PUHSD Board Meeting June 1, 2026

001Item 2.1, call to order. I will call the Paris Union High School District board meeting to order at 3 PM. I'm gonna ask for a roll call to Durham a to determine a quorum. Trusty Compos, he's on his way. Trusty Hall >> here. >> Trusty Stafford >> here. >> Trusty Annayia, she's on her way. And myself, Trusty Garcia here. We've established a quorum. Item 3.1, invitation to address the board of trustees on close session items only. Are there any public comments for close session items? >> No public comments. >> Okay. Thank you. Item 4.1, adjourn to close session. Do I have a motion to adjurnn to close session? >> So move. >> Trusty Hall. >> Second. >> Trusty Hall and Trusty Stafford. Any discussion? >> See none, please vote. Item 4.1 passes. three in attendance

002and two absent and we will be going to close session at 3:01 p.m. Item 5.1, the regular board meeting of the Paris Union High School District will be reconvening at 5:00 p.m. Please stand for the pledge of allegiance. >> Place your right hand over your heart. Ready? Begin. I aliance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Please stay standing for the invocation. >> Uh if we can just take a moment of silence to um kind of extend a prayer to all our graduates that will be graduating that they can have the best of luck in their upcoming future. Yes. Thank you. >> Please be seated. >> Good job. Item 7.1, recess. The board president

003will recess the meeting to conduct the regular board meeting of the California Military Institute Charter School. We are recessing the meeting at 5:01 p.m. to conduct the regular board meeting of the California Military Institute. The regular board meeting of Paris Union High School District is reconvening at 5:59 p.m. 8.1 Revision adoption ordering of agenda June 1st, 2026. Do I have a motion? >> Thank you, Trusty Hall. Is there a second? Second. >> Thank you, Trusty Compost. Any discussion? Seeing none, please vote. Item 8.1 passes 50. Item 9.1 report out of close session. >> Okay. Nothing at this time. >> Thank you, Mr. Superintendent. Item 9.2 district update by the superintendent. >> Thank you, President Mia. Well, today at this time we would like to recognize seven wonderful Parish Union High School District students who have

004earned multiple state of literacy. >> This is an outstanding achievement that reflects their dedication to academic excellence and multilingual proficiency. The Riverside County Office of Education has provided special recognition certificates and medals for our students and we are pleased to present them at this time. Congratulations to each of the students on this remarkable accomplishment and we are going to ask Mrs. Prince to come forward to present the awards. Welcome Mrs. Thank you so much. Um I am as the coordinator of multilingual programs. I'm so excited for these students and for these accomplishments. Um these students represent the very best of multilingual excellence in Paris Union High School District. Their achievements remind us that multilingualism is an asset that strengthened their schools, our community, and our future. So at this time um it is my honor

005to present these outstanding students to the board of trustees for recognition this evening. At this time I would like to invite each student to come forward as their name is called to be recognized by the board of trustees and receive their special medals and certificate from Liberty High School. We welcome Alish Oliva Aguilar who earned a seal in American Sign Language and Spanish. Also from Liberty High School, Alisa Salas earning an American language in Spanish from Paloma Valley High School. We welcome Cesa Vila earning a seal in American Sign Language and Spanish as well. >> Also from FA Valley High School, Emmy Garcia, American Sign Language and Spanish. From Paloma Valley High School, we have Alani Maya Arenas um with seals in French and Spanish. Also from Paloma Valley High School, Andrea, French and Spanish

006Seals today. And last but not least, we have from Paloma Valley High School, Santiago Cruz, also with seals in French and Spanish. Please join me in congratulating this outstanding students and their families. Congratulations. Let's squish in a little more on this. >> All right. In three, two, one. Three, two, one. And then a silly face in three, two. Thank you. Okay, before we move to the item number two, let's give another round of applause for our wonderful student. We are very proud. Now, we are very proud to recognize Paloma Valley High School student athlete Arthur Stringer for an outstanding and historic track and field season. >> Arthur became the first male athlete in school history to win CIF Masters Championships in the triple jump and went on to compete at the California State track and

007field championships. There he achieved a personal best job of in 1975 and earned a title of California State Run It Up. Congratulations to Arthur Edaloma High School. The last uh item that I have on the update is kind of a quick summary for our community, for the parents, for the students, and for the board in terms of what is coming up. In the last two years, during the first year 2425, we focus on ensuring the safety of our students. Based on a data analysis, we identify that fights was a very big concern. Students cannot learn, teachers cannot teach if they don't feel safe. So we have a laser strategic focus approach and with the help of all of our staff members, campus supervisors, teachers, administrators, we were we are happy to report that at Paris

008High School, >> it was a reduction of 83.3% in fines. That is a wonderful accomplishment for the whole community. Same thing at Paloma Paloma Valley it was 60% right Dr. So that is great during this second year we focus on attendance our students cannot learn our teachers cannot teach if they are not in school right so from 88.5% attendance rate that we had in 2004 2024 it is it has been increased this year to almost 93%. and we are hoping to pass the 93%. At the same time during this year that we have work on attendance and we didn't forget about safety. So we were doing both things at the same time. We focus on creating different opportunities to our students and one of them is the Cal gety program where our students have the

009option to earn up to two years of college credit while they are in high school and we started this pilot program at Heritage High School and it has been very very successful. That is one of them. The other one is the Inland Academy that we started with 50 students. By the end of the first semester in December, we had around 140. Right now, we have 250 students. And these are students who were not attending our regular schools. There are students in our community. They are facing different challenges. So we need to provide the options and I want to take the opportunity to say thank you to the board for supporting these efforts and providing those options and opportunities for our students. But that's the end of it. We have safety, we have attendance, we have

010the programs. What's coming next this coming year 26 27 and we already started working is a focus laser focused strategic intentional approach on academic achievement. So we are getting the data at this time. High school graduation rates, high school A3 completion, CBC completion, AP classes and that they are disegregated by English learners, students with disabilities, foster youth, Hispanic, African-American and all demographics, Caucasian students, Asian-Americans. So we are going to identify the magnitude of the problem, the magnitude of the situation and then address the situation, address the issue. Who is going to be doing that? All of our stu all of our team at Page Union High School District starting from me the assistant superintendent director of curriculum instruction everything with the support of the board that is going to go to the teachers that they

011are going to provide the input and they are going to decide how we are going to be addressing that. So we get phase one safety, phase two this year attendance and programs, phase three for this coming year that is academic achievement. Phase three letter A is a focus approach in mathematics. So I'm glad that CMI is already working on that. Right? So the idea is we already working we already started the the work with our coaches and with our teachers. Our students, we believe in the we believe in you students. We know that you are capable of mastering the standards in mathematics and we are going to make sure that we support you in order to do that. Second semester depending on the implementation we can transfer that into the science curriculum because there is

012some connection right math with science. So that is what is coming up and I want to just share this with you so you know the the the future for our students the wonderful opportunities and we know that you are going to do everything that you can because you have the potential and with the support of our staff and our teachers you are going to thrive. So thank you so much and It was brought to my attention students, you're more than welcome to leave, but you're more than welcome to stay. >> Thank you. And congratulations. Again, >> item 9.3, CSA President Cynthia Navaro. All right. Good evening, President Garcia, board of trustees, superintendent, Dr. Ron, cabinet, and guest. Well, I always try to keep it short and sweet, but I'm a talker and I just love

013to tell you guys all about it. So, last month, you may recall, we had CSW, right? classified school employee week. So during that week we held our ACE program appreciating classified employees where leadership came out to our different sites departments to basically work alongside us shadow us. I want to tell you about my experience. Can you guess who shadowed me? Take a guess. >> Our very own yes Dr. Aral. So, I just want to share this because, you know, not long after he arrived, the phone rang and he kind of just looked like like, "Are you going to answer it?" And I'm like, "Oh, here's your first assignment." So, he he answered the phone and I work in athletics office, so it was a coach. And he had a question about I can even remember,

014but it was sports. And he just very gracefully and with a smile, very professional, like, "No, I don't know the answer, but I can sure find out for you." And just that that may seem very simple, but it it that's not what stood out for me. What stood out for me was his commitment to the person on the other line, his willingness to help, his professionalism. And that is something I truly see every day with him. Every interaction I have and what I've observed, I see that leadership in him. I see that humility that wanting to work with us to be there next to us to learn from us. So I just wanted to share that because I I truly value that. So thank you. Thank you. It was it was great you know having

015you there. So thank you. I also want to extend a sincere thank you to all the directors and the principles who showered us throughout the week with all these gifts and recognitions because it truly did something for us. We felt generally cared for, valued, and and I appreciate that on behalf of of my CSV brothers and sisters. All right. Well, lastly, while serving on interview panels, I observed some hiring practices that raised some questions for me, and I shared those observations with Mr. Andrade. I I told him and I truly I want to tell all of you I appreciate his openness and responsiveness in addressing my concerns. He listened to me. We have had productive conversations and I value his collaborative approach and commitment to ensuring our hiring processes remain fair, transparent, and equitable for

016all candidates because that is my goal when I go in there. I want to make sure it's fair for all. He listened to me. We had a discussion. He has a plan in place. He has a system. And I I really truly truly appreciate that because a lot of the times it's like, "Oh, weird. No one's gonna get it. Why even why even apply?" Oh, yeah. And and no, I I've been working with him and I can really vouch that he's really trying. So, with that, you know, I know we have one more board meeting this month. I may or may not be here. So, I just thank you for your time. I wish you enjoy the summer. I know I will. I mean, I'm working summer school, but over 10 is going to be

017great. So, thank you for that, for supporting that. Thank you for supporting us throughout this school year, throughout this semester, and we'll just come back stronger than ever to finish out this this year. All right. Thank you. >> Thank you, >> PSCA President Jason Miller. Thank you. Last call. Jason Miller. 9.5 comments by the board of trustees. Trusty Coupos. >> Um, none at this time. Well, congratulations to I think it was Heritage on the the first football the girls was powder football. So, um, that was pretty much it. I know there was other things, but yeah, that was it. Thank you, Trusty Compost. Trusty Hall. >> Um, so it was pretty neat. Went to um, oh my gosh, I'm going to mess it up. The Jesus >> Jesus rally. the Jesus rally. There you go.

018And to see all these kids go out there and have free pizzas and lunch and uh interact with each other and have a good time. That was just great. It was able to to go there. So that was great. Um also the FFA awards for heritage. Um the FFA group is just amazing. It's just topnotch. And you know, Steve and I went to the Paris one and we were walking through and you know, all the sports people, you know, they had the banners around the fence and when we get in, wow, you know what? How come they don't have the FFA group? There are so many of them. There's no room. You know, there's this lot of students and everything that they did, uh, is just great. They, you know, I got to, they asked

019me to speak. Um, I was, uh, I I don't speak as good as they do. The students are just top-notch. They're great. So, uh, just I love the MFA group. So, had a blast. >> Thank you, sir. Trusty Stafford. I have to echo what uh Trusty Hall is saying that phase is I worked with them back in the day and and was at the event that night for a little bit and they're always topnight. So, that was that was really good. Um, I I I would just my message is let's get through the graduation safely and get our students off to their next stops, careers, schools, whatever it is they decide to do. And I just really proud of them that they've gotten to this point. They're going to get out of which is hard

020for some get out of school, which is hard for some people. It was for me, I know. So, um, just want to wish them well for graduation. We can get it done. >> Thank you, Trusty Stafford, Trusty and I. >> Um, just I I was able to join the FFA for Heritage and it was it was awesome. They are a special group and uh I I brought my kids with me and I think I'm going to start bringing them more often because it's uh they have so many questions like who's that? What do they do? just to kind of introduce them to what's going on and and the options they're going to have because it's it's like I I want them to be inspired already to hopefully make better choices and uh see these kids

021that have a good head on their shoulders and be a good influence over them. So, I was grateful to be there with them. I had to smack them a couple times, but they did good overall. Thank you. >> Thank you, Trusty. Uh um I want to say thank you to everybody, all the administrators, all the cabinet, all of uh the unions. I um I have mixed feelings about negotiations the results you know sometimes when the board gives well I shouldn't say sometimes every time the board gets involved and gives a direction to the district and the district carries it out it's with great intentions to make everyone better than what they were yesterday and the goal is to be better the next day than we were today. So, we're looking forward. We're not looking about

022staying stagnant or behind in times. Um, my heart hurts because of the vote. It hurts because we've worked so hard to come together and it wasn't a one party group. It was everybody coming together. And I would like to see more success in negotiations. I would like to minimize the downfalls of that. And like I said, I want to thank cabinet because the unions and cabinet coming together collectively is huge. You know, people say, "Oh, it's got to be adversarial. We always have to fight each other." No, we don't always have to fight. We can come together collectively and make great decisions because ultimately this benefits the students, not just the adults that are working, you know. Um, but anyway, I'm going off on that. I do want to say uh I'm excited for graduations

023and I hope to see more cooling stations. I hope to see water bottles being sold. I don't care if you guys have to order pallets or whatnot. These are things we've talked about over the years. I want as many uh I was going to call you guys DSLs. As many campus supervisors as possible working in because the present should be seen. Parents need to feel safe coming to these events. Staff needs to feel safe. I want to see as many police officers and sheriff's department, of course, like I have to separate everybody. Um, shade is a big thing. I want I don't want us to have a repeat like we're been having or people passing out of the bleachers. I want to see staff there and and able to be there in a tiny manner

024response time. I want to see everybody being helpful. So, whatever it takes, um, let's make it happen. I I know we could do it collectively. I'm not saying anybody's doing bad. I'm saying let's be better than what we were last year and it's going to be exciting. Hopefully we get fireworks this year. That didn't look good that response. >> All right, moving on. Item 10.1, invitation to address the board of trustees on non-aggendaized items. Are there any public comments on non-aggendaized items? >> All right, thank you. Item 11.1, curriculum, public hearing for the local control accountability plan and annual update for 2627. Do I have a motion to open the public hearing to receive comments regarding the local control accountability plan and the 2627 annual update? >> So move. >> Thank you, Trusty Hall. Is

025there a second? >> Second. >> Thank you, Trusty Annayia. The public hearing regarding the local control accountability plan 2627 annual update is now open at 6:22 p.m. Miss Lindseay Chavez will give a presentation. Good evening, President Garcia, members of the board of education, superintendent, our cabinet members, and our educational partners that remain. Um, thank you so much for the opportunity to present this evening. Uh, before I continue, I would just like to share that in front of you is your 2627 LCAP binder. It has the full 209 page LCAP report. However, if you don't want to read all of that, there is an 11page summary that also includes the data, disagregated data that is in the LCAP. And there's also a copy of tonight's presentation in there as well. >> And if we master those

02611 page summary, can we pass a test? >> Yes, there will be a test at the end. >> Got it. Do we get a prize? >> Always. Tonight is a public hearing on the 2627 local control and accountability plan. The final year of our current three-year LCAP cycle. And the work that you're about to see is the culmination of two years of ed servicesled implementation, two years of feedback from our families and our students, and a year of significant progress for our students. I'm going to walk you through what the LCAP is for review, where our funding comes from, what we accomplished this year, and what the 2627 plan invests in. I want you to leave tonight with a clear picture of how our laser focus on attendance that Dr. Ar mentioned drove the increase

027in our district's funding, which is the foundation for every investment in students that you'll see tonight. The LCAP is California's accountability framework for how districts plan, spend, and report on funding, especially the funding that's tied to the students who need the most support. It connects three things. It connects our goals, what we're working toward, the actions, what we'll do to get there, and the investments, how are we going to fund this work. It is a three-year plan and it's refreshed every year as you know and we're going into year three closing out this 24 through 27 cycle and preparing the bridge to 27 to 2030 LCAP report. That is crazy to say 2030. On this slide you'll see the students that we serve in PUSD. 10,81 students enrolled across 10 campuses. And the breakdown on

028the right is what makes our LHAB what it is. And I want to draw your attention to what ties them together. Our English learners, our foster youth, and our low-income students make up what the state calls our unduplicated pupil percentage or UP. Now, nearly three out of every four PUSD students fall into that count. And that single number is the engine behind our supplemental and our concentration funding. These are the students our LCAP is built to serve. And as you'll see on the next slide, these students are also what generates the funding behind the plan. The funding generated by these students carries one specific rule. It must supplement, add to the educational services that we already provide. It cannot supplant or replace any services that we'd be providing anyway. And every dollar that you'll see

029invested in tonight's LCAP has been designed to provide increased or improved services for our students beyond what the base program already delivers. So, let's take a moment to review how PHSD is funded. Every California district receives money through the local control funding formula or the LCFF. And there are two pieces to that. First, every district district gets a base grant. That's a per student amount that funds the foundational education program for all students. And then second, on top of that, districts get supplemental and concentration grants. These are extra dollars that are generated by the enrollment of the unduplicated pupils that we discussed earlier. Now, because our unduplicated pupil percentage is approximately 74%, PHSD generates a meaningful amount of supplemental and concentration funding. And this is the engine that powers the LCAP investments that you'll see

030tonight. But here's the through line for the rest of the evening. The more our students attend school, the more ADA we generate and the more both base and supplemental concentration funding flows into the district to invest in our students. Our vision, mission, and the superintendent's five pillars are the through line for every LCAP decision that we make. This is our district's um strategic plan. And the five pillars that you see on this slide are the cornerstone for all the processes across schools, um our all the different sites and our district departments. The five pillars and the district priorities that Dr. Arouse spoke about earlier are operationalized through the five LCAP goals. That's where the magic happens. That's how we make these goals come to life. Our goals start with two academic goals. Goal one is

031our academic ELA and math grade level proficiency in the foundational disciplines. Goal two is our academic college and career goal. That's a comprehensive academic goal that encompasses graduation, A throughG completion, college and career readiness, dual enrollment, the new IB implementation, AP, and of course CTE. Goal three is our student safety and well-being goal, safe, positive environments for every student, as Dr. Arrow mentioned earlier. Goal four is our family engagement, our homes, school, community connections. And goal five is a special goal. It's the equity multiplier. This is a focus goal and funding that is specifically for Paris Lake High School and for the Inland Online Academy, the only two eligible sites for this funding source. Now, tonight's story has three acts. Year one in 2425 is where we've been. Year one set the goals, the plan

032was new, the systems were still forming, and we had structural gaps to close. Year two, this is the year ed services built the infrastructure to deliver. We brought on new roles. We brought on instructional supports and coaching, a dedicated CTE team, stronger partner voice, and most importantly, a multi-tiered attendance recovery system that produced the biggest funding win our district has had in years. Now, what's next? Well, year three continues. What's working? It sharpens what isn't. As Dr. mentioned, we need to pay attention to math. We need to continue to decrease chronic absenteeism for our highest need students and specific opportunity and access goals across all of our demographic groups. And this bridges us into the 27 to30 elapat cycle. Let's talk about attendance for a moment. After COVID, something shifted in how students and families

033thought about school and keeping students home became normal and that uphill climb to re-engage them has been one of the hardest things we've worked on as a district. The numbers that you see on this slide are not just a recovery story. They are a behavior change story. It's a belief change story. We didn't just chase attendance. We changed what attendance means to our students and our families. Now, let me walk you through what that looks like. Chronic absenteeism dropped down 4.4 points. Multiple student groups improved year overyear. English learners down 6.6 points. Our long-term English learners down 5.3 points. Our homeless students down 7.9. Our Hispanic students down 4.6. And our socioeconomically disadvantaged students down 4.2. These aren't easy populations to move. The fact that they all moved together tells us that this is systemic.

034This is not coincidental. Our funded ADA grew to 9,947. More students learning in seats every single day on average. And this was from the April 15th P2 figure. That's the count that the state uses to set that LCFF funding. And it's up. Our IOA enrollment, as Dr. mentioned earlier, quadrupled. That's nearly 300 students that we either kept or won back. 251 current PUSD students who chose to stay with us instead of leaving for a charter school and another 40 who had already left and came back to us through Iowa, plus a handful transferring in from neighboring districts. And these are students that would have otherwise we have lo we would have lost to charters or private schools with more flexible options, but we provided a different path for them instead here in our district. And

035then there's that big giant number 31,28. Those are the recovered instructional days across our attendance recovery programs. Independent study and scholar Saturday to name a few. These are days of learning that would have been lost without this intentional intervention. The trend band in the middle there shows the longer arc. We started at 88.5% in the 23 24 school year, rising steadily. Now, my 92.16% is now out of date because this number increases every single day. And I just updated this presentation 4 days ago, but we are clearly on track for that 94% goal for 26 and 27. This is sustained multi-year change. But here's what I really want you to hear tonight. Recovering attendance is just one thing. But what we actually did was we changed behaviors. We changed beliefs, the supports, and the values.

036Our students are showing up. Our students are engaged. And recovering attendance is the metric. But delivering a high quality education that supports our students and our community, that's the win here. Our attendance is up, our ADA is up, our LCFF funding is up, and that's more dollars to invest in our student success. This attendance win didn't happen in isolation. It was part of a much broader buildout. And this is the infrastructure that our ED services team raised in 2526. The systems that drive our year3 results and we're going to carry into that new 27 through30 cycle. Of course, our attendance and enrollment in recovery, that multi-tered system you just saw, led by our attendance teams across sites in our departments, our district-wide instructional coaching team, meeting teachers where they're at and supporting best first instruction.

037That dedicated CTE team, this is what enabled our district-wide CTE pathway expansion and what is leading the continuous growth. our coordinator of multilingual learners, Miss Prince Fraud, who you met earlier tonight. The intentional investments in instructional supports for our English learners and continuous educational partner feedback really elevating the voices of our families and our students. Those siteled comprehensive needs assessments and action planning. This is what enrollment and engagement recovery looks like at scale. Every item on this list is an investment that compounds. None of these are one-time wins. They are that durable infrastructure that makes the 2627 plan deliverable and they're what we're going to continue to carry in that next three-year cycle. The 2025 California school dashboard is the clearest evidence that our LCAP investments are working. Look at the colors on this slide.

038three green indicators, one yellow trending up, and one previous orange indicator now green. Our college and career indicators are up 7.4 percentage points to green. We've gained 13 points since 2022, exceeding that three-year target goal. This will continue to rise due to the work of our dedicated CTE team, our expanded pathways, dual enrollment growth, and college and career counseling. Our English learner progress 6.9 points moving from orange to green. Our long-term English learner progress hit green rising 8.8 points. And that's the coordinator of multilingual learners role designated and integrated EL and EL specialist supports. Our suspension rate, President Garcia, you mentioned this earlier, down to 2.8. This multi-year sustained progress is through positive behavior intervention supports. is through the restorative practices, the alternatives to suspensions that we've implemented, and the wellness center supports. Our A

039throughG completion exceeded our three-year target by more than six points. But on the other hand, we are completely honest with ourselves about the indicators that need work. We know that we have so much more to do. And as Dr. Ar mentioned, math achievement is one such example. and the 2627 plan responds to those needs directly. But the story on this slide is clear. We are an upward moving district. So this year we expanded our educational partner engagement and we're very intentional in ensuring that our family and community voices are reflected in our plans. Two primary data sources anchored this work. First, there was a family and community feedback survey that was available throughout the year. We scored about 25 indicators on a oneto5 scale aligned to our four LCAP goals. Second, we had our superintendent

040student advisory student teams from all of our sites generated and proposed actions across all four of our LCAP goals. And then reinforcing both of these, we also drew on the California school parent survey, which is the state administered parent survey. This is the instrument that we used to track parent engagement as a formal LCAP metric year-over-year. On top of these, we held four parent advisory committee meetings, five DAC meetings, three special education parent advisory committee meetings, eight district leadership, monthly bargaining unit consultations, school site council and ELAC at every site, five budget advisory meetings, I think that's right. Was it five, four? There was a lot. And expanded consultation at our two equity multiplier sites. What you see on this slide are only three examples of direct. You said we're doing translations among many. Every

041example here is documented input that led to a specific change in the 2627 plan. CTE expansion came directly from student parents, the most named priority districtwide. The anti-bullying campaign came directly from families. Bullying awareness at was an emerging need from the family and community survey and that school parent survey. The bilingual pair educators at every site came from DACA and EL families asking for stronger classroom level support for English learners. This is family engagement that shows up by name in our actions, in our metrics, and in our expenditures. Let's talk money. Our funding is growing. Our total LCFF entitlement is 168.1 million. This is our total LCFF revenue, which is the base grant, plus the supplemental concentration dollars. Those supplemental concentration dollars are about $36.1 million, and it's generated by our unduplicated pupil percentage that

042we discussed earlier. It's up about two $2 million from last year. Now, every dollar of this is dedicated to increasing or improving services for our highest need students. And that's the supplement not supplant rule that we discussed earlier. Our total LCAP investment is $ 38.9 million. And that's that 36.1 million in the SNC, the supplemental concentration, plus additional equity multiplier dollars for Paris Lake and IOA. And then also LREBG which stands for the learning recovery emergency block grant that funds two specific actions in our LCAP. Our actions and our investments are driven by the greatest needs of our students. So there's no gap between what we invest and who it serves. And the big takeaway, every one of these numbers are up because our students are showing up to school. So this slide shows where

043the money is invested by goal. Reading left to right, here's how the 38.9 million flows across our five goals. We invest 25.6 million in academics across two goals. that academic ELA in math, the tier one best first instruction, the tier one math curriculum, the mathtosa, our instructional coaches, our English learner supplemental services led by our coordinator and instructional technology. Goal two is that academic college and career. This is our largest investment in this goal. It funds the extended day, the full CTE pathway portfolio, the Calgetti, our IB program implementation at three sites, AP Capstone, dual enrollment with our university partners, AVID and expanded counseling services. Goal three is our student well-being, mental health, our wellness centers, our uh school safety, our SRO support, and our restorative practices. Goal four is engagement. Those are our our

044community lessons, our parent square, our partnership coordination. It's a smaller dollar dollar dollar amount, but it's high leverage work. And then goal five is that special goal that I mentioned earlier that is specific to Paris Lake High School and IOA. It's focused on the siteled work um and the goals and actions that the site leadership uh developed. And then we have that learning recovery emergency block rep, the LEBG. It's about 2.1 million in total across two actions. It funds the Apple Neo device pilot and also um sustains our alternative to suspension and our restorative practices work districtwide. That's the work that drove our suspension rates down. And looking forward, the governor's May revise proposes an additional approximately $1.4 million in this LREBG funding. Now, that's not a final amount just yet. It's pending. um pending

045the state budget adoption, but if it lands, those funds will be allocated to continue learning recovery work for our highest need students. >> I had a question on um >> what are the three high schools that are going to we're looking at implementing the IB program. >> The IB program is going to be the middle years program at Pinnacotti Middle School and then at Paloma Valley High School and also at Paris High School. All right. So this slide, did I skip a slide? Here we go. Yes. This slide shows both new or significantly significantly expanded investments all rooted in what we heard from our families and our students all aligned to the student outcome data indicators. The bilingual para educators at every site which is direct in-classroom EL support. The Apple NEO device pilot. the

046LERBG funded paired with tier one coaching, expanded CTE pathways um in education, residential construction, medical and patient care uh with aviation and fire science under review as labor market demand grows. the Calgetti dual enrollment, scaling from the Heritage pilot, but also making it available to students at our other comprehensive school sites, putting CSU and UC transfer line coursework within reach for hundreds more students. Expanded stipens for coaching and advisor positions. Um, Mr. Compost, you mentioned earlier that this is what our students come to school for. This is the engagement to attendance work is um increasing the stipens for our staff to support all of these extracurricular activities for our students. And then we have the tiered wellness supports tier one social emotional learning mental health resources and the community schools framework. 2627 as I've mentioned

047before is the final year of the cycle but it's also the bridge year. And as we prepare for that new three-year cycle, we're sharpening our focus on what matters the most, and that's instruction. And there's two priorities they're going to carry forward. And both are academic, just as goals one and two are. So the academic ELA and math. And as Dr. Rouse said, today I need to add science to this. um that instructional infrastructure that we built carries forward our MTSS framework, the U math curriculum adoption, the Mathtossa support, the instructional coaching, the multilingual learner supports, and expanded summer and extended learning. And there there's the continued growth of our academic college and career supports, the full portfolio of rigorous programs that you see here carries forward. Calgetti, dual enrollment, implementation of IB, AVID, AP

048Capstone, CTE, and DLI. Both of these priorities are anchored in the academic outcomes that matter for our students and our families. And both will be shaped by ongoing engagement with our community, our students, and our staff. To recap what tonight's story has been, our students are showing up at higher rates than they have in the last 5 years. Increased attendance generates increased ADA, which increases funding. Sustained enrollment of our high need students grows our supplemental and our concentration funding. And we are investing those dollars across goals that reflect our student needs, our district priorities, and our pillars. and also um elevates the voices of our community. Our key dashboard indicators are rising. We have a lot more work ahead of us to continue to improve student outcomes and close these achievement gaps, but we're moving

049in the right direction and we're confident that that momentum is going to continue. All right. Now, I'll now turn this over to you for any questions. Thank you to our families, our students, our staff, our bargaining units, um, and our community partners who shaped the strategic plan for our school district. And I am humbled to represent you all tonight. >> Any questions from the board? >> You know what? So, the one question I have, I see that we're so next year we're finishing the third year cycle. So when we start building the the next three-year cycle, um obviously this is this is pretty much set in motion so that we can start it in the next year. Like at what point during the year we wanted to see if there's to create or add something

050into the LCAP and see if we could do it at what point in the year would we be looking at something like that >> from day one. >> Okay. So for next year to look for 202728, >> correct? It starts in the beginning of the year. So once Okay. So we'll just you start building it at that point. Okay. >> Yes. Yes. And so we're going to start building it through that educational education partner involvement. Um we're going to continue monitoring and evaluating the metrics to see what's working, what's not, what we want to carry forward in the next cycle or what we want to reframe um or things that we want to you know change focus on. >> Okay. >> Thank you. Mhm. >> So, I received a message from Dr. Dodson, and he

051wants to thank you, Mrs. Chavez, for all your hard work, Mark's hard work. And I'm going to add Mimi's hard work, and Dr. Williams as well. Uh he's very, very thankful for everything you did. And he apologizes that he didn't get to make that publicly. And I want to thank you all for all your hard work as well. Um, anything else from the board? >> Yeah. Um, So, is it fair to say where does um for personnel cost when we add new personnel cost and uh you know um stuff like that? Where does that money come from out of this? Where does how do you factor that in that hasn't shown up yet? >> So, the answer is it depend depends on two things. Um what is the work that that that um position is

052going to do? If it's a base um base type of support, then it's going to be a general fund expenditure. But if it's a if it's a supplemental support and above and beyond, then that is that could be supported by the LCAP depending on what the the position is going to be doing. Um and then also what goal it's aligned to. >> So does it take away from students? I mean, how do you factor that all in? what the data that going to support that. >> Yeah. So, you know, there's different metrics that we use and it depends on the position. So, an example that I'll use is um the increase in the stipens for our our clubs and organizations in our athletics. Um and so, you know, as as Mr. Compost mentioned earlier, this

053is what brings our students to school, all these extracurricular activities. And so that's a metric that we can measure through our our attendance through our involvement in our programs um through increased enrollment in the various um programs that we provide at our schools. And so that's one way to look at it. Another position um that I'll use as an example that we support with our LCAP funds is the coordinator of multilingual learners. You know, that's a position that we added that's supported by the LCAP uh to address a very specific need. our data was showing that our English learners and our long-term English learners um needed additional support and so we hired the coordinator of multilingual learners to really um you know provide that expertise for instruction for the students. You saw tonight that you

054know she recognized the state seal of by literacy and so that's a supplemental support that the LCAP provides that's aligned with our goals and so that's a position that that we added in there. Do you know how many uh par educators you're going to be able to place at each school? >> So, we were thinking we were starting I believe it was was it 15 >> 15 district wide. Yeah. And that's actually going to be supported. >> Correct. Yes. It was it's it's actually going to be it's through braided funding. And so it's going to be a combination of LCAP but also uh federal funds, title dollars. >> Will they kind of move around or will they be stationed at assigned at a certain school? >> I'm I'm not quite sure on Okay. >> Yeah.

055So I guess that that's so built into these numbers is 16.1 the 9.5. So that's what and I guess that's what I mean these presentations are great. They're very well done. But like a simple spreadsheet of like how we know how that 9.5 million is being spent. So for example, if it's math and it's on, you know, a math teacher at each site, you know, and and it gives us a breakdown. I mean I think that for me would as he was speaking that would be kind of a little bit something easier for me to kind of look at it to say okay this is what we have going you know at this site we have you know three e uh pairs we have you know a teacher working you know whatever it is I

056think that would be like helpful to see because when you see a 16.1 million number it's like okay so what does that mean when it's a CTE pathway like how much does being dedicated to the CTE pathway and how is it being dedicated to that pathway because all I see is okay that or is it you know AVID you know I know the tutoring and all that stuff gets broken down but it would be helpful at least I know for me and I don't know if that's kind of one of the things >> I'm going to you know seeing where actually everything is lined up at >> and that's kind of like why I asked that question is it going to be scattered or even the community going oh why does you know overall number

057we're not going to get it Yeah. >> Yeah. Or like an equity equity thing because if I mean for me it would you know you'd know okay well at Liberty they're getting this and I know every site has different needs. Um and and that's obviously we allocate what we need to site based on their need. But it would be nice to just be able to say okay well you know Liberty has these programs and you know these programs are you know the majority of that money that's being spent on that program is obviously the teacher. And so that way when you break it down, we know, okay, because when we oversee our so, let's just say we're meeting with our constituents, I could say, you know, at Liberty High School, you know, start educating the

058community, hey, through LCAP, we have, you know, this this program, this teacher, this that, and they understand, oh, this is how our our tax dollars are being spent and allocated into the sites because otherwise it's just big numbers and there's nothing that we can really use to like say, oh, okay, well, we have, you know, this going on, this going on and it just would be I think a little bit more helpful at least for me to understand all the numbers. Um although this is great to break down the actual numbers to account for you know the 38.1 but yeah I mean I I would agree on that. >> I actually have that spreadsheet so I'll have it in your inbox tomorrow. >> Awesome. Thank you. >> Thank you. Any more discussion? >> Yeah, just

059a request. I'd like to talk to you about stipens. >> Sure. >> At a later date. >> Okay. >> Are you going to coach something for us >> sleep? Sleep class. Um, we can talk at a later date. I just want to see how how you work that. >> Absolutely. >> And I just want to thank you for all the work you've done in the department because >> now we're more focused on on what's actually going on and and what you're accomplishing. So, I really feel good about that. You're the right person in there >> and it brought this together for us. So, thank you so much. >> And I I know you go to all the events and everything else, too. So, >> Oh, yeah. >> As you as well as all the administrators

060carry a heavy load. So, I appreciate you. Thank you so much. >> Thank you. Anything else? >> Um, this is awesome. I love this. This is like, wow. I'm going to go home. I'm I'm excited to read this now cuz it's just so I love organized things. So organized. Um one question I had with the foster youth, >> I noticed that the suspension rate is almost triple in everyone else. >> It is. >> Are we is that is what what are we do you know anything that we can do or are we doing anything to focus on that area? I'm I'm sure that's a smaller group of students, but obviously it's, you know, there's something going on there, >> right? I'm so glad you brought that up. That's actually one of the areas that were

061flagged for differentiated assistance. Um, and so through supports from RCE, that's that's that's one of the areas that is a focus for us for next school year. Um, not only do we have um, you know, additional supports in the LCAP, but we also have additional grant funding that that support um, the achievement for our foster youth and re-engaging them here at school. And um, and you know, sometimes we have these meetings, they're called bid meetings or best interest determinations. Um, and that's if a student is coming to us from a different school or one of our foster kids that's with us is is going to move into um, a home that's in a different district. and we'll have those best interest determination meetings so that we can um provide the support for the student. But

062I'm so glad you brought that up because that's one of our differentiated assistance areas. Um and so it's going to be one of our intentional areas of focus for next year. >> And if I may add and I we have been working on on our foster youth, they are the most vulnerable students in our society. They they have gone through a lot >> most than any other other student. So they deserve that we provide the support and we have wonderful staff members who are helping us and we had the meeting with RCE they provided at least we have how many yeah there is not a big number so they said that >> we can provide a direct support for them every school identify the foster youth every counselor and then do a followup. So starting

063this year in the same way that we monitor two years ago when I started fights vapes and tobacco we are going to be doing with our foster youth looking at how are they doing in the first program report >> and the rates and then the support social emotional support everything that is one of the great things of being working in the district because we have that opportunity to help our students the ones who most need it. >> Yeah. So, thank you for asking that. >> I I I'm sure it's a smaller group. So, I mean, I would love for um I don't want to say recognition, but just the each school site be aware of of who the students are. Um, not that they need special treatment or they should have special treatment, but that

064way everyone could just be mentally aware of their situation and that that they they do need a little special more care and and um care and love I I would say. But yeah, that that would be amazing to see. Yeah, I would love to hear next year what what's going on in that and and how >> exactly and one thing that I can add just for everybody to know that in our cabinet meetings I have the agenda and there are two items that are always there. The first one is five ways of tobacco that is the first thing we meet with the director of safety. The second one is attendance for this coming year foster youth >> and we have different tabs and different information that every single week we are going to be analyzing

065that later. >> Awesome. >> Yeah. >> Thank you. >> Good. >> Okay. Um can I have one more question because I I don't want to print something where she doesn't need to. So on on the link that we have um in the agenda, there's like a 42page document and I know a lot of it's like the the statistical stuff of I mean it's helpful because it tells you all the sites. Is that in there? Because when I was looking through this, I couldn't find this information in there, but it might be hidden. >> Is it the local indicators report or the healthcare federal agenda? >> Yes, the addendum. >> Okay. that >> that's a separate um that's a separate document. Um it's not in your binder, but I can I can print it and put

066it in the binder. The federal addendum talks about the additional federal funding that that that our district receives and how we use that to support our special um student groups. >> Okay. No, because Anna was going to work on on printing. I just didn't know I didn't want her to have to do that if it was embedded in that. But okay, >> you answered that question. >> Thank you. >> All right. Thank you. Call for the vote in >> Thank you. Great job. Thank you so much. >> Oh, >> sorry. The public hearing regarding the local control accountability plan and 2026 27 annual update has been closed at 6:58 p.m. There's a motion by Trusty Hall and second by Trusty Annayia to receive for review and consideration as part of the first reading of local

067control and accountability plan annual update for the 2627 school year. Call for the vote. Item 11.1 passes 5-0. Item 11.2 business proposed 202627 budget presented by Dr. Margarite Williams. Do I have a motion to open the public hearing and receive comments regarding 262.7 district budget? >> Second. >> Trusty Hall and Trusty Stafford. Dr. Williams. Uh, excuse me. The 2627 district public district budget public hearing is now open at 6:59 p.m. Go ahead, Dr. Williams. >> Good evening again, board, Dr. Ralph and cabinet, and those of you who are in the audience and may be listening to this later as the slides come up. Tonight we are presenting the 2627 proposed budget along with our 2526 estimated actuals. The presentation reflects the work of our entire business services team and we appreciate the board's time and

068attention for this required annual presentation. I want to share some notable highlights uh from the governor uh at our May revise. And as you can see there, we have our LCFF cola um which is being called the super cola. It includes our uh statutory cola of 2.87 as well as an augmentation of 1.44% 44% bringing it to that total number of 4.31. Next, you'll see uh for the Prop 98 uh block grant, uh we'll be getting an additional uh dollars on top of what was already shared and given to us at the governor's budget in January. um our AB602 special education revenue will be seeing an increase of approximately 34%. And then there is a new mandate which is called the paid pregnancy disability leave of 14 weeks of paid leave. And then down at

069the bottom you'll see a COLA for high need programs and those are the various programs that we have across the district. The 2.87 87 COLA uh will be applied to those specific programs. Tonight we're going to cover five areas. We're going to talk about the proposed budget, the estimated actuals, which is giving an indicator of where we will close out our current fiscal year. We'll talk about enrollment in ADA revenue and expenditures broken out by unrestricted, restricted, combined, as well as taking a look at our multi-year projections and next steps. I've also provided you with a detailed narrative that's attached to this agenda item for your uh reading um in the future. We are standing before you presenting a positive budget. As you know, a positive budget means that the district is able to meet

070all of its financial needs in operation of the district. The action is governed by education code which requires each district governing board to hold a public hearing and adopt a proposed budget on before July 1st of each year. Tonight meet Sat uh meeting SEC satisfies both requirements. The public hearing and the adoption action will take place on June 17th. The next slide talks about the 45day revision because we have not had our signed um state budget uh prior to the creation uh and adoption of our budget. If there are any material changes, we will bring that back to the board uh in our August meeting uh to give you any updates. Budget cycle. I've talked about this quite a bit um because it's important to know that the budget cycle is just not one time.

071It begins in the beginning of the year where we adopt the budget in um July and we build that budget based on what we know at that time. And throughout the year, we're constantly being given additional information that makes changes. So, uh once we have our adopted budget, then we move into our first interim where we have a little bit more information. Then we move into second interim where we're midyear and we have much more information. And right now we're at that phase where we can see a little bit clearer um with our estimated actuals with a projection on where we're going to end the year. And then finally in September we'll come back and present to you our unodudited actuals. So before we move into the proposed budget numbers, I want to take a

072moment to tell the story of 2526 because it's a story worth telling. At budget adoption last year, the district projected a deficit approximately $2.9 million to the unrestricted ending fund balance. By first interim, that projection had deepened to 4.4 million deficit. By second, we had improved it slightly to 3.9 million. Tonight, I'm pleased to report that the 2526 estimated actuals show a positive increase to the ending fund balance of a billion dollars. And that is due to a lot of the amazing work you've heard in our LCAP presentation. Yes. This um swing of nearly 4 million from most recent interim reports and nearly four million better than adopted budget had a lot to do with uh different um revenues coming in. Also the biggest and most proudest moment as Dr. Ralph has shared our ADA

073increase um from 90.65 to 92.16. So th those were meaningful gains where um we generated approximately $2.5 million because of that increase. 500,000 of that um went to our LCAP um for supplemental and concentration. We also had safety credits that came into the unrestricted at the amount of 2.4 million prior than projections. Um, we also had our 2 million in our um, RDA funds that helped to offset district's contribution to rout routine restricted maintenance. So, a lot happened to get us to this point and very well much appreciated from all of our teams across the district and their hard work. So, on this slide, you'll see uh, where you've heard the good news already that our ABA has increased. uh when you look at our estimated actuals and uh our proposed budget, we will be

074budgeting on the 92.16. So that is an amazing accomplishment and increase in revenue for our district. So we are very very pleased um to see those numbers. Next you'll hear uh here you'll see um where it shows uh LCFF funding. So, it tells you how much we're getting for each student in grades seven through eight, as well as how much we're getting for students in grades 9 through 12. And if you go to the very bottom line, after adding up all of those various dollar amounts for our seventh through 8th graders, we're getting approximately $14,266 for each student in grades 7 through 8. In grades 9 through 12, we're getting $16,964. Therefore, it is so important that we continue to increase our ADA because having our students here allows us to get the full dollar

075amount um based on these U funding formula. So, next we're going to move into revenue and unrestricted um information. So here on this slide, this is a comparison where we're looking at the current year 2526 and projecting how we think the year will end and we're now looking ahead to the next year as well. So as you can see there uh our LCF funding sources increase uh for 2627 by $7 million. That is an increase in the next year of revenue. That is excellent, excellent news. Uh you're also seeing uh a decrease in our other local uh so the wash brings us down to 2.5 million approximately uh in that area here. This is our unrestricted expenditures. Again, we're looking at closing out this year and opening up next year. And we're seeing an increase

076in our expenditures at 6.4 $4 million and that is due to additional revenue that we're getting that we have to budget for. Here's our contribution to restricted resources and we continue to see this uh increase over time and we continue to monitor these areas to make sure um that we are making the appropriate investments for all of our students. Um so as we look ahead for the next year um the investment is an additional $4.3 million u for our students and our RRMA. One of the biggest things there is the COVID ADA relief that we experience in this year uh we will not have in the next year or out years. So, here's a look at our combined um revenue for estimated actuals. And again, we're seeing an increase um to our revenue of $6.9

077million. As we look at our combined general fund expenditures, um this is unrestricted and restricted, and we're seeing a $10 million increase, making sure that we're spending all of our restricted dollars uh in the way that they are designed. Here's a look at all of our other funds. I'm mainly talking about U fund 03 and these are other funds that we have uh in our financials. So, just wanted to give you a glimpse. So, you'll see in that first column the fund number, a description, what was the beginning balance, uh revenue that we got in this year, expenditures that we spent this year, and then what our ending fund balance is. So that's a glimpse uh at a glance of our other funds components of our ending fund balance. U want to bring your attention

078to uh and where we need to continue to uh do our work as we look at our net increase decrease in ending fund balance. Again, um we celebrated a million dollars uh at estimated actuals and we're looking at our proposed budget of approximately a 71 uh% um deficit that we will continue um to um take action during our superintendent's budget advisory to put in a place uh to address that. So, this um section now goes into multi-year. We've talked a lot about 2627 and comparing that to 2526. Now you get to see the big picture for the upcoming year and two years out which is a requirement for RCOE that we have um three years of budget. So here on this slide you'll see what are the factors that we're using to build our budget.

079So for example, when you look at statutory cola, these are the percentages that have been outlined and that we will use to build our budget. You'll also see um cow stirs and cow pers uh percentages. And as you can see there, our cow pers is continuing um to increase in the first and second year and then it decreases slightly in that third year. So these are our assumptions. So when you ask us how we are building the budget, we're using these assumptions to do that. Again, uh great news about our ADA. Um we are being conservative in our outy years and our enrollment is currently flat. We look forward to seeing our enrollment continue to increase, but we do want to be mindful uh that we want to have a conservative approach and then celebrate

080those increases as they arrive with additional data uh through our seabeds which will come forward in October. So next, this is a look at our um revenue for the three years. And as you can see, our revenue is increasing over the three years, which is good news. More revenue that we have, we're allowed to take care of all of the expenditures. And then here you'll see our expenditures. Our expenditures are also continuing to increase um starting in 2627 at 151 million. and ending up in 2829 at 164 million. And our biggest drivers, as with any district, is always going to be salaries and benefits. So, taking a look at our um contribution to restricted programs and you'll see there that we are increasing from the 34 million to 37 million approximately in the third year

081out. We will continue to monitor those uh as we go forward. Take a look at our ending fund balance. And I'll just call out uh a few areas here uh for our attention. In 2627, we're seeing our structural imbalance uh beginning at 7.1 million and increasing to 13.7 million in the third year out. Again, that is definitely um time for us to make those adjustments uh before entering those years and we'll do that in our superintendent budget advisory committee meeting. So, just for strategic um fiscal considerations, we want to continue to preserve our reserves uh to ensure that we have the budget capacity to respond to changing economic conditions. We want to ensure that long-term commitments can be supported by ongoing funding sources. And as I've said throughout the presentation, address projected fiscal pressures early

082so future solutions remain thoughtful, collaborative, and locally driven. next steps. Uh we will closely monitor the governor's may revise and we will um come back to the board if we have any material changes at the August um 12th board meeting. And the last thing, and I've said this throughout the presentation as well, our superintendent's budget advisory committee uh will continue to lead the planning process focused on addressing our projected deficits in 2728 through 2829. And Dr. Ralph has been a lead in our budget advisory committee. He's there at every meeting setting the example for the rest of the team. So, I really want to appreciate his leadership uh and the seriousness that we take as we enter those meetings and are very thoughtful around how do we make reductions away from the classroom and away

083from our staff. So, uh, I want to again say this is a a milestone night for Mimi and the business business services team. We can go home and we can rest tonight. Uh, they put in countless hours uh, creating these documents to be able to bring them to you. So, I really just want to appreciate business services team. It took the entire division working together uh, to accomplish this. So, we want to thank you. Are there any questions? Any questions from the board? >> If we look at uh our trend, we keep trending this way. What when do you uh when do you see us going into our reserves? At what year? >> Say that one more time. >> So we keep trending in a deficit spending way. Where do you when do you see

084us dipping into our reserves? >> That's an excellent question. So, as we uh continue to monitor our budget, we currently have a very strong 6% reserve right now and as we continue to see the structural imbalances, we will always come back to the board under the leadership of our superintendent if we're going to reduce that from 6% to 3%. So we are at a place right now that we have a 6% which is more than what's required but I'm confident through the our budget advisory committee that we are going to have thoughtful and collaborative decision making this upcoming year uh to make sure that we're looking at all of the expenditures and you know one of the things we left our advisory from this year when we had our last meeting we agreed to move

085to data what we're doing what does the data say. So that's going to be very critical as we look at contracts, as we look at goods and services that we have data to actually support it. So I feel confident in moving in that direction uh to be able to make decisions again around data. >> So we got to be very conservative of how we spend our money. >> We have to be very conservative. We must monitor and we must make reductions away from our classrooms and from our staff. So there's no you don't have like a 10 year I mean we don't ever want to get to that 6%. I get what you're saying but let's say if we didn't go to the superintendent I mean just if we just kept going the way we're

086going 5 years 10 years >> we keep going the way we're going. We're going to deplete our reserves and I wouldn't be standing here with a positive recommendation. Will you be looking at a qualified or negative certification? >> And I'm confident that our uh superintendent and his leadership will continue to guide the district and in making the thoughtful um choices and decisions that we need to make to uh correct uh any uh path to that. >> You have to thank you. Thank you. Thank you, Dr. Williams. Thank you to the board for asking those very important questions. I would like to go back to the slide where it says contributions for special event please. Okay. So we don't know how much was during this current 25 26 school year how much were the contributions but

087it is my understanding that the state is helping us with 35% increase on the special ed funding my specific question is in this 28 mill or 26 27 are they did we already include that 35% increase on special >> yes we did Dr. So if you take a look here at uh estimated actuals um for this year um right now just for special ed is 27.3 million and as you know each year uh expenditures increase um but yes we have already offset um the next year >> 27 what >> 27.3 >> okay thank you >> is um what we are looking at for 2526 and then is proposed to increase to 28.2 but we have already built in the governor's 34% increase. Um so that relieves the financial pressure off the unrestricted um funds. >>

088Okay. What does that RMA mean? >> Routine restricted maintenance. >> Okay. So we have that extra Oh, we contribute that. >> Yes, that's the 3%. >> Okay. that then we are going to subtract 3 million from the co okay >> in the 2526 >> in the 25 >> but we don't have that in the out >> 26 27 okay thank you my next question is and this is mostly for clarification to the board and uh please correct me at the moment that I what I'm saying I'm misinterpreting that these numbers are just estimates and as you can see we are basing them on 92 82.16% ADA. >> So you might have been thinking when you heard that from Dr. Williams, wait a minute. Did he lie to us? No, I didn't lie like to to

089any of you. What happened is you mentioned that to Dr. Williams is being conservative but also this budget takes some time to be to build. >> So at the moment that they did that, that was 92.6. 2016. Now we are close to 93%. And we are confident that in September when we have the real numbers we are that is going to be even more and that is going to have a significant impact impact on the deficit budget. I'm saying this because this is so important because even as a board member and I heard from several of you that sometimes that this presents to you we are going to be deficit spending in this area and then at the end of the year or at the beginning of the year suddenly magically money appears >> right

090>> and guess what we are not that in that budget anymore and that is concerning for for you right because how we told one thing and now it's another one. So I just making this clarification to look at things in perspective because that 92.16 that we are using that right now as a variable is going to increase and I hope higher than 73%. And how I measure 1% is equivalent to about$ 1.5 million million dollars. So if we can just keep that in mind that this is a projected multi-year projection. >> It's a multi-year projection. Plus through the superintendent advisory committee we are going to be identifying what areas what programs are not satisfying the specific needs of our students and that we can save some money there. Yeah. Okay. So I just wanted to

091clarify that to add to to the to the work that Dr. Williams and thank you to Mimi and the physical department because I know that you you work really hard in order to have this this race. >> Okay. >> And thank you Dr. Arrow and that's why it was so important for me to tell the story at the beginning and and Dr. Ar just did it um very well um how it happened, why it happened because those questions do come up. They come up from our labor partners. They come up from the board. And we want you to know the story behind how did we get to a plus one million when we came before you last year saying 2.9 deficit is because of the hard work of the team in additional revenue that came

092into the district. >> Thank you for Garcia. Another question Dr. Williams that I think the board deserves that uh we address that we have can you talk about a little bit the one-time funding and how we are using that one time funding to the benefit of our students. So we received this amount of money is a one time funding and it was designed for this and this is how we're using it. >> Excellent question. I don't have the exact language in front of me. Um but uh at the governor's budget in January um we received $5 million approximately. Um so those dollars are being used for instructional services as well as in human resources for recruitment and retention and other um programs that's going to build the culture of our district uh through human resources.

093Um, at the May revise, the governor increased that and we are projected to get another $4.2 million additional. Those um dollars have not been defined on where they're going to go at this time and they have not been budgeted because we want to wait until our state budget is signed and then we'll bring that back to cabinet and make a decision on the additional $4.2 $2 million that we're getting above what was given to us in January. >> But do we have that commitment and I sharing this with the board to use that funding for what they were allocated for? If they were allocated for our students, that money will go to our students. Yeah, >> we have a lot of needs in in our students and we want to invest that money first of

094all because that was the first uh that was the ultimate goal for the legislation. That was the speed of that that location. Even though sometimes there are some parameters that they can say oh you can use it also on this but we can do that after we have satisfied the needs of our students. Then first we are going to ensure the needs of our students and then we can look into okay we already satisfy the needs is a one time money we need to spend it then we can use it on this. >> Thank you for clarifying that Dr. around it is discretionary dollars. So there as Dr. Ralph said other parameter it could be used for rising costs such as our deficit. Uh also making sure that we're taking care of the needs of

095our students academically. Um we're making sure we're taking care of staff um through various programs. Um but those are the big bucket parameters around using those dollars. >> All right. Thank you. >> You know what? I have a question. Um and and it doesn't really require um an answer right now at the moment. It just it popped in when we were talking about the legislation and all the other stuff in the time. Um so I know that we're year two in our community schools grant and I believe that the governor in in the May revise added I think 1.5 billion. Um I know that originally it was 5 billion then they cut it back to I think four and then now he was adding I think 1.5 billion was put into the community schools. Um

096because as we're talking about looking at funding, you know, obviously the community schools model is basically their funding need for I forget it was four or five years, but they're doing it so that it can then we would have to fund it through our funds if the funds are there. um and knowing if we're heading into a future where if things are kind of like you know trusty all was mentioning about the deficit spending um so I guess the question is that 1.5 billion do we have a number set for that and is that to kind of extend and maybe carry that program out a little bit longer or is it to supplement what we have under the current term and and you don't have to I mean if you don't have all the information

097just kind of something to throw out there because I know that that that came up and I saw the the additional funding for it and I was just thinking okay how does that affect us you know um anyways >> yeah that is a request that we also have from staff as well looking at how the 2.87 87 cola on the very categorical programs will come into play. How will it be realistic? You know, we hear the governor at the state level saying this, but how does it apply? So, we are working on getting that and I'm happy to share that out to with the board as soon as we identify that. >> So, now that's a part of the 2.8 or is it I thought it was a separate >> It it is a separate

098one, but we've had questions about well, how does the 2.8, you know, apply to this fund and that fund. So, we're putting we're going to put all of that together. We wanted to just get the budget completed and then we'll go back and look at that. And then also the enacted budget has trailer bills and other information that we need to know in being able to build those numbers. But we will definitely >> and I know it was just down the road, but I was just kind of curious. >> Yeah, that's a great question. >> I would I would just like to comment too that maybe possibly with the onetime funds that we could start applying that more towards the students too as well. I I know we have areas of attention that need uh

099extra attention, but the onetime fund we need to support our students. >> Yeah. >> Okay. 2026. >> Thank you. >> 26. >> Um talking about that mic. >> I hate the mic. Um so we beginning a year we had uh issues with ASV you know try starting off the the new year uh with no money. Is there a way to and I don't know when we allocate it but give start them off with with money >> see money >> you know >> that's a good question. Let me look into that and I'll get back to you. I don't know when you know the now >> actually we could give direction >> later is it >> we could give direction right now. >> Would you like to do consensus? >> I just want to make sure

100it's compliant because ASB is a student, >> right? >> Um >> I know I know we can it just has to be set for all all schools the same or something like that. But I know like there's some schools that don't have a problem with it and there's some schools that really struggle with, you know, not having uh money in their their bucket for the beginning of the year. >> Yeah. No, and I understand your your compliance issue and concern and and I guess because I know this came up earlier, I know that so let's just say just to give numbers if we started each site with 10 grand obviously throughout the year they're going to fund raise, do things, you know, dances, events, all these other things. um you know they could then kind

101of you know how like at the end of the year we always borrow money and pay pay this year you know last you know kind of the same idea whereas it's it's not like it's it's a gift but it's it's on loan like hey you know so that they don't start off with the pressure of having to fund raise for something and then it's like hey you know what get started with this so that they could use that to get the year going and then once they start the fundraising and bringing in the cash then they can kind of okay we we have to pay that original amount and then now we can start building and saving for these others so that they can then generate more funds for all their other projects that they're

102going to do because I do understand what you're saying about the the compliance because ASB could be we can get in a lot of trouble if that's not proper. >> Do we build that into the LCAP? I mean I don't know. I >> I would like to go back and work with the team and be able to bring you the right information and not take guesses. >> So can I make a recommendation? How about we just ask her to look into it and build this plan and then come back to us? >> Absolutely. >> Do we have consensus act? >> Yeah. >> All right. There's one, two, three, two, four, five. There you go. All right. Moving on. The 2627 district budget public hearing is now closed at 7:31 p.m. There is a motion by

103Trusty Hall, a second by Trusty Stafford to receive the 2627 district budget for review and consideration. Please vote. Item 11.2 passes 50 12.1 consent calendar approval of consent calendar items. Do I have a motion? Trusty >> Annayia seconded. >> Trusty Hall. >> Any discussion? C9. Please vote. Item 12.1 passes 5-0. Item 14.1 board policies, business and non-instructional operations series 2000. 15.1 close session if necessary. Do I have a motion or do we need to go to close session? >> Not at this time. Item 17.1, other items by the superintendent. >> Thank you. Item 18.1, other items by the board of trustees. Trusty Compos. >> Trusty Hall. >> No. >> Trusty Stafford. >> No. >> Trusty Annayia? >> Nothing at this time. >> And myself? None at this time. Item 19.1, future board topics. Are there

104any future board topic requests? Trusty Crumples. >> Yes. So, I would like to see um if it's possible, I know it's kind of late in here, but um to see if we can fund uh a VAP basically administrator um to oversee our program to kind of build our programs. >> Did you say a VAPA administrator? >> Correct. >> AP I don't know how they would have to be someone that has administrative an administrative credential to oversee the teachers and the programs and kind of advocate for them. Um, but you know with the hopes of using Prop 28 money. >> Okay. Any other items? >> No. >> Trusty Hall? >> Yep. >> You say no. >> No. >> Trusty Stafford. >> Not for me. >> Trusty and I >> nothing at this >> and myself. I

105want to bring back the metal detectors. The funding for the metal detectors. Okay. Well, I'm still going to put it on there. >> Okay. I want to add an item for discussion or report for the next board meeting to bring proposal and implementation plan which includes starting the negotiations process with our labor partners to move forward with the metal detectors for the district. Wow, I jumped ahead. Do I have a motion? >> What's it for? >> The metal detectors. >> I thought that was a future board topic. >> Yeah, but my notes. >> Put it on. >> My notes. Yeah. >> Oh, you don't need a vote today. >> Well, I'm following the agenda. >> Oh. Oh, yeah. >> Okay. So, you're I'll I'm making the motion. >> Yeah. >> And then you're seconding. >>

106If you need a second. Yeah. >> Okay. Thank you. And I believe that's all tied together. Yes. Okay. Any discussion? I'm just looking how it's written. >> I'll tell you what, but I'm >> Okay. All right. Please vote. 19.1 passes 5. Item 19.2, to adjournment of the regular meeting of the board of trustees for June 1st, 2026. Do I have a motion? >> So move. >> Second. >> Trusty Stafford and Trusty Annayia. Any discussion? See, please vote. >> Wait for you, Mr. Oh, upon the vote being taken, the vote is 5-0. This meeting is adjourned at 7:36 p.m. Good night, everyone.