001Welcome to the June 12th, 2025 regular board meeting of the Banning Unified School District. The time is 5:30. Please be advised that a recording or broadcast of this meeting is being made at the direction of the board. Trustee Troutman, please take role. Clerk Angiano is not here tonight. Trustee Martinez Lara present. Trusty Nollis present. President Ruiz present. And I Trusty Troutman am present. Please let the record reflect that we have a quorum. Item 1.2. Two, pledge of allegiance. Mr. Davis, would you like to lead the pledge of allegiance? Yes, please stand. Item 1.3, adopt the agenda. Are there any changes to the agenda? No changes. Are there any board requests to change the agenda? Do I have a motion and a second to adopt the agenda as posted? I'll move. I second. I have a
002motion from Trusty Nollis and a second from Trusty Troutman. All those in favor say I. I. I. All those opposed say nay. The agenda is adopted with a 40 vote. Item 1.4 opportunity for community comments. Close session items. Did we receive any community comments? No comments were received. Are there any comments now? All right, moving on. Item two, close session. The board will now go into close session. The time is 5:32. Item three, open session. We are back from close session. The time is 7:13. Trustee Troutman, please take role. Clerk Angiano is not here. Um, Trusty Martinez Laura present. Trusty Nollis present. President Ruiz present. And I, Trusty Troutman, am present. Please let the record reflect we have a quorum. Item 3.1, report from close session. Uh, report from close session. Trustee Troutman, please share.
003Item 2.1, in closed session, the board received information and was updated. Item 2.2, two. In closed session, the board received information and was updated. Item 2.3. In closed session, the board discussed the recommendations and took action. In closed session, the board of trustees approved the appointment of Annette Rego for special education coordinator. Motion was made by President Ruiz and seconded by myself and carried on a 40 vote. Congratulations. Hold on a second. Did you put this at the end? Item 2.4 in close session. The board received information. Okay, go ahead. Good. Good evening, President Ruiz, distinguished board members, Superintendent Davis, Cabinet, and community. It is my honor to stand before you and on behalf of the Banning Unified School District Board of Trustees and Superintendent Davis, we are excited to announce Annette Rego as the
004special education coordinator for the Bannon Unified School District. Miss Rego brings over two decades of experience in special education, leadership, and program development. Most recently, she is serving as the program specialist at San Bernardino County Superintendent of Schools. She also has held positions as special education coordinator at Eastside Union School District and program specialist at Wilsona Wilson School District. Miss Annette Rego holds two master's degrees from Chapman University and Brandman, one in educational leadership and administration and another in special education. She earned her bachelor's degree in liberal arts from the University of Learn Lavvern. Please join us in welcoming Annette Rego to the Banning Unified School District. Everybody, I want to thank you for this opportunity and I am super excited to be part of Banning Unified School District. Thank you guys very much. All
005right, item 3.2, opportunity for community comments. Open session items. Have we received any community comments? No comments. Are there any comments now? Seeing none, we'll move on. Item 3.3, BTA comments. I would like to welcome BTA President Anthony Garcia. Hi. Uh good evening everyone. Um just a few quick updates. Uh we met for negotiations on the 9th. Uh things went fairly well. We're meeting again on the 18th. Um I'm hopeful that we we'll be able to clear most of the um we'll be able to come to agreement on just about most of it. Unfortunately, it looks like we're still going to go to impass on special education and on um uh member safety. Uh fortunately, the district refuses to negotiate on those items. They're mandatory subjects of bargaining and um the district is not negotiating
006in good faith on those. So um thank you. Have a good Have a good summer. Thank you. Item 3.4, CSEA comments. I would like to welcome CSEA President Jennifer Serrano. Sean Lane. Okay. Item 4.1, superintendent comments. Good evening, President Ree, members of the board, our school community. Uh so I want to show a short quick video but before I do that I want to just share some things. Uh and the video was put together by no other than Angel me but just to start the year and I I tried to say this at graduation at uh Benny High School. Uh but the end of the year and I said this last time can be very stressful because there's so many things going on. There's so many responsibilities. However, those promotions and those graduations are a
007reflection of our district. They show what we do all year. And for some people who who are not into the day-to-day, that is their only way of seeing how our school district is doing. Um, so I want to thank all of our staff. And uh, are we okay, Mr. Okay. So, I just want to show this quick video that Mr. Me put together uh, regarding our um, promotions and graduations. This moment begins with the littlest hands and the biggest dreams. Our youngest learners walk into their first classrooms wideeyed, curious, ready to explore. They learn. They imagine. They grow. They start finding their voice, who they are, and who they hope to become. They step into leadership, celebrate big milestones, and take bold steps toward their future. Each cap and gown, each diploma marks a journey
008of persistence, of community, of purpose. Together, we will prepare, we will inspire, and we will educate the students in our district. This is our promise. This is our purpose. We are banning. So, thank Yes. Yes. Great job, Angel putting that together. Now, this is a a kind of trial because we're going to put our voices on that, but that was very professional, very nice, but it's just a an image to show. We never really talk about the promotions, but it's something that I'm looking at uh you, Miss Burgess, because you start with our preschool and our TK, and I'm sure those are always fun. Uh but there's a lot of work that goes into that. And Angel also created uh we use uh Smughub. Smug Bug. Smug Bug is our platform to show photos. And
009as of this moment, just with the promotions and videos, we have over 375,000 views that are looking at those photos. And I don't know if you've you've looked at our images or even this video, those pictures are very fine. They're very detailed. And I was concerned about Angel and how he's spending so much time, but he showed me how he does it. So he he really goes over each and every picture to make it look a certain way. So, thank you for that work and all of our staff and that work. I also want to thank our Yes, please. Yes, great job. Thank you. And it really takes all of us uh for summer school. I want to thank our teachers and our staff who continue to work. I was able to get out briefly
010today. I'll be back out on Monday uh with a couple board members. Uh but we have meals, we have work, we have um meals in the park right now going on in other places. So there's a lot still going on that we're still supporting in our district and we are heavily in our preparation for 2005 and 2006 and uh I just really want to thank right now what's happening is our budget team. We have tonight a presentation LCAP and our budget team that takes a lot of work to put together. Uh we are getting on board with our academic program. We've always had academics. We have to have that but it has to be a critical focus of what we're doing in our district. And as Anthony and I were able to go out and
011talk to pretty much all the teachers in the district, that was the constant theme. We want alignment. We really need training to do a better job in the classroom. And that's great to hear from people in the classroom with students. Another thing, just our staffing and our operational uh operations. We have grounds and facilities. There he is. Uh really working on getting some things done this summer. So really looking forward for next year. So thank you. That video gave me goosebumps. I don't know about anybody else. Item five, consent calendar. The recommendation is to approve consent calendar agenda items 5.2 through 5.4 as provided. All matters listed under the consent calendar agenda are considered to be routine and enacted by one motion and vote. There is no separate discussion of these items prior to the
012time the board of trustees considers the motion unless a member of the board or administrative staff requests that specific items be discussed andor removed. Do you have a motion and a second to approve the consent calendar agenda as provided? I move. I second. I have a motion from Trusty Nollis and a second from Trusty Troutman. All those in favor say I. I. I. All those opposed say nay. Motion passes 40. Item 6.1, public hearing, 202526 preliminary local control accountability plan, LCAP, and budget. The board of trustees will now conduct a public hearing on the 202526 preliminary local control accountability plan and budget. Now is the time and place for the hearing. The time is 7:23 p.m. At this time, I invite Dr. Kosy Bush and Mr. Herrera to present on the preliminary LCAP and budget
013with their teams. Good evening, President Bur, distinguished members of the board, Superintendent Davis, Executive Cabinet, and the Banning community. Um this evening um we will be presenting a draft um update of our LCAP followed by um our budget draft budget. And so um just a few quick pieces of data that we feel are relevant to creating the context of the work um we've said about in the district. Um as of census day, which is taken in October, um we have 4,237 students in our district. Our unduplicated pupil percentage is 92.3%. Um that's roughly 3,800 students. Um we have 87.2% of our students who qualify for free or reduced lunch. Um just under 18% of our students are classified as English learners. um and 17% and steadily and rapidly growing of our population um are students
014who have an IEP with disabilities. We have 7% who are homeless and a stability rate of change in terms of students who come in and out of our district at about 14.8%. And so I hope that gives a context um of the work we're setting out to do as well as the particular actions and goals we have in the LCAP. And so earlier this spring or late this winter um we put out a community survey. Um thank you very much um Mr. meet who help get that survey pushed out um to the community which included parents um and staff um to get input on what are um your priorities as it relates to the district. And so you'll see here we had about 225 responses. Um if you notice that some of those responses are
015duplicated. It's it just means some individuals um gave their response in Spanish, some gave it in English. And so for parents and guardians, you can see um that we had about 97. Um and then we had some students who also gave some input um and we have teachers, other school staff, administrators, and community members. And so we had a nice cross-section of individuals who gave some input. And this is what they said. Essentially, um the priorities, as you see, um that are glaring, um if you will, for lack of a better word, include academic programs, um that was a clear priority, um teacher training, professional development, college and career readiness, special education, mental health services and counseling, um and school facilities and infrastructure. And so this is based upon the input of those individuals um
016who gave us um some great um answers um in terms of things to reflect upon as we set out to work on the LCAP. And so the work of the LCAP began um immediately following that where we went out and conducted over 25 meetings. Um we went to each school site twice. um the first time of course to talk about the survey, what is the LCAP and then the second meeting to actually share some of the input um that was shared from the survey um in our LCAP and we'll talk a little bit about those goals in a moment. But we've met um had meetings with our bargaining unit representatives, BTA and CSEA um DAC meetings um our parent advisory council um at our principal meeting um school site community which essentially are school sites
017and parents came some students came obviously our teachers came um it and we got a lot of great input once again and also opportunity to sit and listen and hear um really what people are having to say, what their priorities and concerns are. And of course um our special educ some of our special education or SULPA um membership. All right. And so we're going to jump right into our goals. Um and you'll see here we have three district-wide goals. Academic achievement, um cultivating a self a safe and healthy environment, and then to increase parent and community involvement. You'll see that there's a grayed out goal there and that is because you heard me reference the stability rate earlier. Well, there's what is called an equity multiplier um qualification and schools that have a particular rate
018of transiency qualify and they have to have their separate goal. And so that is what that goal four is specifically for New Horizons and BIS districtwide. It's our three goals for New Horizons and BIS they have that additional goal. All right. And so our major focus areas essentially after digging into our data which is a critical component of the LCAP in terms of looking at previous data and tracking how students are progressing or not to be able to say what areas are students experiencing the greatest weaknesses in. If we're using the dashboard, we'll want to look at the areas where they are in the red category. And so looking at all of that data from our ESPback, looking at some of our I Ready data and other sources of data, it helped us to come
019up with some areas to say we really need to pay more attention so we can see growth. The point of having data is to be able to look at it and make a decision on what next step should be um instructionally. And so you can see here for math um one of the things that has come up through the consistent disagregation of our data is that we see that there is a need for growth in conceptual and procedural fluency in math and that is the case um across the district. We have areas where there may be more strengths and weaknesses but overall that is where we see the greatest area of concern and that continues from last year. One of the ways that we've tried to help to strengthen that conceptual and procedural fluency is
020by bringing in assistance from the Irvine math project as an example um to help us rethink about how we're instructing math. We typically see um as students metriculate through the grades that they're doing so so okay in math, but once they begin to make the transition to middle school oftent times where they're presented with more abstract concepts like algebra that there tends to be sometimes a drop off because if you haven't mastered that conceptual and procedural fluency, it's going to catch up with you. And so we are investing or have invested and want to continue to invest um in helping to to strengthen that area. In addition um we got a lot of input from our teachers in terms of assessments. Um, a lot of the feedback told us that we have so many assessments,
021which we do because we want to know. We want to have something to measure to be able to say, is this working? What what we're doing in the classroom, this program? And so, we're trying to streamline those assessments and graduate from some assessments that may no longer serve us in terms of moving forward. And so for our testing grades, we're moving towards the focus interim assessment blocks and interim assessment blocks. Um those will also help us to consistently analyze data as we're going to have a continued stream of data from which to look at. Um you'll see here consistency um and alignment. Um and we do understand that has to be um we've grown a lot and we have much more growth to do. Um and we're very proud of the growth we made, but
022we know we have a lot more growth that is baked within us. Um and then lastly, additional supports for our EL students, our long-term English learner students as well as our as our students with disabilities. Quite similarly for ELA, um you'll see the same theme of FABS and IABS, consistency of practices, um strengthening our um our scope and sequences, which we call our matrices, um and of course additional supports for those same student groups. But our particular focus in ELA has more to do with writing because we do know even when looking on um our ELPAC assessment where we did see a drop um that one of the weaker areas was writing and that was also consistent in looking at our ESPback data. And so being strong in writing requires being strong in critical reading.
023And so it is a a cycle and we are investing um more time and effort in those areas. Um English learners are also one of our major focus groups. Um again just working to ensure that um we have strong professional development. Um that came up consistently across all of our school sites. um and looking at the input um particularly um ELD strategies and making sure that we have adequate ELD um materials, supports for our support staff, our aids um and even as it relates to AVID um and access to credit recovery um for chronic absenteeism. Um we do understand that this is an area that we've made significant growth and we want to continue making growth by once again those themes of having consistent practices across each of our school sites. Um Dr. Merlo has
024come in and really helped to revamp um that whole system um in terms of making sure our school sites are on the same page. Lots of positive reinforcements when you go out and do site visits. Um that's one of the highlights of our schools. Our principles are really um and our teachers are really working hard to make our schools an engaging place where students want to come um and to receive a quality education. Um and then providing additional supports for our parents um in the form of um resources. what to do if there are issues if your student is not engaged. Um, and that can be anything from um maybe some additional help. Um, but what can parents do? Where can they go um in terms of needing or being able to to seek out
025resources to help them to be stronger parents? And before I turn it over to our fiscal department, um I do just want to also say um one of the things that we've been able to do with the LCAP is to be able to leverage um some additional programs and resources to help us with these goals. Um the learning recovery emergency block grant is one of those. Um and that is something we're very excited about using because as we talked about our focus being on um critical reading um writing and then of course the conceptual and con procedural fluency in math we understand those things need early intervention and so in the LCAP you'll see um in goal one we are really looking to invest um a nice portion of that goal into um intervention um
026in terms of being able to bring on some additional staff. And so, um, the LCAP and the budget, of course, um, are siblings, if you will, because they complement each other with the ultimate purpose of creating an instructional plan that will meet the needs of our students. And with that, I'll let Mr. Hideera talk a little bit about the LCFF. Thank you very much, Dr. Cosy Bush. Good evening for President Ree, distinguished sport members, members of the Banning Unified School District administrative team, and those that are part of the community joining us here in person and via the wave legs. Uh this is the perfect slide. Um a dessert graph and maybe it's around that time of day we're painting for dessert, some kind of confectionary good. Uh but uh definitely uh a a good
027transition from the program side of the house into now the fiscal side of the house. And yes, we're siblings. We're also in a happy marriage. We're in every type of symbiotic relationship we can think of because in order to meet our educational needs, we need the financial resources uh to be attached to those needs. And so here the primary focus of the LCAP is really that midsection there looking at concentration grant funding and supplemental grant funding at $19 million. Total base is $45.2 million. That means that 42 cents on every dollar is dedicated to improve and increase services as part of the LCAPS initiatives and part of our budget cycle like to present this graphic letting us work and letting us know where we're at in the process. So today as part of the preliminary
028LCAP we also have theformational item uh our preliminary budget for 2526 also includes estimated actuals for the current fiscal year does include conservative set of assumptions including enrollment average daily attendance cost living adjustment as it relates to revenues. It does include also a three-year projection known as the multi-year projection and through the process of having it reviewed by the county. We're hoping for an approved budget letter coming in the next few weeks after the proposed budget in June on June 30th. It is in alignment with the LCAP primarily supplemental concentration uh supplemental concentration funding and the sets of assumptions that we're utilizing in these projections uh do include parameters provided at the latest um budget iteration at the state level known as the May revis. Uh right now those are still proposals. They're still being
029negotiated at the state level and we're hoping for an act an enacted budget by July 1st. Uh some of the key components of the May revise does include a lot of discussion over the additional funding for transition kindergarten as we get to the fifth and final year of the TK or transition kindergarten program implementation. A lot of discussion about that. Uh the reestablishment of the learning recovery emergency block grant, loss of funding about two years ago. Hopefully getting that reestablished moving forward. and also additional one-time funding uh currently known as the student supports and professional development discretionary block grant. So, lot of one-time funding, not many ongoing resources other than the cost of living adjustment. Now, I'll hand it over to Mr. Ramos uh to provide information on enrollment projections. Thank you, Mr. Herrera. since
030displaying that LCFF funding cake. It's a multi-layer cake to me and that's the only thing I can think about right now. But let's move on to enrollment projections. So in previous budget cycles, our enrollment has looked relatively flat. However, currently enrollment projections and those include all the latest information are showing a slight decline. Now, from 2526 fiscal year into 2627 fiscal year, we're projecting a decrease of about third uh 30 students. And from 2627 into 2728 fiscal year, we're looking at a decrease at about 12 students. Some of the things that we like to keep an eye on are any trends u from one grade to another. Now looking at the cohort survival method which means advancing students in this case from fifth grade to 6th we have seen a decrease as as um deep
031as 9% going from fifth to sixth grade. However that gap is narrowing and we're actually seeing some improvement in that area. We're actually seeing a projected decrease of about 3.5%. So that's a good advance for our students moving into the middle school. We are continuing to see that the new the younger classes coming in are smaller than the largest cra larger classes that are graduating. Now, with our average daily attendance, historically, it's been uh 93% for the Banning Unified School District, and we're inching our way up and making our way back gradually to that historical average. Now let's take a look at estimated actuals for the 2425 fiscal year and the preliminary budget which is the upcoming budget. In this in this table we compare estimated actuals which means these are the financials of revenue
032expenditures and reser economic uncertainties. This is where we expect to end the year. Now we compare it to the new year budget just to see what does that change look like. One of the things I'd like to point your attention to is total expenditures. So for the current fiscal year, the 2425, we're anticipating on spending $95 million in expenditures, and that's going to decrease into the preliminary budget. So we we keep an eye on some one-time expenditures that are from carryover funds and we remove those in that subsequent budget year. Now, at the bottom of the table, you'll notice that the reserve from economic uncertainty does have a slight decrease of 1.46%. So, we're try to keep it the same as much as possible, but it does have a slight decrease. So, let's talk a
033little bit about additional funding. Some mo the majority of these funding sources are one-time in nature. There's a couple of ongoing on this slide. Um, however, back to Dr. Causy Bush's point about accelerating student achievement. Although the majority of these funding sources are onetime in nature, they're actually providing the resources to the district to infuse our academic programs and um mostly at the elementary level. So, as Dr. Kazy Bush mentioned in the LCAP portion, we have some really large needs in math and English. And so the learning recovery emergency block grant is providing those resources to help us improve those programs and provide those muchneeded interventions. Now the majority of these funding sources are currently fully spent or will be a fully spent in the subsequent multi-year projection but there are some funding sources like
034learning recovery that we will have the ability to spend over the next couple of years. Okay, now turning it over to Mr. Herrera for multi-year assumptions. Thank you very much, Mr. Ramos. And just wanted to again hit on that point one more time in terms of how the district is leveraging its one-time funding. That's in the manner in which the district has been receiving additional funding and really focusing on early education and interventions at the elementary level and maximizing the return on investment of those funding sources to maximize our academic achievement goals. So now we are taking a step away from just looking at the um new budget year 2526 also looking at the three subsequent years known as the multi-year projection. Here you'll find on this table the set of assumptions utilized for those
035projections. Won't go through every single figure here. However, do want to highlight the cost of living adjustment for the budget year at 2.3%. Um that is the COLA 3.02 and 3.4. 42 in the subsequent years. Also note that the um cost of doing business if you will and maintaining salary schedules for certificate of staff is 2.5% and 5% for classified. Another figure here worthy mentioning is a consumer price index which is the expected increase in cost of goods and services at 3.42%. So it does make it very difficult when we have a cost of living adjustment below the salary schedule maintenance and overall cost of doing um business which is cost uh of goods and services. Looking into our combined balances uh as part of the multi-year projections which includes the unrestricted general fund and
036the restricted general fund we do see um deficits of spending over a three-year period. However, that effect as it currently stands uh is the effect of using prior year revenues for current year expenditures. So, it does give a deficit spending effect. Um here we do see the reserves at 6.39 for 2526, 7.91 and 8.66 for the subsequent years respectively. When accounting for all assignments, uh those uh dollar amounts do increase to from 7.5 to 9.04 and 9.76. And that's just part of the two different types of reserves that we keep track of. Reserve for economic uncertainties. district uh is uh has an a policy that requires us to have a 4.5% uh reserve for economic uncertainties and then the reserve cap which includes assignments uh that is uh cannot exceed over 10% and we're meeting
037that requirement here. Now really honing into the what keeps us afloat financially is the unders general fund. That's the one the fund that we focus on the most in terms of uh sustainability financially for the district and would like to direct your attention here to the overall net deficit or excess. So uh currently it is being projected to have a small deficit of about $40,000 in 2526 that increases to about $1.2 $.2 million in 2627 and about $900,000 for 2728. At this point, uh these projections do not include any impacts of negotiations and I'll let you know where we have some dollars reserved for those figures. Um but if we were to move forward with ongoing increases based on latest conversations, uh it would create a deficit um in the current year at about 900,000
038$300,000 in 2627 and about $800,000 deficit in 2728. But as mentioned before, we're leveraging all of the additional funding that's coming in in one time in nature. also looking at creative ways to maximize those most restrictive dollars and maximizing the availability of unrestricted general fund resources. Altogether we do see the same reserves for economic certainties as in the previous slides given that it is a calculation of unrestricted general fund balances as a divisor of total expenditures within the general fund. Um here we now are looking at the reserves transparency report and this is a report that is only required during the budget preliminary and proposed um process which is occurring in this month in June. Um and uh I have provided uh to the board and the general public a different iteration. However, we brought
039in the entire report here um in the nature of true transparency and providing um everyone here uh how the mechanics of those components of the fund balance operate. So, I'll just really focus on 2526 and if you follow their section one, it's the total combined expenditures at $91,000 90 almost $92 million. The overall combined balance at $34 million. Uh even though there is a state requirement of a 3% reserve for economic uncertainties, we have a policy at 4.5% and that is about $4.1 million. Out of the $34 million fund balance, about 12 million is dedicated to restricted balances also stores meaning our inventory and the revolving cash account. Thereafter we have the components of the fund balance and these components are are those items that we have shared here. of every single uh reporting period.
040This one here again just slightly different however is the same line items. The only one that is different and has been increased uh based on the latest conversations with our labor partners is line item 5G at about $1.2 million. And so that is a way to um carve out some dollars and dedicate them to our ongoing labor relation conversations. Al together in the uh section 8 there we see the same reserves and in section 10 that were in the previous slides. So with that it does conclude the presentation for today. However u there is more to come. The LCAP does go through a fastpass process through the Riverside County of Education. We're still making some changes and adjustments, refinements in that process. Um, there's still additional input that's being solicited utilizing the group email that
041is being monitored on an ongoing basis for any additional input on the LCAP. Also, the budget, I'm still going through a refinement process. we approve a budget and tomorrow is already different because that is the nature of refining and um also providing adjustments to accurately reflect our financial positions. The proposed budget and ECAT will be recommended for adoption on June 30th. So today it's just really the public hearing waiting to hear for some feedback. Um and then we'll then go through the recommendation of the approval on June 30th. And with that, I would like to just take quick take a quick second here to thank uh everyone involved in the process developing the LCAP. Um I know instructional services has really been working with uh limited staff. I know the fiscal team has really stepped
042in and helped out. We continue to refine our practice and our craft here and just so proud of everyone involved in the process from human resources to the school sites and making sure that we're monitoring our budgets that we're setting expectations and really continuing to improve as we go through these budget cycles. So, thank you very much for your time today. Are there any questions? I may I Okay. Um just a a couple of real quick questions. the technology infrastructure um at $2 million. Is any of this going to be part of measure O that it can be taken out of our regular budget? So, there are opportunities in the current commitments that can be switched over to the bond measure O um technology infrastructure. There's some components that are basic equipment that may not
043be charged to measure O, but some of the capital expenditures may. And so that is a great question as we continue to free up space if you will in our underser general fund of leveraging those uh bond funds to be able to create some additional savings in our unrestricted general fund. So to answer your question, yes, it's possible depending on the type of expenditure. Okay, because I noticed it said infrastructure. The other question I have to you um for you is the uh textbook adoption before was 2.5. Is this an updated figure or is this something that um with the increase in textbooks or text? It is an an increase to the commitment itself. Uh knowing that there is an increase of goods overall at this point. This is really just an estimate. I know
044Dr. Cosy Bush is uh has a good polls on where we're at with that adoption at this point. Um that is a figure that is a bit conservative. We don't know at the moment. However, uh though the textbook adoptions are are very costly and and so it could bring you anywhere from the 2 million to the 3 million even even more than that. And as soon as uh the framework is developed for mathematics, uh we'll have a better idea as to what would be the cost of that adoption. Oh, thank you very much. And I did have a was there anybody a question on this? I did have a couple of questions for Dr. Cassie Bush if I may. Um you were talking about the the programs um spending um you were talking about conceptual
045communication in middle school. Um with the curriculum in mind, are we looking at training teachers to be more conceptually communicative in middle school? Because I know that that is an issue as well. Absolutely. um you know, when you're talking about the um Irvine math program, have we analyzed the the conceptual communication on the teacher side? And also, are we looking at the curriculum to make sure that the curriculum that we're going to be adopting also has those components as well? Um because I know that sometimes children can't understand it because it's and I'm not saying this Anthony, I'm I'm just saying that that sometimes we we as teachers need more training to um make sure that the students are understanding and that we understand it ourselves as things change. Absolutely. Um in fact, that's one
046of the things we have been working on. Um we have training scheduled um at the end of July um with Irvine Math Project. Um in fact we brought in some of our teachers um just before school let out to have them review um our um scope and sequence documents which we like to call our matrices to look at where the standards are and to see um hey are there some standards we may want to move or shift in a different place um in terms of the timeline for the school year. Um and then um having that team to look and then of course to go back to their respective school sites to ensure that all of our teachers have had a chance to take a look to bring our principles in um which happened actually
047um Mrs. Klejabi's already started. I think that was yesterday um that our our principles took a look because we have training scheduled and the point of that training is to make sure that we are aligned. um we have to look at the data to see where students are having the greatest areas of difficulty. Um and so that is an integral piece um to this training as well as training throughout the year which we will integrate um into some of our Wednesdays um I was going to say something else. Oh, curriculum and so very ex and with that in mind because the core curriculum we have which is quite old um and we've been long overdue for updated math materials. we know already there are gaps in it and it doesn't mean that we've replaced our
048core curriculum but in the areas where we can say hey these resources work better for these particular concepts that's what we're pulling from Irvine math and so we've not replaced our core curriculum we are using pieces that may I don't know speak better to some of the instructional gaps we have some of the areas where students are experienc experiencing um trouble or difficulty with those elements. And the intent is that um if everything goes as scheduled by the state, we should be anticip we're actually anticipating a new list of materials that the state will publish sometime this fall. Um hopefully as early as um late October. Um right now they're thinking it may be around early November. And we are anxiously waiting um to see that list because from that list of recommended materials that
049have gone through the state's instructional quality commission who does they have their own process of vetting the materials. So all the publishers who have submitted their materials they were not selected. um we will then have our teachers to say, "Hey, we're going to we want to look at piloting um from this publisher and this publisher." And so that is going to be um a process for us this year um as we make some transitions to align our practices and now to look at updated materials based on the new math framework. Okay. Thank you. And um I guess my other question is um has Irvine uh gone in and really looked at our teachers uh ability to teach conceptually and have refined that because it's not just about the standards or where we shuffle the standards.
050It's also about the way we communicate um what we're what the students need to be learning and how we transfer that communication across each of those standards. And so a lot of the work has Irvine math coming out. um they are working with our teachers and they're also working with our um instructional coach so that we can in turn build the capacity um of our staff and that's what professional development and training is designed to do. Okay, that's our intent. And then I have one other quick question. Thank you so much. And then you mentioned about the writing part of the English. Um, one of and you mentioned the the reading and I agree with you reading is very important part of that. But one of my other questions is um have we analyzed our
051students structural English foundations to see whether or not they are able to take those foundations that we are giving them if they are sufficient in order for them to have good strong writing skills. So one of them is reading of course but are we analyzing their structural foundation? Yes, that is um also um one of the reasons why we know we need to kind of pull things back um and really take a deeper dive into looking at writing um our reading. We know that we have to continue to put systems in place um and intervene as early as possible so that our students do have the foundational skills um that are needed so that instead of or so that they can transition from learning how to read in those early grades to now reading to
052learn as they transition from third grade on up where they're now going to be exposed to a significant amount of content and being able to make sense of that content. And so it is we do realize it's a two-fold process because if you have not mastered the basic um foundations building blocks of reading which are phmic awareness and understanding phone names and and all of that grammar grammar being able to make sense of text is going to be challenging particularly as you now are asked to translate that onto paper and to create meaning with those words onto paper and so that and that is why it is sort of like a vicious cycle but you do have to go through it um very methodically and that is one of the reasons why um we are
053heavily investing in wanting to have that intervention as early as possible well I do hear intervention I hear a lot of intervention I'm I guess I'm wondering do we have the initial foundations so there needs to be less intervention and more education because intervention and education are two different things. And to me, intervention means that the education at the beginning wasn't strong enough. And I'm not saying that in every case. I'm just saying that, you know, I hear a lot of intervention. I'm wondering, and I don't mean to put you on the spot, but I'm wondering if we're really looking at our educational foundation to make sure that it is sufficient and it's comprehensive enough to cover all of those areas for all students. Understood. which would be strong first best instruction which is always
054the goal is to have the best first instruction so that we can minimize the need for intervention that is always our goal looking at those programs that's I guess okay thank you okay um okay so my question on this page would be 5 C and 5K. So, in regards to 5C, um I've seen this on here for quite a while now. And at this point, can we also plug that into measure O and reroute that 350,000 to I don't know, labor relations. It's a possibility to go ahead and do so. Um, at this point, uh, in terms of the $350,000, it would be a one-time expenditure versus some of the impacts of labor relations that would be ongoing. And so, there may be a combination of a few ongoing um, and one-time opportunities as we
055continue to negotiate with the labor partners. Uh but to the question earlier and the question now is that there may be opportunity in some of these components to be able to shift over to measure O as long as they're allowable under the project list. And so it's definitely something that uh we've already considered and are going to continue to explore as we move forward with the first issuance coming up in a couple of months. Okay. And then for item K, um I thought we were done with the universal TK facilities. So the project was completed. We did have a ribbon se ceremony earlier in in the fiscal year. However, the fiscal component is still not completed. As a matter of fact, if I'm not mistaken, we're very close to finalizing the last um change to
056the uh DSA plan that the Department of AR architecture um as it relates to solar panels. And then the last thing is then closing out the project, releasing out the retention and finalizing the impacts of that district match requirement within our financials. And we're hoping to do that within the fiscal year. that would carry us forward into August when we provide in September actually uh when we provide our final unodudited actuals for the current 24-25 fiscal year. So it will be completed within the fiscal year. It's just takes time to go through the closeout process and the fiscal component that still um we still have some balances to pay out. So this is the remaining balance. This is not the remaining balance. This is the set aside in the unrestricted general fund for the project
057that would be covering the district match. So, so we will have an updated um list of items. Uh there's a small savings of our total um what is known as the lease lease back um gross cost about $80,000 savings or so. So, two different things. One, the commitment here. It's a commitment that was placed in our Richard general fund since the inception of the project uh to meet those district match requirements. And in terms of our project overall, uh we will have a small savings from what we originally estimated. Okay. I Yeah. Okay. I appreciate that. Thank you. Thank you. Okay. Are there any public comments? All right. Seeing no public comments, I declare that the public hearing is now closed. The time is 8:05 p.m. Item 7.1, Educational Services, Proposition 28, Annual Report. This
058item is for the board to approve the proposition 28 arts and music and schools 20 202425 annual report. Is there a motion and a second to open and discuss item 7.1? I move. I'll second. Any discussion or questions? I have a motion from Trusty Troutman and a second from Trusty Martinez Lara to approve item 7.1. All those in favor say I. I. All those opposed say nay. Motion passes 40. Item 7.2 educational services board policy first reading mobile communication devices information only. Are there any questions or comments from the board? I just had to ask did did we resolve those questions that I had asked. Did good evening again. And so, um, one of this policy, um, does have to do, of course, with, um, prohibiting minimizing cell phone usage or mobile device usage, um,
059among our students. And, one of the questions that came up had to do with, um, the exception for mental um, health um, or another, um, student wellness issues that may intercede or intervene, excuse me. And so some of those could be um if a student um has um a particular medical condition um that a doctor um or psychologist or other medical official has signed off on. Um, one example could be um if they are needing to access um certain types of applications um on their phone which may help them um if they need to calm down um and and that could be an example. Um, it could also be um for students with IEPs, if there's something that was determined um that they're going to need to access on their device um that they would
060then be able to access that um if it would help um with their particular disability and if it's referenced in their IEP. Those are some examples, but certainly not all. Um but the difficult part would be the enforcement. Um and one of the things that we feel could help in that enforcement is that there is an official letter something that sort of whether it is from a doctor or psychologist but it would help in terms of being able to say yes we have this documentation and we are making the exception as is noted in um the board policy. Okay. Thank you. Any other questions? Go ahead. Um, how are we looking into enforcing that? Because I saw at at one of the CSBA conferences, they have these pocket things with magnets that the the students
061would put their phones in and then they have it unlocked by a teacher with a master key that the yonder yonder pouches. Yes. Yes. In fact, um our alternative school, they're using um the Yonder pouches um and they've gotten some great feedback um from them, from the students who appreciate it because um locking away their phones in the pouches um positions them to be better able to be engaged and not to be distracted. That is one way. Um certainly not the total answer, but but that's typically how they're used. Um, students would place their phones in the pouch um and they'd be locked in the pouch for the day. I know some teachers also have um like these pockets that they hang on the uh whiteboard that you know there's a number the students put
062their phone in a pocket and then take it at the end of class. That is right. That's right. And so as we begin to think about ways that will help sites um those are definitely some excellent strategies, we also know um our sites, our principles are very creative, our teachers are very creative and coming up with ways to even provide incentives um for students who kind of follow um this practice this wave or movement that we're we're trying to bring in in terms of increasing student engagement. Okay. And and let me just add to that. So, Kums went through that process. Now, they have a lot less students than most sites. So, it's been very um productive, not from the administration standpoint, but from the students. They talk about how they're improving their uh academic
063and their um progress and their focus. Now, at Nicolet, they instituted this as well without those pouch pouches. And again, me talking to administration uh versus teachers, the administration states that uh it's been successful, but what we don't want to do is put that on teachers because what we don't want to do is have power struggles with students uh and teachers about what's going on that just interrupts everything else. So, it's really here's the policy. This has to start from day one. This is the expectation with consequences. So, my understanding at Nicolet, uh, it went relatively well because they took phones away and students were not able to get those phones back until parents came to get them. And so, it's going to be a balance, but it starts from the beginning of the year
064with expectations and consequences. Well, not only that, but you have better results with positive reinforcement, right? Abs. Absolutely. Negative reinforcement. Absolutely. 100%. So, we have some work to do. And again, this is coming forward because um the governor's office says every school district needs to have a policy uh on place and then it's up to that district in terms of how they will implement it. I do want to say that I appreciate the fact that we're doing this because it does protect the privacy of our of our students and I think that's incredibly important to protect the privacy of each and every student when they're on campus. Yes. Item 7.3, Educational Services, Emergous Healthcare Staffing, Inc. This item is for the board to approve the Emergous Healthcare Staffing, Inc. agreement as provided. Is there a
065motion and a second to open and discuss item 7.3? I move. I'll second. Any discussion or questions? I have a motion from Trusty Troutman and a second from Trusty Nollis to approve item 7.3. All those in favor say I. I. All those opposed say nay. Motion passes 40. Item 7.4 Educational Services Institute for Behavioral Health. This item is for the board to approve the Institute for Behavioral Health agreement as provided. Is there a motion and a second to open and discuss item 7.4? I'll move. I'll second. Any discussion or questions? I just want to reiterate the question I had about if these people were going to be working directly with students or just observing and giving recommendations to our staff. Absolutely. And so um the intent is that their staff will come in, they will
066be performing, um some assessments and working with students in addition to making recommendations, but they will be working with our students. Thank you. Any other questions or discussion? I just had a real quick question. Um does is there any overlap between um the emerges healthc care staffing and the um and this particular um institute for behavioral health. Yes. In fact, um we do see that there's um a reference to behavior texts and um emerges again is a way to ensure that if we are short um of staff um that we have, um access to be able to pull necessary staff in. And so it's a backup for us um if we are not able to um secure staff or if staff is not um if they are not available for whatever reason. Okay. So this
067is not the fiscal impact is not necessarily 375,000 or is it um it may not be in the totality. Okay. Thank you. Mhm. Sorry. Are you referencing suicidal ideiation in or the crossover in in regards to what the emerges would step in to help for behavioral health purposes? Oh, no. I meant in terms of behavioral texts. Oh, okay. Okay. Sorry. That's okay. Thank you for clarifying. Any other discussion or questions? I have a motion from myself and a second from Trusty Martinez Lara to approve item 7.4. All those in favor say I. I. All those opposed say nay. Motion passes 40. Item 7.5 educational services right at school. This item is for the board to approve the right at school enrichment program agreement as provided. Is there a motion and a second to open and
068discuss item 7.5? I'll move. I second. Any discussion or questions? I have a motion from Trusty Nollis and a second from Trusty Troutman to approve item 7.5. All those in favor say I. I. I. All those opposed say nay. Motion passes 40. Item eight, human resources. 8.1, human resources, employment contract, assistant superintendent, human resources. This item is for the board to approve the employment contract for the assistant superintendent of human resources. Is there a motion and a second to open and discuss item 8.1? I'll move. I'll second. Go ahead. Any discussion or questions? I have a motion from Trusty Martinez Lara and a second from Trusty Troutman to approve item 8.1. All those in favor say I. I. I. All those opposed say nay. Motion passes 40. Item 9.1 business services PAC theater and lab
069lighting retrofit project. This item is for the board to approve the contract with Avidex Industries LLC for the PAC theater and lab lighting retrofit project banning high school PAC lab and performing arts center utilizing the National Cooperative Purchasing Purchasing Alliance contract number 01-97. Is there a motion and a second to open and discuss item 9.1? I'll move. I'll second. Any discussion or questions? I do have a couple of questions. Um, I thought we were finished with this when we So, I'll have Mr. Paige go ahead and provide the background with this particular line item. Thank you. Yes, the project was completed, but the current uh lighting system has failed. The problem with it is it's a equipment failure and the manufacturer has gone out of business. So, there's no one to go after a warranty
070for. So, we have to replace the system. So, we didn't have a warranty when we started and we didn't look into this company when we got this. All I can tell you because the Pax Center was built prior to my coming on was it did have a warranty, but the company did go bankrupt. Okay. So, do we go after? Do we know that the one that we're doing now is not only a legitimate company, but there is a warranty? Yes. So, we have those asurances. Yes. That's all part of the contract. And can we use measure O for this? We are actually utilizing measure M which was designated for the PAC project and CT expansion. Um there's still a balance there and we were aware of some of the challenges in the building and have
071um reserved those dollars to make sure we move forward with the replacement of this equipment. Okay. Thank you. Any other discussion or questions? I have a motion from Trusty Nollis and a second from myself to approve item 9.1. All those in favor say I. I. All those opposed say nay. Motion passes 40. Item 9.2 business services contractual agreements. This item is for the board to approve and or ratify contractual agreements as provided. Is there a motion and a second to open and discuss item 9.2? I move a second. Any discussion or questions? I have a motion from Trusty Troutman and a second from Trusty Martinez Lara to approve item 9.2. All those in favor say I. I. I. All those opposed say nay. Motion passes 40. Item 9.3, business services, monthly fiscal services reports. This
072item is for the board to approve monthly fiscal services reports, bank reconciliations, purchase orders, warrant summary, and commercial warrant registers. Is there a motion and a second to open and discuss item 9.3? I'll move. I'll second. Any discussion or questions? I have a motion from Trusty Nollas and a second from Trusty Martinez Lara to approve item 9.3. All those in favor say I. I. All those opposed say nay. Motion passes 40. Item 10.1 board member comments. I'll go first. Um first of all, I want to um welcome Mrs. Rigo uh to Banning Unified School District. We're happy that you have decided to join us and uh we look forward to hearing your um I guess your programs and some of the things that you're going to do for uh regular education and for the SPED
073education as well. Welcome and we hope you have a good summer and we look forward to working with you. And then um I also wanted to ask about the member safety. Um Anthony, you had mentioned something about member safety. Um was that something that was I don't I don't know. Okay. Thank you very much for that. And also uh Angel that that was just an incredible program. Thank you so much for showing us that. and can you kind of help me get on those 375,000 pictures? I am yeah very excited about that. And um I would also like to talk to you um Mr. Davis about the board members walks on Monday. Thank you. And I hope you all have a wonderful summer. Um thank you for all your hard work this year. And thank
074you to Dr. Cassie Bush and to Mr. rare for the LCAP. We really appreciate it. Thank you. Okay. Um first off, I'd like to say congratulations, Miss Annette Rego. Welcome and we're excited to have you. Um thank you Mr. Herrera, Dr. Kazzy Bush for the LCAP presentation. It very good to see. Um, Angel, thank you for creating that that wonderful video. It was very well put together and good to see. I love seeing our students. Um, I'll keep it short. I hope everyone here has a great summer and enjoy your weekend. I want to agree with my colleagues. Welcome, Miss Rego, and we look forward to all your hard work. like everyone else. Thank you for everyone's hard work as always. Um, Angel, that video amazing. It is always fantastic and like Mr. Davis said,
075it is the culmination of every academic year to be there to see these kids. We wish we could be at every single promotion for all of our students. Unfortunately, we can't, but the ones that we are at, we truly truly do love being a part of. We love seeing these babies smiling, receiving their rock awards, their promotion certificates, parents all dressed up and excited to see these babies. Thank you to all of our staff for making those special events happen for us, for the whole community and for our students. Thank you for all your hard work during the summer as well. Thank you for our summer programs for our kiddos because some of us would go crazy at home with them all the time. So, thank you and God bless your souls. Have a beautiful
076summer. I want to welcome Annette Rego as well. Thank you and welcome to the team. Um I attended the two graduations and Nichollet's promotion. Very well done. I feel like we had a very successful wrap up to the school year. I know for most of you in the audience, your year is not done. So, thank you and continue your hard work because it is seen. Um I think we have a lot of great things coming and I'm looking forward to the next school year. So, thank you all and enjoy your time. Item 11, future board items. Do we have any future board items? Well, I don't know if I should say this, but I keep sounding like a broken record with the educational portion of it. Educational programs for next year. Yeah. What does it
077look like? That's it. Nothing else. All right, we don't need to reconvene. So, item 14.1, adjourn meeting. Do I have a motion to adjurnn? I move. I'll second. All right, I have a motion from Trusty Troutman and a second from Trusty Nollas to adjourn this meeting. All those in favor say I. I. All those opposed say nay. Motion passes 40. This meeting is adjourned at 8:25 M.