001Okay. 2.1 2.1 call to order. I will call the Paris Union High School District special board meeting to order at 3 p.m. And now I'll do a roll call. See if we establish a quorum. Trusty Annaya here. Thank you. Trusty Stafford is absent. Trustee Hall here. Thank you. Trustee Garcia here and Trusty Compost here. So we have established a quorum. 3.1 Invitation to address the board of trustees and agendaized items. Are there any public comments? No public comments. Thank you, ma'am. 4.1 Study session. The board of trustees will hold a study session to review and discuss the purpose and key components of the local control and accountability plan. Lindsay Chavez will do a presentation. Thank you, Lindsay. Good afternoon. Good afternoon for trustee cabinet and Dr. Rales and President Kos trustees Garcia Hall and Naya.
002Thank you so much for um giving me this opportunity to be here with you today. I am really excited and I have to say that I'm also a little bit nervous because um this LCAP document is so important and I'm so excited about this opportunity to collaborate with you and to de to develop this partnership in um working together to develop an LCAP that really is meeting the needs of our students and also um reflecting the beliefs and uh the values of our community. Um I do because I am a teacher at heart um I did provide you with some material. So, you have a folder um and it should say LCAP annual update and then you also have a little brown envelope and in there are some writing materials, a marker, highlighter, pens, post-it
003notes. Um we're going to I'm going to engage you in some uh wicker avid strategies here today. Um, you know, one thing that I find really funny is that the California Department of Education thinks that this LCAP document is public friendly, but if you take a look at it, it's really difficult to read and it's even more difficult to write. And so, in your folder, I'm going to walk you through it, but we are going to talk about it throughout the day. When you first open it, you're going to find a an LCAP infographic that has a summary um of the entire um LCAP. So, it kind of talks about the first page is our demographics. It has our our vision and mission statement of our school district. It has um you know our our
004breakdown of our students um but also a breakdown by needs. So, you'll see the breakdown of our social um socioeconomically disadvantaged students, our students with disabilities, our English learners, our foster youth, and our homeless youth. but also some exciting things that um we're really proud of in our district, particularly our robust CTE programs at all of our school sites, our robust AVID programs at all of our school sites. Um just some things that we're really excited about. As you go through that infographic, you're going to find just a highlight of our goals and a brief summary of the goals. So again, those few pages in the front is a summary of what you're going to find throughout the rest of that document, that LCAP that we publish um every single year. Okay. Now, if you
005turn to the next tab, I added some more information there that is um beyond the LCAP, and that's a categorical grant overview. You're going to see some information on the different sources of funding that we also receive and I'll be talking about that in my presentation today. Okay, just to walk you through, you're going to see special programs and activities by school site, all the different things that we have at our school such as AVID or CTE pathways, robotics, but also to help you um further your understanding, it it shows how we fund those things at the school sites. All right. And then there's also some information for the um different categorical programs. How much the allocations are, the descriptions, what we use the funds for, and what are the allowable usages of those funds.
006All right? And I share all this with you because I need I need a favor from you throughout the time that I'm going to be working with you in this capacity. I need you to hold me accountable and I need you to ask me questions. All right? And throughout this time when we're when when I update you on our LCAP moving forward, um, I'm going to need you to ask me, okay, Lindsay, you're spending a lot of money on that. Who are we helping, right? And how are we going to know that it's helping them? And what are you going to do about it if it's not helping them? These are things that I need you to keep me on my toes and make sure that we're we're, you know, you're keeping me accountable throughout
007the year. We could do that. Yes. Perfect. That's that's all I need. All righty. So, we're going to go ahead and get on to the rest of the presentation if that's okay. Thank you. So, today we're going to discuss Oh, I forgot I'm doing my computer, but also there we go. We're going to do just a really brief overview of what is the LCAP, what are the dashboard highlights and the progress, what are some of our challenges and ongoing needs. Let's then we're going to talk about the budget, the alignment. Um, we're going to talk about transparency moving forward. I'm going to give you a little overview of those categoricals and the grant funding. We're going to talk about how we're going to continue to engage our our educational partners and our stakeholder groups. We're
008going to talk about what's to come in year two of the LCAP. And also, I'm going to give you some some responsibilities and jobs also. Okay? And then we'll have an opportunity for question and answer. Now, in your little packet, you have post-it notes, you have pens, highlighters. I invite you, this is a living, breathing document. your folder is. I invite you to mark it up. I invite you to highlight and underline and jot down some things on the post-it note that you maybe want to ask me just in case you forget or anything that you want to flag in your folder, things that you want to save for the next update to make sure that I've done the things I promised you, you know. Um, and so I invite you to go ahead and
009interact with um the the the material, the information that I'm providing you today. Okay. All righty. Here we go. So, let's talk about what is LCAP. Now, um, as you've probably noticed, there are we live in a world of acronyms in education. One of the resources that you have in your folder is a list of all the different acronyms. LCAP is one of those. LCAP stands for local control accountability plan. All right. And the purpose of the LCAP is to really ensure that it reflects our district priorities. It supports our continuous improvement goals and it ensures that all of our students have access to reach their greatest level of success. The LCAP is a three-year strategic plan. So this LCAP document that you have in front of you today, um we are just concluding the
010first year. All right? So it's years 24 through 27. And so we just finished the first year. I'm going to be giving you the annual update today and then we're going to be entering into the second year of the LCAP. Now the LCAP is developed collaboratively by um uh seeking input from our community partners including yourself, our cabinet, our staff, our students, our families um and any of our community partners. All right. And as I said before, it is a three-year plan. We develop goals, then we can implement them and monitor them over the span of three years. So essentially, we're given three years to make improvements and to support student achievement. At the end of three years, the department of ed is going to say, how'd you do? And we get to let them
011know, okay, this is what worked well. These are some ongoing challenges we have, and this is what we're going to do moving forward. All right. I wanted to remind us today of the vision and mission of the Paris Union High School District. Um, which is right here. I won't read it to you, but where this comes to play with the LCAP is that the LCAP is not just a compliance document. It brings this vision and mission to life. So, when we talk about how we're going to provide a safe and caring environment, that becomes LCAP goal three, student well-being, right? And when when um, Mr. Mr. Garcia, when you're talking about providing additional security and support and that's one of the board priorities, we get to write that into LCAP um as one of the
012action items and then we get to assign funding to it and actually make it happen. We get to make it a reality. Thank you. You're welcome. Additionally, I'm like moving through things here. So these are our superintendent's pillars, our district priorities. And as you know, um these were developed as we were, you know, during the search for our superintendent. And so this is what's really important for our cabinet. Now, I do want to remind you that these were developed after this current LCAP that you have now was approved. And so some things align, some things don't. And our job now moving forward is to make sure that we're aligning to our superintendent and our district priorities. Okay. So, just a couple more things about the LCAP. The LCAP shapes our vision. It shapes our mission.
013It makes it a reality. It operationalizes equitable access for all of our students. We talk about all of our students, no matter what demographic, no matter where they come from, who they are, um what background they have, we want to make sure that they have opportunities to succeed the same as all of our other students. And so the LCAP makes that happen. Now, there are four guiding principles and I need you to hold us accountable for this, all of us in this room. All right? In the LCAP, when we're writing actions and we're spending our money, I need you to ask us, is this what's best for our kids? Is it aligned to the district priorities? Is it compliant with the state requirements? Are we fostering public trust? because this is these are public funds
014that we're using. So, we have a duty of stewardship. We have to make sure that we are responsible and that we're spending this money in a way where we're really targeting and we're intentional in supporting our students because that's what we're here for. All righty. So, this is just a really really quick quick overview of the LCFF, the local control funding formula, and how school budgets are created, right? And so, there's a a per student base grant, which is ADA and COLA. Candace, please correct me if I'm if I'm And then we add a gradespan adjustment. So, based on, you know, we're a high school district, so it's 9 through 12. We get a gradespan adjustment for that. and also for um our our middle school. And then we get add-on adjustments based on our
015we call it our unduplicated pupil percentage and that's our the number of our students who are English learners who are foster youth um and who are low socioeconomic. All right. Now that funding the add-on adjustment that's where the LCAP comes into play because that funding is specifically for increase or improved services. It's not for the base. It's specifically targeted for the students that need the little extra support. All right? And that's that's really what we have to write into our LCAP is how are we going to support the students who um historically don't perform or aren't as successful as some other students. Now, the LCAP, it is a requirement. It has to demonstrate how we are increasing or improving services. It's actually one of the sections in the LCAP itself and it's one of the
016tabs in your in your report there. All right. We have to highlight and we have to have actions that specifically say how we're going to increase or improve services for those student demographics that you look in the dashboard and they're performing in the red or in the orange. Okay. Oh, and if we're not doing it, then the CDE says, "Why are we giving you all this money? We're going to take that back if you're not using it." Right? And we don't want to give any money back. All right. So, beyond the LCFF, we also have categorical and grant funding. So, we receive additional funding. Now, this is uh usually it's it's it's targeted for students who are failing or at risk of failing. So, with our categorical programs, we have our title funding. The title
017one, you hear us talk about that a lot. Title two, title three, and title four, right? Title three specifically is for English learners. Title four is student support um and um activities after school. And then we get special grant funding and that's like the arts and music block grants that we receive, our CIG funds that support career technical education. um our community schools grant. Um we have a new grant called the CYBHI capacity grant. Our learning recovery block grants, equity multipliers, and there's more, but these are the main ones. These are the biggest ones. And that's the information that I included in your packet today. Now, all of these different funding sources, we they get braided together, right? We kind of put them all together to create this comprehensive plan of how we're going to
018support all of the students and all of our school sites. All right. So, we have this comprehensive system of supports. We expand services beyond the core academics and we improve outcomes for our high need and our underserved students. All right. Now, this allows us to fully implement the LCAP and to meet compliance across our different funding sources. Now, the money isn't free. It comes with strings. So, when we get additional funding like the categorical programs and our special grants, there are very strict compliance pieces to that. They tell us pretty much we're going to give you this extra funds, these extra monies, but you're only allowed to use it for this. For instance, um, Title One, you're only allowed to use it for your students who are failing or at risk of failing. And then
019they want us to write a plan. How are you going to do that? What are the action items? How much are you going to allocate to your schools? How much are you going to spend on administrative costs? And we have to submit all of those reports every year um to the Department of Ed. And if they see that we're out of compliance, there is a high risk that we may have to pay the money back. and we don't want to do that. And luckily, we have never had to do that in the Parish Union High School District. And we don't plan on on that happening in the future. Do we have any questions? So, I get really excited and passionate about this. So, you're going to have to stop me. Um, do you know of
020any local schools that have had to pay back and the reason why? I do. [Music] Um, I do. Unfortunately, there is a um a nearby school district that had to pay back a few hundred,000 in Title One funding because they had paid for some um field trips. Um while the field trips were educational, going to the zoo or taking trips to museums, it didn't specifically address how they were going to improve English and math outcomes for their students. And so, they were found out of compliance and they had to pay back that money. And so, we have to be really careful with that. So in uh building this LCAP, yes, who did you go to to get your information because I see there's no principles here. Okay, that that that is a great question. So
021as the LCAP is developed, we have a variety of stakeholders that we engage. And so we have our different parent organizations, our English learner advisory committees, our African-American advisory committees, we have our school site councils. Now, part of the LCAP and receiving title one funding is that each of our school sites also have to create a plan and that's called the the uh school plan for waiting that wrong. It's the SIPA school plan for student achievement. So, each school site has to also create goals that are aligned to the district LCAP goals, but it's specific to their school site only based on their data. and then they engage their school site council and their parent um advisory committees as well and so we receive feedback from them. Now, one of the things that we definitely
022need to improve upon that, you know, this is my eighth week in this role and so as I um you know, continue working with you with the team and receive feedback from the different school sites and the different um parent organizations, they want to be involved. Our families want more opportunities to engage and they want more opportunities to provide input and feedback. Um, you know, coming from the school site myself, I'm of the philosophy that anytime we have a conversation with a parent, anytime they call us with a concern, that is feedback, right? It doesn't have to be a formal meeting like today, it doesn't have to be a formal survey that we send out. Any conversation that we have with a family is feedback. And so when we're having football games and we have
023a table for our parents to win prizes, that's an opportunity for us to have a conversation with them and to receive information and feedback and input on our LCAP. And that's one thing that um we hope to increase and improve is the way that we engage with our community partners. So quick question just on that alone. Yes. Are we collecting data or it's just a word of mouth? Both. Okay. We do both. Yeah. Awesome. And so one of the things that we have planned for next school year that Dr. Eaggan and I have been discussing and working on is really creating a system on how we're going to collect that data. Um and when we're sending out surveys now, as a parent myself, um you know, from, you know, a different school district, we get
024bombarded with those surveys. And when I get an email or a text and it's like a 40 question survey, I don't want to do that. But if I get a a text or an email and it's a two question survey, oh, I can absolutely do that, you know, like that. That's easy, right? Right. Um, but also we have these opportunities where we meet with our chambers of commerce, you know, we meet with our mayors and um I our students are going to be the ones who are inheriting our community. And so we need to have that ongoing conversation with community members as well, whether or not they're parents in our district. And so we want to develop a system where where we're also receiving information and input and feedback from our community partners. Just for
025Mr. Hall, um the principles were wrapping up graduation and I know they're busy year. So So they were um not required to be here. That's the only reason they're not here today. I just want to make sure they know what's going into this from their feedback because they're the ones that are running. They know what's going on in our city, you know. Yeah. Um, I will say from the perspective of of a former principal, eight weeks removed, um, one of the things that principles don't receive a lot of professional development on is school funding and how to manage your budgets. And that is a big part. um when I was a high school principal, you know, um I had all these grand ideas for how to improve things at my school, things I wanted to
026implement, and then I realized, oh my, that costs a lot of money. And um how do I know what money to use? How do I know to to to manage my budget? Um and that's actually what brought me here today is that curiosity and wanting to to know how to be a better school principal. And so, um, another thing that we're planning in ED services is that ongoing support for our principles and professional development on how to manage their budget and to how to understand their different funding sources, not just the within the LCAP and their general budget, but also the categorical funding that they receive and the special grant funding that they receive. Some of our special grants are only awarded to specific schools, not all of our schools. and and if it's only
027to a specific school, then there's specific compliance pieces that those principles need to be aware of, you know, and so when they're calling us and asking us, hey, I want to do this. Can you fund this out of this? I want to be able to work with them, but also teach them you have this funding source. This is what it's for. Let's plan for that so that they can manage their their budgets themselves. We have a lot of plans for next year. All right. You know what? Right. Before we move on, couple thank yous and kudos. Um, you you did Yeah. will say that um the acronyms these three pages of acronyms that three pages because every time you hear I was like I saw one earlier and I'm like what's a CCI and I
028I was like college and career but I didn't and then I looked and then I found this and I'm like oh it's college and okay so that thank you for that that I mean the way this is laid out I really appreciate all the different groups um all the different groups kind of broken down because I think that gives us an idea on how to target certain groups. Um, you know, there are some things that when I look at this stuff, it's kind of like, whoa. Um, for example, and I know sometimes our our ELA and our math scores are not what we want them to be overall, but always got to look at the positive, right? But the gains that we're making, you know, the almost six points in ELA and 12 points in
029math is good. You know, obviously it I think our goal is to always to continue to improve, not go backwards, not be stagnant. Um, so when we're looking at these goals, um, and that's I guess what kind of for us if you know, whatever input we may have or feedback, um, you know, I look at, uh, goal two and it says our graduation rate is looking good. You know, our gains and African-American is is great. Um, the college and career, they're prepared, but then we also and then there uh, the African-American subgroup right there is also doing well. But then you flip over on the chronic absenteeism and it's kind of like our African-American is 50%. Yes. So what that tells me is we're there we're we're it's probably a small group that we have
030to target. Yes. Because if we're making all these gains, positive gains in in real important areas, but there's other areas then it seems like we can zero in figure out a plan to target those specific population. This one just stuck out because they were all in in the the little dashboard highlights. Yes. And so I'm hoping that um and I don't know and I guess this is a tough question and my overall question um like what's the out of all the goals I mean I know that the ultimate goal is one but usually you can't get to one unless you are really engaged in I mean all of them are important but the community family engagement piece and then the the safety and security you know what I mean supported and So, um, and I
031don't know how, you know, we spend money. I know later on I'm going to have my thoughts as to how we want to spend the money because I think if we create the environment at our at our high schools, you know, with the principal, I think the principles are doing a great job, a lot of energy, um, they're they're trying to do the best they can to make sure that the kids are wanting to come to school, that school is fun, it's relevant, um, and they're learning things and and, you know, we we all know that that kids go usually for the social part of it. Not all, but you know that's a big part of being a high school student, middle school student as well. So, how do we like when this is all
032laid out in planned, how do how do you identify like what what is Paris unions or are we are we taking it like okay, we always want to hit on everything, but do we ever look at it like are we going all in on one area? Because I I think, you know, if we do the the attendance and we get kids here, you know, when they're here, they're going to learn. you know what I mean? Um, some might learn more, some might learn less, but they're going to learn better than if they weren't at home unless we have our cool online programs and they can learn at home. But like how do we condense that to figure out like what is our and I know that that's kind of a loaded question because it could
033also be, you know, one site might be a safety issue, security issue, and the other one maybe that's just not it. Maybe just the programs aren't as engaging. You know what I mean? The football team's staying through. Who knows? I I don't know what what So, for me, I'm just like, okay, do we have an idea of like what might be, you know, the the main driver in in uh allocating these funds? And I also noticed um that we're at 34 million this year. Was it like 37? Did we lose some funding? I thought it was 37 last year, but maybe I'm off in the numbers. So, when our demographics change, it affects our numbers. Okay, so there you go. Okay. And remember last Sorry to interrupt, last year we this time we were still
034projecting to grow in enrollment. So with that projected growth would have been a higher number than we actually realized. That's why you see a difference. Yeah, good question. But anyway, so I don't know if like there's one specific thing that we're looking at like as a collective district group. I uh thank you so much for that question, Mr. Compost. And that's um that's such an amazing observation and I think it over the last few years um you know since since I returned to uh Parish Union High School District, our focus was really on on goal three on that student well-being. Um and when we talk about the budget and we take a look at how much we've allocated, you can see that we have dedicated a lot um you know under under that goal and
035building our wellness centers and building um you know building our our support staff, our wraparound services. And so we we really have put some um you know a lot of intentionality in really building that that area. um you know your question is a loaded question because that's going to lead me to talk about um a true MTSS a multi-tered system of support um which really is three areas it's academic behavior um and then the you know social emotional well-being um and we put so much emphasis on the social emotional well-being and we're seeing great gains and growths in that um it's time now I think to start focusing on the academic and that's actually where Dr. routes um areas of focus are in terms of really building up um you know a robust um academic
036uh with the I gety and partnerships with MSJC and building upon our CTE programs and the different opportunities for our students in our online academy and that's why we're doing that rebranding so that we can start now um shifting our focus to building our academics you know now that we've really established um you know our student well-being. Now, that doesn't mean that now we're going to abandon the support. Um, luckily, we have an amazing team under, you know, uh, Miss Kane's direction and with Miss Ruiz, um, our our coordinator of mental health, and they've been able to acquire some special grants to to continue to support our well-being. So, now we can free up some of those LCAP dollars and start placing them in other in our other priority areas. Thank you. So in this
037slide you can see the five goals. Now our five goals the the headlines for the goals are going to remain. What's going to change whenever we have an LCAP cycle is this the specifics the description of that goal. But our LCAP goal one will always be our academic goal. That's always going to be improving academic achievement. Our goal two will always be our college and career goal. And then our goal three is our student well-being. And then community engagement is our goal four. Now, we have a special goal here, and that's LCAP goal 5, which is the equity multiplier goal. That only applies to two schools, and that applies to Paris Lake High School, and that applies to Scholar Plus, which will be the future inland online academy. Now the reason why we have a
038special goal for those two schools is because based on their dashboard they were identified as needing additional support meaning their students were struggling much more than the students in our other schools. Now, because of that, we were allocated special funds just for those two schools. And um as a requirement for the compliance fees, because the money isn't free and there's strings tied to them, we have to have specific goals and actions that are just for those two schools. And that's going to support us in really developing and um you know um bringing up the programs and improving upon the services we have now for Paris Lake and also supporting a rebranding um of the inline uh inland online academy and also making that a more robust system so that more of our students can access
039that educational opportunity. Now, when we're writing these goals, under each of the goals are specific action items. Those action items are very, very important because it's what helps us achieve that goal. Now, those action items have to be clear and they have to be focused and they have to be measurable. So, every time we write an action item, we allocate money to that, right? And whenever there's money, we have to make sure that we're spending it appropriately. So, every time we spend money on a certain action item, there are four things I want to know. And these are the questions I'm going to ask our school sites. Every time I'm going to ask, okay, you want to spend money on that? What is the the student demographic group that you're targeting? Question one. Question two,
040what is the need that you're trying to address? Question three, how are you going to monitor the progress? Question four, how are you going to know that it's successful? So, before we're even going to put money towards that. We want to know those four themes. So, if someone is saying, "I need $20,000 to send this teacher, these group of teachers to this professional development." Okay. What's the student need or which student demographic? Oh, it's our English learners. It's our English learner teachers. Okay. Fantastic. What is the need that you're targeting? Well, it's a specific math conference. We need their math scores are really low. We need to help them. Fantastic. How are you going to measure the progress throughout? Well, we're going to measure their progress based on their DNF rates. We're gonna take a
041look at their their um state test scores. We're going to take a look at their A throughG. Okay, sounds great. How are we going to know it's successful in the end? Well, we're going to know it's successful because more of our students are going to be passing their math classes and and more of them are going to be um uh reclassifying. Okay, excellent. You have those four things. Fantastic. Yes, sir. You you keep mentioning rebranding. So this is obviously something that the board has given the district directives and rebranding but one of the phases in rebranding is changing the mindset of our instructors. Absolutely. You know so and so we make it we talk about this quite frequently. It starts from the top down right you know some depending on the subject it's the other
042way around but we need people to be engaged right now. You're speaking from the heart. the passion is showing, you know, you're you're willing to keep pushing and pushing to get your message across and we're understanding everything because this is what we want. But how do we make sure our teachers have what they need? This is easy to address. Yes. When we're talking about the students, but how do we know our teachers are as passionate as you are willing to educate our students? This is the goal we're trying to get to. And rebranding literally, we have to change everyone's mindset. So, what are we going to do to get the teachers motivated? Aside from having the administrators to inspire the teachers, is is there anything else we could look at? Do we have to offer
043more Py days? What do we need to do in that area to get to this goal? That's such a hard question and I wish there was a simple answer, but I think the best answer is a shared leadership model. you know, our our our teachers are so invested and they um you know, and they have so much care for their students and involving them in these decisions and talking to them and seeking their input and guidance as well and being included. I think that's going to that's going to go a long way. So, that this is we're talking about the start and I and I love that you're you're open about it and we're having these conversations because it's long overdue, but how do we keep them engaged? Mhm. You know, I I know we
044can't just throw money at it and expect the problem to be fixed. We have to educate our teachers as well. So, when we talk about, you know, because you mentioned, you know, going to conferences, whatnot, we want a level of accountability. So, when these directors, these administrators, teachers, you know, um I know I'm missing one. I can't think of the top of my head. Counselors up. Yes. But we want them to bring back and share that information so that could maybe we have a side conversation. I I don't know if I'm going off, but I we really want them engaged and teaching what they've learned from these conferences. I think that's the only way we're going to be successful. We went to an event recently and we were looking and we were like we're behind
045in times just to see these people engaged. They introduced one of the young ladies as the next president of the United States. Oh my goodness. How many principles do that in our district? I haven't heard any. That's inspiring though. Don't you think if you could get one reach out and touch one's child and get them motivated, how many more will get motivated and inspired and who knows maybe they will be the next president. That's what we want here in Paris. So I I I'm feeling feeding off your vibes and that's where we're trying to go and it goes back to rebranding and changing the mindset of everybody. We want everyone passionate, everyone. So whatever we can do, let us know. Obviously, we have to keep going with this, but I just want to make sure
046we touched on that. You know what? I want to kind of chime in on that. Um, and I think in any relationship that you have, and obviously the the larger the organization, you know, the little more difficult it is on the relationship, but like any relationship, it has to be like a mutual respect and support. And I know for me as a teacher, um, nothing irritates me more than directors, anybody above who hasn't been in the classroom. And that's why I'm so glad that you're in your position because you you realize what's going on. But when we're being told how to do our jobs and what are the best practices and it's kind of like well you know why don't you come down and you know teach me all your your theory you know and
047show it into practice. And so um but the greatest thing is when we get the support you know PLC's um I for the longest time thought they were the biggest joke on the planet because it was always like okay so supposed to be a professional learning community but now this is just our bosses telling us how to do our job and at the heart of it it's supposed to be teacherdriven teacher directed and and then and then I did see the positivity of it when I saw it done properly and I think um you know I think on on you know what what trusty Garcia is saying and and I think what I would like to see is that we do we start from the ground up because we as an organization for things to
048come to our attention there's a lot of layers and there's a lot a lot of dots that have to be connected but if we're not if we're not taking care of the people on the ground and listening to them and supporting them with what they need um you know I know that I don't know what our teacher and I know every site's different you know you get teacher budgets and I can tell you at my old uh middle school we used to get 75 bucks And and I thought that was kind of laughable. Oh, they said, "But but we'll get your printing. We got your printing costs." And you know, so for me as a PET teacher, I'd be like, "Okay, so 75 bucks, I got 200 and something students, you know, 50 60 cents
049a student to spend for the year." Um, which is kind of crazy. Um, but you know, so for me, I what I would really like to see and I and I think that's how it all starts is we support from the ground up. If we support from the ground up and if our teachers uh feel like they're supported and they have everything that they need, parents are going to be happy, students are going to be happy, and then if they're if they're communicating with the people above them, their directors and their directors and everybody's kind of working from a bottom up as opposed to a top down. Now, don't get me wrong, I know that, you know, there's obviously leadership decisions that have to be made and I understand the structure, but ultimately it's, you
050know, we have to make sure that our sites are content and and that they have the money. But I think it's you brought up a very important point. You know, we can't just give money and just like, hey, have a good time and woo, you know, we spend we had a good time. Like what was the result? Well, we had a good time. There's nothing. We we don't we can't prove anything else besides a good time, which I think is is extremely important. But I think we need to just make sure that um there's a constant communication um you know from the board to the cabinet to the directors um to the site administrators you know and then from there um to to the staff the classified and certificated because um if if it's you
051know if if there's holes then I think it you start to get breakdowns in the in the systems and you know and every every site's different but you know for me I really you know think we need to put a lot of our emphasis and effort in supporting, you know, the teachers down below and and the site administrators because they're the ones that are facing thousands of students every day. They have to make decisions. Obviously, they're they're prepared and planning. I usually don't worry about the instructional side because I think I think we have a good staff that knows what they're doing. Um, and we don't need to micromanage them, but we need to support them, you know, because there's so many times they can say, you know what, we'd love to do this, we'd
052love to do that, and they have great ideas, but it's always we're limited on funding. Yeah. Um, so I know for me, you know, when I look at one of these categorical funds on this page into arts and music, you know, are we maxing out what we can spend on, you know, our Prop 28 money, um, I think those are the kind of things that we really need to look at and make sure because that brings the creative side to education. You know what I mean? The fun side. And a lot of times, you know, education can sometimes be lacking in fun. It's not to say that we're taking away the rigor and all that because we know we've got to do that. But at least it might be a little bit of a motivating
053factor to work towards that. You know, in athletics, you know, you have to at least be eligible. You know what I mean? At the very bare minimum, show up and be eligible. Um, but then, you know, once there's a spark and there's a connection and they have their groups, they found their little, you know, identified team teammates or whatever, then everything starts to kind of function. Um, so I mean, that's kind of my two cents. I mean, I know that was kind of lengthy and a lot. Um, and the one question I did have on the on the the multiplier. Yes. So, I know that that we're getting supplemental and concentration. We're actually getting more money on top of that because they're the third tier or whatever it is of of support. Oh, wa. Okay.
054Just specifically for so for those two sites, for those two schools is who identified. Okay. Thank you. Because in a recent conversation, we were wondering that and didn't know if that worked. And so, that's that's good to hear. So, thank you for validating that. That's pretty much it. I think as far as um Oh, excuse me. Just I'm sorry. Um as far as the equity multiplier for Paris Lake and um and Scholar Plus, uh I think the needs assessment that was done prior to this school year, you know, there was that need for for that wellness support, you know, the students that were struggling with, you know, various um you know, anxiety or, you know, um things that were affecting their academics. Um and so you know we put a lot of emphasis and support
055in providing that you know the wraparound services and that's what the funds were used for for this school year. You know as we transition for next school year um you know one of the pieces of feedback that we received this year was that it was difficult to um uh send students over to the Paris Lake High School if they were um a student with an IEP or student who was an EL student because they lacked supports. And so that's feedback that we received and that's valuable feedback that we could write into the LCAP now and create an action item and then direct some funds to support that area. Thank you. I I'm really in love I'm really loving the conversations we're all having right now. Um in regards to goal number one, we tal it
056it it highlights mathematics at the very bottom. Unfortunately, I think it should be the other way around, but that's just an opinion. I am an English teacher, so I'm sorry. Okay, that's that's all right. And I'm glad it's captured there because we're looking at all of our data that we're talking about. Everybody brags about California. California has the highest graduation success rate. Yeah. But what are we placed nationwide when it comes to education and academics? Exactly. Right. Way up the bottom. So, I'm referencing Compton School District. Um, the reason why I'm referencing there, I went to an event recently. I just brought that up and it captured my attention how engaged everyone was and they literally put their money where their mouths were. They reinvested in their students and in their community. And I'm using
057them as an example because what really got my attention from all the data was the most simplest thing. Why did they have the longest sitting superintendent in California? And I thought about it. Well, Compton didn't have a great reputation, but why does it have a great reputation now? And I'm seeing this firsthand. Well, if a superintendent's not doing very well, usually they get the boop somehow or they leave, right? But why is he the longest city and he looks young? So, it it made me process. So, it it made me process this, you know, what are they doing right for this recognition? Why is Dr. Dre donating $10 million to this district or to the new campus, right? And so, I'm I'm thinking about all these things we could do. We're always talking about things
058on the surface level and it goes back to rebranding and changing the mindset. What are we really doing? What more can we do? Well, the truth is we could be limitless, right? We could start asking businesses for donations. We could ask the base or uh the what is skydive over here for opportunities for our kids to be successful. They could donate aviation technology to the simulators. What else can they do? Limitless, right? We can ask training programs at the grocery stores right down the street. You know, there's so many ideas out there and I'm I'm throwing these things out there because I want everybody's wheels to be turning. What can we do that's free as well? You know, we we're limited with the funds we have, but are these the actual goals we really need
059right now? And and how deep does it go? So, even though we're talking about mathematics and we're talking about language arts, what more is there? There, you know, there's a lot more. Where is it? Well, maybe I have to relook at it again. But mental illness, right? We talk about it, but then we don't talk about it. Then we throw money at lawsuits and we throw money at IEPs and 504s. When does that end? When are we going to help the kids? Right. It's just a band-aid. It's time to change our mindset. Yes. Being proactive instead of reactive. Yes. And I know you have it because you were talking about it, but I need you to share that wealth of information to everyone so everyone could be on your page, please. Thank you. I'm writing
060everything down. I see that. I want to listen to everything you guys say. You're going to see this in the LCAP. So, awesome. Thank you. Okay. And you are doing a great job, by the way. Very good. I'm not as nervous as I was when I got when I started, but All right. U Mr. Compass, you had started talking about our LCAP progress highlights. Now, what I'm really proud of is that we're in the we're going in the right direction. We're increasing. Um we're declining where we need to decline. like we're declining in our suspension rates. So, we're moving in the right direction. But Mr. Compost, you are absolutely correct. We have a long way to go. So, for instance, we uh Mr. talking about mathematics. Um we increased 12 points. That's amazing. We will
061take any win. However, we're still 126 distance from standard. We have a long way to go, but the good news is we're moving in the right direction. Another thing I want you to take a look at, and I didn't include it in here, but this is um there's a link that goes directly to the dashboard, is in that mathematics area. You can see in the red there's three demographic groups there. Those are three student groups that are still struggling in mathematics. And so, we have to make sure that we have a goal and an action or a goal one, it'll be for academics and an action to support those those demographics. And so, that's how we use our data to inform what we put in our LCAP. Mr. Tio, I apologize, but the these are
062the like I said, the conversations we have to have. Yes. And we don't get to share this information with everybody all the time. First of all, I want to say kudos because I understand the dashboard is very clear about suspension rates, but I also am an employee for a public school system and everyone that I talked to and you being a former principal, you can attest, well, maybe you can, I don't know if you want to stay quiet, but we believe that this information on suspension rates are suppressed. It's designed to be hidden from the board of education and the public. So, in theory, oh, the campus is great, but in reality, campus could be chaotic. I want real data. If a student deserves to be suspended, you suspend it. But then we have an
063alternative backup plan. Hey, okay, maybe you do need to be part of the inland program. Maybe you need to be participating. Somehow work still gets accomplished. We have to help them. And yes, there's a balance of counseling and discipline, but it can't be just one or the other and thinking the problem is going to be resolved. So, I'm just throwing that out there because I want everybody to keep talking about all this. Okay, that's a note for our director of pupil services. Well, and and sometimes we know that that because because when I was doing involved in LCAP committees, I know sometimes it's kind of a little skewed because sometimes you have a frequent flyer, you know what I mean? And that kids wreaking havoc and and messing up all the numbers and it's not
064necessarily, you know, obviously then if they're categorized into a group, it's kind of like, okay, you have, you know, 10 suspensions, you know, but it's one kid who's got seven of them, you know what I mean? So then the whole group is kind of put in in in a light of that's not really reflective of what's actually going on besides the fact that it's one kid who's just you know little tornado but but no I mean that so on on those reds and so when we're we're allocating funds we're looking at are we targeting obviously red red and oranges and and trying to maintain yellow and all the way above. Yeah. So when you see um certain demographic groups in the red or orange, that is a require there has to be a required action
065that addresses that in the LCAP. And so um and in all of the different categories, any any demographic that is red or orange has to be listed in the LCAP and there has to be a specific action that is or a plan that's going to support in that area. And um when our LCAP gets reviewed by the county office of ed, they look for those things. they they look at our data and they read through the LCAP and they make sure that we're addressing it. Now, on on the testing, um because everything's so so a regular student, are are they being tested on are they being expected to be you're going to see material that's all the way up to algebra 2 or are there variations of the test? Uh I'm going to defer that
066question to Okay. So, so if you have if you have kids that are that just struggle, um maybe math's just not their thing, but they have their their basics down, but just once they start getting all the algebraic stuff and higher level math, then those kids are so granted they're they're going to they're going to struggle on that test. So, and then there's nothing we can do to kind of like if we know a kid's not going to go to college and you know, so they're not going to need algebra, too. Although, and we can identify them. let's just say by 10th grade like hey there's a struggle here you know the kids you know middle school struggled whatever at that point um can they be redirected in taking other math classes that might be
067more practical um like life skill type stuff just stuff that they're going to that they might use you know because most of us don't use you know algebra on a regular basis or algebra 2 or a lot of geometry but even if they did have those classes they would still have to take the test with algebra 2 in it okay so it's kind of so that's just kind of the system so there's There's always going to be that that lack of success. What about the style of teaching for them for the different styles of learning? Is that a factor? Is that something we could do? Mr. Garcia, you're talking language here. Yes. But you're talking about UDL. You're getting complicated. I like Yeah, I've known about it for many years. I just don't see it
068happening in California much. Yeah. Yeah. It's tough. I know. You'll see that one of the expenditures that we have under goal one, which is our academic goal, is supporting our math teachers. Um we did have um we did collaborate with our county office of ed and the community of practice for math and all of our math content area groups. Um uh how many meetings did they have? They met throughout the school year as as uh content groups. Yeah. and to really build upon that best first instruction um and really teaching math literacy and um you know using uh using researchbased strategies uh to support all the learners using some um you know uh universal design for learning like you were talking about like having the different supports and scaffolds is there is there like a
069formula or is it just I don't know how how do we figure out what type of style a student needs to learn like is there a process? Is there a test or is it just through experience from kinder all the way up? You know, one of the things that our teachers are so wonderful at doing is really understanding and getting to know their students and then and then using um different methods to deliver instruction and also different methods to um to assess for mastery that it doesn't have to be just one way. It doesn't have to be an exam that they can, you know, do a presentation or they can do, you know, um, a podcast if they're too shy to present in class, you know, different ways to to measure learning. Um, and that's
070really something that is taught under that universal design for learning and um, also, you know, best first instruction. And so our teachers again, our math teachers specifically received that professional development this school year and they will continue. So, is it fair to say that our teachers in our district, they're not chained, they're not handcuffed to a certain style, that they're free to teach however they want? Really? I like that. Thank you. Well, and you know what? Um, and and I mean, the more and more I think about it, it's a state issue because, you know, when you think about it, it's kind of unfair. You know, there are some kids who just mathematically they're not there. It's not not their strength. You know, they might be great with their hands. They might be great writers,
071but just maybe math and then now math is getting more wordy and and a little bit different. Um and I I we used to have one of our best teachers in a middle school. He he gave two tests. One was a harder one and on the other side it was a easier one. It was they were both algebra tests but one he was kind of extend. Yeah. Yeah. He was kind of like hey you take your best shot at what you think you know. So the kids could look at them and they didn't cheat themselves. You know what I mean? Like the smarter kid who wanted to be challenged you know they were like oh I can you know this is the one I want to take it and they took it. Um, but say
072I wish we had that for for our students at the end of the year because there might be some kids who might be able to test out doing decently well at an algebra level, maybe up to geometry. Yeah. Um, and it'll it'll it could change the numbers, you know what I mean? But yeah, I mean it just it bums me out that that that's just the way that the system set up. It's almost set up for some to fail. Yeah. There's just students that just freeze on any kind of test that they have to take. That's true. And so as teacher hopefully they can recognize that and you know is there any kind of training where they can just relax you know we teach them how to relax. You know my son for one is
073horrible at taking tests but he's got all the book work down pat. You know when it comes to that that test he's like oh my gosh you know so afraid to make a mistake that he makes tons of mistakes. So, you know, that type of training to teach kids how to take tests, how to prepare for them and stuff. So, um, thank you so much for your feedback. Um, and what, you know, what I'm hearing is, you know, we want to be able to measure our students mastery and not just this one way and not just in mathematics. Correct. Correct. Um, in in the LCAP, there's a section where we talk about our baseline and our metrics and the data. And um you know I'm writing down my notes and now I'm you know my
074my wheels are spinning thinking okay what are other ways that we can measure and so we can put in our DNF rates we can put in A3G completion as different ways to measure student progress um so that it's not all just one one way um you know unfortunately this this is the big one this is the one that we're held the most accountable for but we can put in those other measures of progress and I know what the question I'm going to ask is kind of naive and I think I know the answer but I want to know is A through G the absolute requirement they have to is that the standard? Can we deviate and maybe excel above A through J? A through G, excuse me. Yeah, absolutely. You know, um we do have
075our uh graduation requirements, but here in the Perishene High School District, we want to make sure that our students are prepared college and beyond. And that's one of our superintendent priorities. And you know, my point of view, and this is personal, so you know, I apologize. Um, but you know, my thinking is um A throughG, although the way that it's branded is that it's it's it's for college. You have to have your A throughg in order to go to college. But my thinking is if if you're not going to a university or, you know, college right after high school, then this is the highest level of education you're going to receive. I want you to have the best most rigorous level of education. And so I don't want to bring I don't want to water
076it down and say, "Okay, well, let's just do the bare minimum. I want to help students so that they're prepared for for critical thinking and for communication." And so A3G kind of, you know, although it is branded as just completing your requirements for college, it really teaches you those skills that are going to help you be successful beyond high school. I know you answered my question, but is there anything above A throughG or is that just the state requirement? Yeah, thank you. Thank you Dr. I think that is a wonderful question to Garcia. Yes, our commitment is to prepare the students to go to college and to when they graduate from high school they can make the decision through a technical career that is the CTE program and coach answering specifically your question about going
077above the A3G. Yes, we are focusing on helping our students meet the I geti okay intersegmental general education transfer curriculum. So when they the ultimate goal is when a student graduates from high school they get a high school diploma and they they are meeting their two years of college completed. And as a matter of fact, this year we are piloting the first I get program at Heritage High School. Good. Yeah. So we made an analysis of the system that we have with Mountain Sagasinto College and we don't have all the courses throughout these years and I mentioned this in a board meeting that this program of dual enrollment has been since 2014. started when trust back then pushed to have this program. Yeah, probably you know him. Yes. And uh that was one of the
078reasons that the superintendent I want to make this program stronger. Right. Right. It has been developed to certain degree but we are not offering all the courses. So we are looking into can RCC help us? Can the University of California, San Bernardino, UCSB help us to do that because that is the ultimate goal to help the students. Yes. And also after we finish with that because it has to be one step at a time, right? Once we implement the AETI, the next step is to get the AA the associate degree. That is that the same the geti right you need to take some more some more courses. So, so we're just creating a pathway that makes it easily accessible for them. Exactly. Yes. And the reason is we don't want to water this down and
079give options for lower level because all of our students are capable. We believe in our students. All of them are capable to go to college or get into the workforce with a good technical career. And see, this is exactly this is exactly what we're talking about. Changing the mindset of like the old school, bringing the new school in. you know, if we engage with our teachers, they're going to turn around and re-engage with the students and get their brain going, right? You know, and I don't want to badmouth any district, but in some districts, they're taking away the children's free time. So, they can no longer use their imagination during playground time or recess, what we call it, and now it's structured. So, where is their mind? Where is their imagination going? It's not they're
080not developing those skills. And then if they have an imagination, guess what? they could invent something and get society going into another level. You know, I mean that that's the way I think. I want to make sure everybody's wheels are constantly turning and growing. So that's what I I want to see more engagement with our teachers, our administrators, directors. Let's hold everybody accountable. Let's really, you know, put Paris on the map. Let's outshine Compton. You know, expanding on that trust and I think Trusty Campus also talk about involving our teachers, our counselors. I can tell you this. If you are going to see the results in the budget presentation about a strategic laser focused approach first in order to increase student achievement that is one of our goals right that is a common goal that
081we have our students need to be in school right so we develop the strategic laser focused approach with attendance and you are going to be seeing the results not only we are going to see it from the academic perspective but also from the financial perspective that is a huge huge increase that it has been happening during this second semester only. And I want to thank all of you because in the first semester I was asking about we need to make a decision to really focus on attendance and at the end of the semester I beg the board to help me make the decision to get the assistant superintendent of educational services and you support that uh request right and yes you are going to see the accomplishment during this second semester. What I want to
082get into is after that addressing that issue immediately at the same time in a par way we started developing the AETI program NDAA with input from all the counselors I called for a meeting and all the principles were invited Dr. Tubasian Dr. and all the counselors. So we share about the the goal the systems in place that we wanted to do that we believe about the students and it was a share goal that we had. But do you know what they called my attention? I shared with them the laser focus approach on attendance and that we were improving improving. Do you know what one of them told me? Because I was talking about attendance recovery, right? attendance recovery and health successful and it has been a team effort for everybody certificated classified staff the associations
083it has been wonderful you turn it off so we were excited and one of them said that's wonderful attendance recovery what about we have wonderful programs here we talk about the marketing the rebranding and all the specific strategic systems that we are putting in place in order to achieve that what we are going to do Dr. House not only attendance recovery we are going to do enrollment recovery the students who left for another schools they are going to come back because they are going to see the wonderful programs that we have and our wonderful teachers our wonderful staff our wonderful counselors that we have at parish union so that was very exciting and motivating to see to hear our own staff coming up with that idea enrollment recovery I love it not not only that
084all our students they are going to come back. They are going to come back because we really have the the programs here plus with a strategic approach in um in terms of the auetti in the A. So I'm really glad that you asked that question of what are we doing to go above and beyond the I appreciate it. Thank you. Sure. Thank you. I know we keep cutting you up but I'm sorry. There's great we wish we'd have these conversations a while back because we all keep talking about we keep talking about it. like what's really happening and then here you come boom you know so it's opportunity also I don't want to forget about you doc like seriously we I got some plans for you cuz the things that you're doing they're amazing you
085know we just got to get everybody on board I apologize for being late No no no no no no I'm just talking about what good achievements you've been accomplishing seriously there yeah we all just got to keep working together thank you um this is why at the beginning I was I was you know sharing how excited I am for this collaboration and surf this And you know, um, really we're only required to do an LCAP update, um, once in the middle in February and then again at the end of the year, but I hope that we can continue this conversation and and have it more frequently so that we can let you know how how we're doing, what our progress is, and if we need to make adjustments, you know, um, and we can't do
086it by ourselves. We need your we need your input and, um, you know, you have the ear of your community, you know, your trustee area, um, and we need that information. So um this is what we were talking about earlier with some more challenges. You know, although we did see some gains, we did see a decline in certain things. And so that's why we have a laser focus on enrollment recovery and and um attendance recovery because our chronic absentee rate continues to to um be a challenge for us. Our English learner progress continues to be a challenge for us as well. And then also, as we mentioned before, our math progress is struggling. Now, something I want you to take a look at is when you see math And this certain demographic, foster youth, long-term
087English learner, African-American, the number there, the number of students, 192, 18, 469. That's that's, you know, for compared to 11,000 students, we can meet with 192 students. We can by name and by need. We can talk to them. We can do one-on-one. We can we can direct supports. And so those are things that we want to write into the LCAP of how we're going to help these students particularly to help and get those gains. Is that something that wasn't practiced before it? It it was now it's okay. We're really going to focus on it, you know. Yes. Yes, we can. It was practice before to an extent and like you said earlier sometimes we had challenges with you know funding any afterchool programs or you know um but if this is our priority then we
088can allocate funding and move things around to make sure that we're really supporting. Good. I like that. Thank you. Yeah. I have a quick question. So, on the ELTELS, um, are they and I haven't been involved in the EL world in a while, but are are they are they starting to separate them? Like is a different category now? And and and is there is there any correlation to maybe being a learning disability as opposed to the the language barrier or Good question. Um, that's a great question. So this is the first year that LELS are categor are separated. Um you know and there could be there could be other other learning challenges. Um you know that's something that we have to really identify and and target and support. Um you know some of our students
089you know um if if English isn't their their first language but they've been here for quite a long time. They're practicing um their their language acquisition at school but then when they go home they're going back to their home language. And so, you know, there's that disconnect. And so, it's something that we can continue to to, you know, focus on. Now, are we identifying that in like high school or nth grade? And and I mean, obviously, there's there's a pro economy, you know, the kid who is learning all the English at school and then going back home. I mean, the bonus, they're bilingual, you know what I mean? And so, obviously through time, you know, both both of those will continue continue to increase. actually, you know, in time the English might as they get
090older into adulthood, which is is a good thing, but they'll always have that bilingual background. But so are we like, so now as they're categorizing, are we so is that going to start like with nth grade or like are we going to have juniors that are now categorized who were just EL before but now they're ELELS as a senior or is it are we are we starting like with the new incoming ones so that we can kind of track them and or will they be kind of thrown into the the bunch? Yeah. based on their year and the new categorization. Um, Mr. Chib, correct me if I'm wrong, but ELTELS have always been a category. However, this is the first year that the dashboard has recognized them. Yes. So, um, two answers to the question.
091So, the ELTEL is based on their first US school entry date. So, the first time that they started in a US school and then also combined with their success on state testing. So, if they're not being successful, then they're into this category long-term English learners. So, it does depend. It varies by grade. So, um, you can't be an el if you're in fourth grade, for example. You have to be fifth grade and above. And then, a very interesting question that you had and something that we've been looking at in our our data um chats with our teachers. Um, the percentages of LTELs that are also on an IEP is about anywhere from 30 to 45% at each school. So, there's definitely a connection there. and we've been working with our special ed department to um
092provide additional supports and and looking at that for next year. Okay. Well, thanks for identifying all that. Look into that. And for for LELS, we we really need to connect and work with our feeders on how they support that reclassification process in the elementary which will you know help reduce that percentage. Okay. Thank you. Um, from a fiscal standpoint, um, you know, that's that's how we we receive our concentration, our supplemental funding is based on our what we call our duplicated student population, and our English learners are part of that. Um, the reason why it's called unduplicated is because if they fall under two categories, like you mentioned, if they're they happen to have an IEP and are also an English learner, they only get counted once. All right. But now, so on that on
093that question, so if I'm stop, if they if they're identified with an IEP, then then do they do they get title one funding and or is it just one? So the title one funding although it's targeted towards students who are failing or at risk of failing, we can provide supports that actually benefit all students even though it's targeted for specific students. Okay. Yeah. Or I don't think specialized funding. Okay. Got it. Thank you. You're welcome. All right. Um now, in addition, we have a few areas where we were identified for differentiated assistance, meaning that um under the California system of support, as it says here, there are two specific um student groups. ELTEL is one of them that we've been talking about and also our homeless students or McKenna Vento students. So particularly in these
094three areas, ELA, math, and chronic absentee for homeless student population. And for our ELTELS, it's not just English and math, but also the college and career indicator, which is the CCI. And that includes um the indicators include A throughG completion, CTE pathway completion. Um it also includes um participation in our AP courses in our dual um you know, our our dual enrollment. And so, um, because it's identified as differentiated assistance, we again, we have to have specific actions in our LCAP that address these areas. And so, uh, particularly for the college and career indicator there for long-term English learners, there's going to be a a push to, um, really involve our our LTEL students in CTE programs and our AP programs, you know, different things that that can help them in that college preparedness. All
095right, let's get to the money. Um, so we talked about the LCF FFF, the local control funding formula. Our our overall funds was $158 million. However, that that funding that we received, the supplemental and the concentration that is directed towards our high students was about $34 million. And there is some information on how we spent uh that money. But okay, I think I I this is in the wrong place, but this our planned improvements for next year based on our comprehensive needs assessment, some of the things that we've already identified that we want to improve upon for next year. So some of our actions that we identified that were not as effective that we want to adjust, amend, and then some actions that were effective that we want to continue. And so these are just
096some of the ideas that we have planned improvements already for next school year. Um you know things that we've already talked about targeted support um in ELA and math um expansion of best first instruction um AVID wicker strategies enhanced coaching for EL and our special education things that we've already talked about. I love that you're mentioning them um because they're all those are written into the LCAP already which is amazing. Uh, but anything that you've mentioned to me today that I that is not in there, those are things that we can we can put into into the LCAP. Okay. We can't make big sweeping changes. We can't change goals right now because we're within that three-year cycle. But, you know, when it's time to prepare for the next three-ear cycle, I'll be coming to you
097for assistance in developing those new goals. You just made a statement. We cannot change the goals during the three-ear. Okay. No. So, once we approve it, that's what it is for three years. Yes. However, we can make adjustments and so we can make adjustments to the actions. Not specifically the the goals will remain what they are, but the actions we can amend. And so part of what's in your LCAP packet is um for each goal we do a goal analysis and we take a look at what we implemented um how much money we spent um towards that and then if it was effective or not effective. And then the fourth area is if it wasn't as effective, what are we going to do to change it? And so we're able to make those adjustments throughout.
098And before we make any adjustments, I will always come here and talk to you about it first. Perfect. And I'm going to show you data and I'm going to say, "Hey, we had this action item. It's not working out so great. We need some ideas. We might need to shift some funds to help support that. Before anything changes in that document, I'm going to need your approval and your support and your input. You guys are amazing. Uh, two quick questions. Are there stipens for like teachers tutoring kids after school, math, any anything where the kids need like like you know how we have summer programs as well? This is the other part. Uh, do we have anything like during spring break where they could help make up part of a class or you know after
099school for a certain amount of time to make up an extra grade for a failing grade or something like that? Do we have anything like that? We don't necessarily have something during spring break, but we do have our scholar Saturdays and we also have our afterchool tutoring programs. Some of our schools have before school tutoring programs through through think togethers or before and after school. And how does that benefit their grade through think together? Does that benefit the kids' grade through think together or I'm I'm more I want to know how they can improve their grades or test results per se? Yeah, Think Together will offer tutoring in math or ELA or whatever. Does that benefit the child with their actual grade rather than an after school? Cuz that's babysitting club, right? Think together similar.
100You could call. Yeah. Well, well, that that's what I'm used to. So, but I Okay. For example, um well, we have teachers in here. Do we have stipens for teachers to stay after the normal shift or assignment to help a special class and say, "Hey, I'd like to tutor you guys. You guys sign up and you know, if they're failing this grade, they could like recover from that, you know, make it passing grade." Yeah. We have money allocated to pay for you know to time card teachers if they are staying after school to work with students to offer tutoring opportunities and also for our scholar Saturday opportunities where and scholar Saturday is more of a recovery of the grade. Correct. Um we do recover attendance as well Saturdays but for grades they can they can
101let's look more into that then. Yes. Now, for instance, I know that usually around AP time, our AP teachers will offer, you know, tutoring sessions or cram sessions before AP exams. Um, I some schools, I believe, offer those as well before final exams to offer additional Well, I guess one of my personal goals I would like to see is that throughout the year because that because also when students either hit 18 or about to graduate, ASVAB comes up and that's challenging. you know, you want them to succeed and get the highest score, get a really well-paying job in the military if they choose to go down that path. You know, these are just things that we've all had conversations about, and now we're able to vocally because you're listening. Yes. Well, not you, but you
102know what I mean. Yeah. Nathan's going to talk to you in a little bit about CMI. CMI gets extended learning opportunity. Awesome. I think so. So, that's you can ask him about that later on. That's only for for lower grades. Are we do we have enough money for those siphons for those teacher schools and all that? Is that something? Um, there is money. Is it enough money? That's always the question. But there is money. But we again, if it's a priority for us, we can shift funds over to there. Awesome. Good. Kind of like what Candy says. There's always What do we How do you move it around? Say it again. What? How do you How do you say you can have anything you want, but you may not be able to have everything you
103want. That's the quote. I say a lot of things. Yeah. No, no, but that was a quote. You read my mind. Which other right now? Just that. Thank you. bring them up later. You guys say canvasisms when I'm gone? Yes. I didn't hear that. Oh, you could say canvas isms while I'm after I'm gone. Right. We we're saying it now. Yeah. There there there is always funding. Okay. But sometimes it just means we have to switch priority areas and and shift things around. So then that would just be the site administrator coming to you guys to ask to request for that funding. Correct. Um well so what we're hoping to do is to do comprehensive needs assessments that our administration and help them write their school plans much like we do our LCAPS and then
104they can do the same type of you know um uh progress monitoring throughout the year and make adjustments if they need it what we really would like to do the way that we have local control to plan. I want to, you know, I want the principles to have that that ability, you know, really determine what their sites need and plan for it because every every site's different, right? Yes. Absolutely. That way, um, you know, we can make sure that each site is receiving funding. So, let's say, for example, we're, you know, we're going to provide for professional development or teacher support um, and we provide an allocation for the school sites. Then the school sites can determine how they want to, you know, they can have a plan for professional development and decide how they
105want to do that at their school. the way that it serves their needs the best. So, I know with everything that we're talking about, I'm hoping you're seeing what we're trying to say. So, I guess I'm saying it. What else can we do to free everybody up to get the request met? Yeah. Meaning administrators at every school, is there anything in particular we need to do? Do we need to make anything specific, an action item, and you know, just vote on it, or are we just saying, "Hey, let's take the gloves off and do what you got to do." What are we doing? Yeah, I think having these conversations and and and really providing us your feedback. Um, you know, one of the things that you're going to be approving is also the school plans
106and that's where the sites get to talk about what they need, much like I'm here talking at the district level. How recent are those school plans? They just finished them last week. Perfect. Which is a week later than I asked, but they got them done. Well, we'll work on the timeline later. Well, um I want to work on it with them throughout the year so that they're not cramming it all at the end and we can like get things done in pieces. So, um I like systems. I don't like doing everything all at once at the end. I like doing things little by little throughout. So, that's organized to do. Yeah. Um so, I wanted to show you just an overview of the budget. We had you had mentioned before, is there one priority area
107that we've been targeting? Well, as you can see here, we've been targeting our college and career. um really promoting that collegegoing culture, our AVID programs, our CTE, but also our student well-being, you know, um really building those robust wellness centers, wraparound services, but as you can see, um we spent a little bit less on our academic goals and now that we're starting to um really um uh you know, we want to sustain those wellness programs and those college and career. And so now that those are going well, we want to now kind of shift our focus to academic and see what we can do to bump up that area so that we can start seeing gains um in terms of our our academic data. Okay. And then the next few pages are this is the
108budget overview for parents which I'm going to be talking about as well during the public hearing. When we do the public hearing later on, it's going to be a condensed version of this same presentation. But, you know, if if we have members of the public that are going to join us and they have questions for me, then I'm able to have that conversation with them directly. Um, and so again, our total funds and then the total funds that are uh the supplemental concentration that are directed towards the students that need that um additional assistance. And then just some uh a recap of the big expenditures that we had for 2425. um you know a big chunk will go towards salaries the transportation there's conferences here um please remember that LCAP goal one is the academic
109goal so all of the the expenditures under this um goal are specifically um targeted to increase our achievement in ELA and math okay and then we did have some u money allocated there for um EL intervention sections um our instruction Instructional technology falls under this area as well. Okay. Now, this is what we have budgeted for the 2526 school year. Like I shared earlier, this LCAP is a living breathing document. So, there is nothing set in stone. And if there are things that we have to shift and move around for next school year, right now the budget is finished and it's it's it's been submitted. However, after the fact, if you want to change anything or make adjustments again, I'm going to come here again and talk to you about it, tell you why, and
110show you some data before we get things approved. Okay? And this is also in your book. And this is where I'm really going to need your help. Quick question on transportation. We're we're going to say approximately, you know, 4 to 500,000 per site on average or whatever. Um on that, does that include athletics or is that separate? Is that a separate funding line or or does like athletics absorb the majority of that? No, the majority is definitely the home to school or home to school. Okay. ation and so this is the part that our state revenues don't um cover. So we use our unrestricted lottery for athletics transportation. So this is just the home to school piece. So there's home to school piece and then so then then very little is left for like fun
111academic. I'm being careful how I answer that because all of it has to go with what Mr. Garcia said earlier. We can't say very little's left over. It's about the decisions that you all make and we can fund anything we want. We just not be so we can rearrange some things as Miss Chavez said. Does that make sense? Yeah. I mean, but we can't change the home to school. That's that's Yeah, that's so so then it's kind of like whatever's left over is after that. Thank you. That's a good question. So, it never mind. That's a question I have to ask later. Okay. Get it right down. Shifting over to goal two. So goal two is our college and career. A majority of this will go towards um our AVID programs, our AVID release section,
112providing the AVID professional development, um uh additional support from our counselors, uh more CTE teachers because we are, you know, adding more pathways so that our students can, you know, um uh have those opportunities. Uh so that's where a majority of our 2425 budget went. Um, and we are planning on continuing those supports for for next school year. Uh, we may be making some adjustments with AVID. That's kind of one of the things that Dr. Eaggan has been talking with us about. Um, you know, right now we do receive support from Rims Avid that we pay for, which is out uh San Bernardino County, but Riverside County has supports. And so we've been talking about ways that we can, you know, continue to support those programs, but but try and minimize costs. the indirects. I
113know there was a different line on the other one. Um maybe I missed it. What what's the what's an indirect? What are indirect what are indirect cost? You can answer. So an indirect cost is added to it's a it's a fixed percentage that's set set on an annual basis for all restricted funds or categoricals for the support costs of of of administering those. That's just making sure everybody's part of your salaries are all indirect cost of we're paying bills out of here. We're paying out of here. We're hiring people out of here. Okay. Thank you. You're welcome. All right. And then we have our LCAP goal three, which is our student well-being. Um we do fund our SRO's out of this. um for next school year, our SRO costs are increasing, but that is a
114priority area for us and so we want to make sure that that remains in our LCAP, budgeted in our one of the reasons that I would like to share with you the increase of the SRO is because for the last two or three years, Mrs. the city of Paris was supporting us with half the cost of the SRO. This year the city of Paris according to the mayor said that they decided that they are not going to do it but we haven't received I don't know if this already had been officially voted by the city council that was the case according to the info Mr. Canon is not here. He was told that it was going to be presented to the city council that recommendation of plan to fund but it was presented to us
115as already a decision. So I I really don't know how the situation is there. We have not been notified officially with a letter is a result is a resolution from the city council. Can can we uh send a letter to the city and ask? We did. We did. We deliver it. Yeah. You I'm sorry. You signed it? Yes. Yes. So, and just for clarification, if you don't mind, Dr. R, this is the 202425 amounts. And so, and then the 2526 is the one. Oh, sorry. Those are just too small for me. So, sorry. So, as you saying, the Riverside Sheriff's part will double the PD part will stay well it normal amount. So, it'll be a million2. Well, only three fifths of it will go up by 500. Okay. I didn't see Mini and Riverside
116Sheriff's together. I thought they were separate lines. Okay. Yeah. Um, quick question. Why is safety and security only 60,000 when we had that addressed earlier? That was the increase amount. Oh, the increased amount. The increased amount from I remember what you're talking about. The 100,000 and the ongoing. So, what is 174 175? Is that right? I remember. So what is the total right now? That's 60,000. Yeah. For the for the training training for for professional development. Okay. But not the actual budget. That's that's what we have budgeted for for the whole department. Just just Can I Yes. This is just the LCAP supplemental concentration portion. You know where I was going there. We did exactly what you asked last. Okay. All right. Thank you. I didn't want to get you in trouble your first meeting.
117Oh, I know. Oh my gosh. Um but I do know that um you know because we have the other categorical funding and you know funding gets rated to support those you know different things. I know that um we were uh supporting with um buying some technology for our our um our campus supervisors and I believe that's coming out of a different funding source. Okay. Awesome. Okay. And then um Mr. Compost I want to draw your attention that we do have our stipens for extracurricular activities here. Um this is for athletics. So there's uh the second line. I know it's difficult to see. Yeah. But that's for athletics, ASB, clubs. Um and those are the the stipens that we that we provide for our teachers that do those additional duties. And that that's for like coaches
118and correct. Oh, but that's not athletic. That's just extracurricular. Athletics put it in there. Uhhuh. Well, actually athletic stipins is one, two, three, four, fourth line down. We misspoke. Yeah, we separated it. Okay. Okay. Good. Athletic. One of the things that we heard a lot from our um our coaches and our athletic directors was that there were some programs that they couldn't support because we didn't have um uh we didn't have assistant coaches and so we tried to you know to support that in the county. Yeah. No. Well, I mean it's extremely important. You know, any any athletic director, any coach will tell you that if you're not funding the lower levels, you know, your freshman and all that kind of because a lot of times everybody's focused on the varsity level, but the reality
119is is those freshmen become seniors and if you don't have personnel there teaching them kind of the basics of what's going on, then your your programs are doomed. So, I'm glad that we we took care of that because that just ensures kind of some consistency and that we're investing in our in our younger athletes so that when they move up, they've gotten a steady stream of kind of coaching and so good. Thank you for that. Absolutely. It was a safety issue as well if there's only one coach and you're in a weight game and you know, should something happen. And so, we wanted again and that's from feedback from our educational partners and parents and you know, so we're able to make that a priority. All right, good job. Thank you. Um, so LCAP goal
1204 is our family and community engagement. I know it looks lower, 458,000, but we do have other opportunities and other resources that support our family engagement. And we also have title dollars where we're required to spend a percentage um towards family and community engagement. All right. I have a question. just are we on always on an ongoing looking for grants and and stuff or is that just happen during the beginning of the year end? I mean, how does that We're We're always looking for opportunities. So, if we can find more money elsewhere, we can always add. Yeah. Oh, good. Yeah. We have we have um I know two new ones for for wellness coming up for next school year that we had applied for. We have a new um weekend work grant that's going to
121be supporting workability um opportunities for our special education students and our transition our students who are in our um uh transition you know at PALS and so we have some exciting new programs that are coming up that are funded by some new grants that we have. Cool. So now on that note, so a lot of these grants are they um private se sector or are they like state public? They're state and public. They're state. Okay. So now, so maybe and and that's I know one of the things that um when we went to the the CABZY conference and stuff that the partnerships that um and I know Compton specifically, but other school districts have with like the Gates Foundation um all these other ones, those are the ones um I mean I think at that
122conference alone they were saying that they were they were doubling you know I don't know if it was 500 and I forgot what I don't know if it was the Huelet Packard Foundation but it was they were doubling from 500 to a million and So, you know, kind of along the same line, um, looking out for those kind of private dollars. Um, I I think because we're doing so many different things like like the A thing, that's not, you know, around here that's not everybody doesn't have that. Um, you know, you might go down Fresno area or Central California, they might have some of those programs, but for us, it's kind of unique in this area to have that. And you know, it'd be great to find partnerships, you know, with with the private corporate
123world to kind of fund these because a lot of times, you know, who knows what part of they might be in that kind of industry or um I know that there's a lot of philanthropy out there that's willing to donate to money, but it they're not just going to say, "Hey, Parish Union, you know, here you go. You know, we heard you have a great this program." You know, I mean, it's kind of us going out there and, you know, kind of like what uh Mr. Garcia said about branding or or just letting people know, hey, these are the things that we're doing. you know, we have, you know, the robotics thing and how well we did at a couple of our high schools, you know, I mean, those are things that I I would
124like to think that somewhere somewhere in the corporate world, you know, that people would be like, whoa, that's, you know, hey, let's let's help them out, you know, we've got some great minds over there. Let's, you know, help them with some cash and kind of be more creative and innovative. Um, but yeah, I mean, that would be one of my asks just to kind of seeing how we can branch out with that. in one of the um one of the the schools at uh in Compton Middle School, they have a Verizon STEM lab. Oh, wow. Yeah. And I thought it was cool that it's like, oh, a Verizon. Yeah. You know, I mean, instead of our own, you know, Panther or whatever, but it's just like those are the kind of things that, you know,
125if if we can get people involved, um it just it helps obviously with the funding. Um but, you know, then I think the community kind of sees that, hey, you know what? I'm paying Verizon, you know, my cell phone and all this other stuff and they're giving back, you know, and so I think people feel good about it and, you know, obviously it's an ask and what's the worst thing they could say no, right? Because we're already in that situation anyway. So, um, that would be kind of one of my asks just to say, hey, you know, how can we get out there and, you know, maybe sponsor something? Um, it might work and it might not, but, you know, if we have kind of like a goal and I think you guys have a
126pretty good idea of what we're doing, you know, to be able to sell it and say, "Hey, you know what? It would be really nice, you know, if you guys could partner with us. Yeah, we got Chick-fil-A, Stater Brothers, Target coming in, you know, all these big corporations. I mean, why not ask them, you know, we have we have a lot of staff um and and the reality is is that a lot of those a lot of the the investment into the school system, they could someday be their employees, you know what I mean, and take care of them. So, they'll they'll kind of build that loyalty branding thing to just say, "Hey, you know what? Anyways, yeah, thank you for that." And with some of the money, I I don't know if I know
127we don't have it, but maybe or even a job description attached to somebody's current position, someone who does grant writing or even a stipen, you know, that I think that would be very helpful in our district to continuously looking for grants and money, free money especially. Thank you. All right. Um, and then brings us to goal five that I mentioned before is the equity multiplier for Paris Lake High School and Scholar Plus. So, as you can see, there is quite a bit of funds that's directed for that. This year, we spent it on uh counseling support, social workers, and earns um therapy support for the students. Oh, and then next year, um I don't know why I don't have a 25 26 slide, but there it's about a little less 750,000 for this. Um and
128we're we're working together with our Paris Lake administration to kind of determine how we can support them for next year. All right. So, plans for next year, and these are the things that I'm going to be working on next with Dr. Egan is alignment across all of our plans and budgets. So ensuring that these school plans that our administrators are writing are directly um aligned with our LCAP. So you can see a through line that we are writing um and meeting the needs of the students but the school sites are writing even more specific plans depending on their specific and unique needs because all of our schools are different. And then strengthening our accountability system, having clear guidelines for site level budgeting, documentation, and justification, making sure that our spending is responsible, that we're compliant,
129and that we're ensuring that that all of the funds are directed towards student needs. Um, or improving student achievement. and and and if that means that we're we're supporting our teachers in certain areas or classified staff, then if that's what's supporting student achievement, then that's where we need to allocate that fund. I'm telling you, you say the right trigger words. So, we've talked about things that are needed for classified. We need a minimum of two golf carts for custodians and for security on each campus. We need a facility if not a C bin to house those uh carts for every campus because there's so many needs for it. You know, including administrators who want to utilize those carts. Can the LCAP cover that too? You know, we're talking about maintaining the properties, you know, and
130and a good clean facility for our students. Why not? We're going to have to take a look and see. You know, there is there is funding in the general fund that's for security and for facilities. And you know, again, it's that braiding of funds to see how we can support and and really make these things happen. Sometimes, you know, just one funding source can't support that and we have to find ways to support, but you know, we we always have to make sure that we're following our ed code and our regulations and that it is something that's allowable. So, and of course, if it's something we want to do, then we got to write it in the LCAP. So, how do you keep track or let uh sites know that okay, they're pulling it out
131of the the general fund when they didn't know they could be pulling it out of the cap? Do they know all that process? So, uh the sites get an allocation like they have a site discretionary that's their general fund and then they receive you know their funding that's from the other uh sources. Um, you know, again, I that's something I want to work more closely with our site administrators um and and and really making sure they understand the different sources of funds that they have so that they can make plans at the beginning of the year much like we do in this LCAP process. We want to implement that system at the site level as well so that our administrators can make informed decisions for their schools and they can anticipate what needs they have
132for the following year and really know you know how to allocate their funding and direct their funding for those reasons. Um increase transparency in the spending. We want to track and report our LCAP and our state and f federal program spending by goal. And we really want to highlight how these supplemental and concentration funds are increasing and improving services for those specific student demographics that are targeted. And then I'm going to ask you uh to continue this conversation with us, please, and have this year round stakeholder engagement and have this regular collaboration with the board, cabinet, our staff, our students, and our families. Um we have monthly meetings for school site council at each site. We have monthly coffee with admin meetings. We have um we have our quarterly uh student advisory committee meetings with
133our superintendent. Um but we don't have this conversation as often with you. So I'm going to ask if it's okay that we continue this conversation. Yeah. Send us invites. Yeah. Fantastic. All right. And then um some of our parents feedback that we've received is that, you know, they they also want more opportunities to engage. Um particularly in two areas. Um we we have Apex, African-American parent advisory committees at each of our school site, but this year we didn't have a district. We didn't have a day-pack. And our families really said they want district level support for day-pack. And we've also heard a community advisory committee that's focused on special education and the voices of our special education families. So those are two um uh community groups or parent engagement groups that have said we want
134more of a voice and so we want to include that in in in the LCAP and include um you know include their their um voices for development for next year. Absolutely. So, so on that one, the the top one, that would be DAC because DACA would be sight and then that's okay. Yes. All right. So, that's all I have for you today. If there's any additional questions, you know, what resonates, there just some guiding questions for you to think about as we move forward. And again, I look forward to continue this collaboration. I promise you that the public hearing is going to be a more condensed version of this. And then after the public hearing later on in the afternoon, um you'll have an opportunity to kind of, you know, think about it and if
135you have some more notes for us, any adjustments you'd like us to make or if any members of the public have any questions for Dr. Ara or myself or any of the cabinet members and want some adjustments made, then we can make those. And then on June 18th, uh we will return here and you will have an opportunity to approve the LCAP and then that will be submitted to our county office of ed. Um and then we'll be ready for next school year. Thank you so much for your time today. Thank you. Thank you guys for everything. Any questions or anything? You know what? Um I just want I just wanted to say Go ahead, Chuck. Oh, no. I just, you know, uh the way you explain and and have all this laid out, it
136helps understanding and seeing your uh your your engagement in it and you can tell that you're passionate about it and it's just going to the leadership that you have, it's going to trickle down and uh one thing, you know, we always say transparency, transparency, transparency. You put it on when we when we vote or uh campaign, it's transparency. you know, that's what's going to make this uh district grow where everybody is on the same page and there's no miscommunication with anybody. So, uh this right here and what you're presenting, it really explains a lot. So, thank you very much. Thank you. And and I just wanted to give a a last I mean the infographics and I'm I'm pretty sure that last year's it wasn't like this because to me there's there's so much stuff
137that I'm looking at it. I mean this special programs right there. I mean the way that you guys color coordinated that and it shows all the different services and I think we had asked for that but you know thank you for that because I can very simply look at this and and see oh wow they've got this going on and you can see what they have in common what they have you know different things going on like Paris has a bar and together and heritage has together but you know although the one thing I will say that we should probably look into inre or uh creating is everybody has robotics except for pinnacotti and and that being a pathway way to most of the kids going to Paris High School who does have robotics, it
138might be a good idea to just plant that seed of robotics at a young age. That way when those kids are kind of ready to move on to high school, it's another option that they have there. But I mean, you know, including this the title one, the explanation, the allocation, I mean that that to me is gold because I I can simply look at that, get a better understanding. Now, don't get me wrong. I mean, this stuff isn't as fun, not fun at all, but it's necessary. I mean, obviously, those are the state documents that you guys have to work with and and this is their your creativity in organizing all that mess so that we can understand it. So, thank you. Thank you. Thank you. I think that was a great presentation. We're we're
139excited that you're in the position that you're in. And you know, I'm sure you'll help uh the administrators navigate um around how they can manipulate because I know if if they're given, you know, general fund money, but they could maybe use they have an idea, they want to do this, and they can, you know, hey, no, why don't you use, you know, restricted fun or LCAP money to do this? And I mean, all that work is I I think we're heading in the right direction. And, you know, our goal is is we're not going to create miracles, but we're going to have success and and progress. So, I'm excited about that because that seems like that's the direction that we're moving in. Thank you. Well, thank you. Thank you so much everybody. I remember that's
140a living breathing. [Applause] I I know it wasn't just you did everything, but was it the whole department? So, can you think can you please thank everyone? We appreciate this. Was very good. Thank you. We know there's always a team behind it. You guys had us engaged this time and the principles who aren't here. But yeah, thank everyone, please. It's important. Yeah. I know we we do realize that it's it's you guys are a community and you're working together. So, thank you for that. Okay. 5.1 special meeting of the board of trustees for June 22nd. Oh, adjournment. Sorry. 5.1 adjournment. Special meeting of the board of trustees for June 2nd, 2025. Do I have a motion? So move. Thank you, Trusty Garcia. Do I have a second? Second. Thank you, Trusty Niad. Seeing there's no
141I'm off somehow. Dialogue off. Please vote. We're going to be waiting. He has to log back. Oh, okay. There we go. One second. Just join the meeting. What's that? Just join the meeting right to your right. Go join the tried to do. Oh, I'm already I'm already logged in. Thank you. Thank [Music] you. There it is. Thank you. On the vote being taken, the vote was four in favor and one absent. And this meeting is adjourned at 4:44.