going to be presenting the proposed budget for 2627. This is the all-encompassing budget across all of our funds, not just the LCAP and not just within the general fund. Um, if we bring in all of the funds, we're about $480 million in just the 2627 budget. The first part of preparing the 2627 budget is figuring out where we're landing in 2526. So, the
057board has seen this slide many times. We are looking at these numbers for up to 24 months. And so, included in the budget is the projected actuals for 2526. The same slide with new dates and a new place in the circle is where we are for the 26 27 timeline. So this is really to point out that the district has to keep their foot in two years of financial reporting at any time. Tonight is the public hearing an initial presentation of the 2627 budget and similar to the LCAP and budget overview for parents will be coming back in two weeks for board approval and adoption. The important thing on that red line is that the staff is or that the staff is requesting that the board approve a budget based on assumptions from the governor
058that have not actually yet been approved. So the state will have to approve their budget by June 30th if they want to continue getting paid. That is the requirement. Um and then all of the things that are fully incorporated into the budget, including as much information as trailer bills that we can get, will come back to the board on August 11th for a 45day revision. So the request is that we approve a budget with the assumptions that are going to be spoken to in this presentation knowing that if and when things change between now and June 30th that's going to come back to the public and the board in a 45day revision. The the May's governor's budget came out on May 14th. There was a collective wait what in every single CBO group thread that
059I'm in. Um but there is 10 pages of education budget in the document that came out in May. The big talking point is the statutory colon 2627. When the enacted budget came out last summer, our for 2627 assumed 3%. In January, we had gotten six full data points and it went down 6% to a 2.41% statutory cola. And in the May revision, all eight data points were known and the statutory cola came in at 2.87%. It's really important to remember that the statutory cola is just math. There are data points using the implicit price deflator for state and local government purchases. They bring eight data points together, average it out, and that is the statutory colon. It's not based on California spending. It's not based on needs of education. It is literally just math. And
060then the governor's budget can choose to fund or not fund the statutory COLA. What the state is proposing is the 2.87% statutory COLA along with the big talking point of this additional LCFF investment of 1.44%. In the past, the state has funded the statutory COLA and had an additional add-on and called it a super cola. 2627 is not seeing the super cool it very specifically because this additional LCFF investment of 1.44% is not being applied to all of the programs. Nutrition is not getting a 4.31% COLA. They're getting a 2.87% COLA. Special education, although they are getting a different funding increase, did not initially get the full 4% COLA. the LCFF multi uh equity multiplier that Van Horn is getting. Schools that received it last year, their funding is only going up 2.87% if they
061qualified, not the full 4%. And really important to point out is our state preschool program is not only not getting the super cola, they aren't even getting the statutory cola. They're receiving funding at 2.01% which is really calling out the discretion of the governor to propose a budget that does or doesn't fund it. The other thing about this additional LCFF investment is that there are no strings officially tied to it. Um it is intended to help address rising costs that we're all seeing, insurance, utilities, fuel. Um it's also intended to offset funding reductions related to declining enrollment. The state has seen great decrease in enrollment um up and down. Luckily, the district hasn't seen it here yet. Information coming. Um, but also the big talking point right now is that it's also being presented as
062a way to help offset the cost of the implementation of a new requirement to provide 14 weeks of fully paid pregnancy disability leave. Um, I have opinions on the semantics of how it's being presented, but that is one of the things where some of the mandates and proposals the government is or that the governor is proposing put into legislation, this additional 1.44% is intended to offset it. The reason that I call out the programs that are not receiving it is if we specifically focus on the paid pregnancy disability leave, our nutrition program would provide 14 weeks of paid um pregnancy leave to any of the employees in that program that their funding is only receiving 2.87% as a COLA. So, it's really important as we go into the 26 27 year to remember that our
063COLA is 2.87%. Our LCFF base and supplemental grant funding is increasing an additional 1.44%. Even within our LCFF, our TK only received 2.87%. Sorry. >> Do you remember like in recent memory them tying a COLA or an augmented COLA to like a policy or something as specific as extending pregnancy leave? >> No. And they're not tying it to it now. They're using the language to say it is intended to offset. I think to mitigate the um the implication that this new paid leave is an unfunded mandate. >> It's a mandate and here's a way that we are trying to help fund it >> and it's not a mandate yet. These will be voted on the same time, right? It's embedded in the budget. >> Yes, the paid pregnancy disability leave um is incorporated in some
064of that language. There's a lot of discussion going on about what is the real cost going to be, how do districts implement it, can we defer the implementation of it to January of 2027 to really kind of get that information in there? Um, right now it's written with such lack of specificity that there are more questions than answers coming out. I can tell you that um Sarah, and I'm blanking on her last name, governmental relations with CASBO has been in the legislature talking about this non-stop since it first came out. >> And is there a chance of there being like a trailer bill where it gets applied to paternal leave? >> So, right now it's being listed as disability leave. So, it is for employees who are disabled by >> Okay. >> pregnancy the or
065the complications thereof. >> Okay. um because this is independent of um FMLA or baby bonding. This is very specific a disability leave um in a way that education has not had disability like state disability insurance. I was covered under SDI when I worked in private business. This would be I think um kind of an arm to tie in with that. So the one you have to apply for >> state disability through the state you have to apply for and you receive about 60% of your funding. The proposal on this is that the employee under the documentation of their physician could get up to 14 fully paid weeks of leave without going into any of their other leave banks. >> Got it. >> Um as proposed >> as proposed >> proposed. So, when the budget gets
066approved and trailer bill language comes out, there may be adjustments to that. Um, but that's where it's really important to remember the semantics that are coming out of the the governor's budget is that the 1.44% additional investment is intended to help offset the costs of um because they're not tying that funding to the leave and they don't really have a super good idea of how much it's going to cost. They came out with one number in May. They've since come out with a number that's about $200 million more than than the initial number in May. So, it is a very highly talked about um program that is going to be great for all of our um pregnant employees to support what's coming out. >> Um but figuring out the additional cost of implementing that leave
067is still very nebulous. >> Yeah. Okay. Um so this is a slide that we've started adding um I think just this year talking about how when we look at a multi-year projection we are forecasting out into the future based on um colas that are shots in the dark. The data points aren't available yet to know what 2829 would be. So there are very very brilliant people working very very hard to put these in. But the 2.87% 87% cola now was initially presented in January of 2024 as 3.23%. So it moves and it sways, it goes up and down, but the three-year my al always includes a projected cola based on um LAO and um the the state government. So incorporated into this slide is the note that as much as we are calling it a
0684.31% cola, it is a 2.8 87% cola with an additional um LCFF funding investment. So that leads directly into what are the revenue assumptions in our general fund. The LCFF cola is being called out at about 3% a year. Our unduplicated pupil percentage which is a snapshot in time the first Wednesday in October for October of 2025 our unduplicated pupil percentage was at 80 80.84. We are funded on a rolling three-year average. So, since that number has been increasing, our projected funding is based on an 80.25% UP. Um, I think less than 5 years ago, we were sub 75% because when we went over 75%, we got full ELOP funding. And so, that number just continues to increase when we talk about the SNC funding that goes into the LCAT for increased and improved services
069for our most needy students. Those are four out of five kids on any given campus. We've also projected an enrollment of 19,359 for all three years. Again, that was the enrollment as of October seeds date. Right now, we're hovering at just under 19,400 students. um and our ADA based on our P2 attendance. P2 is the last full school month that ends on or before or that includes March 15th of 18,168.56 which means that on any given day we have 1,200 students not attending. >> That's crazy. >> So the P2 attendance is what our estimated actuals are landing on because that is what our final funding for 2526 is going to be. We have stayed effectively flat. 40 50 students in a 20,000 student district is effectively flat. We are being strategic in projecting flat enrollment
070and flat ADA because October of 2026 we'll have that snapshot of our dup of our sebed state of our enrollment and our upp. But we do have funding protections. So in any given year, we're funded on the greater of current year ADA, prior year ADA, or a rolling three-year average. So we've we've looked at what happens if we do have declining enrollment in one year, what happens if we have continued declining enrollment. And so those are numbers that we are going to be able to quickly integrate into our this fall when the numbers come in. But for our three-year projection, it is very specifically being called out that we're budgeting flat. specifically because if those numbers do start coming in lower, we have time to respond um instead of react. Also included in the budget
071are four of the five kind of big talking points based on the advice from School Services of California. The 2.87% statutory cola, the risk level of it not coming through is nearly zero. That's bringing in a $7.7 million increase from current year. The additional LCFF investment of 1.4 44 has also been incorporated into the MIP, bringing in just shy of an additional $4 million. The learning recovery emergency block grant was initially provided to the district in the 2223 school year for $29 million. At the end of the year, the state revised the allocation to $25 million. Woke up one day, we had $4 million less in our bank account. Um then in the budget for 2526, the state said we weren't taking it back, we were deferring it and plan to to pay that back
072over three years. We received $1.4 million in the 2526 school year and anticipated receiving that again in 2627 27 28 with those spent those dollars expected to be spent by June 30th 2028. The governor's budget is proposing to fully repay the districts in 2627. So although we would have already had 1.4 million of learning recovery revenue recognized, we're recognizing an additional $1.4 million of learning recovery money in 2627. Again, effectively onetime block grants. There is intentional spendown of that program, but the budget is increased by about a million and a half dollars for the early repayment of that. Very excited that the special education base rate has been proposed to be rebenched. um it was only going to get a 2.87% cola. The January proposal said to increase the floor from about $917 per ADA
073to $999 per ADA, which would have been great. They've now proposed increasing that to $1,340 per ADA. Funding does not come just for students with IEPs. All of our students are students first with opportunities for those interventions. That increase in the base rate has increased the state funding of special education by approximately 7.5 million. We still have a $50 million contribution to our special education program. >> 550 >> Mhm. >> I mean it's >> Yeah, >> it's a $450 million budget, but $50 million is contributing to our students with exceptional needs and those interventions that we do put in place. Not included in the budget is a second trunch of the student support and professional development discretionary block grant. It doesn't come out good when you try to read that acronym really fast. We've all
074tried. Um in 2526 we recognize $5.7 million in onetime revenue. If this second trunch of the block grant comes out at a base rate of $5 billion for the state, the district would see approximately $16 million. That is not included in our budget. That's one of those where if the state needs to make changes in funding, that's going to be the easiest place for the governor and the legislature and the assembly to make those adjustments. Although they are all proposing to fund it, the funding mechanis mechanisms are different across all three. The governor says a flat rate. I think the assembly says based on ADA and I think the legislature says a blend between ADA and our unduplicated pupil population. So with a UP of 80%, we would benefit if we funded it in a
075different way. The floor that we could possibly see is about $16 million. They've started adding some language about um the intent of where it could be spent, but as long as discretionary stays in the title of the block grant, it allows local control of how we're spending. That's not in here, but that is one of the things that I hope to bring back in August to say this is an additional onetime block grant and we're going to start talking about how we're going to spend it. On the other side of a budget is all of our expenditures with the assumptions that are built into the three-year MYP. STRS is remaining flat at 19.1%. Hers is a decrease of a half a percent, but we're going to see that bounce around over the next three years.
076It's really important, especially when director Largo talks about how 85% of our LCAP is people. The reminder that our people are more than just their salaries. It's also the investment into their retirement accounts. Um, for every dollar that I earn, the district pays about a$135 by the time we count hers and other statutory things. Unemployment insurance were grouped with the rest of the state at about a half of a percent. Thanks to the great work of Nancy Gordon and her HSW department, we continue to see decreases year-over-year in our workers comp rate. Also included outside of salaries and benefits is the consumer price index increase of about 3% per year. That's where we see the inflation um in our gas and our groceries. And then for salaries, we do assume a step and column increase
077about two and a quarter% per year. That's the average across salary schedules. There is no assumption of any other salary schedule adjustments in our NYP. So when we get to the overall $400 million general fund my we do show that the budget includes a 6.7% deficit spend in red. I want to point out that that is the intentional spendown of those one-time block grants in our restricted column. That's shown when we look at our my for the unrestricted side that we do show an excess of revenues over expenditures of $10,03. It's actually $10,2.74. I really wanted to bury it so that we could have a zero and said I promised people that we don't do that. So, we are seeing a $10,000 surplus. um and an increase in fund balance year-over-year. When we look at
078just our unrestricted salaries and benefits, again, where we really invest in our most important resources on the unrestricted side, it's about 87.5%. This year in 2627, it's a little bit lower because we do have a one-time spend of approximately $10 million on our EV buses, but we're hovering right there in the 87 and a half%. recommendations are between 80 to 85%. So, I really want to be transparent about that. When we bring in our unrestricted programs, that goes down to about 82 and a quarter percent. Going back to Trustee Easter's question, we are adding some positions in this budget. Starting with our LCAP site support, we are adding a second assistant principal at both Warren and Tevis. We are expanding our DLI program at Mountain View by adding two more teachers and they're newly eligible
079for Prop 28 funing. So they will be hiring a career specialist just like the rest of our elementary schools. We've also added five school aids and two social workers that will be supporting various sites. Part of our increased needs in special education have resulted in nine additional teachers, one speech pathologist and a total of 30 free uh between the one twos and threes. And as we transition to all sites having access to a title one budget as a result of their SPSAs, we are adding staff. We're increasing a lot of our instruction and intervention teacher FTEES from part-time to full-time. So that's where you see that weird 2.8. We're adding two additional academic coaches, 15 II aids and five VAS across the different school sites. And so with all of that spend, as a reminder
080to the board, we do have a statutory obligation to maintain a reserve of 3%. So as you can see in the components of ending fund balance, we are meeting a reserve of 3%. Setting aside that about $12.5 million a year and the reserve for uncertainties leaves us at 3% that we set aside for that. We definitely have a fund balance of higher than that. So when we look at our unrestricted ending fund balance against total expenditures, we're in about that 20% range, which is higher than GFOA's recommendation of 17%. But again, when we look at elementary school districts up and down the state, they have decreased from about 25 to 24 and a half. Um, and as I mentioned, the next time that you will hear from me will be in two weeks when staff
081recommends approval of the budget and then again on August 11th with a 45day revision incorporating anything that has changed from the main revision um through the actual adopted budget. And I am happy to answer any and all questions about the 225,000 lines in Excel budget and corporate. Not that I know that number off the top of my head. >> So, any questions? You know, it just reminds me of like the the whole point of LCFF was to make life easier on you guys. >> Sorry. >> But there's just so much more embedded into it. It's just it's kind of sad. It's it's it's great, but now the government's arguing over, you know, do we fund this block grant? You know, this and that. There's just so many lines now. So, um I do appreciate all
082the work. I'm assuming our August 45day revision will have a lot of changes if the if everything goes through. I anticipate that it will at least have the recognition of the second trunch of the block grant. Okay. >> Um and then also if the 14 weeks of paid pregnancy disability leave comes a little bit more information about the potential cost for that. We do have >> some um money kind of mentally earmarked in our budget. But if that does pass, then it will be more specifically called out as a set aside to to address that leave. Can you have Superintendent Russell send us the unrestricted with restricted staff ratio? >> It's 82 and a half%. >> Oh, it's 82. I'm sorry. >> Yes, sir. >> It's not on the slide, but I did speak to
083it. Oh, >> okay. Um, and then finally, so we have anou health and welfare for two groups or sorry, we have on for health and welfare for two groups tonight. Is the is the 80g is is all that worked into this budget? >> Yes. >> Okay. which normally I don't do until the board has approved, but there was the presumption that if for some reason any of those didn't get approved, >> you can fix that before the next meeting. >> Okay. So, the health and welfare increase >> is all in there. >> As well as the 2 and a half% salary schedule adjustment for 2526 that got incorporated into our estimated actuals and is carrying forward as well. >> Good job. Good job on the budget. >> Yeah. And your team Any more questions? So
084that was for information only. Move on to item F, resolution number 26-31, education protection account resolution for the 2526 spending determination. Again, Miss Katie. So our LCF funding is approximately 267.5 million. that's separated between property taxes, EPA funding, and LCFF funding, for lack of a better term. EPA funding is specific dollars that are the first dollars that are paid towards our LCFF base grant. Districts have the sole authority to determine how the monies received from the education protection account are spent in the school or schools within its jurisdiction with the caveat that they shall not be used for salaries or benefits for administrators or any other administrative cost. In order to show compliance, the district is obligated to bring a resolution before the board where the board declares publicly how we have chosen to spend
085our EPA funds for the 2526 school year. Attached to the resolution is a report from our financial reporting system showing that we have spent 52 we proposing to spend 52.7 million on direct instruction certificated salaries and benefits. So this resolution again is for information only and staff would recommend adoption of this resolution on the June 23rd board meeting reflecting the spend within the 2526 estimated actions. >> That was for information only. Was there any questions? No questions. We move on to item G. Resolution number 26-32. Commitment of fund balance for the budget year ending June 30th, 2027. the consults. >> This is another interesting caveat. When the state contributes based on legal obligation to the public school system stabilization account, do not read that acronym fast. Um they also call it their rainy day fund.
086The state decides they have set enough money aside. The district should not have a fund balance of above 10%. There are exceptions. If you are an exceptionally small D school district, you can receive a waiver from your county or the board can say this fund balance is being committed for these very specific things and if we choose to spend this fund balance on anything other, it will have to be adjusted through board action such as a budget revision. The only time that we have to have this resolution is at either budget adoption or the 45day revision since the state is proposing to put money into their rainy day fund. Um we are bringing this resolution setting aside all of our funds other than the 3% minimum reserve. Um the fund balance reserve incorporates both our
087general fund unrestricted and our fund 17 which is our special reserve for non- capital outlay. Fund 17 is our equivalent of our rainy day fund but incorporated all together that becomes our fund balance that could be subject to that 10% um cap. So staff is going to recommend approval of this resolution on June 23rd committing these funds so we're not obligated to go under a state monitored spending plan to get our reserves under 10% for the 2627 school year. Was there any questions? >> That was forformational only. Item H tenative agreement between PBBUSD and California school employees association CSDA um as well as the bronze. >> Thank you. Good evening. Um, as trustees, trustee Easter, it's hard to say, um, mentioned earlier, we do have two items related to collective bargaining that do reference the
088um, increased insurance cap to cover ADG. So, the next item is the tenative agreement between the district and CSEA for that purpose. As I said, CSEA did um, ratify the tenative agreement and we are recommending final approval by the board. questions. >> I'll make a motion. >> Motion by Trusty Easter. Is there a second? >> Second. >> All those in favor? Raise your right hand. >> Motion approved. And then we also have item J, uh, fiscal year 2027, administrative management and confidential classified health and welfare benefits. Miss, go back. We got to go to I. Sorry. >> Oh, I did. I miss one. I think that I think the teachers would want us to vote on that tonight. So, >> excuse me. Item I, memorandum of understanding regarding maximum contribution of health and welfare benefits.
089>> Yes, thank you. So, item I is actually anou that we entered into between the district and PBTA again to um increase the district's contribution amount to health and welfare benefits to cover the ADG plan and staff. Um, sorry, the union association. Gosh, I'm really tired today. I apologize. The association ratified theou and staff is recommending approval by the board. >> Is there a motion to approve? >> Do a motion. >> There a second. >> I'll second. >> All those in favor raise your right hand. Motion's approved. And item J again uh fiscal year 2027 for the administrative administration management and confidential classified health and welfare benefits. And because Miss Gonzalez is much more eloquent tonight than I am, I will turn this over to her. >> So, administration, management, and confidential classified doesn't have
090a collective bargaining agreement, but the district is proposing that for those that are not represented by a bargaining unit. The health insurance contribution is also increased to fully cover the ADG plan. Staff is recommending approval of the AB1200 to formalize board action to increase that contribution cap. Is there a motion to approve? >> Motion. >> Second. >> All those in favor, raise your right hand. >> Motion approved. >> Thank you very much. >> Item K, uh, revise for policies. Dr. Paul, >> thank you. Sorry. >> Um, policy 410 is the non-discrimination in district programs and activities. This policy revision just expands protected classifications, strengthens protections related to student rights, and addresses requirements regarding Native American mascots and team names. These changes enhance legal compliance while aligning with policies in our current district practices and expectations.
091Uh board policy 6173, Education for Homeless Children. This policy's revisions are primarily compliance updates that codify current legal requirements and existing district practices. The revisions maintain existing practices related to identification, staff training, reporting, website notifications, and the removal of bar barriers to enrollment and academic success. And then the last one, board policy 6173.1, education of foster youth. The changes are technical in nature and do not alter district practices. says the revisions maintain existing practices related to civility, foster youth leaison responsibility, staff training and monitoring of student outcomes. Staff recommends approval of these policies. >> Is there any questions? >> The Native American mascot and um name changes has been a headache for some local schools. >> All of our schools are good with that. Do we have anything within the schools that's risk of that?
092>> Not that I'm aware of. >> Okay, good. >> Okay. That's been a terrible headache. And I did have questions for um um Superintendent Russell and Dr. Pasley. And thank you so much for clarifying them um with me. I appreciate your all your hard work. >> Thank you for reaching out. >> So is there a motion to approve? >> Motion. >> Second. >> And all those in favor raise your right hand. Motion approved. Item 12. We made it to the finish line. Approval of payroll and commercial warrant registers. Is there a motion to pay the bills? >> A motion to pay the bills. >> Is there a second? >> Let me think about it. Second. >> All those in favor, raise your right hand. Item 13, future items. Um, this is the time for the
093board members to request any items be placed on the future agenda. None. There is none. Item 14, future meeting. The next regularly scheduled board meeting will be held on Tuesday, June 23rd, 2026 at 6 p.m. in the boardroom unless otherwise announced. And we are in adjournment. >> Motion to adjurnn. >> A motion. >> Second. All those in favor, raise your right hand. Ajourn. Thank you. Have a good evening. Great job.