001Just kidding. 2.1 Call to order. We'll call the Parish High School District special board meeting to order at 5:00. 3.1 Invitation to address the board of trustees on agenda items. Are there any public comments? No public comments. Thank you, ma'am. 4.1 curriculum public hearing for local control accountability plan and annual update for 26. Do I have a motion to open the public hearing to receive comments regarding the local control accountability plan and annual update for 2025 2026? I'll make the motion. Thank you. Trusty Garcia on the first or second? Second. Thank you Trusty Hall. Sorry about that. Okay. So, the public hearing regarding local control accountability plan annual update for 2025 2026 is now open at 5:02 p.m. Educational services will do a presentation for us. Excuse me. Good evening. Dr. Ralph, your superintendent, President
002Compost, Trusty Garcia, Trusty Hall, and Trusty Annayia. Um, my name is Lindsay Chavez. I'm the director of learning support services, and I'm excited to update you on our local control accountability plan. Um today's meeting is to just do a review of our goals and our progress on our goals for this school year. I'll do just a quick overview of how we developed the LCAP at the very beginning um in preparation for board adoption on uh June 18th. If there are any comments or input today from yourself or our community partners, then we're able to add that into the LCAP. All right. Uh today we're going to be just going over the vision and mission of the Parish Union High School District and how that ties into the LCAP. We're going to discuss the four main
003LCAP goals, talk about some progress highlights that we have, some of our challenges and our opportunities for growth, and then also discuss our expenditures from the LCAP. All right. First and foremost, our local control accountability plan is guided by the vision and mission of the Paris Union High School District. What is truly remarkable about the LCAP is that it puts our vision and mission into action. It makes it into real um uh you can see it tangible at the school sites happening and improving um student achievement. So, the LCAP is a three-year strategic plan that's aligned to our local control funding formula. It reflects the district priorities. It also supports continuous improvement at our school sites and it ensures that all of our students have access and to have access to reach their greatest level
004of success. The LCAP, the most important component of the LCAP is the collaboration that it is developed with um in collaboration with our community partners, our educational partners, our board of education, our cabinet, our staff, and our students as well as the parents. Our current LCAP is for the years 2024 through 2027, and we are just concluding the first year of the LCAP, and we're moving into year two. Now, the main goal of the LCAP is to increase or improve services when our local control funding formula determines our our total funding for the school district, which Miss Reigns will go over um in a little bit. We do have um supplemental and concentration funds that are determined based on the number of students that we have who are classified as socioeconomically disadvantaged or um English
005learners and also foster youth. And based on the high concentration of those students, we receive additional funding to supplement the services that we provide. And this is to ensure that all of our students have access to all of our great programs that we have here at the Parish Union High School District um and have the same opportunities for success as their peers. Okay. The LCAP truly shapes the Paris Union High School District vision, your board priorities, and our superintendent priorities. It operationalizes equitable access for all of our students. And it's based on these four guiding principles. We want to ensure that the LCAP and the actions and the goals that we have are what's best for kids. We want to make sure that it's aligned to our district priorities, of course, that we're compliant with
006our state requirements and fostering public trust. I've said it over and over again um in this setting and also when we speak privately, but we h we are dealing with public funds and when we are entrusted with such a huge responsibility, we have a duty of stewardship and ensure that those public funds are truly being directed towards the needs of our students and supporting achievement for all of our students. All right. Now, our superintendent's district priorities, the five pillars, which were developed actually after this LCAP was approved and adopted last June. However, we want to make sure that moving forward, our actions and our goals are aligned with our district priorities. Teaching and learning, supporting and ensuring that all of our students are college and career ready. providing the systems of support and systems of
007support not just for our students but for our staff as well so that they have the tools that they need in order to do the things that they do best and work with our students. And that's for all of our staff, our teaching staff and our classified staff because everybody that's within our school site, everybody that works in the school district, everyone is an educator, everyone has opportunities to support students and help our students learn and grow. We also have a priority for management and fiscal responsibility, integrity, honesty, and transparency. And that's one of the things I'm most excited about in this collaboration that we have together is working is continually working together. Um, improving our relationship and ensuring that we have transparency in all of our expenditures and our goal planning. Community engagement is
008another one of our district priorities and developing trusted relationships based on mutual respect and understanding ensuring that the voices in our school district and in our community are heard and are reflected in the LCAP. One of the things that we want to ensure is that we have meaningful engagement with our educational partners. And one of the things that I see that excites our educational partners is when they provide input or have a suggestion and then they see it come to life. They see it in the LCAP. They see it happening at our school sites. And that encourages more more input, more feedback, more involvement. And we want to continue that because we are partners in supporting our students in their education. And then finally, leadership, organizational unity, ensuring that we have a shared leadership model
009and that we're building capacity within our systems. All right. Within our local control accountability plan or the LCAP, we have four main goals and then we have an additional fifth goal which is the equity multiplier. Now, to keep it really simple and this is how I always um uh look at our goals, our first goal is always going to be our academic goal. that is supporting students in achievement in English language arts and mathematics. Our second goal is supporting students with college and and career preparedness. Uh LCAP goal three is our student well-being. It supports safety. It supports our wellness centers and really ensuring that we have an environment so that students are able to learn and achieve. And then our LCAP goal four is community engagement. strengthening those um community partnerships, our homeschool relationships,
010and our communications. Now, LCAP goal 5 is special and it is a new goal that we have in this LCAP. And the reason why it's new is because um it was determined that Paris Lake High School and Scholar Plus, they have greater needs in terms of college and career preparedness, in terms of their academic achievement. And so we were actually allocated additional funds to specifically support our students at Paris Lake and at our scholar plus which will be the future inland online academy. And so those funds are directed specifically for those two schools. And we as a compliance and as a requirement for receiving those funds, we have to write a specific goal to support just those schools and the students in that in those schools. All right. So, let's talk about some data that
011supports our LCAP. Um, we use the data to uh monitor our progress within the LCAP. And these are just some of our highlights. We saw an increase in several key areas in our graduation rate. Specifically, we saw a decline in our suspension rate. We saw an increase in our English language arts data, our mathematics, and our college and career indicators. that is telling us that we're certainly moving in the right direction, right? We're doing all the right things and we're definitely um having that forward momentum. However, one of the things I do want you to take a look at is that although we increase and one of my examples is mathematics there, although we increase by 12 points, you can see that we're still 126.2 points below standard. So, we still have a ways to
012go, right? So that's telling us that although we are seeing progress and we are seeing some success in some of our actions in our within our goals that we have we have to continue those things and we may even have to increase we may have to add some more supports or think outside the box and add different um or implement different um ideas and supports to to help our students out. Okay. Another thing I want you to take a look at is um within the that data you're going to see that under red you're going to see certain numbers there. So if you take a look at English language arts it says under red there's five the number five that means there's five student demographic groups that are still scoring in the red. Now, in
013the LCAP, we are required that any of our student demographic groups that are struggling and are in the red or orange, we have to have specific goals and action items that are directed towards how we're going to address this need and how we are going to support these students. This is taken directly from our California school dashboard, which is a public document. It is linked in this presentation right there. And another thing that I want to highlight too that we added here is our parent and family engagement. We've done a really good job at at having opportunities for our families to engage um within our our parent um our parent engagement leadership institute, our um ELAC DAC, our APAC um our coffee with admin, our school site councils. Um, however, we are seeing the same
014faces and the same involvement, the same parents, and we want to expand that that outreach, and we want more of our families to feel included and to know that they have a voice and that they can be um uh more involved in education of their students. And so, we want to continue um uh and growing that that area. We do have some challenges. We did see a decline in some areas. We saw a decline in our chronic absentee. It continues to be a challenge within our district. That's why we've launched this laser focused attention and supporting our students and providing resources so that we can get them to school so that they can learn and achieve. And so we've written in some specific action items to support attendance, to recover attendance, and also to recover
015enrollment within our school district. Um, we're taking a look at some of the different programs that we offer. Um, and we're looking at rebranding some of our alternative education programs such as our online academy and really expanding that so more of our students have access to those opportunities. We also are seeing a decline in our English learner progress. And so this is this is an area that we want to pay very close attention to and we want to be intentional in really implementing our supports for our English learners. Now, when we take a look at our math achievement, we have three particular demographic groups that are still scoring in the red. Our African-American students, our foster youth, and our long-term English learners. Um, as you can see that although they have maintained, they didn't really
016they grew just by a a small small percentage, um, we're still seeing a great distance from the from standard. And so we want to ensure that our LCAP is addressing those needs and that we have action items and we have plans to support these students. One of the things that I like to challenge our sites and my experience as a school site principal when we were taking a look at our demographics is taking a look at the number of the students. We have 192 students under our African-American demographic out of 11,000 students. We can name 192 students. we can have one-on-one meetings with 192 students and provide supports and really have that targeted intervention and and one-on-one help. And so that's a challenge that we have for school sites is how can we really target
017the interventions that we that we provide. Now in addition we have two specific student groups where we have been um identified for differentiated assistance particularly with our homeless population or what we call our McKenna Vento because three areas are struggling in the red or orange. So we have English language arts, mathematics, and chronic absentee. And so because homeless population also our long-term English learners for ELA, math and college and career indicators um that because those have been identified for differentiated assistance, we are required to have specific actions and and and supports to target these demographic groups and support in these areas. One of the ways that we're promoting college and or and career preparedness for long-term English learners is um really uh providing those opportunities for these students to participate in our CTE pathway programs
018and our um AP programs um you know and those different indicators that support this area for college preparedness. All right. Now, based on our comprehensive needs assessment and also based on the input and the feedback that we've received throughout the school year from our educational partners, um, from the different opportunities and meetings that we had at the school sites and the parent advisory committee meetings as well as our superintendent student advisory groups, these are some of the areas that we want to continue for next school year. Um, we want to continue more targeted interventions for our students who are failing or at risk of failing. We want to expand our first best instruction practices for our teachers and provide that professional development so that they have the tools that they need to support their students
019in the classroom. We want to enhance our professional development, particularly for our English um our ELD teachers and our special education teachers so that they have um the latest researchbased strategies to implement in their classroom and support students. In terms of goal two for college and career, we want to increase access to our CTE pathway completion and our enrollment in uh in in our dual enrollment with MSGC and then increase the support we have for college planning. And we also want to focus on supporting our counselors and really um increasing their capacity so they're able to um support students in terms of college and career advising. Now, for student well-being, we've certainly put um a lot of attention and a lot of careful thought and intentionality in terms of building a robust wellness center program
020and our our our supports in that area. Um we are uh having new coordinators to support chronic absenteeism. our coordinator of mental health support is also um really building um the capacity of our wellness teams to continue to help students um in in in their wellness. And then L capital Capital 4 is community engagement. And we want to ensure that we're creating systems to gather community feedback and so that we have um a consistent conversation with our families and uh where where we're seeking their input and really reflecting their feedback and their input within our LCAP. One of my philosophies is that any opportunity we have to engage with our parents, um whether it's them visiting the school, asking questions, even if they're calling because they have a concern, um that is an opportunity to
021receive feedback from our families or when we're at a football game and we're talking with families, that is another opportunity to have feedback. So, it doesn't always have to be a formal meeting like this. doesn't always have to be a survey that we send out. That anytime we can have meaningful engagement with our families is an opportunity for us to learn and grow. And that, you know, I I I believe that any feedback, positive or negative, is an opportunity for us to learn and get better as a school district. One of the things that we've heard over and over again from our families is that we want to continue um with our dayack. Um, we have APAC, our African-American parent advisory committees at all of our school sites. However, this school year we didn't have
022a district African-American parent advisory committee. And there has um been an interest in really um bringing that back and also an interest in bringing a special education parent advisory committee so that those parents' voices are heard and ensuring that that we're providing the appropriate supports within our LCAP that is truly reflecting on the needs from what the parents are telling us that their students are needing. Now, I want to also add that we're not just using the funding, the supplemental and the concentration um funds to support these goals. We also use different sources of funding, our state and federal programs, our title funding, the different grants that we have. That's in addition to the funds that we have within the LCAP and that those are funds that are um additional targeted supports that we can
023use to supplement these programs that we have. Okay. So for the school year, our total local control funding formula was $154.9 million and of that we had 34.1 for supplemental and concentration funds which was fully directed towards the needs of our high students. And so that is what we used to allocate within the goals that we have the four different goals. And this is the breakdown of those goals. For LCAP, goal one, for our academic goal, we spent about 8.3 million. For goal two, college and career, $14.6 million. Student well-being, $10.3 million. LCAP goal number four, community engagement, about $458,000. Now, we talked about that special goal, goal five, that we added this year because we received additional funding for the equity multiplier, and that's an additional $800,000. When you take a look at our
024goals, you can really see where we placed our priority areas. And so, we placed our our priority with our college and career initiatives and supporting our students there. and also with student well-being which encompasses our safety in addition to our wellness resources. But as you can see, we didn't spend as much in in academics. However, moving forward, I know that based on our our superintendent's priorities and also our district priorities, um we want to start building a more robust academic intervention program and helping our students really achieve academically and improving those scores for ELA and math. But not just the scores, not just the test scores, but just their overall achievement so that they're able to um be more successful post-secary after they graduate. And so one of the things that we want to take
025a look at that we do need your feedback on is how can we um increase our supports and and um address our academic needs um based on what our our data is telling us. All right. This is the budget overview that we provide for our parents. Um uh it is lovingly called the BOP. I actually have a hard time calling it the BOP. I just still just call it the budget. And so again, it shows you how much um was adopted in 2024, how much we um spent and then what uh percentage of that was our supplemental and our concentration grant. This will give you an idea of what we spent in 2425. A majority of our cost um did go to that homechool transportation as well as instructional technology. Those were the priority areas
026that were supporting um our academic achievement. Uh we have district administration costs in here. Um we also have our ELD intervention sections and ELD supports and materials. Um our indirects as we had discussed um in an earlier meeting are just those required um you know required uh oh my gosh the the word escapes me our fixed cost. That's what I was thinking. fixed cost fixed rate applied to all. Yes. Thank you, Candace. All right. I was so close. It just it just left my mind. All right. Here we go. This is what we have planned for 2526 in terms of LCAP goal one. However, what I do want to share with you is that this is a living document. So, the LCAP that we provided for you today that is going to go up for
027your approval on June 18th is a living breathing document that we can continue to adapt and change throughout the following year. And the reason why we may have to make adjustments is because we're going to continue to monitor progress throughout the year. And if we're finding that there's a certain action item that isn't as successful and we may need to make an adjustment or an amendment, then we might have to redirect funds. we might have to change an action item, but my promise to you is that before anything changes, we are going to come back here um in the boardroom and I'll present it to you and we'll have a conversation and I'm going to ask for your feedback and your input and I'm going to let you know, hey, originally we approved this and
028we planned this, but it's not working so well. We need some support and some ideas and how we can amend that and fix that. And then if we're making any changes or changing our allocations and we're going to work on it together as a team in collaboration, we're going to certainly res um you know ask for input and feedback in order to make that happen. Okay. This is going to be a true partnership for us because this is you know a very big responsibility and you have the voice of your trustee area, you have the voice of our staff members. Um and so we want to make sure that we're really providing those supports. All right. LCAP goal two, our college and career indicator goal. As you can see, a big chunk of it is
029really increasing that instructional day. Um, that's the seventh period that that that we have. Uh, we have our CTE contracts that that are provided. Um, that's from this goal. We also support our AVID program from this goal as well as our high school counselors also. Okay. So just those are just some of the big expenditures that we um spent in 2425. We kept it the same pretty similar for LCAP goal 2. But again when things change there are some priorities that change you know we're taking a look at some different resources particularly for AVID. Um and if the funding will change for that or decrease you know we want to we want to see how we can how we can really be responsible with our spending and if there are different opportunities that will that
030will uh continue to support our students. but maybe cost us a little money, uh, less money, then we're going to, you know, really pursue those opportunities. All right, we have our goal three. This is our safety, positive learning environment. This supports our SRO's. This supports our bar program, stipens, extracurriculars for our athletic um, athletics, any uh, consultants that we have. This all comes out of L Capital 3. Okay. It also supports our MTSS counselor, some of our wraparound services. Um, our district nurses and psychologists are also out of this school. All right. This is um similar what we have budgeted for goal three for next for this upcoming school year. And again, we're excited to work with you and to receive your feed, your feedback and input in order to see if this is really
031the best use of our funds. All right. And then we have goal four, which I know it looks smaller. This is our community engagement. Not that we don't prioritize community engagement. We are very lucky in that we have other sources of funding and title funding that um support this goal as well. One in particular is our title one funds that we receive. There's actually a percentage of our title one funds that have to go, it's a compliance piece that have to be spent on community engagement. So that's why we see a little bit less here because we're able to supplement that with another source. All right. And then finally, I talked with you about goal five, which is specifically for Paris Lake High School and our scholar plus online school, which will soon be rebranded
032to the Inland Online Academy. And for this school year, those funds were used to really support um wellness in terms of our social worker, our counselors, and also providing the satellite campuses at each of our comprehensive school sites. Now, for next school year, um I'm going back to our equity multiplier here. for next school year. Um, I understand that, you know, there's an interest in really providing additional supports academically for our students at Paris Lake and also expanding our online academy so that we can increase access for all of our students. And so, we're going to be asking you about redirecting some of these equity multiplier funds so that we can really support the growth of those two campuses. All right, these are the different uh parent engagement opportunities that we have throughout the year
033with our DACA, our parent advisory committees, our school site council. Again, we have heard from several of our parent groups that they want to bring back the district African-American advisory committee and then also our special education advisory committees so that those voices can be heard. But like I told you before, we want to ensure that we have a a continuous loop, a system for receiving feedback for our community. Um, not just through surveys, but through authentic conversations that we have with our families. Um, and I don't want it to be limited to our families as well. We really need this to to branch out and reach out to our greater community, our chambers of commerce, our city government because um, everybody um has something at stake, right? if our district um succeeds and continues to
034support students, then that's certainly something that benefits the whole community. And so we want to make sure that they have um their voices heard and are reflected within our LCAP as well. Okay. And so now I just wanted to ask you and if there's any comments from anybody um in our meeting here today about what resonates with you um about our plan, what are some ideas that you have, additional supports or services that you believe could benefit our students? And really what are some more meaningful ways that we can um deepen this collaboration and engage with our with our community and yourself and our staff? how can we continue to um work together to ensure that we're really improving academic achievement for our students and really providing those supports that not just our students need
035but our teachers need as well. And so I want to continue this conversation um and also ask you that that that we continue this throughout the school year and that it's not just limited to a board update in February and then another board update in June, but that we're able to really continue this conversation. I can share with you our progress on our goals. I can share with you some data and then you can talk with us about what you're hearing, you know, within the community. Um, and I also want you to know that like when we're receiving your feedback that we're going to implement that and that we're going to put that into the LCAP, right? And um that your input is very valuable and that it's important that we work together to support
036our students and to um really really um help our whole district succeed. Okay. Following this, we are going to have our board adoption for the LCAP on June 18th. That's going to give us an opportunity between now and that time should there be any additional feedback or adjustments or any changes that we need to make for next school year, then we're able to make those edits. And then again to continue to involve our educational partners um and to really improve our system for for um implementing this LCAP, but also for ensuring that our actions and goals are truly meeting the needs of our students. All right. And with that, that concludes the public hearing that I have my presentation, I'm sorry, for this public hearing. Do you have any questions? Nothing that we didn't already
037ask. The only the only one I have if I was looking at all the numbers. Yes. Do we have a number on the ELELS? You mean a specific student population number for ELS, Mr. T? Do you have a specific number? Yeah. or um just a total or yeah just a total because when I was looking at some of the stuff I know there's 1500 57 ELS 14% but and then we have foster youth I mean everything is lined out really well um I just didn't see anything when I was looking at the the categories for the double red of and L tells me one of them just didn't have a number I mean if you have a great it's no big deal yeah so um for the LP the English learner progress indicator it's 139
038uh for total and And for um the ELS it was 112. Okay. Thank you. Okay. Well, thank you so much for this opportunity to talk with you today and to present the annual update for the LCAP. Um if you do have any further questions, um please just let us know. And remember that we do have an opportunity to uh make any adjustments prior to the board adoption date on the Thank you. Okay. Thank you so much. Okay. Are there any public comments? No public comments. Thank you. Uh the public hearing regarding local control accountability plan annual update for 2026 has been closed at 5:33. There is a motion by Trusty Garcia. Trusty Garcia and a second by Trusty Hall. Trusty Hall to receive for review and consideration as a part of the first reading the
039local control and accountability plan annual update for the 2025 2026 school year. Upon a vote being t Oh, sorry. Please vote. Chunk one line ahead. You need to add notes. No, it's there. Oh, is it? I just I just Okay, that's my fault. Unless you did it and you're you're on top of it. Okay. Upon vote being taken, the vote was four in favor and one absent. 4.2 business uh public hearing regarding adoption of the 2025 2026 district budget. Do I have a motion to open the public hearing to receive comments regarding the 2025 2026 district budget? So move. Thank you, Trusty Garcia. Do I have a second? Second it. Thank you, Trusty Hall. The 2025 2022 district budget public hearing is now open at 5:34 and business services will provide the presentation at this
040time. All right. Okay. Well, I'm pleased to be standing before you to give what will be my last budget presentation or my last presentation before this board. I don't know if that was a clock around catch there. Don't know how well timed that was. All right. So before I begin, I just wanted to take a moment to acknowledge the efforts um of so many people uh within the district. Um as is the case with the putting together the LCAP supplemental and concentration portion, there's a lot of people um whose voices are heard in terms of putting the entire district budget um together. I know the principles aren't here, but many of the directors are. Um, and we begin, you know, sitting together in different capacities, um, starting in February, um, to start talking about all
041of the elements of the budget, very similar to how Miss Chavez talked about for the LCAP portion of the budget. Um, but most specifically, uh, while she's not here tonight, nor is she listening because this isn't a a live audio. I know she'll listen later. I want to acknowledge the efforts of Mimi Capasano, who's not with us tonight while she's out dealing with something very serious. Um, and Nathan Kamara, who's sitting over here, um, who, uh, just moved moved mountains to get this budget ready and prepared, um, with Mimi's um, absent. So um thank you Nathan since you are sitting here. So with that I will begin our public hearing uh presentation for the 2526 budget like um what Miss Chavez said um this is an opportunity to provide feedback or suggestions. It's a living
042and breathing document and so while we can't change a whole lot of what has happened you know to date um we can change you know going forward decisions that we make today you know affect tomorrow. So just keep keep that in mind and certainly ask questions you know as I go along. Um oops. Thank you. All right. So we are starting with our budget and financial cycle. You've seen this um at first and second interim and at other times. So we are at the very left with the adopted budget for 2526. But you will note that we will do we are uh presenting a budget to your proposed budget before the state adopts their final budget. Right? And so we are doing that if you go back to the end of the the chart on
043the right we are doing that based on the information within the governor's May revision. any significant changes that are included within the state budget that cause the district to need to revise its budget before first interim, which as you move along there, we would bring that or someone will bring that back to you um as a what's called a 45day revision to the budget. And if they don't do that with 45day revision, you're not required to unless you change the budget, they will do that with first interim just before first interim. The way that we end the way we close our books for 2425 will be brought forward to you with the unodudited actual. So just so you know where we are at point in time. Um so budget adoption is required by the ED
044code. Um the governing boards shall adopt a budget on or before the 1st of July for each year. This is part of the process having a public hearing um that's separate than the budget adoption um which is which is June 18th. Um the budget has to then be filed with Riverside County Office of Education no later than 5 days after the board's adoption or by July 1st, 2025, whichever comes first. Um now the budget has to be prepared on the state required forms. It has to include estimated actuals for this year that we're ending now, the budget year which is 2526 and then two additional years which is called the two out years. Um I will say you know similar to what Lindsay said about the back pages of the LCAP, they're they're not fun
045to read. They're not they're not reader friendly and that's what the state required forms are. They're called the SAX documents or the standardized account code structure. Um, and so we put this together so that you have a little bit more reader friendly uh, version, you know, of the budget because nobody wants to read. We don't need that. We don't want to read through 150 pages of small print in those tax documents. So, as I mentioned, you're required to do a public hearing. Um, and the budget was made available to the public for review on May 28th and May 29th. And that's required um to be to be in advance of the public hearing and and that was advertised um, as well to the public. So, um I first want to touch very quickly on the
046California state budget. There wasn't a whole lot to report of significance um in the May revise, but I wanted to include a few slides um from the school services of California presentation just so you have those later for reference should you want to go um and read a little bit more there. Um uh well, but I do want to mention the May revises uses a combination of reductions, borrowing, and funding shifts. um and triggers reductions to address the current budget problem that's at the state level. But education, Prop 98, is largely insulated from that. So, I wanted to point that out, but that's not going to affect anything that we're talking about as proposed in the May revision. Cola is also fully funded at 2.3%. We'll talk a little bit about more about COLA a
047little bit more later. There are some risks uh to the state budget and to the state economy. Um, I do want to note that President Trump has proposed in the federal budget that we that he will maintain title one and special education funding. Um, but does cut adult education and title three and migrant ed. Um, however, the federal budget different than a state budgets on a federal fiscal year cycle. So, that will be three months behind the state budget with a federal fiscal year of October one. Um, and then I wanted to put this chart in there just so that you can see Proposition 98 funding over time. Um, both made up of state revenues and the uh Prop 98 minimum guarantee. And then that green line there is statewide attendance. Bless you. Over time.
048And then one um last quick slide from School Services of California um only because this is a real hot topic right now and that's insurance costs. Insurance costs are rising very rapidly on the property and liability side. Um, our rates are going up. Um, this is statewide, right? Um, wildfires are a cause of that. AB218, which is the sexual abuse and molestation or SAM um, claims are causing this is districts across um, the state. And what I wanted to point out there from school services is which this information actually comes from thick map school crisis management assistance team and then Keenan and Associates that LEAs which means local education agency or school district can expect at least a 20% premium um increase. Um when we move to the workers compensation increases you can see that
049piece there 5 to 10%. That's both claim severity, duration, um that's also the cost of claims because generally they're medical claims, right? And the cost of medical is increasing. And so when we look at our how we built our budget, I wanted to have this slide in there for you as a backdrop to why we included the insurance costs um that that we have. Okay. And then I wanted to put one more uh slide in there just as a summary. Everything on this slide is in the proposal, but it is not in the district's budget. So, I want to make that really clear. So, if these things come to fruition with the final state budget act, then the district would need to decide what we're going to do with these funds because this is just
050a proposal at this time. So, the main categories are the learning recovery emergency block grant. And if you you may recall that that was originally proposed and then cut. And so the May revision uh proposes to re to restore those cut dollars. Okay. Now, in order to spend those cut dollars, um what the this year, the budget year that we're finishing, the enacted budget, the law made several changes to how we can use those LREG funds that would begin in 2526. So, the funds we already know and then the restored funds if they come to fruition. And in order to use those funds, it's the same as I was telling you earlier about the equity multiplier. Um, you have to conduct a new student needs assessment and you have to include those expenditures within the
051LCAP. So that would then be for 2627 or adjusted at a midyear. Remember Lindsay talked about there's a February midyear cycle. So just kind of keep that in the back of your mind. If you start hearing more about that, you can say, "Oh, we heard about that from Candace back at the public hearing." So, the Mary vision also includes the new student support and professional development discretionary block grant. And I want to focus in on that word discretionary because it is allowed just like the arts and music instructional materials discretionary block grant. It's discretionary. There's an intended um purpose for those funds, but it leaves it up to the local education agency, the school district, the school boards to decide how to use those monies. Um, but it's a one-time block grant. It was reduced
052in the May revise from the January proposal. Um but it largely remains in its original design and it's again those funds are fully a flexible allowing us to address rising costs um that would and those funds would be available one time not ongoing but one time through 2829. So that's something else to keep in mind um as well. Um and then there's other one-time funds that are proposed for lit literacy educator investments um including supporting teachers through the educ uh educator pipeline. So just keep those in mind. Those could be on the horizon once we see that final state budget act. Okay. So now let's get into the good stuff. The proposed district budget. So uh the district budget is a set of multi-year projections. Multi-year projections are required by Assembly Bill 122756. All of
053our projections, they're anchored in reliable information as of the date of the projection. A multi-year projection. It's not a prediction. It's not a crystal ball. Things are going to change from what we present today to by the end of the year and certainly in three years from now. Um they will change like I said as the underlying factors change. So Dr. Arouse talked earlier um about we're and I'm going to show you the number in a little bit that our revenues are increasing because of those laser focused strategies to get students in school more. And that's the financial piece of it. That's not the instructional piece of it. There's two sides of that equation, right? Um, and so when we made our original projections, we didn't count on those students at the trend rates that
054we were seeing in the past. We now have a different trend of students attending school more often. So that multi-year projection and assumption will change. That doesn't mean the projection was wrong before and then underlying underlying scenarios change now because they change. They have to be well documented so that we can track on the fiscal services side what changed and why so that we can explain those things to our uh stakeholders. Make sense? All right. Uh next slide. And I know I just had one there and there about multi-year projections, but this was right out of the school services u May revise. And so I just wanted to include it for more background information. Those multi-year projections that we're going to present to you in just a minute, there are results of mathematical calculations for
055future years. There's a number of um local data points that we're looking at. Those local data points are things like enrollment, ADA, how do we staff each of our schools, how do we staff our classrooms, um those decisions that have already been made, those are decisions that are made and and documented within the collective bargaining agreements by different board action, that sort of thing. Those are all going to be reflected in the multi-year projections. Again, multi-years are not predictions. They're not forecasts. They're not crystal balls. And perhaps most importantly, they're not measuring sticks for wrongness, right? We we don't want to stand up here and say, "But three years ago, Candace, you said 24 25 would end this way." Well, we have all the documented changes we made from that point in time to this
056point in time. And why? It's it's not me and Mimi and I sitting in a room going, "Let's present this number this time." Right? Make sense? All right. All right. So now let's get into some a little bit more of the detail. So this now we have like 22,000 funding lines in our budget. I'm not going to present them all to you. I'm going to try to capture all of them in a summary format. So we're going to deal with revenues first and these are the major assumptions that we make. Now when I was talking in cabinet this morning, Dr. Arouse said, would you please underline the word assumptions there? I want to make sure everybody understands those are assumptions. Did you That's correct. And I just want to add I told you to underline
057it and highlight it too because this is so important to me. I have received input from the board, right? And I was on top of of you during one of the last meetings asking what about that money magically appearing and just showed up and few months or one semester before we have the budget with this. Those are assumptions, right? So if that continues to happen that's what we are going to what we are projecting. So this is so important. So I don't know if you can modify so you can highlight it right because it's continuously this input from from the board saying about that money magically appear. It's not that is that there is sometimes like in this case and we are going to see this is wonderful what we are going to see in
058the next few minutes right how the laser focus approach and the strategic approach that we have developed on attendance has given a big impact right so and last semester we didn't have that we were not acting upon that yeah Nathan's smarter than me he figured out that that's okay yeah But just just the fact of clarifying those assumptions is so important. Yes. Okay. Always surround yourself with smarter people than the tip of the day. Okay. James was sent you something there. Okay. So these are our major revenue assumptions. So again when we build our budget we're doing so on a set of assumptions. We're going to talk about the revenue assumptions there right now. So we're ending 2425 with cola of 1.07. We're projecting because this was statutory cola 2.3% uh cola for next year.
059I do want to point out though that the projected cola for 2526 just one year ago today when we were standing here presenting the budget which would have been the first outyear in the budget was 3.29%. So almost a full 1% decline um in one year. Um so you can see the cola projections uh for the outy years. Uh you can see our enrollment projections 2425 10,81 students that is a decline in enrollment from 2324. Uh and so we are projecting to continue that decline because that's what the trend tells us. When we look at the details of our enrollment history in a little bit, you'll see we just plummeted this year and Dr. Arouse and the team have a laser focus on operation enrollment recovery. in addition to attendance recovery um that hopefully will
060bring in more students and therefore no revenue but we talked earlier hope is not a plan right and so we have to build the budget conservatively based on these projections so you heard me mention that enrollment was down from 2324 as as we sealed up 2425 however here's the good news is higher than 2324 so We grew in ADA and we declined in enrollment. Um so that's good news, bad news, right? Um our ADA bless you as a percentage of enrollment is 90.344% and that's a huge increase this year from last year. Um a big part of that is an error was found in the student information system where Saturday school the code that the sites use for ADA recovery. So, they're doing all this work, but the code wasn't actually capturing that ADA. So,
061then we on the fiscal side weren't capturing the revenue. That has now been fixed. We're going to go backwards a couple of years and refile our P2. That'll be new one-time, you know, money. Um, so I mean, terrible that that happened, but we're fixing that. Is that guaranteed we'll get that money? it. Well, it's it's a guarantee so long as uh the a so we the auditors will have to audit it and then the county has to accept which they already said that they will opening up the window to re-report it. So, we've got all the ducks in a row. We just have to wait for the window to open this summer. Um and then it's audited and then we'll get it next spring's um principal aortionment. So, it'll be it'll be delayed but it'll
062be coming to us. But that what trusty asked is really important. So we are going to present and as a matter of fact we talk about that when I ask when is the when the window is going to be open so we can present that. You mentioned July 1st June it's sometime in June July they'll not this month it can be this month could be this month it could be July but but in order we have to produce the documents wait for the auditors to audit it and then we'll ask for the window to be open. Okay. So, as soon as we that is submitted and the window open, we are going to let you know and we're talking about roughly for this year $700,000, right? So, yeah, but that's for this year, which the
063windows already open. Um, it's about $300,000 total that we'll receive because one of the years So, okay, let me back up a minute. For revenue, for LCFF revenue, ADA funded, we get funded on the higher of one of three things. the current year ADA, the prior year ADA, or the average of the three prior years. So for this year, because remember our ADA is higher, we're going to get funded on a current year. One of those two years that we have to go back is funded off of prior year. So unless we happen to exceed higher than that year that it's basing it on, but it's still important that we go through the process of claiming that P2 because that that new higher number even though we're not going to get paid on one of
064the two years for that year, it will help us in the next years. So it's that will be important. Okay. Okay. So lower enrollment, higher ADA and we have budgeted um in all of in the budget years and both of the outy years to maintain that 90.34 and and I I'm sorry Dr. Russ and I got to co-presenting here and I didn't finish my earlier thought. So that higher ADA to enrollment as a percentage or that capture rate. A lot of that is the Saturday school, but a lot of that is also Mr. Atkins here. I thought I saw him walk. Okay, somebody tell Mr. and the team from ED services. Um, and none of our school sites are here right now, but they've done a really good job of amping up. So, it's not
065just claiming what we didn't claim. It's also they've had a laser focus. Granted, it was done more than halfway through the year, but imagine with the gains that we're seeing this year now translated to a full year next year and the year after. So hopefully that hopefully my number is low and we'll even if we have the same enrollment we'll have higher ADA because we'll have a higher capture rate. Does that make sense? I I think that hopefully 400,000 it will be. Hope is not a plan but I I'll give you this one. I'll give you this one. Okay. So our unduplicated percentage that's calculated as a for funding purposes on a three-year rolling average. So you can see the factor that we're using there. And again, these are why these are documented so that
066we know each reporting cycle what we're using and why. Um, we've got our lottery there for you for revenue, unrestricted and restricted. That's a per ADA basis, our mandated block grant. Um, and then although it says not included, I did want just to continue that learning recovery restoration if it comes in as proposed. And then the new discretionary block grant, that would be revenue as well. Okay, any questions on revenue before I move on? Okay, expenditures which Nathan highlighted for us as well there. Thank you Nathan. So um when we so these again these are just the major categories. So every single year and I think I mentioned this at the second interim we go to bed on June 30th and we wake up on July 1st and the costs for our employee groups even
067if we don't you know give any kind of compensation increases they are higher from one fiscal year to the next. The reason they are higher is a number of factors, but a large category is our employees get step increases. Our teachers could move over um column increases. My daughter in another district is finally is going to move over to the far right. And so, yay. Um and so, but those cost school districts money um as a percentage of salary. You can see the percentage there in the first line and then the dollar amount including the fixed costs that are associated with them in the next line. So you can see that's a big that's a big chunk every single um year. Um and that's without even sitting down at the bargaining tables, right? That that's
068that's one of those it's automatic. It's one of those decisions I mentioned on the on the multi-year that's a local decision because it's in the CBA and it's in the CBA in every district in some fashion. Um we also have to look at our stirs and our PERS employer rates. Um, so in the spring, Calsters and CalPERS uh set the rates, you know, for the next fiscal year. Stirs has been the same for a while now. PERS, this will be the first time that in my recollection. You can see between 2425 and 2526, PERS is decreasing. So, we actually have a little bit of a savings for one year. I'm going to show that again in a different uh slide, different format, statewide. Uh health and welfare increases on a year-to-year basis. Some of that
069is driven by the collective bargaining agreement. Some of that is driven by decisions made at the bargaining table and then obviously brought well with the board's authority of course and then brought to the board um for approval and ratification. Uh the next line I have in here is um another factor that's a big one um this year and was uh last year in 2425 as well is our certificated full-time equivalencies that are overstaffed. So we started out the 2425 school year overstaffed with a number less than 14 um FTEES because that's that and that is because we thought we were going to grow in enrollment when we in fact declined. So, we didn't have a choice by the time school starts and we're in August, but to retain those 14 individuals. We have no choice
070there. Um, we are going into the 25 26 year again with the enrollment that's projected over staffed by eight. And I know that the board had that decision, you know, in front of them and you opted not to um reduce force there and and I'm not criticizing that decision. I want to make that very clear. But my job is to calculate the impact of that so that we have it in the budget accurately and that we're very transparent um with that. You can see that that cost then calculates out into the outy years and it actually goes up both in dollar amounts and in FTEES. And you might ask yourself why, but if you remember that we're projecting enrollment to go down. And that means year after year we will need less and less teachers
071if we are if the board were to decide to what's called right sizing your staff for the current student enrollment, the current projected student enrollment. So that's just to be aware that those costs are within your budget. Now could those costs change? Could a number of teachers retire? We don't fill those positions through attrition. Yes, of course. But this is what we're budgeting for now. That's correct. And since you said that we are comprehending, I would uh oh, what did I do to myself? No, no, no, no. I would like to add because our commitment is a full transparency not only with the board, with our community also, right? And everybody. So the eight extra teachers that we pulled that item two months ago, right? It could cost $1.4 million. But the commitment also was
072from the associations to work with us to bring the ADA up right to recover that money. So I want they are not here all associations but I want to say thank you to CP and Jason and all the educators because they are stepping up to that they are being very supportive and hopefully those 11.6 6 and 13.3 for 26 27 and 27 28 they're they can be lower without having to lay off teachers because the enrollment recovery that all of our educators are committed to have stronger programs and that marketing campaigns that we are strategically designing is going to bring more students. Yes, good job co-presenter. Um, the last two lines that I want to highlight there, um, pretty much everything else in our 4,000s and our 5000s book supplies operating expenditures, unless we have
073a reliable source for some other factor to project its increase year after year and in the budget, we use consumer price index. And so you can see that there. One major exception to that is insurance costs. So you can see our insurance costs because that's why I showed the slide earlier. They went up 17% in the year that we're closing out. We're projecting them to go up 22% next year and 25% each of the years out. Is that the exact right number? Nope, it is not. But it is approximately right. And so that is what we've used to build the budget. Um other things we didn't list up there. Um utilities, we don't use CPI for utilities. We look at historicals. So we have 10% budgeted as an increase on a year-to-year basis in our
074outy years for utilities. So that's just one example of another thing we wouldn't use CPI, but I promise to not go into 22,000 funding lines in the in the budget. Any any questions on the major expenditure assumptions? All right. Okay. We said we would talk a little bit more about um our enrollment and our ADA trends. And so you've seen this slide um before. Mimi is our queen of making um graphs. So she put this one uh together. And so you can see that the yellow bar in each of those fiscal years there was our enrollment. And look at how fast we were growing until we stopped growing. And we didn't just stop and go flat, you know, we declined. And so we're projecting that to continue to decline at again the 1% that I
075mentioned. Um and so enrollment with an ADA capture rate that's consistent is still a hit to the budget. But then when we also have a capture rate that is not recovering um back to prepandemic levels that also impacts the budget. So those two things are when you hear Dr. Arouse talk about the laser focus on attendance and the laser focus on enrollment. There's the data to support the why. And that's the fiscal piece, not the instructional piece. Yeah. Okay. Okay. Um, Lindsay did a little bit of this and she did a great job tell telling you about how the LCF is calculated, but let me assign some numbers to that for you. Um, so purposes of this illustration, we're going to focus on the right hand side column there. Grades 9 through 12. Most of
076the same factors uh will apply to 7A other than the grades adjustment. So we start with so when we're projecting for next year or when we're calculating, we're not projecting at this point. We're calculating for next year. We are starting with last year's base grant per ADA 12,144. Adding that cola of 2.3%. I mentioned before it's fully funded. So that's another $279 per student. That adjusts our base grant per 88 to 12,423. We get that grades span adjustment uh 2.6% for the 9 through 12 kiddos, $323. And then we get our adjusted grade uh base grant per 88 12,746. Then we have a district specific factor, our unduplicated pupil percentage for supplemental and for concentration 1902 and 1626. And so uh for the first time we have crept up over $16,000 on our per student
077amount. Um so now we have to start using an average of 16 instead of 15. We're always doing 15 on our calculator. So um I wanted you to understand how that number is working for the fly move over to you. Mr. Mhm. And Miss R. Yes. That increase combined with a 65% is an increase, right? Combined with the increase of ADA and potential. Well, at least right now with that automatically, it's going to have an increase on the So, this won't change if ADA goes up because this is the per student amount. So, this is the number we're going to multiply by however many students we get to multiply. And hopefully that's a bigger number. Yeah. Is this for 2526? This is for 2526. Oh, okay. Oh, sorry. Yeah. So, we should probably put that
078in the title. Maybe we'll do that as we're talking, but yeah, it's it's it's gonna it's it tells us 2526, but it's a little hidden there. You're right. Okay. Okay. So, now we are going to look at our unrestricted general fund um multi-year projection uh summary. Too far here. So um the first thing that we can see here is that we are moving from in 2425 the first column with numbers from a deficit spending that we were projecting at second interim of $1.7 million to a net increase of $1.3 million a net increase to our ending fund balance is what I mean when I say that that's a $4 million difference. Um, and we're going to discuss that um, in detail a little bit later, but I want to mention that about half of that
079is that increased uh, revenue that we talked about with the ADA and the capture rate. Um, and we talked about on slide 13 as well, as well as additional interest revenue projections. Um, I talked earlier about the um, how we're funded whether it's current year or prior year or threeyear. And Joe, just in case you're interested, we are funded this year, as I mentioned before, in the current year. Next year, this is calculating for us to be funded on the prior year and then the next two years, three-year average. So, we're taking advantage of whatever um is most beneficial for for the district. Okay? So, you can see we're projecting no longer to deficit spend this year. And again, I'm going to go into some of those details. So, we're projecting almost a $39 million
080ending fund balance this year. That of course becomes our beginning fund balance next year. We're going to add all of our revenue sources. We're going to subtract our contributions for total revenues next year, 138 million. We're going to subtract all of our projected expenditures. And remember, I went over those revenue and expenditures major assumptions. That's what's uh calculated here. Um to show that we're projecting to deficit spend next year by $2.9 million. Um now remember that was almost $8 million at second interim. Um and so that's a result again of that higher ADA um rate as well. Men, just to look at things in perspective and to make it clear for the board and our constituents, it's a huge increase. This we're not talking about a thousand of dollar. We're talking about millions of dollars
081for a projected $4 million deficit spending for this year. We are at 1.3 on the green. 1.7 was projection. We went from 1.7 to but last semester at the beginning it was four uh at when I started at first dinner. Yes. In the first inter was four. Correct. Yeah. Correct. So we're talking about $5.3 million on that it was done by everybody in the district all the staff all the educators and I want to just make it clear that it was a team effort and I'm really proud of all of all of them. And my co-presenter and I are throwing around a bunch of numbers here. And that is why it's so critical to document these numbers, which we do. So we can always look back and be, well, why was it that way at
082that time? Did we rec recognize this grant or that revenue or whatever? Now, did you prepare a presentation about where those 5.3 million came from? Yes. Oh, two two slides. Two slides. Sorry. No problem. Okay. So same slide but the restricted general fund. So same concept here. You're seeing all of your revenues. Your ending fund balance for one year becomes your beginning fund balance in the next year. Um when we look at our uh second to last line there which is in this case deficit spending every single year just like it was for the unrestricted general fund. Um that's our net increase or decrease to the ending fund balance. So you can see there's a large larger deficit spending. This is pretty typical in restricted because you're spending a lot of times one-time dollars or
083maybe you're receiving it in this year, you're planning for it and then you're going to spend it, you know, here. But you can see that deficit amount. It doesn't go away. And so we have a problem to address in a couple of years on the restricted side as well, but it it goes down pretty significantly. And that's why we want to show unrestricted and restricted separately so you have that um for you as well. Okay. All right. Now, we are going to talk about 2425 uh to answer Dr. Ralph's uh question that that he mentioned earlier. So, what this is is our 24.25 estimated actuals and we're going to talk about the change in the fund balance. So if we look at we're going to work up to this but if we start with looking
084at the number in the bottom right hand corner our ending fund balance from second interim is increasing by $3 million. Okay. And so we're going to talk generally and then on the next two slides more specifically about what that is. Okay. So uh our revenue you can see between second interim and estimated actuals increased by $1.4 million. And again, we're going to get more into the specifics of that. If we back up to first and second interim, you can see there was an increase there. And you probably remember the presentation at second interim where we had this exact same slide. Um, and I'm not quizzing anybody here, but that was our interest revenue of $1.2 million. Um, our contributions is another significant change. Those are we're projecting those to decrease by 1.1 million. Our expenditures
085don't really change significantly as a percentage um of expenditures, but we are projecting those to decrease by 387,000. Um and again, that changes our net increase, in this case, an increase to our ending fund balance of $3 million. And so then obviously it changes our fund balance. So now we're going to break this down by revenue and then by expenditure so that we can see what those different categories look like. Okay. Um, so, uh, first I'm on the wrong slide here. Um, so first we want to talk about our LCFF revenue. And so we talked about that on actually a couple of, uh, earlier slides, but that's the net increase in our ADA and our capture rate. Um, and there's a small adjustment in there for our county operated programs that are also funded um,
086off of ADA. But the vast majority of that, approximately $7, I think $50,000 is the the increase in ADA and that capture rate, that laser focus on attendance in this case, not attendance and enrollment. Okay. Um, interest revenue. We've continued um to see high interest payments. Remember, that's something we don't have control over. All of our funds are held in the county treasurer as are every other school district and anyone else that holds their funds. We're beholden to how those the total of all of those funds um and how those funds are invested and how they perform. And so um that's good news um there. Seeing this consistency maintained in in two years, we have budgeted for next year to maintain the same level of interest revenue on a percentage basis, but we've decreased it
087only by 20%. So, just just keep that keep that in mind. I think that that's a fair assumption though. Okay. Hardly any change to our state revenue, but that is for mandated cost at $2,000 there. Also, hardly any change to other revenue, but nonetheless, it's a category. Yes. I I've been asking for a long time since I've been on the board, how much money do we have in safety credits? And I've never gotten a direct answer. Can you email that to the board later, please? Yes, I did provide it in the weekly update a while back, but um let me see how old that is first of all and see if it's worthwhile to update it. Um I appreciate that. And then um I'll put it in the weekly update, but maybe I'll also if
088it's all right, doctor, or else we can also email it out just so you have it in two places. Yeah, that's what I'm asking. Absolutely. So it was provided. It was. It was. Yes. Very good. Yeah. Just making sure that whenever we have a request that we comply with those requests, right? So, and if it's the perception that it was that, then we just presented. We'll fix it. We'll fix the perception. Yeah. So, um Okay. So, our total revenues are changing to the good by uh 1.4 almost $ 1.5 million or a.9% variance. Um our contributions, we're projecting that those are um less of of a fewer dollar uh amount contribution. I'm not saying that very well. our contributions are projected to decrease um which is our local contribution to special education and that's mainly
089a result of salary expenses that were saved in special education. Now I would love to give credit to Kelly for this our new special education director but this is vacancies. So there positions that need to be filled but there's a lot of transition in the special education um arena. And that's just that's not only on the salary like employee side. It's also on the consultant and the service providers as well because you know the contracts that she has for outside agency they also have trouble uh keeping those positions staffed. Um keep time. Um so the good news is when you adjust your revenue for those contributions that is $2.6 million of the increase that I'm talking about or a 1.93% um change. Okay. One last variance slide and then we're going to move on to
09025 26. So a short summary of this slide is expenditures haven't changed by a whole lot. Um they've gone down actually 28%. When I say they've gone down, remember that's a projection for how we're going to end you know this year. We have to get through getting through the end of this year. We have to get through closing the books. We have to get through preparing the unodudited actuals for you in September. And then the auditors have to come behind us and confirm all of those numbers. Okay. So, but let's just very quickly go through um the variances there. So, salaries and benefits, same thing. Vacancies, other payroll um costs, realigning budgets between different categories, books and supplies. Um again, budget realignment. Now, here's an interesting one. So, services and other operating expenditures, sometimes called
091our 5,000 series. Um even though it's a decrease of only 217,000 um there's actually large increases in other areas. So utilities went down by more than that. We're seeing lower. We haven't figured that out yet. We still went ahead and budgeted 10% in the out years like I me mentioned. Um but there's also been an increase uh to the use of consultants and an increase um in legal. there's been a decrease in travel and conferences which is recognized in that same category because many of those costs were moved over to the restricted because we should always use those funds um first and then there's some other budget alignments budget transfers between object codes um capital outlay and other outgo also very little change there so um that is the summary of the estimated actuals so
092are we ready to finally move on to 2526 okay so these are just two quick pie charts for you so that you can see how all of our expenditures I know it was provided in a table before but sometimes it's nice to see it graphically a little bit differently right and so you can see that in where it says fundo3 that's our unrestricted general fund salaries and benefits make up 80 or almost 82% it's a little hard to see there in the middle but it's almost 82% of our unrestricted general fund and then on the restricted side that's almost 72% so the vast majority majority of our budget is for salaries and benefits. And that should not be surprising to any of us, right? We're in the education business. It takes people to educate our
093students. Um so that's just a quick summary of expenditures for you. Um I also wanted to include for you um part of some of these things in this presentation. I want to make sure that when I, you know, leave and, you know, start working up the hill, you all have all this information and are readily available, you know, in uh space for you as as you're making decisions for next year. Um but when we look at the cost of 1% so if the board were to decide you know as we start talking about compensation for our employees it's important that you know for that any decisions that you you know make in that regard um what if if you were to give that to all employee groups 1% is $1.4 million. So just you know
094keep that you know in the back of your head. Um obviously you can all do you know math. If you give a 1% it's 1.4. If you give it 2%, you know, it's it's 2.8. Um, if if you were to give, let's say, a 2% raise. I just was doing some quick math earlier. Um, you know, today, what we have to know what will that look like in the multi-year projection. And I'm going to Oops, wrong slide. Wrong clicker. I'm going to go back just for a second. Um, so just so that you understand the impact of the budget because a lot of times people will say we have almost $40 million sitting in the ending fund balance. That's factual that that we're transparent about that. But look what happens to the ending fund balance.
095And so in that 2% example that I gave you in 2728, oh that little cursor thing is covering most of it, but you can take my word. It says 5.29%. that actually goes down to about 1% and then you don't meet your minimum reserves if you do nothing else. There's obviously other things that you can do, but I just want to make sure that you understand. I know it sounds like simple math, but I thought illustrating it might be um helpful as well. Okay. Um can there's one quick question on that slide um where you had all the numbers. Oh, the numbers. So, I noticed that the um this one No, I'll keep going. It was one of the the yellow ones. Oh, multi-year. Yeah, the multi-year. Sorry about that. I went the wrong way.
096So, okay. Yeah, I guess any one of those. Um, so the LCFF revenue, so that's 154. Is that including the the supplemental? Yes. Okay. Supplemental concentration is unrestricted dollars. Okay. Just has to be tied to the written plan. Okay. Great question. Thank you. It's interesting though because you you've been around a long time, right? So you remember back the categorical days when we were under revenue limit and so we're also used to like the categoricals were in the restricted general fund so we're used to those monies being there. So um okay so the other revenue are we included medical in the other revenue the medical billing. Yeah let me actually since we're right here and I don't know if you are prepared to share a comparison of the previous years to this year on the
097recovery from medical with again that strategious focus. Yeah. So, I'm not prepared to uh present specific numbers. We have those and I I I think you actually emailed them to the board. That's not your question. I know you you were hoping that we had something, but it's a lot bigger. Yeah. Yeah. But that's a really great question. I'm sorry that I I missed highlighting that here with restricted. So, different than what Mr. Compost was talking about asking where specifically are the supplemental concentration revenue and expenditures housed, which is in the unrestricted general fund. medical funding is housed within fund 06 or the restricted general fund. Um and it's under state. Okay, thank you. So you you can see um that our our state well it's kind of hard to see you can see that we're
098projecting $12 million 12.8 $8 million in the budget in the out years compared to 22 million this year, but I don't want to tell you it's that much bigger of a number. So, but medical is I I want to say more than double. Um, we had a I'm going to use your term. We had a laser focus starting about 18 months ago. I think you mentioned even like when Miss Stump was here, we you know, we would meet actually every Monday as a team and start looking at there was new require new allowances put in with medical for um things that our counselors with their PPS credentials could also bill for that wasn't allowed previously. And so initially we weren't capturing, you know, all of that. They actually like do the billing and that sort
099of thing. And so we met with Mr. Albatty and lots of other people and kind of put this plan um into place. In fact, we were just talking today in cabinet about how Miss Sneck is just so good at making sure everybody's doing what they're supposed to do so we can claim the maximum amount of revenue. Are you confirming this? So So great efforts on behalf of the district to include um increase our restricted there. Right. Okay. Let me see if I can get my presentations back lined up here. Um, I also wanted to provide this just so that you had a historical sense of both what our cola has been um, going back to the inception of LCFF and then the salary increases that we've provided um, to employees. Um, I just wanted you
100to have this. I mean, you could you just just facts for you. Oops, I keep clicking the wrong thing. All right, the next thing I wanted to show you is what is the impact on receiving cola when we're in a declining enrollment district. Now, we're always big we just do you want me to stop or continue? No, no, keep okay. So, we need to understand that cola when that's provided to us a lot of times people think and and I'm not saying this is wrong. They will think cola should be an automatic pass through to employees. But COLA is provided to us on almost all sometimes less than almost all of our revenue sources. Right? So this is for this is not our funding this year. This is just for ill because remember we're funded
101off of the prior year. But if we were funded on current year and if we only had 9 through 12th grade students. So we're just kind of shrinking the mathematical equation for um easy understanding. Uh if we look at what we're getting as a base grant per ADA last year, last year to me is now 2425. I know we're not out of 2425 times our ADA that we're funded at. Um we're we're getting $108 million. For next year, we'll add COLA, which is the 279. We run through that same calculation. That increase in in funding is $91,000. So that 2.3% cola is really only 83%. So that's just important to keep in mind. Every district in a declining enrollment district has their own specific cola, if you will, because of the declining enrollment factor. So
102I just leave that with you, you know, to keep in mind. Okay. Uh we're next next going to get to the summary of contributions. And so these are uh the funds that are contributed from the unrestricted general fund to the restricted general fund. mainly special education and routine maintenance. Special education is the larger of the pot there. And so you can see the total special education contribution increases year after year. Um because even when we're declining in enrollment, our special education population increases. You may remember a presentation I gave in March that showed the um the increase in our special education population and the increase in our contributions were not quite, you know, level. And so help um help help with that. But we are basing our projections in the budget based on the historical
103facts that we have and and the trends um there. Um our contributions if you look in 2526 the budget year are 29 million uh seven up 29.7 almost up about 4 million from the previous year but then they go up significantly more in the out years because we are out of that co ADA relief dollars that we saved from 2122 to offset some of this there. So that's just so that you understand the contributions. Oftentimes we'll hear things like, "Well, you could solve the deficit within your unrestricted general fund if you would just stop making a contribution to special education." Okay. Well, I don't know how to do that. Help help me know how to do that because we have the special education teachers. We have to pay the per educators, that kind of thing.
104We have to make a contribution to routine maintenance. Uh, one because the state requires us to if we're going to if we're going to participate in the state school facilities funding facilities program. Um but also we have to maintain our schools you know of course so there's a formula within the state budget for that which is 3%. So that's where we are on contributions. Any questions there before we move on to a different area. Okay the home stretch here. Okay. Um I also wanted to highlight um going back to what we were talking about with cola. So I wanted to highlight for you all of our new LCFF revenue for next year. This does include supplemental concentration. So, um, and again, we're funded off of prior year. Okay. So, we have 4 million new dollars
105in the LCFF category coming into the district. If you remember back from, I think it was like site 12 or 13, step and column increases are projected to be $1.7 million. Health and welfare, health insurance increases, $958,000. STARS and PERS, for the first time, I think in my career, there's no increase there. There's actually a little bit of a decline uh because PERS is going down, but that leaves us with a remaining new revenue amount of almost $1.4 million. We then have to take out the cost of over staffing that we talked about, the increase in the special education um contribution and now we're at a negative. So, I put this in here because we had a lengthy conversation at second interim about where we are deficit spending. Where specifically are we deficit spending? And
106you know the technical answer to where are we deficit spending is in the budget. And now we have to dive in you know to to why. But I also want to point out that what I'm everything I've shown you so far is not unique to Paris Union High School District. This will closely match any district our size that is declining in enrollment. So but I don't say that from the perspective of don't worry about it. So I want to make that clear um as well. So what we see here is a downward pressure on on revenues and an upward pressure pressure on expenditures. And so those they are the expenditures are outpacing the increase in revenue. And that is the big overarching category of what's contributing to deficit spending which we're going to get into
107more um in a little bit as well. Okay. Um and then I just provided one more slide from school services of California. Um, and this is um the average uh district. I'm sorry. I was looking at there. I thought Miss Jamie and I was and I said I want to wait for Miss Jamie to ask a a small question to the Oh, did you have your hand and I missed No, no, no, no. Eddie, small question. I think you are doing an excellent job. You are going a lot of depth. Yes. Right. And I really appreciate that the board switched from the 15 minute requirement for presentations that there was not enough time right to go over all of this. So I'm glad and mostly with the two new board members. Do you want to
108continue miss range to go in that detail or kind of summarize it only and just go through that for time constraints? I I think we need to summarize it because don't we have another one still? CMI CMI is very short but but yeah so it's a proposal to summarize it. Yeah, that's okay. Because we're still getting this email to summarize it. Yeah, we're still getting this email. You still want to summarize? I just don't want later on. Right. And you have the constitutional right of freedom of speech to say, right? But the fact that we asked for this info and we were not presented with the information. All right. So that is important to me because I want to be responsive when you said we want that information. We really want to understand it and
109then we have a time uh a constraint. I can do whatever you you want here, but just with that understanding, right? With that understanding that it's not 10K. And I'm of course willing to do whatever. Yeah. Whatever. But I will say for a $200 million budget to all lot me a shorter time than a short a smaller portion concentration, but that's up to the sites do we have? I've got 10 more minutes. I don't mind. Yeah, I don't mind. Okay. 10 minutes. 10 minutes. Yeah. Thank you. I appreciate that. Okay. Please, Nathan. Um, so I'm not going to go over this. You can see this as an illustrative example regardless of what year we're looking at with with a cola that increased costs are outpacing revenue. So when you study that later and look at
110that from a ongoing uh basis at the state level. Uh this is the part I really wanted to get into. So thank you for allowing me the opportunity to get into deficit spending. So again, we had a lengthy conversation at at second interim and Dr. Arouse asked me to provide some of this additional information and again um all of us in this room, I heard Lindsay say it most recently are educators. That applies to me too and so I want to try to do some justice in explaining deficit spending. So what is deficit spending in school finance? Deficit spending happens when school districts expenses exceed the revenue in a given year. I mentioned that at second interim uh the district is spending more money than it's receiving which means the district is using up savings
111or reserves to cover that gap. Pretty simple, right? Uh why does deficit happen? So remember in second interim uh the question kept being asked you know where and I kept answering what and why because you have to understand what and why. So, deficit spending happens when there's rising costs like salaries and benefits and pensions and all of those things that we talked about, reduced or unpredictable state funding like the COLA, the volatile cola that I talked about, 1% less this year than we projected last year or we had as a projection one-time expenses, enrollment and ADA declines. Um, and then again those downward pressures on revenues and the upward pressures on expenditures. So, is deficit spending always bad? Not necessarily. And it's important to keep that in mind. Temporary deficit spending. So for planned one-time
112expenditures that can be okay. It's when you have ongoing deficit spending with no plan to balance the budget. That's risky and it can lead to financial trouble. Um it can even lead to state intervention like fiscal crisis and and we've seen that happen in in other districts. So then we have to move on to what I was talking about um in March is what is a structural budget deficit? That's when our ongoing revenues are not enough to cover our ongoing expenditures. And that's the situation we face in Parisian High School District. And I'll say again, we are not unlike most other districts in the state because of that lower funding. It's a chronic imbalance that doesn't want go away on its own. Um district staff and most importantly the board are going to have to
113make some decisions to solve the deficit spending. And the sooner you solve it, the easier it will be to solve. Okay? So if you don't remember me saying anything at all in 19 years, remember that the sooner you take action, the easier it will be. The gap between revenues and expenditures widens each year creating that structural deficit. So how do we address deficit spending? We have to recognize that there's two sides of the equation. Okay? Uh there's revenues and then there's expenditures. So how do we address the revenue side of the equation? I.e. how do we increase revenue? Well, we talked about this. We can increase enrollment in ADA. That's our operation enrollment recovery, our operation attendance recovery. We can advocate for increased funding, base grant increases, cola, that sort of thing. We can seek
114grants and alternative funding sources. So that would be one side of the equation because then we would be increasing our revenue. The other side of the equation are the expenditures. And so we need to review um our programs and the cost effectiveness, right, of all of those programs and align those with student outcome. We can't keep doing, and I'm not saying we are, but we can't keep doing things that aren't producing measurable outcomes, right? Um we have to regularly evaluate program impact. Are we getting the results for the investment? Um Lindsay can stand up here and talk about all the wonderful things she talked about, but we have to evaluate um all of that program impact. Um we have to look at all of our contracts and services. You know, where are we paying consultants
115and where are their possible savings, you know, other expenditures, maybe there's some things that we can postpone. Uh there's also temporary or one-time solutions um such as using our restricted general fund and or supplemental concentration funds where allowable, of course. Um so we could spend down any carryover there to free up unrestricted general fund dollars. That's a strategy as well. Um and then the last two points here is we need we should consider you all should consider aligning staffing levels with enrollment trends to avoid overstaffing. Um also to review new orally unbudgeted positions. So those last two bullets is um what I have for you on the next slide here. And this is what Dr. Ralph specifically asked me uh to list. And this is not everything. You're not going to take this number and
116tie it to a deficit spending number because it's all the factors that I mentioned. But what are some big ticket items that are in our budget or have been included in our budget? And I am not standing up here saying they don't need to be in our budget. I'm just telling you that they are. Okay? I want to make that very clear. So in 2324, there were a number of things that were added uh to the budget in the budget process or at the at the last minute essentially because of the timing of the budget cycle. We increased all of our campus supervisors from five to eight hours. Um there's a cost for that. We did a compensation study with CSEA um and gave some increases based on that as with our management and unrepresented
117employees. And so that was in the 2324. And once that's added in, those things stay in the multi-year projections. Um last year in July after the budget was adopted, two additional technology tosses were added. That contributes to deficit spending. It's one of the variables. and then those eight teachers that we talked about as well. Okay. So just to add and that's actually what I wanted to get to that one and I think what you were asking also just go to the point to that one right. So what I recommend to to the board and from now on every decision attach how much is going to cost that decision because you asked very valid reasons two months ago why are we deficit spending and I think and I said yes we want to find it I
118don't remember what I don't know if you remember I was talking back and forth with this rain we need to find out right that right because that's a valid question from the board so there it is yeah So whenever we making a a decision, what is the cost for that decision, right? Is that only about just making the decision, but say how much is going to be there? Thank you. Yeah. So these are factors that make the deficit spending worse as another way, you know, to say it. I'm not saying they were bad decisions. I want to make that clear. But these are just some things that we could concretely say as well as everything else in the presentation. The cost of second column as compared to revenue, that sort of thing. Um, now those
119aren't the only There we go. Well, I I have a question. So, I know that I know that we show the teachers that are overstaffed and and I know for me, um, what I constantly have heard just talking to different people that we are overstaffed at the district level, at the district office level. And so, I think that's something that we definitely need to look into because I think there's a lot of positions that are out. It's interesting because there's a lot of positions that I think we need administratively and maybe others that we don't. And so I think we really need to when when something like this and this conversation is going to come up um it really needs to be organizationally um because obviously the higherend salaries that we have at the district
120office clip away at that deficit a lot quicker than you know moving a couple classified employees or letting go classified employees. So I think anytime we have that conversation, it definitely needs to be included there because I I know I know people have looked at at our kind of structure administratively and they say you guys have kind of a lot of people, you know, in positions that you know for your size district. I mean we have some positions that um equate to school districts that are twice our size. Um and so I think that's one of the things that I think that needs to be part of the conversation. um understanding that I know if we're over staffed on teachers, you know, that's something we can take care of and figure that out. But, you
121know, the one thing that that I know sits in my mind is like those teachers are working with students and it was kind of like our conversation earlier about the LCAP, they're working with students on a daily basis. they show up, they've got faces, they've got parents to answer to, whereas u and no offense to district office personnel, but it's just one of those things where I we we don't know their everyday day-to-day how, you know, what I do know is that they're not facing students every day and parents and you know, kind of the the environment that goes on at a site level. So I know for me whenever any of this is is brought up I definitely think we need to look at the administrative costs that we have and are we running
122as lean as we could or do we have some positions that we don't necessarily now we never want to get rid of any position but at the same time it we have to be wise in the decisions that we make knowing hey you know what we can remove you know if it's three district office positions as opposed to you know four teachers then you know those teachers are working every day with, you know, hundreds of students. And I know for us, the decision would probably be, well, let's remove administrative positions. They're at a higher cost. There's less of them than, you know, the of the teachers or classified staff that's there. So, I know that's and I don't know if your sentiment is kind of along that, but all I know is that's just I
123know when this gets brought up and and shown that way, we understand that. But, you know, I think it would be, you know, as as we go move forward and we look at deficit spending that we include all of our stuff. And the one thing I will say, and I know they mentioned it on the state side, and I know everybody's deficit spending, but you know, for the state to come in, I mean, we have to be like really, really bad, which and I I think because sometimes I think it puts fear into, you know, some of the board members or maybe even the newer ones to think that we're going to get taken over. I was like, "No, I mean you got to be like in a I mean like bad reserves." Right. Right.
124So, but what you talked about is a good point. It's what I talked about on the expend. We have to look at all expenditures. Right. Right. Right. I including programs that don't work. Right. I completely agree with Mr. Campus and to be responsive to what he's saying, I don't know if it could be with you or Mr. Andra, can we make a study on the staff that we have at the district level? So we have database research base right because I understand that there can be comments from some people oh we are just over stuff there because if that is the case we will act upon that Mr. campus. Yeah. Right. But we need to have evidence based on numbers, based on research. I don't know who you can help me with that. I already
125have it on my notes. You already enter your notes? Yep. We got it. Okay. Okay. Yeah. Because of the time constraints. Yeah. Let's uh email that to to them. If you can send it to me and I will email it to to you because that is an important important thing. And just to clarify, we will never leave students without teachers. When we are talking about overspending, overspending, over staff, that means that we don't have enough students for those teachers to teach. Am I correct, Mr. And is that the Okay. So over staff means that those teachers are not working with them. Proof of that is that the teachers that we were overstaffed this year, they were in the at the because we had to find something for them to do. They were not in the
126classroom teaching the the students and that is another thing that we we can talk later about that. But just to clarify that he has an excellent point and we will address it on on that. If I could be a little more specific, when you guys uh give us that information, could you make us like a diaphragm, you know, so we could break it down, who's in charge of the department, everyone how it trickles down. That would be a lot more easier for us. And what they do really and and not only that, but the number if this reasonable number because if we get too many, we are going to cut it down. Yeah. We are going to reduce it and and maybe shift positions. Yeah. Yeah. We already did one. I'm sorry. No, that's okay.
127We already did one. We didn't renew one of the assistant superintendents, right? Because that is our commitment and we are committed to do really strategic decisions for the best of our students. But let's send that to uh just for clarification. We sent the organizational charts for every That's what I meant, right? Um what else from those organizational charts does the board want? Well, I I think a comparative analysis as as to why Yeah. I mean because I know that we have when we saw that I mean there's just a bunch of names you know what I mean and and you just don't know how you trying to connect the dots on which one I was reading those charts um I think everyone made it to their own understanding and their own how they see it
128in their mind maybe we can just make them all the like the same like you everyone made their chart how they think I think their brain works and so it was hard to read it cuz it's like so different they were all so different. So maybe we can make them all the same and kind of same language that we can read. Excellent point. One foratu. Yes, one format. There you go. One format. Plus I I think that is not enough because we are telling them how many staff members are there. But the point is how do we determine that we are over staff and the campus mention something really important a comparison right? So we can say HR overall one assistant soup or chief human resource officer one director and so forth so so forth
129we have 11,000 students another district with 20,000 they have this uh number so they can have an idea and and me too right in order to make a decision are we really over stuff on this okay so what is fair is fair this is an excellent point and I want to address Mr. point in this case also how how do they affect the students how what the outcome is to the end result of affecting the students on their so well well and I know like on the tosses I know that a lot of times um when we when we create these positions it it's it's kind of goes back to back to that question you know it's it's multi-tered because you have so if we don't we have a lot of young teachers and the
130way that technology and education is or the lesson planning and everything going on. There's a lot they're drinking out of a fire hose just like you guys are. And so, you know, having the tossas there to make sure that they get what they need because the last thing we want is to to have teachers come into the profession and not have the support that they need and then leave and then be discouraged. And so, you know, obviously that that pool, I mean, obviously our students are shrinking, but it's our new teachers that are shrinking. I mean, people are not coming into this profession. Um, and they're, you know, they're not going to now, now if you get hired now, you got to work till you're 67. You know what I mean? Mine was 60. You
131know, before that was 55 or 61 and a half. So things are changing and sometimes we have and that's why we have to look at all these decisions because, you know, I honestly believe that the the support for those toas for the tech is extremely important because we're we're so technological. Have we not been so technological? You could argue, yeah, you know, we don't really need that, you know, sometimes on on the the tossis side. But yeah, I mean obviously we we have to look at a lot of things and so I thank you for at least bringing up the the information there to give us ideas as to where to start but you know we can expand that and then figure it out from there. So you're welcome. Um I'm now 15 minutes into
132my 10 minutes but I did a small portion of talking. So to wrap it up there is not one answer to where we are deficit spending and I hope that that's clear. It's the function of the whole like all expenditures exceeding all revenue and there's a lot of elements and a lot of conversations to be had and we have our direction you can you'll have access to this presentation you can read it at night let it resonate come back to Dr. or else with any ideas you know that you we have and just as Lindsay said we go to the last slide I promise just as Lindsay said in her presentation this is a this is a living breathing document that we can continue to change as a direction change when we find what that
133sort of sweet spot is for what works well thank you mates and one last question for the board are you satisfied with this presentation in terms of what you have been asking what you wanted to know and if not if there is something else please let us Right. We will work on that. We present that to you and I um anything pending that you would like to My mind's just kind of going but I'm I I don't work at the school. I work at a pharmacy but I'm assuming the students are considered a stakeholders. Yes. Yeah. They're included in that just like my our customers are. And I'm really really good at my job. I've been doing it for almost 20 years. I can handle patients like there's no tomorrow. But when they start pulling
134hours and when there's less text, even I get overwhelmed and the first person people I take it out on are the customers. And it's sad to say because they're the ones that I'm supposed to be there to serve them. But it's so overwhelming that it's like you get so impatient. They start asking questions and I'm like, I don't have time for your 10 questions. Do you want it? Yes or no? I'm walk away. And I'm just like I I I'm seeing my mind go like this with full grown adults. I can only imagine teachers and students that have the right to ask questions that are there to learn. They're not there just prescription go. So I would just say I saw that and it's true. Like I know that the district has people. I know
135that they they have jobs and everyone needs to do something and everyone's there for something. But um I would just love to see not that's not the first thing to go for is cutting teachers because that's that's as a technician and I'm working with adults. I'm working with people that are sick but these are students that are there to learn. They're there to ask questions and I can only just imagine the teacher like I have 30 35 students like I don't have time to take your individual questions and that would be nice to even with me I have five kids and when they're asking me questions I'm like I'm one person you guys are five you know I can only imagine so I would just like to not see that always being um that being
136the number one cut teachers teachers it it is a hard job I can only imag I'm sure most of you guys were teachers or or have been there and as we get further into the depth of spending of um inflation. It's um I can't imagine your job having to figure out these numbers and how how are we going to do like when 80 some% of the budget is salaries and benefits, but everything you said is still also correct. Yeah. So, it's uh you know I and at work I don't have a voice. I'm just I'm just an employee. But here and I know I'm not a loud voice or the only voice. I just would like to just put that input in and um I know you guys already know everything and and not know
137everything but know that teaches are important and but it just I'm just connecting and I'm like oh man that sucks. Like I would love to spend time with patients and and explain to them why their medication is not covered and explain what the next step is with a smile on my face but I just don't have the time. I have 10 people in line. I have the phone ring. I have drive-thru. I have it's crazy. So I can only imagine the teachers with students and questions and arguments and testosterone and all that going through a classroom. So just I give you guys all a round of applause. everyone. I know you guys all work hard, but it's just uh you guys just you got a amazing body. Thank you, M. Trust. Anything that we can
138do, anything else to answer any questions or something that you need to know? I know I raised all those questions because one thing I didn't know. Yeah. I I don't we don't know what we don't know and I have to be that person to ask those questions. Why? And when my customers ask, I have to be able to answer those questions just like Miss and I have with hers. Um, so it is, you know, a tough job for us because we don't want to let anybody go, you know, on that kind of thing on spend a bunch, but like it's getting that resources to us on programs that are failing, but we're still using them. It's just all that kind of stuff. So breaking it down like this, appreciate it. and it's an overall um
139eye opener you know so appreciate that anything that you would like uh not to add anything I do want to thank you all for your hard work and make sure the whole team and everybody who participated knows we appreciate it we know it's a lot you know I like to review it before and after I know we've been talking about these numbers too but I think one thing that we should also be discussing is constant overwatch of what's working and what's not working so we won't have to end up in a position where we well what do we cut if we're deficit spending or we're facing a financial crisis so we would already know we could adjust here we could put someone here who has skills over here and they would be more successful and
140increase revenue or whatever it may be but I think as long as we're constantly looking at every department what's working and what's not working I think we'll be okay yeah I mean for me it's just um it's just constantly looking at what our priorities are because you know you could said, you know, that right out of COVID, you know, mental health would have been it, but like, you know, as we move away from that, there's we just got to look at a lot of different things. And I think the more that we have conversations, and the good thing about teachers, uh, and administrative staff is they're versatile because, you know, they might be district administrators now, um, but they were teachers and they have ideas, so they do understand kind of how we can morph
141and figure things out. But I think it'll be a collective, um, kind of team effort. You know, I'm I'm I always try to stay at least positive in these situations. Think, okay, well, let's just let's hope for the best. I know you said hope's not not a plan, but at the same time, you know, I I don't want to be stressed out. I know we have tough decisions to make. Um, but at the same time, you know, I think a lot of the things that we've have in place, you know, are going to generate revenue and and the more we go with that, I think that the the better off we'll be. But and the other thing too, you just got to, you know, hopefully everybody has a sense of humor because especially teachers, you
142have to like you couldn't survive without it because sometimes some kids ask some things and I know they say there's never a dumb question but sometimes I'm like I might not say it but I'm like I just look at them like do you really want to answer that? Anyways, and lastly trust you raised something really important about identifying programs or situations or strategies that are not working. We have the same kind of thinking the way that we are setting up and Dr. has already worked on that is at every school they are going to do their allocations but they are going to identify a goal this is in specific goal we are going to increase let's say hypothetically speaking they decide to increase 2% of the attendance for this year and this is the allocation
143how are you going to use it how are you going to monitor that and then throughout the year we are going to be making kind of a testing like a thermometer how are you doing here the first quarter the second quarter if we are talking about studentship and Mr. Hall analyzing that these NFS after the first program report after the second progress report and what's going on with the allocation we are investing money here what are we getting for that money for that investment so it's exactly what you what you are doing so thank you for mentioning that Dr. already you you share the form right with me probably we I want to send it if you can send it again so I can sh sh sh sh sh sh sh sh sh sh sh
144sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh share it with our board members. Thank you. So you can see how we are going to focus and it's a monitoring but we are not telling them right they make the decision on where they are going to be focusing on obviously everything is going to be following the cup and the five pillars of our district our priorities we cannot accomplish everything in one year right but they are going to select two or three goals yes exactly two or three goals And then they're going to be getting our support and our monitoring on what they decide. See, this is why the principal should have been here to hear everything we just said over this whole evening. They could hear where
145we're trying to go. Yeah. And that is an excellent point. Unfortunately, you know, we at the end of the year, they're getting ready for graduations and all that. That's understandable. Oh, thank you for your understanding. All right. So, thank you again. Um, I know it was a long presentation. And um it is the like you said the adopted budget $200 million but I felt it was important for you to know everything that goes in because you've got important discussions and decisions. You know we agree and we had cookies to help us. So you have cookies and I want to point out because I'm a math person. I met 20 with my co-presenter. Miss Chavez went longer than that in total. That's right. Thank you everyone. Thank you. Thank you. Can we clap? That wasn't the
146This time it was an applause. No. Okay. Are there any public comments? Thank you very much, ma'am. The 2025 2026 district budget public hearing is now closed at 6:55 p.m. And there's a motion by Trusty Garcia and a second by Trusty Hall to receive 2025 2026 district budget for review and consideration. Seeing there's no discussion, please vote. Upon a vote being taken, the vote was four in favor and one absent and 5.1 adjournment. The special meeting of the board of trustees for June 2nd, 2025. Do I have a motion? Some move. Thank you, Trusty Garcia. Do I have a second? Second. Thank you, Trusty Hall. Seeing no discussion, please vote. On the vote being taken, the vote was four in favor and one absent. And this meeting is adjourned at 6:56. Six.