SPUSD Board Meeting 06/12/24

001Good evening everyone. I'm calling the meeting to order at 436. Is there public comment right? Is there any public comment for closed session? Okay, so I will adjourn to closed session at 436. Good evening. I call the meeting back or into open session at 640. A roll call. Trustee Ramirez is not present. Trustee Perez is not present. Trustee Sandoval is not present. Trustee Wilson. Present. Trustee Frutos. Present. Trustee Arroyo is not present. And Trustee Ornelas, I'm here. Okay, a report from closed session. It's just one, this one, just one. Okay, public employee appointment, 54957. During closed session, the board approved. oh i got this wrong this was just this was tommy when i put that yeah that's fine okay during closed session the board approved uh the appointment of ms vanessa donahue as a director

002of certificated human resources the motion was made by tommy frutos and seconded by chris wilson and it passed with a vote four zero wait is that right three zero sorry Yes, she has to be she has to be present so then I apologize I need to clarify this okay During closed session the board did not appoint. Dr. Elizabeth Garcia as a director of student services Student support services the motion was made by Tommy frutos with a second by Gabriela Ornelas with a two to one vote and That's all I have to report for closed session. If you can all please stand and join me for the Pledge of Allegiance okay approval of the agenda do i have a motion to approve so moved a second i'll second it before we go to a vote i

003the administration would like to pull 7g and bring it back on the 26th 7g is the local indicators yeah it needs to be done during um when we're doing the lcap approval oh it's not on here it's not on here no it's it's um or eight Oh, it's 8B2. This one? Oh, yeah. Changed. Different on mine. Okay. So we're pulling 8B2, the California dashboard local indicators? Well, you just amend the motion to have it pulled. Do you want to amend your motion? Yeah, I'll amend the motion to... Suspend or to table just table to table. Okay the dashboard local indicators 8b to 8b to Okay, now we'll move to a vote all those in favor. All right passes 3-0 Okay staff reports committee updates trustee Wilson nothing to report committee words trustee frutos Committee updates.

004Yeah, I know we're discussing here both trustee Wilson and I we did attend the 2x2 meeting with the city of Santa Paula. That's right Council members and cabinet members again just updating on local I would say projects going on throughout the community, an update on our summer program, athletics and summer school. And then we provided an update on what happened with Bond, with our Bond, and we're planning on going forward with our Bond. So that's pretty much it as far as an update. I'll chime in with a couple more things from that same meeting. Out of order. We talked about the new housing in the pipeline and I see grading actually beginning just north of the 126 for I forget the red tail or something So we talked about other housing besides just the harvest

005community but other projects that are coming talked about the possibility of the bridge across Santa Paula Creek happening next year and then also a little bit about new employment possibilities in the community and a little bit about the SROs and difficulty with getting placement for them. Thank you. Okay and so much has happened since the last meeting but I don't think I have any committee updates. Now we move to public comment. Do we have any public comments? One written. Oh, we continue to encourage the public to view the meetings via YouTube at Santa Paula USD. Is it just one? Okay. Okay. Public comments are welcome and encouraged by the board within reasonable meeting time considerations in order to conduct the district's business. During this time, the president of the board may acknowledge visitors' request to

006speak on a topic not on the regular board agenda. Persons wishing to address the board should complete a speaker form and turn it in. to the recording secretary. Individual speakers shall be allowed three minutes on any agenda item. The board may limit the total time for public input on each item to 21 minutes. Also, speakers will not be allowed to give their time to other speakers. the board is prohibited from taking action on any item that is not part of the printed and published agenda any individual with a disability who requires reasonable accommodation to participate in a board meeting may request assistance by contacting the superintendent's office at 805-933-8802 members of the public may submit written comments by 3 pm on the day of the scheduled meeting to isanchez at sanapalousd.org These comments will be

007read aloud into the record. Written comments submitted to the board are limited to 300 words. And we have one written public comment. Hello, I'm a Santa Paula resident and SPHS alumni. I would like to request for the track and field to be open to the public once again. Classes concluded last week. Having the track open will benefit the community. benefit the community, but also the youth. I'm also training for a 10K race and would appreciate the additional resource. Thank you in advance, Betty. Now we have two speakers here with us. The first one is Fatima Garcia. Oh, she's good. Santa Paula Unified. Good evening, Santa Paula Unified School Board members. My name is Fatima Garcia. I attend McKeve Elementary School of Visual and Performing Arts. I'm here to thank you for giving our school the

008opportunity to have the Youth Cinema Project, YCP, as part of our class. What is YCP? It is a program that gives kids the opportunity to... experience and learn many different skills in the filming industry. The program is educative, inspiring and empowers kids to use their creativity. Our mentors had us do fun activities every class we had. One of my favorite activities is getting to write a short film. Our mentors had read each and every script and chose only three scripts that would be made into a movie. Out of those three, mine was one of them. Our next job was to split into groups that would be our filming crews. Each person in our group was assigned to the following roles as writer, director, producer, assistant director, camera, sound, editor, production design, and actors. After getting

009into groups, it was finally time to audition to receive a role in one of our films. After auditions, our filming began. The good part about being on set is seeing how movies come alive. The whole process of filming was an amazing experience, and I couldn't be more thankful. I was able to do many jobs such as acting and directing. YCP has given me skills such as leadership and creativity that I will continue to use for the rest of my life. My favorite part of YCP was getting to see our movies on the big screen. Seeing all our hard work pay off was the best experience. Do you know which big screen? Yes. Our school had a premiere in Hollywood at the famous Chinese Theater. I had the honor to meet co-founder, famous Latino actor, Edward

010James Olmos, and I was also chosen to attend VIP workshops given by L'Elif, Los Angeles Latino International Film Festival, on the day before the movie premieres. I had an amazing experience and I had fun learning and getting to know professional writers. Seeing all our hard work pay off was the best experience ever. I hope you continue to provide this program to my school just like and have other kids enjoy this program just like I did. Thank you for listening to me speak. Congratulations. So proud of you. You did great. Okay, next we have Jeanette Ortega. She made it look so easy. Good evening, board, members of the public, teachers, alumni, everybody that's here. I haven't been here. I'm a little taller. I haven't been here for many years since probably before the pandemic. I was

011coming a lot here because of issues that were going on in the school districts with our children, some of which were my kids were severely impacted by. I have seven children that I've raised through this district. My last one just graduated, 3.5 grade average, a senior. and he's going to be attending Oxford Ventura College. It was a big struggle to get him there because we had no support, not at all. Since the sixth grade, my son was starved at a sixth grader because my other son had a mental condition. that we had no support for as well. I'm glad to see that District now has moved forward and has things in place, but I still think there's a lot lacking. There's still a lot of children falling through the cracks. There's still a lot of

012families that are in need, and those families don't have no voice. They don't have a way to speak out. I was sitting outside telling myself, what are you doing here? What's the reason of you being here? Nothing's going to change. Nothing's going to happen. If I'm not here, nothing will change. Nothing will happen. I could see nothing's been happening. I met with Mr. Keyes in September regarding issues with my son. I never heard back from him. Mr. Guzman was at that meeting. I never heard back with him. I had an IEP meeting. with my son's IEP person and a district representative. Still haven't heard back from them. This is the norm with this district. They'll hear you and they never respond. They'll meet with you, but there's no follow-up. I will speak here, but there's

013no end to it. I come here. I can tell you can look in the records a lot of the things that I've been speaking about and saying never have been addressed. They've never changed. And if change doesn't continue to happen, more kids are going to fall through the cracks. You guys are given a choice to make like mr. Guzman was given a choice to use his discernment and whether he was going to Suspend my son or whatever other discipline was he suspended him wrongfully because he had no interventions this district this Schools have school codes that are not being followed by this district They're not being followed by the administrators at high school and our kids are suffering for it And where is that coming from? The leaders. The leaders are not enforcing stuff from

014these administrators and kids and families are falling through the cracks. Three minutes is not nearly enough for parents to get across what they have to say. Not nearly enough. Thank you. Presentations. Mr. Dale Scott for the proposed bond measures in November 2024. Good evening. Thank you very much for the opportunity. I'm not going to test you on the book at the end, but I will give a few comments about it. Let me make sure this works. There we go. So I'm going to give just a few comments about my firm, introduction, what we've done, what we do. I'm going to keep it very brief. I want to make sure that you have a chance to ask me any questions that you may have. I will give a very short commercial, and then I'll give a

015little information about where you are and where you're going, and then we can have it from there. So we are a financial advisory firm. We've been in business for over... 30 years. I actually worked for the high school district for many years and know one of the board members from that period. We've worked throughout the state in California. Actually, this coming November, we have bond measures on the ballot in districts on the Oregon border, and we have bond measures on the ballot on the Mexican border. As I always tell people when they say do you only work in California, you know, I said well That's like saying do you only work in France? I mean, it's it's just a huge place You can see in this one quick slide 36 years in business over 1,600

016transactions done in that time Really important statistic, the total number of K-14 and parcel tax measures in the past decade that we've passed is over 100. We like to measure ourselves by our win rate, how we do in terms of financing. So in this case, I've taken... November elections, and I'll talk to you about that in just a second, November elections, 18, 20, 22, looked at how we did our win rate, and those was 85%. Then we looked at how everybody else did, everybody else just pulling us out of the numbers, 78%. That makes me feel good. I think we're on the right track. We spend a lot of time thinking about the numbers. We spend a lot of time thinking about the language, what the message is, what the right date is. And I

017think it pays off to be patient in those things. Whoops. Let me take you, show you a little bit of what I mean on the next page, on page four. When Proposition 39 was passed in the year 2000, there was this provision that the bond elections had to be on a general election date, which we all accept now. At that time, that wasn't the law. You could put it into any note on any Tuesday, really, in the year. I think there was a lot of trying to figure out what the best date was. Those general election dates, of course, are presidential elections, gubernatorial elections, primaries, etc. What we've found by looking at those elections is there's a great deal of difference in voter turnout, and I think that is especially important. This happens to be

018the voter turnout for Ventura County, not just the district. Just want to show you what a difference it is. In the November 2020 election, very big election, obviously, presidential. In Ventura County, roughly 85% of the voters in the county turned out to vote, of the registered voters. Look at June of 2022. Just one election away. That was the gubernatorial primary Granted a bit of a yawner of an election, but look at the turnout Turnout was about 40% Why is that so important to me? What you find in elections, and it's an odd rubric to think about, but what we found is the less likely a person is to be a consistent voter, the more likely they are to be a school bond supporter. In other words, the fiscally conservative voter tends to vote in every

019election and never misses an election. The less conservative voter, they tend to be more in the larger elections, in the presidential elections especially and in the gubernatorial elections. You can see that you have, of course, fiscally a fairly highly democratic district, 51% registered. As Democrats, state average is roughly 40, 42, 44%. So you're above the state average. Going to the next slide, it's always nice when those theories pay off with the numbers. What I did here is I had our staff take a look at all of the president all of the elections since 2020 all of the school bond elections both the K-12 and the Community College District, but just let's just look at the line K-12. So these are all general obligation bonds on the ballot since the year 2000 had them put them

020into three different buckets. Bucket one, presidential, bucket two, gubernatorial, bucket three, primary, and all others. And you can see the win rate here. So again, over the last 20 years, 22 years, those districts that are on a presidential election, 90% of them in the state passed. Gubernatorial, 80% of them passed. Primary and others, roughly 70%, 71%. And I think you're going to find that consistent going forward as well. Now, the year 2020 was a little tough, obviously, because of the pandemic. It dropped a little bit at that time. But I think we're going to see that go back up in the 2024 election. I know it's difficult to lose an election. I know that personally, from the times I've worked with people and they've lost, and it's always a difficult one. There's always a... There's

021always a thought, well, maybe we should wait. Maybe we should hold off. And I think there's two thoughts I want to leave you with. And I know I heard you say you're thinking about getting back on the ballot, and I think that makes sense. The first is, it's a very difficult message, I think, to go out, tell people that this is a critical... a critical bond for the district, critical for the ongoing programs and facilities in the district, and then to do nothing when you lose. And then to come back in three years or four years or five years and tell them again. Well, we're back. And so they say, well, what happened in those intervening years? I mean, did you really need it or not? And that's why I always urge districts, yes, if

022you lose, I think the best thing to do is get back on the ballot, unless there's some other mitigating circumstance. Best thing to do is to get back on the ballot so you can make sure people understand, yes, we were telling you this is important and it remains important. The other problem with delay is how long it takes then to get to the next election because we have this system now where you have to be on a general election date. So if you look at this graphic, you can see in the On the November 24 election, you could have funding as early as early 2025. But if you go halfway down, you say, well, let's wait two years. It doesn't sound like very long. But in fact, the first you would be able to obtain

023funding is in 2027. And if you wait for the next presidential election, which is at the bottom of the page, the earliest that you would get funding is in 2029. So it's a long wait between these elections. It doesn't sound like it is, but when you graph it out, you can see that it's a pretty long wait. And then finally, just one more comment. This is probably a not very elegantly drawn map, but I think it's accurate in terms of the districts that you have in your configuration where you have this Thompson Act district that has elementary districts within a unified district. We've had a great deal of experience on these. I mean, the first thing we want to do is really dig into this, make sure we understand exactly how this is working, and

024make sure... all of the numbers add up correctly and that you can go forward whatever your decision is with with feeling that it works both with the sfid and with the district at large i'm gonna Stop with the presentation for just a minute. Well, I'm going to stop with the presentation the formal presentation and say what we do This is a very tight timetable. Obviously what you're planning on doing. It's about a month If we were hired tonight, the first thing we would do is next week We do an intensive interview with staff To talk about what are the needs? What are the numbers? What are the projects make sure we completely understand it? We would then aggregate that, bring it back to a special board meeting in roughly two weeks, really kind of break

025down what are your options, what are the pluses, what are the minuses, and what do you want to do, and then bring that back at the end of the month in time to get on the ballot for the cutoff in Ventura County. And with that, I think I'm going to halt and ask if there are any questions that you'd like to ask me this evening. After I get rid of this bug that's Fathering me here. Oh and then I will say also I brought each of you a copy as a book I wrote a couple years ago on what we've done through the school bond process in California as I always tell people It's actually not as boring as it looks So there is a fair amount in here about what districts have done around

026the state and how they've prevailed. So I Wish you luck. Yes, sir. So through the last process of going through the bond In March not passing a lot of concern came up was dollar amount How much family or homes are going to be impacted? Are you providing a recommendation? As far as what based on your research how much we should be asking based on the needs that we're trying to project in terms of facilities I don't have a recommendation for you tonight. We will have a recommendation for you. And it's a tough question. I recognize that. Thank you. Any questions? Okay, with that, I'm going to say thank you very much. I don't have anything else. I have a lot of statistics in that, but I don't think we have to go through those numbers.

027This is background for you, what your issues are, what the win rates have been in the past, but there's no more substance that's specific to our firm. So I'm happy to answer any other questions as they come up, and I want to thank you very much for the opportunity tonight. Thank you very much. Thank you. Thank you. Okay, District English Learner Advisory Committee, DLAC. Dr. Gina Ramirez. So good evening. Unfortunately, my parent didn't feel well today, so she had to leave. But she did bring her wonderful daughter to tell us about the wonderful things about our performing arts program. So tonight, we are here to, well, I am here today to present to you our advisory committee suggestions for what they would like to see included in the LCAP as we move forward. By law,

028we do have to have a DLAC, which whenever we, any district that has 51 or more, we call them emergent bilinguals. In our district, then we are to organize a district advisory committee that is focused on making sure that we are meeting the needs of our emergent bilinguals. So it's in Spanish. So one of our big responsibilities is to advise the governing board on these seven things here, which include our LCAP. And so our parents, we spend about four meetings, about two and a half hours long discussing our LCAP and what they would like to see. So they wanted to present those suggestions tonight. So some of the LCAP feedback, you know, our committee members would like for the flyers to be a little bit more understandable and simple. They want flyers to be mailed

029out. They know, they understand that there's a financial... burden when we mail our flyers, but many times parents come to the meetings with their flyer in hand saying, I had this on my refrigerator, so I'm here for the meeting. Improve the format of LCAP meetings where there is a little bit of more discussion and explanation of what the goals and actions mean so that they can be able to provide more accurate feedback. And one of the... phrases that the committee came up with that they would like doors to be opened and not closed for them. So whenever there's an opportunity for them to be able to provide feedback, for them to truly feel that their feedback is being heard. So they would like to increase more services for our emerging bilinguals. They would like to

030see more electives. They understand that as our students move on to middle school and high school, they have to take an ALD class by law. They would like to still. make sure that we provide them with a broad course of study which will allow them to take an elective. They would like to see French as part of one of our electives. They love Spanish, but they also thought French would be great. They would like to see a plan developed where we are really looking at how we improve learning. They do recognize that the LCAP does exactly that. So they would like to be able to, this is one of the phrases they wanted me to make sure I included. They want to let programs and people. stick around to know if they're a good fit

031or not. They wanna see that sometimes we may have a program one year, take it away, but did it work, did it not work? Sometimes we have people, things are working, but then they move the next year. So they just would like to see some consistency around that area. And they would like to really see direct programs or services for students. Our parents are very vocal of wanting to increase reading. They have found lots of successes with Lexia at their school site. So as you know, our DLAC members are comprised of different schools. So we have a member from McEvitt, a member from Graystill, a member from every school. And the schools that use Lexia, the parents feel that their students do much better in reading and they're accountable, especially the implementation of AR. when

032they're giving, when the students are forced to read and then they get an incentive because they read, they realize that then their students learn to love to read. So they would like to see more of that implementation district-wide. And so again, some more suggestions. They wanted to maintain special assignment teachers for our emergent bilinguals, both in elementary and secondary. They would like to include, they would like to be part of the selection panels whenever we're selecting principals or anything like that. They would also like to be part of that community panel. They have seen the value of the community outreach specialists in all schools. They wanted to... to encourage us to explore ways to be able to ensure that every school site had their own outreach consultant because they have seen a great value in

033what they do. One of the examples the parent have sent is that one of the schools had focus groups. And so now they feel, even though they're a small group of four to five parents, they feel heard. They feel that what they're contributing to the discussion, then the principal is able to listen and they get to see some things change. case there was an outreach consultant that's out front every day high-fiving students, fist-bumping and saying hello to parents. They truly appreciate that welcome environment and so they would like to see more of that. Another big suggestion for them is to increase security. They want to be able to make sure that their children are in classes. They don't want to see children wandering around. They want them to be in class learning. They know that

034we have the search docs that come once in a while, so they would like for that to continue. They want to find ways to reduce drug use in the bathrooms. Again, this is something that they see that they hear from other parents, and so they just want to see that we are listening to making sure that we can do something about that. And we did talk about... adding a detector. It was brought last year as well. You know, we explained why we can and cannot have certain things, but they want to make sure that the board is aware of what they're suggesting. The next thing, again, they would like to see a focus in mathematics. And again, when we go over the LCAP, we explain everything that we are doing so they know that our

035district is implementing CGI, which is a framework where we're actually learning from children, and they understand that. So this is just more of suggestions to be able to continue to develop that piece. They want to be able to have surveys to see, okay, are happy numbers working? Is DreamBox working? We know that Bedell and Thale use DreamBox. Is it a... a great program should it be used district-wide. And they want to find incentives to be able to motivate children to participate in. math, increase their reading, just come to school. They find that with the average consultants at the sites, they have seen that students are saying, I have to go because I'm going to get a ticket or I'm going to get this, you know, I'm going to be able to win a prize if

036I'm there on time. And so they're seeing that the students are being motivated to go to school when there's an incentive for them. They want to have more parent workshops. The focus would be on having a workshop on just the training on LCAP. What is LCAP? they know that we spend four days, two and a half hours learning about LCAP. They would like for more parents to be able to experience that as well and support parents who are members of LCAP. They feel that our membership has decreased in our LCAP advisory committee. They would like to see more parents participate. So they would like for us to reach out to more parents and train them and make them feel more comfortable. And we ask, so we ask you to give us answers if they cannot

037be done or not. So they would like to know that sometimes they make suggestions and they understand there are suggestions because they're an advisory committee, but they would just like to know if something can't be done to please let them know why or why not. And that's, those are all their suggestions. Any questions for me that I may be able to answer? I just want to thank you for bringing it all to the board. And it's very good things that they're asking for. It'd be great if we could just say yes and everything's done. But I'm excited to hear that they want to train more parents. They want to include more parents and bring them on board to supporting their students. So thank you for the presentation. You're welcome. I agree. DLAC is very dear

038to my heart because I've been a part of it for many, many years as an educator parent and so on. But going with that, how many members are we talking about right now, our current DLAC? In our DLAC members, we have about 10 parents that come consistently, and they are from different schools. We have nine schools, but sometimes we have a husband and a wife, or sometimes we have parents who want to be part of DLAC, and we never... turn any parent away. So we can have up to 15 parents at times. So I do commend our parents for staying two and a half hours. We do feed them dinner and we do have daycare. But we want, our goal in DLAC is to really support them in understanding what their responsibilities are and what

039suggestions they can make so that we can work together to really meet their needs and support our students. No, I think it's awesome. I love the idea that they're understanding what MION and AR stands for, because these are programs that they can help lay out and roll out at their homes. One of the things that's coming to mind as far as a question is incentives. are are the incentives coming out of an outcap fund or is it more out of your your parent group well some of the incentives they do come out of lcap we have an action um in our lcap that allows for uh for teachers or just principals to be able to allocate certain amount of money for incentives it also comes out of title one title one can also be used

040for incentives when it's tied to education so for reading for math and so um one of the parent from a kevin just because she was here today you know like every time the students pass a ar level they get a certificate and then they have this big hoopla for them right and the kids feel so excited because they get a picture on the wall and so then they want to read more here at glen city you know we have um Last year we had a student who would come to Saturday and then he brought more of his friends to come to Saturday school because we would read and they would see their little car moving around. So they just wanted to come just to read. So yes, but those are the funds that they can

041utilize for that. I love it. I think it's, again, it's awesome. I mean, when you tie incentives and carrots to improvement, it's wonderful. And then one final question is, and I know it's not, it's one that we can answer today. And I have an understanding of what our budget is right now, how much we're budgeting for the outreach consultants. What would be the difference if we're looking at increasing an outreach for each site? And again, knowing our budget situation, we've got to be really creative. Is there grant monies available for that? So again, letting the parents know that, I mean, well taken, love the recommendation suggestions, you know, so I think now it's just going to take. take all of us to be creative and how we're going to fund this but uh yes but

042i love the idea thank you for the information you're welcome thank you okay you're welcome thank you okay uh public hearing for the proposed local control accountability plan 2024 2025 sy more is on zoom i believe there it is yeah so i'm opening the public hearing at 7 21. anyone would like to make a comment All right, I'm closing the public hearing at... Yeah, they're going in a different order. It'll get there. Oh, I'm... I don't know why they're going in a different order. No, I apologize. It's because that was the initial letter you'd given under number seven to remove, but it was actually this one. So that was his initial... scratching something and I didn't correct it on mine. So I'm going to back up to 7A, informational items, the first reading, the revision

043to BP 5131.8, mobile communications devices. Good evening. So as many people know that when a board policy is either revised, updated, changed in any way, it comes back to the board. What we normally do is we do a first reading so that the board can listen to what the changes are and then over the next couple of weeks make suggestions on what they would like to see so that when we bring it back on like the 26th, the adjustments are made. It's what the board wants to see in the board policy and then we can move forward. So One of the things that has been happening across the country is that schools are becoming more aware that cell phones can be a distraction. We call it mobile communication devices because not only cell phones, but

044there's Apple Watches and there's different things like that. But so what we have seen is that the strictness. the cell phone policies across the country have become more and more strict. The changes that we have to ours is middle school students cell phone will place in a pocket or backpack and not in the student person at all times during the school day. Some school sites may require cell phones to be secured in a locking bag. That is something that works that we're currently exploring and will beta test Isbell Middle School. Students must follow all protocols for securing their device in a bag provided by the site. And then really the second... change is just recognizing that kids use headphones and earbuds, earbuds specifically, even when they're in class, so that we have the policy basically

045says that headphones and earbuds must be put away. And now when we talk about this for parents out there, when we talk about, you know, putting away cell phones, the cell phone will always be on the child's person in their backpack or like a locking bag will be with them. The And they cannot use these devices, earbuds, headphones, mobile communication devices, during any instructional time. So if they're at lunch, they're available to use their cell phone during breaks, whatever, before school, after school. So it's just while they're in the classroom. These are the rules that will apply. So any questions? Is this type of language going to be put like in the welcome back parent compact or welcome back? Once the board policy is approved, then we will, just like we update our... Chromebook usage

046policies and things like that. This will be then added to that Okay, because I mean one of the things that I'm not even without reading it looking it over but uh, but I'm thinking about that that non Non structured time, you know your your your passing periods you know things go on fights or whatnot or you know, bullying situations, that's the first thing that comes out, so phones. Oh, yeah. And so is there a policy to address, you know, individuals that are reposting? you know, videos or whatnot. Again, that's in our internet usage policy. Okay. Thank you. But I will say that the, one of the reasons why we're looking at cell phones, secured cell phone bags, it doesn't block the signal, but it has a little magnetic locking device. And so they have their

047cell phone in there. And then when they leave school, the it's, it's unlocked. And so we're going to beta test that at, at Isabel middle school, because logistics and things like that become very important and we don't want to overburden the teachers in in having to police that so we're trying to working very closely with our teacher union to figure out you know how we can go about doing it and have them develop it i know that mom garup uh the principal of isabel middle school and todd mcwherter the president of the union have been in little committee sessions talking about this and discussing how this can be successfully implemented Is there a positive model out there that we can maybe rely on? In other words, another district that's using something similar that gives us

048evidence? We saw five districts that use that just in Southern California, and they all use what is called the Yonder bag, Y-O-N-D-R. And basically, it's that magnetic locking bag. It's a silver magnetic locking bag, small, and they could... put it in there and then put it in their backpack or whatever. And that seems to be the most popular one in California. I haven't explored outside of California what they're doing. Now, there are school districts outside of California right now that have already voted and more are voting that cell phones cannot be brought onto campus. So that's, I mean, so you kind of know the direction, but we feel that our kids are responsible. And that if we give them the rules, like Trustee Fruto said, we give them the rules. This is the way it

049works. This is when you can use it. This is when you can't use it. Follow the rules. I think that for our kids here in Santa Paula, they'll be able to do that without any problem. It has to be black and white. If there's any gray issue, then we're going to be dealing with larger issues. And that's why I mention it, because it becomes an Ed Code situation. And we want to make sure that we're following one Ed Code, too, that we're also providing our safe environment for students and an environment where academics can. CAN BE MAXIMIZED. THIS POLICY, BY THE WAY, WAS CODEVELOPED WITH VENTURA UNIFIED SCHOOL DISTRICT AND OXNARD UNION HIGH SCHOOL DISTRICT. SO WE WENT TO THEM AND SAID CAN WE SEE YOUR POLICY BECAUSE I KNOW YOU'VE ALREADY UPDATED IT TO

050THIS AND THEY SHARED THEIR POLICIES AND THAT'S HOW WE CAME WITH THE LANGUAGE. BACK TO THE POINT YOU MADE ABOUT NOT PUTTING MORE OF A BURDEN ON OUR TEACHERS. RIGHT. MY THOUGHT I HAD WAS HOW ARE THOSE What do you call them a bag a pouch? Yeah, how are they gonna be given to the students as our teacher to be at the door handing them out? Well, we were looking at first period and then in their last period it would be unlocked. They'll be locked all day That's one of the things that they're looking at but really what we were looking at was that when they enter we have a basket of these bags They walk into the classroom they grab when they put it they put it in there and then the we have

051a magnet that Unlocks the bags at the door, you know on the wall. So all they have to do is just Touch it and they can get their sentence put the bag back in the box. So we're trying to all you go Yeah, we're trying to find some system. So like you said it doesn't you know, the teachers have enough to do. Yeah, so I'm just thinking I got three kids. They could be, you know, very clever. So I want, I'm just thinking in the classroom, how is it going to work when all of them are rushing in in the morning? And like how much time it would take the teacher if they got to walk around and make sure they're all closed. that kind of thing but that's why we're beta testing it so

052yeah that's why we're beta testing and i'm sure that what we'll see is they'll implement it and then they'll be changed they'll realize after a couple months we need to make change to this or we need to do it a different way and that's why we wanted just to beta test it but we felt that uh isbell middle school would be the best place to do that because one they're middle schoolers and they they tend to all have cell phones and um you know so all right any other questions thank you Now we move on to 7B, public hearing for the proposed local control accountability plan 2024-2025-SY. And I'm opening the public hearing at 7.30. Is there any comment on the public hearing? Okay, I will close the public hearing at 7.30. 7C, local control

053accountability plan 2024-2025-SY. Dr. Moore. All right. Just to do a sound check. Can you hear me? Can you hear me? Yes, David, we can hear you. Okay. Awesome. Okay. Well, first of all, good evening, President Ornelas, the Superintendent Weinstein, and our board members and the community and cabinet watching this evening. I want to talk a little bit about the process and what we will cover tonight. There are a lot of slides. And what I would like to do, there are components of this presentation. that we are required through the state, we are required to present tonight. And so one of those is the annual update to close out the previous LCAP and then the budget overview for parents, which Kevin is going to do that. And then the LCAP, the new LCAP, the 24-25, and

054then the next steps and timeline. What I would like to do, it seemed to work in previous presentations, is to sort of break it up into sections. And so I will talk, I will go through the annual update, the 23-24 annual update, and then I will provide an opportunity for the board to ask any questions. And then we'll move in at that point, we'll move into the new LCAP and break it up that way if you don't mind. All right, so getting into, we're going to talk about the closing out the old LCAP and kind of where we landed. I'm not going to go through everything line item by line item, but I just want to highlight a few areas of the LCAP as we close it out and move forward. So in our previous

055LCAP, The goal one was focused on increasing academic achievement, implementing the California standards, and increasing English learner achievement in EL and math. A couple of the metrics within that goal, we really focused in on the English learners. And if we look back at the baseline, where we were in terms of standard exceeded and standard met, the desired outcome. And the desired outcome in that particular three-year LCAP was an increase of 15%. And of course, we fell short of that. We were in our COVID years and trying to recover from that. And so we know that with our English learners, we know that we have work to do with them. And then, of course, the same was in math. We wanted to increase it by 15% and we fell short there as well, but we're going

056to keep our focus on our English learners. So professional development, and I'm going to touch on in the new LCAP, I'm going to address professional development, but we spent... quite a bit of funding in professional development. We were pulling from a lot of different sources to pay for all of the LCAP, but we had $424,000 allocated. We spent $484,000, so went a little bit over in the area of our professional development. Literacy support is another action within Goal 1 where it helps to fund our library, our librarians, our after, or excuse me, any additional hours that the librarians put in. And that was called literacy support. So those are two of the higher ticket items on Action 1. So what were the successes? Well, successes is we did a lot of PD around. We did

057the P3CC, which was our preschool through third grade math initiative. We did our CGI third through fifth grade. We did the K2 literacy. That's the core literacy. And then EL shadowing last year. So there was a lot of PD going on over the last year. What are the challenges? So we want to look at some of the challenges in achieving goal one. PD is a critical part of what we do, but as with all districts, we are challenged with filling the substitute positions in order to bring teachers to the district office. to do the PD. We tried to mitigate a lot of that by doing summer PD, and that was very successful. We had a lot of teachers take advantage of that. However, throughout the year, we are still dealing with a sub shortage for

058our remaining PD. So how did the update inform, we want to know how it informs the 24-25 LCAP. So SPUSD has a laser focus on pre-K student achievement, especially with our unduplicated students, our English learners, foster youth, and homeless, and of course our students with disabilities. Santa Paula Unified School District will continue targeted. professional development and continuing on that same path that we have been on. Going into goal two, goal two focused on increasing parent involvement and enhancing student engagement through a variety of enrichment opportunities. CTE is, as you know, CTE has gone through some major changes, major improvements under the direction of our director, Christina. And we've taken the, we were doing a lot of different CTE pathways and we've narrowed it down to about five or six. to do those well and we're

059well on our way to do that. But one of the metrics was completion of at least one career technical education pathway. Our baseline was 39% or 62 students met the criteria. We wanted to increase that. Fell a little bit short, however, not worried about that because we know that as we focus more on our CTE pathways, which we are doing and really fine tuning those, those numbers will grow. Number of students completing one semester, two quarters or three trimesters of college credit courses with a grade level of C or better. and academics and CTE subjects where college credit is awarded. We had 120 in our baseline year. We wanted to increase that. Of course, we fell a little short there. But we, again, Christina's working on dual enrollment. She's working very hard with our local

060colleges to really strengthen that partnership. Go to actions, support advanced placement. Last year's planned expenditures, 57,000, and we spent the whole amount. And that is to cover the cost of students who cannot afford to pay for the exam fees. We want to make sure that we have that opportunity available for them. And then increase and support career technical education. $190,000 came out of LCAP. And we spent the whole 190 in LCAP and we'll continue to fund that. What are the successes? Actions 2.4, increase in support career technical education opportunities. Santa Paula Unified School District aligned its focus on the California state plan for CTE with the Division of Equity and Excellence. And if you look at... Where we are in our partnership and the dual enrollment course offerings, and those are aligned to post-secondary programs

061at both Ventura and Moorpark College, you can see over the years the number of courses and how they've grown. And again, the work of our director of secondary education. And how did the update, how did this update inform the new LCAP? SPSU, SPUSD will continue to provide students with relevant real-world experiences and skills that are essential. for success in today's world. And so CTE is a huge part of that. The academies that we fund and the different things that we do with our academies, that also will really be a pipeline as we fine tune those academies that will really be a pipeline moving into our CTE programs. And I'm just going to touch a little bit on goals three and four of the previous LCAP. Goal three focused on increasing graduation rates. Goal four focused

062on creating a welcoming and safe school climate for students and parents. Couple of the metrics within those two goals. We started at a baseline 89.9% in our graduation rate and we finished at 90.2. So a little bit of an increase there. The California Healthy Kids Survey, 57% of students feel safe. In our baseline, 78% of our students feel safe at school in our most recent Healthy Kids Survey. 31% of the students reported having a caring adult relationship in our baseline. And then 70% of students reported having a caring adult relationship in our most recent assessment. And a couple of the actions within goals three and four, we've put a lot of resources into counselors, mental health support at a cost of over $2 million. We went a little bit over that $2.2 million in the

063actual expenditures. And we have done a lot in terms of safety measures, additional additional camp supervisors. And we again, that safety is a is a an important part of Santa Paula. And we will continue that, obviously, in our new cap as well. Goals three and four successes, action 3.3, positive behavior intervention and support framework. SPUSD remains committed to that. It's not perfect yet and it's not in every school, but under the direction of the new director of student services, one of the goals for that person is to really develop the MTSS process. Dr. Bradley started that work, did an amazing job. starting that work and we're going to continue and PBIS is a part of the MTSS framework and so we're going to continue that work in the new LCAP. So how did goals three

064and four, how did that inform the development of our new LCAP? We're going to continue to develop and refine multi-tiered system of support. I know that is a huge goal for our superintendent. And so we are, we're going to take that on and really develop that throughout our district. And then Santa Paula Unified will continue to make safety a priority and commitment to fostering a secure, well-maintained and conducive learning environment for all of our students. All right. So that is the annual update for the LCAP that is ending. And then I can take questions at this point. And then we'll move into the new LCAP. Any questions about this LCAP we're talking about here? Yes, go ahead. Dr. Moore, this is Trustee Prutos. So just a quick question. I'm trying to pull up my slide

065here regarding CTEs. I believe it's slide 10. And I just want clarification. So on the 2020-21 baseline, 62 students, how many programs were being offered at that time, though? I believe. I believe we were at about 11 or 12 at that point. And then our current. We're at six, I believe. Okay. So again, that could help explain a little bit as to why we see a little bit of a down. So just wanted to get clarification on that. Thank you. Any other questions on this current LCAP we just reviewed? Okay. All right. So I'm going to have Kevin talk to you a little bit. You could come to the podium. I'll have Kevin talk a little bit about the budget overview for parents. Okay. So the budget overview for parents or BOP, as we like

066to refer to it, is a required document as part of the LCAP process. And it has kind of a simple, some simple infographics. on the actual document summarizing our total LCFF funds, our supplemental concentration funding, which is really what the LCAP has written around to show how we're utilizing the extra supplemental concentration funds to augment our base level programs in the district. And I don't know if the equity multiplier, do you have the actual graphic? the pies or any of that in your presentation here? I don't, but that is the equity multiplier, 148,418. Yeah, sure. I just don't know if it was actually as part of the BOP. I don't remember putting it in. But, you know, so it looks at, again, our total LCFF funds for next year, our estimated supplemental concentration funds. It

067also looks at our total funds or expenses as it relates to. improved services and I believe that the only question that was triggered in our bop for this year was one that's triggered in everybody's bop because unless you create an LCAP that includes every single expense for the whole school district which some people could you can you can write an LCAP that does touch on every single expense they're just not all contributing but we don't and so there's one question that asks you know what general fund expenditures that it does the district have that aren't in the LCAP and for us that's you know base base level services so you know general teacher salaries utilities insurance i mean all those things we don't actually put it in our into our lcap so all those expenditures

068are not built into the lcap and um and the lcap i think is two pages at the end of the actual document if you wanted to review it it does have a nice little pie chart and a little breakout of um you know what the supplemental concentration funding is in that again in kind of a little infographic but it doesn't really give you a good idea of how we're spending all the money the the lcap document is a better outline of that Any questions on the BOP? Oh, there it is. I'm okay. Not hearing any. I guess I'll turn it back over to David. Thank you. All right. So now we're going to move into the 2425 LCAP. And I want to talk a little bit about the process. I want to really thank all

069of my team. Dr. Garcia, the two directors, Tim and Christina, Dr. Lawrence, our director of SPED, and then Dr. Ramirez as well. And then all of the parents who showed up to our input meetings that we had at each one of the elementary schools. and then the advisory committee as well. And so as we move into next year, we definitely want the... the input to be more robust. We started having those meetings in person again, the parent advisory committee, LCAP advisory committee, and it really has been a pleasure meeting with those parents. But one of the things that I want to talk about as we move into the approval of or the review of this LCAP, and then of course, we'll bring it back on the... the 26th for the approval there will be over

070the next couple of weeks as we get input and as we fine-tune the dollar amounts that you'll that you you see in the lcap those are not absolutely not written in stone we have to move some of that uh we have to move some of that funding around I'm going to meet with my directors next week. We're looking at professional development and then some of the different areas that they lead. Have we allocated enough resources in the LCAP for their particular areas? So just know that when we come back for the approval on the 26th, I will note those changes that were made over this next couple of weeks so that you have a clear understanding of what you were approving. So let's jump right in. Our new goal one is focused on the academics,

071all of the academics that would be academic and data points that would be measured on our dashboard. So academic skills, knowledge, and the learner profile competencies necessary for success. in college career and life through rigorous and relevant curriculum and standards-based instruction. So this goal really is setting us up for some, I think, some fantastic work over the next three years as we really... as we dive into standards-based instruction instead of teaching curriculum, we're teaching standards. As we dive into the learner profile and what it means to and how we're going to measure whether or not the students are developing those competencies. This goal really sets us up for that over the next three years. The last part of the goal is is a piece of the goal that was recommended through the county so that

072we're saying how we're going to metrics, how we're going to use metrics to really identify the success in whether or not we're meeting this goal. So the laser focus of this goal is to provide rigorous standards-based instruction. offer professional development for teachers in literacy, math, and EL strategies, expand advanced placement program access, support career technical education pathways, and to fund college career field trips and experiences. So those are some of the laser. foci of that particular goal. So we're looking at these are some of the actions and some dollar amounts that are attached to that. Professional development, it looks like professional development grew exponentially. And I want to clarify that it hasn't. In fact, we've cut back a lot. In our previous three years, Our professional development, and when I say PD, that includes summer

073training, that includes hourly pay for after school, if we do any trainings after school. It includes subclass throughout the school year. All of our PD was divided up into several different funds. So we funded some through Title I. We funded some through Title II. There was one-time money that paid for a lot of the professional development. All of those different funds are not available as they were going into this LCAP. So we have reduced. contracts, we are looking at what would it cost to, you know, for subs for summer training. And this is a although an inflated cost over the previous out that it really is a reduction in in some of the work that we're doing for the whole year. And it covers everything subs, hourly pay consultants. And so that's a and that

074that amount may change a little. So our English language dual emergent dual immersion program, twenty five thousand. That will be for conferences or training, any training that they need specifically for that program. Our language appraisal team that's headed by Dr. Ramirez, sixteen thousand five hundred. Our newcomer teacher, this is the salary and fixed costs for our newcomer teacher. And then our TK-12 English language development teacher on special assignment, again, salary and fixed costs for that as well. All right. I'm going to stop here as a stopping point to see if you have any questions about goal one at this point. Quick question. I'm on slide 24, a newcomer teacher. That's one person? That's one person. One person and serves how many students? Dr. Ramirez, are you able to provide some information on the newcomer teacher?

075Sorry, currently she works at four elementary schools and she serves between 12 to 18 students. And do we have evidence that that is actually working? Yes, so on a yearly basis, we adapt our students, which is a one-on-one assessment that measures receptive and expressive language. So we're able to monitor the progress of students achieving and learning English in a rapid manner, as well as learning how to read. So yes. And then the other question also on slide 24 is the ELD slash DLI. I'm not comfortable that it's grouped in one category because it's too clearly. two different programs. Okay. And so I'm just wondering, as we're going through this as a first read, I'd like it to read ELD as one program and one intervention that we're going to try to work on and DLI

076as a completely separate intervention or program because they're two completely separate. programs. Okay, we can do that. DLI is dual language immersion. ELD is second language learner. And again, two separate distinctions of a type of student. All right. Great input. Thank you. Any other questions on that one? Maybe going with that, will that change the dollar amounts? As I said, these dollar amounts are not set in stone. We have a lot of moving around to do over the next couple of weeks. And so some of these are way underfunded. Some may be overfunded. We just have to sort of fine-tune that within the next week or two before we bring it back for approval. Thank you. But I definitely, I will separate those in the LFAP. I have just a quick question. On the newcomer

077teacher, the total amount, the $165,336.61, that's just their salary? That's salary plus what we call fixed cost benefits, and I'm not sure what else is included in that. Gina's coming up to the mic. So per that category, that category will actually decrease. We're just really funding just the salary of the teacher. We use Title III LEP money to be able to buy supporting materials to support that teacher in being able to implement different curriculum that is different than what we offer in the regular ELD classes. Okay, thank you. I do notice a lot of the interventions that have been mentioned are very elementary driven. Is there going to be discussion somewhere in here regarding the high school? Because I know that there's also an issue with the LTALs at the secondary level. So I'll let

078Dr. Ramirez, you can provide any information in terms of the ELs. But one of the things I met briefly with Christina, I want to say Thursday or Friday of last week. So there's a math initiative. that will be at the secondary level that I'm going to have her sort of spearhead. So all of that, when you look at the professional development amount there, all of that will be included in there. So whether it's coaching, providing subs, that will all be included in that amount. Did that, Board Member Furtos, did that answer your question? Yes, thank you. Okay. All right, so I'm going to move on to goal two. Now, goal two is what we call a focused goal, and it targets literacy and math. And the data points that you'll see in goal two are

079all local measures. I'll talk a little bit about that, but let me read the goal. The Santa Paula Unified School District will ensure all students achieve grade-level proficiency in literacy and math as defined by state standards and district benchmarks through evidence-based high-quality reading and mathematics instruction, targeted intervention, and progress monitoring. ensure grade level literacy. So we're deploying reading intervention teachers at all of the, actually all of the elementary schools that should say, strengthen school libraries and literacy centers, implement parent literacy. One of the things I would like to start this year is a, and I'm going to talk a little bit about that. I'm going to, I want to implement a parent literacy academy and utilize research-based assessment tools, which we're well on our way with the K2 Literacy Task Force. We have that almost

080nailed down. The Parent Literacy Academy, I want to pair that with a program called Footsteps to Brilliance. And this is a... This is a program that is designed for preschool all the way up to third grade, I believe. And I'm actually working with the vendor right now. They have a program that is, well, part of it will be, part of it is funded through a grant is my understanding. And what they do is, so if... If Santa Paula Unified School Districts, if we move forward with this, that particular web-based program can, will, the Santa Paula School District, whether you attend our schools or not, the students will be able to log on to this program called Footsteps to Brilliance. It's very much geared toward English learners and English learner parents. It's very user-friendly. It can

081be used on a cell phone, any type of cell phone. It can be used on an iPad, a computer, any. It pairs with any device. So there has been... tremendous success through this program. And what I want to do is pair that with the Literacy Academy, get that program up and running, and then train our parents in how to support reading at home and support the reading instruction that's happening in the schools. And then we are piloting an assessment program called DIBELS, and it's a web-based assessment program called Amplify the K2 Literacy Task Force. They started with the pro- they started- They started piloting it, but they're asking for more time, so we're going to give them more time when we come back in the year. And that will be just additional assessments that we

082need to really progress monitor whether our students are learning to read. And then close the achievement gaps for English learners, foster youth, low-income students, and students with disabilities. So our reading teachers, we're moving that forward into our new LCAP. However, their focus is different. So I believe we have 13 teachers right now. Each one of the schools, I believe, has two. Gray-Steel has three. One of those... one of those intervention teachers at each site will be focused on supporting our English learners. And so we're excited about that. Literacy support, also funding, continuing to fund our libraries. I've allocated money set aside for the literacy, the Parent Literacy Academy, to pay for some of the ancillary costs, whether it's food or supplies and that kind of thing for that training. And then the footsteps to brilliance,

083I think will be around 60. I will have a better number for you when we come back on the 26th. So that's goal two. Any questions about goal two? Moving on, goal three, student engagement. Santa Paula Unified School District will engage students through innovative site academies, project-based learning, and differentiated pathways tailored. to individual student interests and abilities, providing authentic student-centered learning experience that promote critical thinking, creativity, and real-world problem solving. So the idea with this goal, and this goal has three components. Student engagement is one component. The other component is parent involvement. The district will strengthen parent engagement and collaboration by providing diverse opportunities for increased participation in school and district activities such as workshops, forums, and decision-making processes. The district will prioritize open communication, cultural responsiveness, and establish a strong partnership between home and

084school recognizing the critical role of families in supporting student success and well-being. The third component of this goal is school climate. The district will enhance student safety, well-being, and academic success by implementing a comprehensive multi-tiered system of supports that proactively identifies and addresses students' academic, social, emotional, and mental health needs. The MTSS will focus on fostering an inclusive, supportive, and equitable learning environment while enforcing robust safety measures to ensure the physical security of all of our students and staff. The laser focus here is develop unique academy programs at each school, which we're well on our way to that and fine-tuning those. We're going to add steam toasts. provide youth leadership and mentoring opportunities, expand restorative justice practices and positive behavior intervention and supports, and expand parent involvement, education, and communication, and develop comprehensive multi-tiered system

085of supports. So a few allocations here support educational outcomes. So in our last in our last LCAP, it was just titled Support Educational Outcomes. And what we realized is that moving into the new school year, and let me back up a little bit. The principals called that their LCAP money. So they all had, and I believe it was based on a $200 per student allocation. And the principals could use that money for whatever they see, whatever is what they feel is necessary to spend that money on. Going into this new year, we realize that we don't have a lot of this one-time money. And the schools want to continue projects like the Latino Youth Cinema Project. Art teachers, some of which are coming out of the Prop 28 money, but there are things, there's stuff

086and things, as Kevin calls it, that they need for their academies. So we are supporting educational outcomes, but also using this money, a portion of this money, to further develop the experiences that students have in the academies. So restorative justice, $110,000. And that particular one is salary and fixed costs for our restorative justice coordinator. And then positive behavior and intervention supports PBIS, putting money aside for when the new director comes in, there's money aside there for meetings, trainings, materials for PBIS, and then another 15,000 for the new director coming in for the development of MTSS multi-tier system of supports. All right, questions on goal three. I guess it still all falls back on on just budget dollar dollar amounts and I know you mentioned that principals have some discretion of how they're spending their funding

087their their money and I know that was from the past but going forward again our principals having these comprehensive discussions at school side councils and making those those critical decisions of what they believe is right for their school sites. Because it seems like this could be a top-down approach versus a what is the school, I mean, what are the school needs and how can we support them using the goals of LCAP? So I just want to make sure that, again, is there an opportunity for school sites to have those discussions under LCAP? Absolutely. And we're not forcing, you know, we want to continue the development of the academies. We see the enriching opportunities that these have for the students involved. But we also realize that there has to be funding for those particular programs. we've

088increased this amount, we've increased this amount to give them the opportunity if they want to continue those programs, they have money to do it because we don't have other pots of money. As far as I know, we don't have other pots of money to fund all of these different things that we did over the past couple of years. I get it. Again, I'm just, I'm going back to, I'm thinking about some of the, like the parent literacy academy or the footsteps to brilliance. Again, I'm not questioning the success of the programs or how they can be helpful, but rather than say, here's what's available to you, I'd rather it be the school site saying, yes, we'd like to go ahead and take our allotted dollar amounts and we'll use it. to go ahead and use

089this this this program that's again i just i keep hammering that and i know and and it's got something in my some somewhere in me it's got to change in the sense where i think i just need to be more clear i guess i want to see more school site council minutes that these discussions are happening because i don't want it to be a top-down discussion for for some initiatives i understand that there's some that there's just no no choices But I just want to make sure, like, footsteps to brilliance and parent literacy, DIBELS. I'm familiar with DIBELS. I know it's working with fluency and whatnot. But I just want to make sure that the school sites are having those discussions. And not just saying that it is, but I want evidence through school site

090council minutes that says that they are and that's what they want to adopt as well. Right. And so I think. I think maybe I need some direction and maybe this isn't the time for that. But I'm thinking of the literacy initiative that we started three years ago and the parent component of that, that's a critical piece of that, of students learning how to read. And so that really is kind of a district. That is a district initiative. So maybe I'm not understanding. I think I need more clarity. Are you saying that... An initiative like that needs to be more decided at the site level or not at all, not at all, because I definitely don't want to get in the in the middle of a Williams Act situation. But what what I'm clearly on saying

091is it for a lot of these supplemental. Materials that are coming forward the the supplemental materials that are going to support our core literacy Initiatives, it's those issues or those those programs that I would like to see the school sites have a little bit more Say on how they want to again. I don't want it to be Top down I would like to see the school sites having those those comprehensive discussions and making those those decisions on how they want to support their parent literacy Academy Maybe they already have a teacher that says man. I'll do it I'll step up and and run your your parent your parent literacy program, but here's what I need And then can we afford it? Then go from there. But again, if that discussion is happening there, then you're

092allowing the attrition of you're cultivating the program from the lowest level possible, and then we support them from the top level possible. Got it. Got it. That makes absolutely, that makes a lot of sense. And definitely, when we get parents involved, we're going to need teachers involved. And I could really see a lot of the teachers and administrators, and we have representation on our K-2 Literacy Task Force. I could really see them really jumping into that piece of it and really developing a robust parent literacy academy. And I've mentioned it a couple of times in our task force meetings. And I know there's some excitement around it. What it specifically looks like at this point, I don't know, but it definitely will be a collaborative process across the district. So that's good input. Thank you.

093All right. All right. So we're going to move on to goal four, the Santa Paula Unified School District. We'll ensure equitable conditions of learning for all students by recruiting and retaining highly qualified and diverse staff, maintaining safe and modern facilities and equipment, providing access to comprehensive, rigorous, and standards-aligned curriculum. and instructional materials and regularly assessing and addressing disparities in educational resources and opportunities. So this particular goal, when we look at the state, the state requirements, really these are all your basic services. Do our facilities in good repair? Do teachers have access to the right curriculum and a lot of Williams compliance and stuff in there. So goal four really covers what we call basic services. So maintain our goal was to maintain small class sizes, especially in the early grades, provide up-to-date technology devices and

094infrastructure. ensure safe modern school facilities, adopt standards aligned instructional materials, recruit and retain highly qualified diverse staff, and expand inclusion of students with disabilities in general education, and increase preschool and transitional kindergarten enrollment. So this is a smaller class sizes is really something that is really transferred over from the other, the other. LCAP, school safety measures, $150,000. Health services specialists, those cover the salaries and fixed, I think just the salaries and fixed costs for our nurses. And then the development of MTSS multi-tiered system of supports, that is... Actually, it's the same $15,000 that you saw in the other. It's not an additional $15,000, but it actually falls under this particular goal as well. All right, and then goal five. Goal five is a goal that is specifically for Renaissance High School, and this is a

095required goal. And the goal is with the collaboration of the staff, parents and students, Renaissance High School will increase the school's stability rate to 80%. So Renaissance High School was identified for the equity multiplier funds. And that is based on what we call the non-stability rate of students. entering and exiting the school, entering and exiting the school, their stability rate is about 72%, and we want to get that up to 80%. And in working with Dr. Olivo, her focus is really improving the math, especially math, but ELA scores. And so she asked that this money be if we could if we could think about using the 148 000 if we could think of it in a sort of a laser focus mtss for renaissance high school where they are working with the working with students

096on attendance working with them on their ELA and their math scores. So that the low income students, those are the target students for this particular for this particular goal and their low income students are in the red in the red indicator for the for the cast. dashboard scores, they're in the red for ELA and math. And so she's really wanting to do some work around that, really focusing on math is what she would like to do. And then support students non-academic needs through what she calls is the whole child. approach. So that all fit into really implementing a multi-tier system of supports with that $148,000. And she has some ideas that she's looking at. One particular idea is either funding partially a math teacher, or there's specific programs that she's wanting to do to target

097some of the more at-risk students that she has on her campus that will require some funding as well. So she, a lot of ideas going around with that, but she's, the state has been, the state has given her $148,000. And so she's working with her staff and her parents to really determine how that funding will be spent. All right. Any questions on I lumped two goals together. Any questions on goals four and five? Not a question. I'm just happy to see additional resources being given to Renaissance to support our students and their families and our staff. Yeah, this is a major blessing for them. So I know she's excited about the opportunities to really provide the additional support our students need. All right, so moving forward, the LCAP approval, this is just the presentation of

098the LCAP. We've got some fine tuning to do. I'm working with Ventura County Office of Education, working on some edits. There are some things in there that need to be corrected, metrics, some of the actions, how we're reporting the metrics. There's a lot of really useful input coming back from the VCO, VC. BCOE team. They are amazing with LCAP support and I really appreciate the work that they're doing also on the fiscal side as well. So we'll bring this back. We'll make the changes. bring it back to the board on June 26th. And then I will in that presentation, I will outline the changes that were made from the one from the one presented tonight. And then it'll be up for approval on the 26th and we'll be off and running with our with our

099new outcap. I have a question. I'm not sure if I missed for for our pathways. There was 190,000 that was budgeted for this year and moving into this new year, 24, 25. Are those funds going to be reduced? Are they being maintained the same? I didn't see that here. Right. So one of the, one of the things that I have to, and I'm, I, uh, I'm meeting with my, uh, with my team, we have a little retreat plan for next week. And one of the things that, that, um, that I have to find out from Christina on the C, at least the CTE portion is a lot of the grant funding that she applies for and gets. It's usually quite a bit. I don't know how much in terms of matching funds we need to

100have. and how that plays into how that plays into L cap. So I'm not sure the allocation that I that I put down for that. But I mean, like I said, these numbers are going to these numbers are going to switch around. And as I know, specifically what is needed there. Absolutely, we'll do our best to fund things the way they the way they were realizing, though, that L cap has decreased. has decreased a little bit from the amount that we're getting has decreased from the previous LCAP. So does that answer? Does that answer? Sort of. If my understanding of grants and what I'm learning from different areas or people I've met through at the county level. The grant writing that's done for our pathways or for anything else for our district as a district

101We have to show a buy-in to what we're asking money for so I would just be concerned about Whatever or the hundred and ninety thousand that we had for our pathways and all of the cool presentations and great things that we've gotten to see Here in a public setting during our board meetings, but also things that us as board members have gotten to see when we do our site visits and speak to staff and students. My concern would be us not having the same opportunity to get those grants awarded to us because of loss in what would look as a loss of a buy in on our behalf as a district into what our pathways are are meant to be for our students. Right. And I don't see. Board Member analysis, I don't see that

102going away. Obviously, when the pie when it gets a little smaller and we've got a lot of different priorities going, I mean, we've we've got we've got things in the cap, I think moving forward that I think we really need to look at going into and I realize that the money has to come from somewhere. But there's a lot being funded out of LCAP that might not really be providing direct services to our unduplicated count students. So I think we've got to look at that. But I wouldn't be concerned about our programs like CTE and some of those awesome things that we're doing, that those things would be minimized at all. Moving forward. I think just to kind of mirror a little bit of what what I'm hearing and corroborates a little bit with trustee

103analysis is is saying is so I'm hearing in the education community, our Santa Paula community that CTS is a is that is an at risk program right now when it comes to budget. So, I mean, just to put it very clearly, we know that we're in a budget pitfall right now. So I think you need to convince us going forward that here's what we are spending on CTEs, and I wish you luck in your... in your workshop next week with your team. But we need some assurances that the CTE program is going to get the same kind of attention and is going to be successful under this outcap. And so I guess that's kind of what I'm just, I'll just come out and say it, that there seems to be a little bit of distress

104out there. and I just wanna make sure that if you can help us put a little light on it or just put it to rest. So. Oh, absolutely. Thank you. We'll do that. And I'll just on what Trustee Fruto said, how our academies are viewed throughout the district, the county, and even at the college level, I'm talking Ventura College and the partnerships that are being built there. We're being seen as a district as far as our CTEs go as bringing great opportunities to our students. And I know the budget's a very difficult thing and I wish you all the luck there is that I can wish you. But I would really hate to see us lose funding for our CTE pathways. 190,000 is a lot of money, but for all of the things that are

105being brought to our students through those six pathways that we are currently offering, I mean, I'm sure more money would be great just like for all of our programs that we have, our initiatives, but I would hate to see money be pulled from there that could cost us those opportunities. Again, I wish you all the best of luck. I just wanted to clarify that if there is a reduction in those funds that are being allocated for CTE, They have to come from somewhere, like you said. So I'd like to know if there's even an option for where they'd be coming from or what we're doing with the funds that are being pulled from them, where they're going to be allocated. I know that our declining enrollment is something that's being affected by a lot of

106different things, but I would hate to see it affect something that puts us in that competitive space with other districts. seems to be a topic that comes up when I've gone to events outside of our community. And it's a highlight. So I would hate to have that be affected in a negative way. Again, I wish you all the luck with your moving around and budgeting. But I just I wanted to say that and put it out there to make sure that that. that we keep a focus on that along with all the other things. But I would hate to see funds being pulled from that because as a student that went through one of the academies, I know what it did for me and it's only gotten so much better. So I would like to

107see that continue. Absolutely. And I think I feel very strongly because there's no one, I'm not sure. I'm not sure what's out there, but I don't think there's anyone that I know of in our district that is wanting to in any way decrease the focus on CTE. So absolutely. And I think once I meet with my team next week, I think we'll have a clearer understanding of what is needed. But I appreciate the input. Thank you. Anybody else? No? We're good? Thank you, Dr. Moore. All right. Thank you. Okay. Moving on. 7D, first reading of board policy 6146-1, graduation requirements moving forward 2024-25 as school year. Oh, Dr. Moore, that's you again? Yeah. Oh, okay. I'm sorry. All right. Can you. Okay. So I apologize. I was trying to get everything shut down. Can you

108repeat that? I apologize. We're Dr. Moore. We're going over the high school graduation requirements policy. Okay, so that particular policy we're bringing to you and there was a correction made on that policy. So we're not reducing any of the credits. It will remain as 230, but we needed to add the ethnic studies into our graduation. And then we also needed to make sure that the wording, the temporary reduction of credits for our Renaissance High School, that that went back up to 230. So those are two of the big changes that needed to be made to our graduation policy. And then I want to talk a little bit about, and I won't go into detail, I want to talk a little bit about ethnic studies. So we have, a group of teachers that are kind of

109just putting their, really dipping their toe into the water on Ethnic Studies. We are going to bring, we have to have a required Ethnic Studies class for our 25-26 school year. We are going to bring curriculum to you next year. I'm also going to have the teachers involved in that provide a presentation. we are going to have opportunities for community input on the ethnic studies class. So there's a lot that needs to be done in the development of that. The teachers asked, could we... dip our toe in the water and could we start something and have something in place moving into next year so that we have students where we can actually pilot. We actually are piloting some curriculum. So we're going to go through that process moving into next year. But it needed to

110be in the graduation policy because it is a state requirement. but there's no action either right so it's just information yeah just information dr moore can i get one clarification on on this so i noticed reading through it that the plan is to take ethnic studies and replace what we call choices or career and college readiness right and so each semester a ninth grader will take um We'll take health and ethnic studies. So they'll be kind of combined. So that'll give them the year program, right? Right. My question to you is, as we move forward, moving forward, we're going to have a cohorts of students that are currently in our high school that will not have access to this course. Is there a way we can make it part of the elective? part, you know,

111if you could talk to your teachers so that if I'm going into 12th grade next year and I want to take ethnic studies as an elective, it could be available to me. Absolutely. So I will definitely work with the team up there and see what we could do to offer that. I know going into next year, it's just a ninth grade class, but absolutely, I will look into that. I've got a couple of questions. So, Dr. Moore, you mentioned curriculum will be piloted next year. Are you saying starting fall 2024 or the ethnic studies program is going to go ahead and get started without curriculum? So, they're going to start next year. And they're modeling a program that comes out of the San Diego Unified. And I could, I won't share my screen, but I

112could talk to you a little bit about some of the areas that they're going to cover. Hold on just a minute here. And I'm just going to go ahead and add a little bit to it. So being of Latino, Chicano descent here of Santa Paula and knowing our population, I want to make sure that the curriculum is aware and is inclusive of our population. It can't just be another history program. It needs to be a program based on AB 101 as I've looked into it. It has to be a program that's living and well within our community needs. What do I mean by that? What I mean by that is that it has to be relevant to our student population. When you look at our student population, we're primarily of Mexican descent. So programming needs

113to be... sensitive to that. And that's why I'm saying is it needs to be, we need to be aware of that. We need to be aware that we're also on an ancestral lands. We're living on lands that are on, you know, where the Chumash and the Mupu Indians once lived. So this ethnic studies has to incorporate this. And choosing the right person, I don't know who's teaching this. But I definitely would like to hear more about it. And maybe this is something going forward for the next meeting. I absolutely want to make sure that we're not fumbling out the gate, that we have a strong foundation that we can build upon. And we've got readily available activists and educators and scholars. That right here in Santa Paula right here in Ventura County that can provide

114us this kind of guidance and leadership I have provided some information with mr. Weinstein I hope that we can highly consider looking to the the local universities because they have they have professionals that will do that that can provide us that. I mean, again, I'm not discounting San Diego, please know that because I don't even know what we're referencing, right? So I don't have a reference point here, but I just wanna make sure that the reference points that I'm bringing forward is that we have individuals right here in our living backyard that can get us on the right path. And I just wanna make sure that we're not fumbling because also that being said, it's also a very sensitive. topic in the global world and i want to make sure that we're addressing the, you

115know, we're getting ahead of those problems, if you will. I just want to make sure that we're not doing critical race theory. That's not it. We're not doing, you know, what's that? What do they call it? Erasing history. I don't even know what it's called, but teaching kiddos, teaching our students to be critical thinkers and to be, to have a passion to be aligned with the curriculum. is absolutely important to me. And again, because we know that when students are engaged, they're tend to gonna do much better. And this is a great start. That's what AB 101 is outlined for us is to get our minority students and we're all students building empathy, building those cross range relationships. Right. And Board Member Frutils, I completely agree. And I think it's so important that our students

116can see themselves. in the history and the importance that they played in the development of our country. So what we know going into this, that this could be, and we don't want it to be, it could be a very controversial topic. And that's why we want to make sure going into next year that we have opportunities for our families or our community members. to be involved in the development. I didn't want to, in fact, I will provide in the Friday update some of the topics that they're going to be covering in the semester. So I will provide that in the Friday update for you. But just know. that this is not in stone right now. They just wanted to kind of jump in and try some things, but we realize that it's a much larger

117issue where there needs to be a voice in the community and there needs to be a voice with some of the other teachers on the high school campus and rest assured that those will happen next year. Thank you. Okay, thank you very much, Dr. Moore. All right. all right uh moving on i will now open the public hearing for proposed budget for the 2024-25 school year at 8 41 do we have any comment or anyone who wants to speak on the public hearing okay i will close the public hearing at 8 41 uh 7 f 2024-25 proposed adopted budget mr olsen Okay, thank you, Board of Trustees. Tonight I am presenting the adopted budget that will be back to you on the 26th for approval. And as always, I want to recognize Ms. Lori Toms

118for her hard work on creating the budget. She is always the one knee-deep, so to speak, in all the numbers and moving everything around and making all the little edits, getting our budget through our amazing SAC software that our state provides us to get all of our school districts in alignment so the state can do their data work on how we're all spending our money. So she is the one that does the heavy lifting when it comes to this budget. With that being said, you know, you guys always get this the budget cycle when we're on a major precipice of a new budget. So again, we're here in the 12 o'clock position looking at our 2425 adopted budget. You know, we adopt the budget before we actually have a state budget available, right? So we're

119keeping our eye on what's happening at the state level, and I'll get into some of that in future slides. But if there's any major changes at the state level, we can always come back in July with a what they call a 45 day budget. So we have we have 45 days from the date that the governor signs a budget. If there's any major changes, which we have done a couple of times since I've been here in the last four years. So there's always that option because today is a best guess at where we're going to land, right? But and within that best guess, sorry. It's important to note, again, that this budget cycle, you know, there's three different colors here, and those signify the three different years of a fiscal year that we're touching in

120any single calendar year, right? So our green, which is in the 12 o'clock position where we are tonight, is a current year. When we come back in September, it's the only black box because we'll be finalizing last year. Right. And so because throughout this summer, all the folks over in fiscal services are going to be working hard to close all the books for last year, wrap up all the expenditures, pay all the final bills, get everything, all the all the funding moved around and again, get through one of those amazing SACS softwares so that our our budgets closed and that will actually set our beginning fund balance for. for the 24-25 school year. So as again, as we've made this year's budget or the 24-25 budget, we only have an estimated beginning fund balance, right?

121We have where we think we're going to finish the 23-24 year. So so again, we'll get into this a little bit further, but the adopted budget sits on top of lots of assumptions and estimates. All right. So in some of those factors, S.P.U.S.D. factors that go into the current year budget, that beginning fund balance, we have a we have a guess of where we think we're going to end the 23-24 year. And so that lays the foundation of where we're going to start next year. And we have our enrollment and ADA estimates. Again, we use formulas as we look forward. We roll our cohorts forward. We guess on what we think our ADA factors are going to be. I actually work, I go cohort by cohort on ADA. I look at first grade, second grade,

122third grade, and what their averages on ADA are. We roll the first grade number of students into second grade. We have a little factor that we will reduce a couple of students. And then we look at the... um the ada factor for second grade so we do a great grade level by grade level that gets rolled up into our different funding cohorts because we get funded tk through three uh four through six seven eight and uh nine twelve right so those are our different grade grade spans of funding On the state level, again, they have not passed a budget yet, so that's a factor that could change our adopted budget. The state is currently facing an $8.8 billion Prop 98 overpayment from prior year that they're trying to do some maneuvers. We've all heard this

123word, I think, the maneuver that the governor is proposing. So we're going to talk about that at a subsequent slide. And, you know, again, it depends on what the state... proposes what they end up doing with that 8.8 could really affect whether we have deferrals or whether I mean we'll set the prop 98 funding level for future years as well so so again as we talk about assumptions and how they affect our three-year funding amounts so this is a slide from school services of california and they did their may revise and so this is a fictional school district okay so this is not us let's be clear this is not us this is a fictional school district with 10 000 ada declining ADA of 2%. So you can see as they move from 23, 24,

124they go from 10,000 to 9,800. And then they take another 2%. So they go from 9,800 to 9,604, right? So they have a 2% decline ADA over years. And the difference in your general fund revenues, when you change your COLA assumptions. All right. So our green line there was our first interim when we started this year. we had estimates that the 2425 COLA was going to be 3.97. And so you can see a 2% decline ADA. So when they go from 10,000 to 9,800 and they take a two and, and they use 3.94, uh, COLA percent, their funding level was actually going to go up, right? They were, even though they were losing students, they were going to recognize slightly more revenue. Right. Um, and again, as they, as they moved forward with another 3.26%

125COLA, they were going to again, see a rise from the. 102.5 million to 103.9 million. So again, despite declining enrollment, if there's enough COLA there, you do get more revenue. Right now, of course, you're not getting enough revenue to give out that whole COLA, but you're seeing a slight increase in your revenues. However, you can see as we've adjusted to the economic situation and the COLAs have dropped, that same ADA assumption has resulted in the red line and the blue line where we're actually seeing less revenues as a result of declining enrollment and low COLA environments. So the red line was our second interim where they estimated that we would have a 0.76 COLA for this adopted budget, 24-25. The blue line is where we stand today for 24, 25 out of 1.07 COLA. So

126again, I just thought this was a good visual representation of how that COLA can affect the same ADAs as we move forward. And one of the reasons why we find ourselves in deeper deficits than maybe we expected. either earlier in the year or two years ago, as we look at always at NYPs. Excuse me. Are there any questions about this slide? Because I think that it's a reasonable concept. A lot of my slides tonight are a little bit more conceptual because I want to make sure the board has a good understanding of the factors that we're facing moving forward. And we understand that at this point, the numbers that we have as we stand today are only based on some of those assumed factors, right? So everybody feels pretty good about this slide? Okay. All

127right. And so, again, a little visual representation. The $8.8 billion that we're trying to – that the state is trying to kind of maneuver around or find some reasoning. Thank you. So, all right. So the $8.8 billion shortfall that they're trying to solve right now actually comes from money that they've already given us in the 22-23 fiscal year. The state, similar to us in a way, they're always working on potentially three fiscal years, and they're reconciling their years. As taxpayers finally finish paying their taxes, they finish closing prior years, and they certify those prior years. And coming out of COVID, IRS allowed everybody – I'm sure everybody remembers a couple years ago, they bumped it from – April to October, right, our tax filing. And what that forced the state to, it widened their assumption,

128right? They had a lot less data to make decisions on. And unfortunately, What they did was their assumed revenues were much higher than what actually came in. And they passed a budget with assumed revenues. They funded us with the assumption of these higher amounts. And now they're finalizing those years, again, 22, 23, and they're finding that they didn't get that much money. And by state law, Prop 28. states that if they didn't get that much total state revenue, then we weren't actually due as much funding as they gave us. Of course, nobody wants to reach back and take the money out of our pocket from two years ago. And so they're trying to come up with, again, the maneuver to leave the money in our pocket, but pay for it with subsequent years and through

129deferrals, through using reserves. One thing that it seems like at this point, there's an agreement at the state level to suspend Prop 98. And one reason why they do that is that if they take some of the reserves and they pay for those prior years above Prop 98 minimum levels, that will, again, set kind of a maintenance of effort. It'll set a high watermark in prior years that the state is obligated to continue to supersede in subsequent years. So that will create a higher funding level. in the current year and next year that the state in the current economic standpoint or situation can't meet. So they're proposing to suspend that so that they don't have to meet those higher levels in the current year and subsequent year. Again. Just a problem to be aware of.

130We're looking at relatively mild economic times, not amazing growth. And they're taking a kind of a big issue. I mean, $8.8 billion is not a number to get to sneeze at. And they're kicking it into these future years that are also tight budget years, right? So, you know, if your home budget is balanced. and you're getting as much income as you're spending, but you're also trying to pay off some type of prior liability, it's hard. And, you know, you're going to assume that you might get a little cola and you might get some raises out in the future years. And so that's kind of what they're doing. They're going to assume and they're going to assume they're going to be able to pay off that liability back then. So we'll see. But it's, you know,

131shaky. Oh, wrong thing. This one. Okay, so now we're going to get into some numbers. In blue, we have our estimated actuals of 23-24. So current year, while we still stand in June, current year is 23-24. So these are our estimated actuals. We hope to be within about 1% of these numbers. It's important for us to look at the estimated actuals as we roll forward into the green, which is the actual budget that we're proposing for next year, the 24-25 budget. So I present these together and then yellow we have the difference between the two. So you can see the movement between 2324 and 2425. And so I'll highlight a few key numbers here. In 2324, we had total unrestricted revenues of about $61.6 million. As we move into 24-25, you'll see that reducing down

132to about $57.2 million, which is a reduction of about $4.4 million of unrestricted revenues. And that's a pretty substantial number. A number of things compounding here, which we'll get into, but we're estimating that, you know, we're going to have a $4.4 million reduction in overall revenue, unrestricted revenue to spend. Just less money to go around to all the different pots and pies. on the expenditure standpoint in current year we estimate that we're going to spend about 66.4 million dollars in estimated actuals and you'll note that for 24 25 we've got that number down to about 60 and a half million dollars so in the unrestricted column we've reduced spending by about four and a half million dollars good news just for clarification because i want to make sure i'm with you so so right now

1334.4 million reduction That means that our district has, that's going forward in the next year. So 2024-25, we have to make up the difference of $4.4 million. Is that what I'm hearing? Just to be balanced. To be balanced, okay. All things equal. Okay, thank you. Yeah. Yeah, we got it. We got a pay cut basically, right? Like the revenue side. So again, if you wait to see your home, your home balance sheet, your home income and expense is really what we're talking about. We're not talking about sheet talking income expense. You took your, we're taking a pay cut for next year, $4.4 million. And so, again, we were able to reduce the expenditures in the unrestricted column by about $4.8 million to create a slightly more, hopefully, balanced budget in the unrestricted column for next

134year. That did come at a cost to our restricted program. So, again, if you look at our expenses for our estimated expenses in the current year of $42.6 million. We have moved most of those expenditures from unrestricted to restricted. So we're estimated next year to spend $48 million of restricted money, right? We're going to spend that. So, you know, we have piled up a reasonable reserve of restricted money through all this one-time funding, right? Most of it's been state money, so it's flowed through into our fund balance in the restricted column. So we can run a deficit. We can use that money. We should use that money. It has a timeline. We have to use it. I'll say, though, that this timeline of using the money is much more aggressive than we have talked about

135in the past. So again, we're proposing $48 million of restricted expenditures for next year, which is an increase of over $5.4 million of restricted expenditures. So you can see that basically we reduced the unrestricted expenditures by about 4.8, but we increased the restricted expenditures by about 5.4. So we've actually increased our expenditures as we move into next year. And so altogether, we expect to run about a $15.5 million deficit for next year. Again, down in the bottom, we'll just highlight that this includes the not yet passed state amount of a 1.07% COLA that our funded revenues are based on a three-year ADA average. And again, the $15.5 million. So those are our assumptions. And we'll get a little further into details and some of the how we got here in future slides. So again, we

136were talking revenues and expenses. So now let's talk the fund balance. So how much money do we have in our savings account that we can, you know, spend down until we're out of money? And so in the current year, so 23, 24, we're starting the year with $15.4 million. We're going to use a, it's a three net $3.7 million deficit. It's going to leave us about 11.6 million. We have our designated our economic reserve so 3% of total expenditures needs to be designated for economic reserves if we ever do not have that 3% then we have to file a qualified budget and let the state know that we don't have our minimum required reserves so we have our reserves designated there and we had you know, 11 and a half million flows over into the

137current year. So again, when we talk about how our estimated actuals that aren't quite finished lay the foundation for our 24, 25 budget, this is what I mean. You know, the blue numbers, they're not quite done. We're hopefully within 1% of those. They're not quite done. That number will change a little bit, but it lays the foundation for what we think is going to be in the piggy bank to start next year, right? So $11.6 million. After we run the deficit and unrestricted, we're expecting about $8.3 million left. We have our legally 3% legal set aside. And that will leave about $4.5 million of unrestricted, unappropriated funding. Sorry, fund balance. Again, you know, in yellow, we have our difference and similarly, so flowing over from our revenue and expense into our fund balance, that minus

13815 and a half million dollars that we were talking about a minute ago on the revenue expense, it shows up right there in the difference in our overall fund balance, which means that the end of next year, we would expect to have about 15 and a half million dollars less overall. in the piggy bank, right? In the savings account. We're planning on overspending our revenues. That comes out of the savings account. The savings account can only do that for so long before there's nothing left in the savings account. So we'll get into that in the multi-year projections. So any questions or comments on that? Because it kind of, it compounds a little bit and you get a little bit more reasoning in the future slides, but okay. So multi-year projections. lay on a foundation again

139of assumptions at this point. So these are the assumptions that go into, not back, forward. 24-25, we've talked about this a little bit, but here's our assumed ADA numbers. So current year ADA is actually 4203. Our funded ADA is that average, which means that we're going to, we expect to be funded next year, receive dollars for 4471 and change, right? We're going to talk a little bit more about that in the future, but take note. I really want to take note that we are getting more. Our funded ADA is reasonably higher than our actual ADA. I like to call that the overfundedness, right? Because what I want to talk about is that factor, the factor of our overfundedness is going away. And so as you move into 25-26, you can see that the difference between

140the current year and the funded starts to kind of, it starts to get smaller. The 25-26 school year. We had to assume $7.3 million of cost reductions in order to file this positive certification. So our certification stands on the fact that we have money over the course of a three-year, multi-year projection, that we still have at least our 3% economic reserve in year three. So to have our 3% in year three, we had to reduce $7.3 million in year two. And an additional $4.6 million in year three, which is 26, 27. So those reductions are assumed in the numbers we're going to look at. If we cut less, the numbers get worse. If we cut more, the numbers get better. Okay. So, yeah. So I look at the COLA column and I see it at

1411729308. And I'm just, I don't know if I'm speaking out of turn here, but I'm thinking about negotiations, right? Because I know there's some deals that are already being made where you automatically get the COLA. So are we still looking at raises even though we're at a budget pitfall? Is that what I'm seeing here? No. So that's the state COLA. that we're expecting. Okay. Yeah. So think about the fictional school district that we were talking about with the three. So these are the, these are the numbers that help us project those revenues in those years. Um, uh, but you know, you bring up a good point, which is again, if we think about that, that second slide that had those numbers, if those COLA numbers go down, so will our revenues. significantly, meaning that these

142reduction numbers will get worse. They'll get higher. You'll have to reduce more. And in thinking about the economic situation, the state is kicking liabilities of their prior overspending out into 25, 26, and 26, 27. The chances of relatively high COLAs that are currently still on this chart are probably getting slimmer and slimmer. So we should probably prepare for smaller colas in those out years as well. We have the software to do projections on, again, what the funding would look like if those were both 1% and 1%. We can adjust our spreadsheets. What we use are industry standard numbers, though. So this is what every school district in California is using. You know, it's very rare for anybody to go, say, off script on what, you know, School Services of California and FCMAT and the Legislative

143Analyst's Office are providing as far as estimates in those out years. So we've used industry standard numbers at this point. Yeah. And so this is a graph of, again, in blue on the top, our enrollment. So that's going to be the highest because we know we're not actually funded for every student who enrolls in the school. We're funded for every butt that shows up every day, right, in the seat, butts in seats. So the next two columns, so our green is our actual, is our funded ADA. Again, we just talked about how funded ADA is more than our actual ADA. And our in. kind of orange there is our current ada and and there's no there's no actual numbers on each on each point here because really what what this slide what the line graph

144is meant to demonstrate is you can see the the area between the green and the red presents that overfundedness level that i was talking about earlier it's the gap we get more money per student the wider that gap is right And so you can see that gap was the widest in 22, 23 to last year, right? In 23, 24, the year that we're finishing up right now, it's gotten a little smaller. And as we move forward, it's projected to continue to get smaller and smaller, which means that we're getting less money per ADA, less money per student in a way to work with. Does that make sense to everybody? So it's not that, you know, sometimes we hear like, well, how much is the state giving you per ADA? That's great. But with the dollars

145that we actually have to work with is, is that funded ADA times the dollar amount per ADA. And how many kids do we have to take care of this year with that amount? Does that make sense? Okay. The next slide I think is even more apparent because this is. our, again, our funded ADA by enrollment as a percentage. And so you can see, you know, 2021 during COVID, and a lot of this is, again, a novelty coming out of COVID because of those hold harmlesses and those other things, and then switching to the three-year funding level. So you can see coming out of COVID, our funded ADA really didn't drop, even though our enrollment did, which again, created this situation where our It almost, you can see it went up to a nice peak there.

146Again, in 22, 23, we had almost a one-to-one funding level. We were, we almost got a full dollar, a full funded amount from the state for every dollar that we had to take care of this year or that year. And as that continues to slide down, we get less. So this is one of the factors that's against us. You know, almost every school district is dealing with this as well. But it means that we have to get more efficient with our dollars, right? Because we have less dollars per student. Okay, so we'll get into some numbers again. See if we can finish putting everybody to sleep. There's a lot, it's going to be a lot of circles on this and a lot of numbers I'll go through kind of quickly. At this point, we have

147in blue our adopted, our proposed adopted budget is in blue, so 24-25. In green, we have a subsequent year, 25-26, and in yellow, the third year out. So our multi-year projections are three years, their current year, and two subsequent years. So in blue, current year, and then the two subsequent years, okay? So in the blue, you have a summary, just revenue, expense, surplus or deficit, and then our reserves all super summarized there. So blue are already the numbers that we looked at in the prior. when we looked at the budget okay so we have a through so for next year a 3.3 million dollar deficit in unrestricted leaving us 8.3 million dollars as we uh and at the bottom line ending unrestricted unappropriated fund balance of five of 4.5 million dollars moving forward we're again

148we're leaning really hard on our restricted money we've assumed $7.3 million of reductions. So we've got that deficit down to $1.8 million. And you might think, hey, if in blue there, you ran a deficit of $3.3 million, and then you reduced your spending by $7.3 million, why isn't the green $7.3 million better, right? And that's because We have reduced, we're seeing reduction in revenues from reducing ADA, small, reducing the funded ADA, that fundedness again is dropping more, and relatively small COLAs is going to result in actual reduction in revenues. We, even though we're going to assume seven and a half million dollars of certain reductions, we have other expenditures that are known increases like health and welfare, like PERS we know is going up. our insurance deductibles keep going up, right? So even though there's

149$7.5 million of certain expenditure reductions, there's also certain expenditures that are going to go up along with declining revenues. So we still will run, project to run a deficit in 25-26, even after we cut $7.5 million of expenditures. It'll leave us with an ending fund balance there of $6.4 million. After putting our 3% away, we'll have $3.4 million of unrestricted, unappropriated fund balance. As we move into the third year, again, we've assumed that there's going to be a reduction of another $4 million. Again, if we were down $1.8 million and we reduced $4 million, why didn't that number get positive? Again, same issues. We're always up against certain increasing expenditure costs and declining revenues. So we see $5.5 million there of ending fund balance. And after taking our 3% away, we have about $2.5 million

150of total unrestricted. unappropriated fund balance. So, oh, these were supposed to disappear. Okay. There's going to be a lot of red circles on this screen here. So again, I'll go through this fairly quickly. The total projected $5.5 million deficit we talked about in our restricted column for the following year, we're looking at a $5.4 million spend down of those restricted monies. leaves us about $1.4 million of fund balance in the restricted amount. So again, you're seeing that fund balance of what started two years ago at over $19 million is getting spent down to $1.4 million. Let's see if we end up in the final place. Third year out, we're still going to spend $1.3 million of the $1.477 left, meaning we have a whole $108,000 left in the bank in the end of the third

151year. Again, projections are not perfect in any way. There's a lot of assumptions on here. A lot can change. But the current direction that we're going overall and unequivocally is that we're spending too much money. Just the bottom line. And to say that we're going to have $108,000 left in our unrestricted ending fund balance is honestly not realistic. Because we always have more than that due to simple program. That basically assumes that every restricted program gets spent down to almost the exact dollar amount that we had, you know. And we always have Title I, Title II, Title III, Title IV that have some fund balances. We have ELOP that runs a significant fund balance. So this is basically saying, hey, we used all the ELOP money. We know that restricted money is restricted for a

152reason. It has only certain uses. And so if even sometimes we have money in the bank, but we don't have a use to use for it. And so it sits in restricted. This is kind of assuming that we can just keep tapping it. All right. To wrap it up, looking forward, again, the budget's going to actually come to the board the end of June for approval. So will the LCAP in another presentation. As Dr. Moore mentioned, we do have some fine tuning to the LCAP. The LCAP is always balanced to our supplemental concentration funding, right? That's how we choose how to spend all the funding in those goals actions. The LCAP took about $800,000 reduction in funding in revenue this year. And so that had to play out in the rest in all the goals

153actions, right? Really, for the next month, we're going to keep our ear on the ground and figure out what happens at the state level, see what they pass as far as the state budget, see how they deal with their $8.8 billion deficit. If there's a major adjustments we need to do, we'll come back in that 45-day window and bring an updated budget to the board. Otherwise, it is imperatively important that the board look at our enrollment in ADA for the 24-25 school year. We get on that ASAP. That's one of the first things we can start to figure out. Are kids enrolling in the school? Are they starting to show up? What grade levels are they in? That's step one for 24-25 so we can match up our first interim with our assumed enrollment. And

154we immediately need to start looking at how we make those reductions. You know, we know that overall we spend 85% of our money on, we're a service-based, you know, organization. So 85% of our money goes to staffing and people. There's, I don't think any way we get around. Reducing staffing for, you know, these few years of tough budget times in order to in order to balance the budget. And we know that staffing is a March 15th, you know, timeline, which means that, you know, in as soon as possible, we need to start looking at that so that we can work through that process. The board needs proper notification, you know, by November or December, you should have a good plan. That's it. I'll take questions. A couple of things. So my thing kept coming up

155as, now what? We got reductions, now what? I mean, I definitely, I know it's not a today question or an answer, but it's definitely for future discussion. I definitely want to look at what our staffing looks like, whether it's certificated or classified. I mean, we need to look at. Are we staffed right? Are we appropriate? You know, do we, you know, these aren't fun times, I know. And I was a product of a reduction. So I understand how difficult it is. But I also know how important it is to be able to have the right budget. You know. I've been familiarized with school services of California. I mean, maybe that's a future board item, but maybe we need to look at their consulting services and maybe get some real good feedback from an outside agency

156to help us make. better decisions with more informed information. And so just one thing, I mean, to look at. I know we have our classified study that was done, that was already completed. So we need to look at it all. And the priority will be and should be always, and I know that about my colleagues as well, is what are we going to do to best meet the needs of our students? and and again what whatever that means and i know that's going to have to just be real we're going to have to be real creative about that so what i did here was we should have an idea by november what we're looking at we should we need to be talking about that so um madam president i mean i think we need to

157definitely keep that agendized and keep our discussions going because we have to make these tough decisions. I want to give credit to the district because you've already kept us out of a deep hole and have already found what, 5.5 million? You know, about 5.5 million? And that's credit to our team because it could be much worse. And we just want to make sure that we're not getting... we're not going in the wrong direction so um school services of California I think I'd like to you know continue to maybe bring that up get their consultation I understand that we pay into pay into this organization so why not uh see what they can provide for us and give us some good good feedback so and thank you for your time so thank you yeah I think

158that I think that's a great idea definitely Especially considering you're going to have a new CBO, new people in HR, such a new team having support of a third party through a process like that. They have a lot of best practices. They'll bring in metrics for other school districts so you can see, hey, we're not alone in this. This is how other districts are getting the job done with the lesser funding levels. These are staffing levels. They bring in all these good metrics so you can have... really excellent conversations and they and they normally will do that work with a team so it's not you know them coming in and dictating to you it's we're going to provide you good data and hopefully lead you in good conversations work through priorities you know you can

159set a lot of those agendas but i really think that'll be a good support for the new cbo that comes in so that person doesn't have to come and then you know immediately be the bearer of all the bad news Thank you for all of the red circles and everything else that went into the presentation. I know it's a lot of work, and you all know that the numbers are not my favorite, but it's very important, and it's what keeps us going. So I appreciate all of the work that you and your team put into it. Of course. Thank you. Thank you. All right. Eight action items. So obviously we all remember not too long ago, a couple of hours ago, Mr. Dale, yeah, was that today? Yeah. Mr. Dale Scott showed a brief overview

160of the bond measures and how they go about their, advising the district helping them form the resolutions making sure they have the proper amount that we can go out for as well as the amount of the um impact to our taxpayers so we have because the timeline is pretty short we we have to have um these resolutions approved on uh june 26 so we can file them with the county so um we have asked or recommended that um the uh the board adopts dale dale scott's financial advisor agreement that's it i move for approval do i have a second i'll second it okay we'll move to a vote all those discussion oh i apologize discussion it's uh still the same meeting yeah so just question just quick question and and it really maybe is not

161a regarding this agreement but are we losing Money with John Isom. No John Isom's agreement did not it is not Continual through the entire year. It's per bond election and then We you know, we we don't know many more money because I just saw a lot of red circles. Yeah, did you? More money than then we have so But I mean, I just want to make sure that we're not overlapping. No, we're definitely foolish on our part But I just wanted to you know, so the motions on thank you. That was a good question. All right any other discussion? Okay, we'll move to a vote all those in favor Passes 3 0 8 B, educational services. All right. 2nd, reading adoption of college prep statistics for grades 9 through 12. All right and. We had

162our, I believe in our. 30 days ago, in 1 of our board meetings, I brought to you the 1st reading for our. statistics materials and now we're coming to you for the approval. This is for the statistic classes, the classes, right? Okay. This is for the statistics classes at the high school. Do I have a motion? So move. I'll second that. Any discussion? Did you get a good turnout for viewing of the, of the material curriculum? You know, we posted in the front office. I'm not sure how many came in to look at it. It's there. We always advertise it's there, but there are people from the community can come in at any time and take a look at it. No, just, I mean, I know it's been available. I'm just curious to see turnout.

163I did look at it. And I noticed that it was just too heavy for my hands and I had to put it down. All right. Any more discussion? We'll move to a vote. All those in favor? Aye. Passes 3-0. Business services donations. Thank you. All right. We have a few donations here. Adrian Ruelas to Isbell Middle School band and Isbell Middle School cost of transportation for a student $70 Seth and Arcelia Long study trip $1,729.90 Santa Paula Latino Town Hall, library books to SPHS library, $490. Santa Paula veterans to the SPHS choir, $200. And Friends of Golf, Inc. to SPHS boys and girls golf teams for athletic equipment, $200. And we have an in-kind donation from Jim De La Rosa towards books to SPHS library building Apollo capsules. Do I have a motion to approve

164these donations? So moved. And I'll second. Any discussion? I just want to say thank you for all the donations. We'll move to a vote. All those in favor? Aye. Aye. Aye. Passes 3-0. C2 Schneider Electric Turnkey Design and Construction Energy Services Agreement. You did this will be much faster. I promise. So, you know, the last board being the board approved the superintendent to sign the grant award notification for AB 871, $5.9 million of HVAC improvement money that we received from the state. And so this is a contract to get us moving on that project through Schneider Electric. So this is just the this is the design and permitting. of all those HVAC systems that we need to install now. And as noted on the agenda, we have a tax credit with Schneider Electric at the

165moment from a prior energy efficiency program that we did that we're going to be able to apply to this design contract. So the net contract is a total of about $1,500 there. So I think it's a good deal for us at this point. Awesome. Okay. Do I have a motion to approve the agreement? So moved. I'll second that. Any discussion? Do we have a representative from Schneider Electric here tonight? Yes, we do. We do. We have Mr. Mark Starkey here. Do you want to ask him a couple of questions about what they do? Thank you for hanging with us. Acknowledge his patience. willingness to come to Santa Paula and help us with this. Well, good evening. I've worked with a number of school districts here in the county, uh, right next door at, uh, Ojai

166and Oxnard and Camarillo. So, uh, pleasure's all mine and just wanted to be here, be present and answer any questions you may have. Thank you for your patience and hanging in there with us. Um, I don't, I don't have any questions. I just want to thank you for being here. Great likewise. I just we've had good experience with you guys in the past with some of our other Energy upgrades and look forward to working with you small. Yeah. Thank you. We look forward to it as well Thanks. Thanks for the partnership. Thank you very much. All right move to a vote then all those in favor. All right. I passes 3-0 Yeah, we did all right moving on to human resources annual statement of need for 30-day substitute teaching permits 2024 2025. good evening partial

167board members we're definitely getting our money's worth tonight um i feel half here I like being at the end here. Hopefully we can get these through. So the first item I have is the declaration of need for substitutes. I think it's interesting the state requires us to file this paperwork in order to hire substitute teachers, but that's basically all it is. It's giving us authority saying that we're going to need day-to-day substitutes. And so we file this with the state and that allows us to hire subs. Okay, do we have a motion to approve? So move. I'll second. Any discussion? We'll move to a vote then. All those in favor? Aye. Aye. Passes 3-0. D2, Declaration of Need for Fully Qualified Educators 2024-2025. Okay, so again, this is a state requirement. If we come to

168a place where we need to, it's kind of not... worded very well, but it's actually our authority to hire not fully qualified educators. So if we get to a place where we need to hire people on provisional intern permits or short-term permits, this is our attempt to estimate how many we may need. We try to overestimate because it's a little bit of a red flag if we... don't say we may need these people and then we end up having to this does not include people like interns they're actually considered qualified so it's just for those those short-term permits that i'm talking about i believe this year we only had two so we had way fewer than we put on our form and that's okay you just don't want to get to a place where you

169need more Right now we're probably down to three or four teaching vacancies and at this point we haven't had to use any of these and so hopefully we will have a fully qualified staff, but just in case we need this form on file. All right, do I have a motion? So moved. I'll second it. Any discussion? All right, move to a vote. All those in favor? Aye. Passes 3-0. D3, Santa Paula Federation of Teachers and SPUSD, ratification of Article 14. All right, so this article has apparently been an albatross that the district hasn't really adjusted in the time since unification. I was told that they've just kicked this can down the road. This was the one article that we agreed to open this year. And so there's a lot of changes to it. Some of

170it is just kind of... you know changing calendars because we've added more days to the calendar year and uh A lot of it is just quantifying things that we've been paying with extra duty time. So I'll give you a couple examples. One, we pay a stipend for folks to do induction mentorship, so to coach people that are in induction. We also paid some additional hours for them to go to classes and to go to meetings and things like that at the county. And so what we did is we took the stipend we were offering. the hours extra hours we're paying we kind of combine them into a slightly larger stipend so that it's it kind of cleans things up and it creates more of a level playing field because that's one of the things that

171spft is really big on is is equity right we we don't want And you guys see this in the personal activity report sometimes. We'll run through an RFP for 50 extra hours for somebody, right? And they're always concerned about everyone having equal access and us being consistent in how we compensate people. And so we've quantified a lot of sort of things that were being paid with extra duty hours. So now most of them are stipends. It really isn't creating a lot of additional costs for the district. uh we did because of some of the anticipated changes to athletic programs we do have the addition of a a girls flag football team on here and in order to keep title ix equity we're also we also put a boys volleyball team in so that we keep

172it balanced so uh those of course like all sports are based on you know student demand for them so we may or may not feel those teams right now but at least we have language in place to uh to do that if it comes around so um i think that's it unless you guys have questions all right do i have a motion i'll move i'll second that any discussion I just want to say it's pretty cool that we have the language in there for those teams. That would be awesome if we had the interest from our students and see that happen. All right, we'll move to a vote. All those in favor? Aye. Passes 3-0. D4, approval of certificated substitute salary schedule. Okay. We actually haven't changed our rates at all. We just cleaned this

173up a little. It had a year at the top, and rather than have to redo it every year, we just... took the year out so we're still offering the same compensation that we did the current year including the bonus which is listed at the bottom of the page which we've also offered the last couple years and i think it's really helped us it's better the sub shortage i keep hearing about it's helped us fill a lot of positions and then the other thing we added to this salary schedule is the monday uh release days for the high school because that was not on here before so the subs understand when the hours beginning and ending of an assignment is in all circumstances that one was missing so we added it so those are really all

174the changes all right do i have a motion to approve i'll move i'll second that any discussion How do our substitute rates compare to other districts around the county? We're pretty competitive. I think one of the things that gives us an advantage is the 20-day $500 bonus that we give because they don't have to be consecutive days. A lot of districts do offer bonuses, but you have to work 20 days in a row or something, and that's... you know, a lot of times people are subs because they don't want to work every day. So we kind of track it and we, you know, we pay the bonuses out. And there's a lot of people that get five or six of these over the course of the year, which obviously creates a lot more stability. And

175we have a pretty solid pool. And I think I've shared before. you know, we're probably filling 40 to 50 teacher vacancies a day. So that, but that also counts people on leaves. It counts people that are out sick. It counts people at conferences, people at training. So we continue to recruit and we continue to try and keep that pool strong. Thank you. Yes, sir. All right. We'll move to a vote. All those in favor? Aye. Passes 3-0. D5, establish one new instructional assistant bilingual at eight hours a day, 12 months per year at Webster Preschool. 12 months per year. That's all there are. So the next three items, I know you have to vote on them separately, but they are basically adding. another preschool class at Webster, but what we're going to do, and I

176think it's due to changing the dates that we're allowing kids into TK, right? So we're creating, because we're raising that number, we're creating more demand for preschool. And in exchange, our intent is to abolish one of the TK classes at Webster. So the number of classes is going to stay the same. These three positions are the classified positions that that class would require. And if you have questions, I'm going to defer to Mr. Smith back there at the milk area. At the dairy. Yes, the dairy department. Do I have a motion to approve? So moved. A second? I'll second it. Any discussion? Okay, move to a vote. All those in favor? Aye. Aye. Passes 3-0. I'm sorry. Aye. 3-0. Wake up. So yeah, item six is the actual classified preschool specialists. So basically they're kind

177of the classified version of a teacher, again, for the new class. Do I have a motion? So moved. I'll second that one. Any discussion? All right, move to a vote. All those in favor? Aye. Passes 3-0. And 7 established. So this one is to support all the preschool classes at Webster. It's specifically meant to focus on the inclusion class that we created, which is part of the grant, so that we do have that one class that has students with IEPs mainstreamed with general ed students. and there's some needs especially at the preschool level for you know some additional support for those students and so that's why this position is being added okay they can i'm sorry they can also support uh in the other classes as needed so all right so i'll make the motion

178for this one do i have a second i'll second that any discussion All right, move to a vote. All those in favor? Aye. Passes 3-0. Consent calendar. Consent items are considered routine and will be enacted by a single motion. None of the items will be discussed unless a board member requests discussion prior to the vote of the motion to adopt the consent calendar. Do I have a motion to approve the consent calendar? So moved. A second? I'll second it. Any discussion? All right. All those in favor. Aye. Passes 3-0. Board member comments. Trustee Wilson. I mostly want to comment on the graduations that we got to attend last week and apologize to the elementary schools for not being able to get to any of their promotion ceremonies. Had a good time at Isbell and a

179lot of excited kids. Happy to go to Renaissance and especially to hear the independent studies student. All the student speakers did really good jobs, but to see the independent studies guy step up at the last minute and ask to speak, that was a great talk. and enjoyed the high school graduation as always and especially appreciated our speaker tonight about the Youth Cinema Project and great to see the excitement in her voice and you know the sense of pride. That's all. Thank you trustee frutos. All right got a list but I'll try to go fast again just wanted to say it was awesome to be at the The promotions and graduations is about Renaissance High School feels good because I'm a product of Isbell product of Santa Paula High School and The message I kept hearing

180was that of service and I feel like I'm fulfilling that That part of the message attended the CTE awards night on the 20th of May The Bedell showcase on 531 that was on May 31st. That was that was a lot of fun the harvest town hall We good discussion on May the 30th You know, we'll probably have to continue that conversation the young writers contest Blanchard's at Blanchard school on the 28th of May way to go the Spring Sports Awards on May the 23rd. Again, just an awesome event to see the athletes, and so many of them that are scholars love it. Just want to make a quick announcement. On June the 21st, the Festival of Books will be at Isbell School in conjunction with the School and Optimist Club. If you're still with us

181out there in the community. Please get out there, free books, free books. A couple of future agenda items. So I know it's kind of been discussed already here during the meeting, but definitely would like to see an update at a board meeting regarding AB 101, which is ethnic studies. I definitely want to see more of a plan being rolled out because I just don't want to miss the opportunity here. uh two i think maybe i need to just be more more explicit very clear about i would like to see going forward uh in the next school year um so again this would be more for september school site council minutes i definitely want to see those minutes i want to definitely see that fiscal responsibility is happening at the school sites so on and so

182forth Please ask for clarification because I know we've been going on and on about this one. And then the last one is definitely would like to encourage our leadership team to seek the support consultation of the school services of California, you know, with our new HR director coming on board, new CBO, student support services director coming on board, you know, hopefully soon. We're going to need that kind of support. And I think. this type of organization, which I know has some, I guess, a positive track, can definitely support us in going in the right direction. So, thank you. Thank you. I won't add too much. My colleagues have said the graduations were amazing. Very happy to be a part of it. I will share one moment. Trustee Frutos, when we were all up on stage,

183it was one of the last students that came through at Santa Paula High School. And, you know, the students don't necessarily know who the board is or, you know, what we do or whatever our purpose is, just handing them their diplomas. But I have to say that as excited as I get to see the students that I've gotten to work with through the different work I've done in Santa Paula. It made me so happy to see a student that came up and Tommy reached out or Trustee Frutos reached out to shake his hand. And the boy's face lit up when he realized who it was. And it was the coolest thing to see as, you know, I've grown up here, gone through our district. And just like I get so excited and. happy when it's

184students I get to serve. I was so happy for that exchange between our student and Trustee Frutos because I'm sure it was the last thing that student expected, but whatever impact he had on our student, it just lit him up in a totally different way. I mean, he was already excited to graduate, but it was just, for me, it was just exciting as someone who's gotten to serve our kids. So that's what it's about. as hard of the choices as we, you know, whatever we have to do and the difficult things we have to disagree on and then agree on to better serve our students. That's why we do it. And I'm grateful to be a part of this board and this district. And I hope everyone enjoys their summer. I'm looking forward to it

185with my kids. Thank you to all of our staff and the teachers and thank you to everyone who's been with us and is moving on to their next venture. I'm excited for who's coming in and I wish you all the best for who's going. Just thank you to everyone. For everything. I really appreciate it. And this is a super long meeting. I'm exhausted I'm sure you all are for our four viewers at home. Thank you for sticking it out And I will adjourn. Oh, I apologize our next board meeting is June 22nd, and I will adjourn this meeting at 946