June 12 Board Meeting

001call to order the board of trustees meeting June 12th, 2025. Roll call. Miss Parker, will you please take role? Trusty Nem present. Trusty Sundi here. Trustee Hayashida. Trusty Periq here. President Tanaka present. Agenda item two, approve agenda for the regular uh meeting of board of trustees on June 12th, 20125. Do I have a motion to approve? So move. Thank you, Trusty Sundi. Do I have a second? Second. Thank you, Trusty Nem. Any of those any questions or discussion hearing? None. I'll call for a vote. All those in favor say I. I. I. Any opposed? Motion public comments close session. In accordance with government codes section 54954.3, anyone who wishes to address the board on any closed session agenda item may be recognized at this time. In accordance with board bylaw 9323, individual speakers should be

002allowed three minutes uh to address the board on each agenda item. The total time limit for public comment on each item is 20 minutes. Miss Parker, do we have any public comment cards? No. Thank you. Four. Recess to close session. Public employee performance evaluation superintendent. We recess to close session at 6:31 Reconvene to open session at 7:03 p.m. Close session report. Uh, the board has completed the superintendent's annual performance evaluation. No reportable action was taken. Pledge allegiance. Trusty Sandy, could you please lead us in the pledge of allegiance? Yes, please stand and put your hand over your heart. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. Item number six is

003staff report uh proposed 2526 local control accountability plan and budget. Miss Taylor, will you provide the information regarding the proposed 2526 local control accountability plan? Oh, Dr. Mlen as well. Thank you. on the 2526 budget. Perfect. Well, good evening, President Tanaka, members of the board. Um, happy to be here. It's good to see you tonight. Um Tandy and I are here to present for public review next year's budget and LCAP report, local control accountability plan. It's an information item that's um for public review tonight. We will bring this back to you next Wednesday for your final approval. Um, and so along with this PowerPoint. There we go. This o this is an opportunity to to share a little bit about what the bud next year's budget looks like. Um, the budget calendar for next year

004is very similar to this year. It's guided by G board policy and ED code, but uh it requires a public review of a budget, and that's what we're doing tonight. um it'll come back for your final approval. But then as the school year progresses next year, you'll have an opportunity to see two interim reports, one in December, one in March, and and look at how those interim budgets are doing with the budget that will be presented to you tonight and next Wednesday. And then you'll do it all again next June in looking at the 2627 um budget. some themes um with this year. Uh the governor presented his budget for California in January and there's been a May revision time where the legislaturators and lobbyists have all had an opportunity to discuss and talk about

005what the governor has presented. Um, as public education goes, this is a uh budget that uh remains very committed to public education. Um, and that's a good thing. The legislators and the governors um a as they've presented the budget are looking after us. Um, and that's despite the legislative analyst office having concerns. They they did talk about earlier in the year their concerns that the budget looks like it's a $ 38 billion deficit. Given that um this budget um is expected to appropriate about 117 billion dollar to public education by Prop 98. Of that Cypress School District will benefit by approximately $50 million of that Prop 98 monies. um that uh dollar amount is a little bit um down from what the governor presented in January about uh 1.3 billion and that has a lot

006to do with the general fund being down um from what it was in January. Revenues are less than they initially thought. Our big three revenue makers for California are the income tax, the corporation tax, and the sales tax. And of the three, income tax brings in approximately 60% of all of that. Um the concern is that the state is over overly reliant on the income tax part especially with when you think about our highest um earners make up more than 50% of that. Um so there are some concerns but the overall budget um is good news for us. It's going to expand our TK program and fully implement universal um TK. It invests $2.1 billion dollar um through Prop 98. Cypress School District. What does that mean? Well, we expect to have about 200 transitional

007kindergarten students next year. And what will look different is it'll be a 10 to one adult student ratio. Um it's um being paid for by an add-on through the local control accountabil uh through our local um funding formula which we'll be talking about a little bit later. The cola next year is expect uh is is is set to be at 2.3%. Um it had been um slated to be 3.29 last December when I was talking to you. We talked about a 3.2 29 cola percent cola. It went down to 2.93 and and and now we see it's at 2.3. Um so it is showing signs of going down. That's not a positive. Um that 2.3% or 1% for Cypress School District equates to about $400,000 more. Um, in addition to TK, ELOP will be um

008continuing to have a extended learning opportunity program next year. Um, the good news is they are increasing what school districts can get through ELOP funding. They're going to create a tier one and a tier 2 um rate for providing revenues to school districts. The bad news is Cypress School District won't qualify because we do not have more than um 55% of our students being classified as needy. They call it unduplicated percentage um pupils. But uh good news for California is more money will be invested into that program. We will still work to have the best program in the world but with the limited resources we get because we don't qualify. Uh some bad news is we don't know what could happen with federal funding um and what might happen with federal funding with cuts to

009particular programs as it relates to Cypress School District. Of our $55 million that we have for our budget, only about 3.6% 6% of that comes from federal monies and most of that um and that's approximately $2 million total. Half of that is monies that we receive through IDEA. Um and that funds our special education program and nowhere is that near enough to actually run our special education program the way we need to. Um but uh federal funding we are concerned and we watch that. we have our pulse on that and and we're prepared to to to handle anything that might happen or might not happen. Um, another concern that we have with the California budget in general is its reliance right now on one-time monies, its dependency on one-time monies. Um, this is a significant

010concern because school districts don't depend on one-time monies. Whenever we uh are looking at ongoing programs, one-time monies is not how you do it. And so that in hand with what the LAO, the legislative analyst office is considering a budget deficit um has our has our ear and we're very much concerned with the idea that one-time monies are going to be used to pay for our ongoing costs for education. Uh a signal that this is true is they do will be delaying some aortionments in the latter part of next year and they're fully withdrawing the RA rainy day fund. And so that has our concern and it's something that uh this staff and the board together will watch as the year progresses. And as the COVID monies and the monies that were provided to school

011district are going away, um there will be um layoffs that we start to see throughout the state and we'll be looking at um programs that we are using with one-time monies. And we probably will be we're in a good position to not use the layoff word, but you will start to hear the layoff word um a lot more through school districts. We're already hearing that word be used um in surrounding school districts and it shouldn't surprise this board or other um districts because onetime monies are going away. Ah there are you helping me helping me too much. The locally control funding formula is how school districts get their the majority of their monies through these are state monies and this formula shows how every school district is funded. We're expecting to get just under $40

012million through the LCFF. Um every school district gets a base grant and is paid um accordingly to their grade level. Here on this slide you see the base grant um amounts the middle u the adjustments for um grade level there's a grad span adjustment that is um provided to school districts and this is significant because this is what pays for our class size reduction. you see that uh we get an additional $1,67 by the formula and the cola that's been implemented with that for every uh primary student. And that's going to you'll see on the next slide, I won't steal thunder from it. It'll show you how much we get. And that is to provide a 24 to1 ratio through kinder through third grade. And then the last column is an adjustment provided to school

013districts to help provide programs um for the neediest students. And those are the students who um qualify for socioeconomic the free and reduced lunch. They also are students that are English language learners or foster youth. We have a percentage you'll see um of about 50% of all of our students are um what they call um upp um and that we get paid accordingly. District get paid in a two-tier way here. Um you get your supplemental monies and then you also get concentration grant if your student population is above 55%. we do not get those monies and that puts us we we do great with the resources we get but we don't get what some of our surrounding school districts get um and they get to do certain programs sometimes that we don't what brings that

014last slide to life is this this shows you approximately in the LCFF formula monies that we will um receive for the base grant we expect to get just about $33 million next year for base grant funding. The grades spand adjustment, these are monies that pay for our um class size reduction. You'll see that that's about a 1.8 almost a 1.9 million. I'll point out um that this year we had about 1,800 students in our primary grades and we had about 80 teachers and we had a class size ratio under 24 to1. We averaged 22.6 to one. That's great. If we didn't have these monies, we would have um we would have more teach we would only have 57 teachers and a class size ratio of 32 to1. Um so it's significant. This money brings in

01523 more teachers and allows this board this um this district to have the class size ratios that we do in the primary. It's something that this board has taken pride in in since my existence here. Um, but the the the commitment we have to class size reduction, this 1.8 doesn't cover what it actually costs. It's about a $2 million cost for what we do, and we get about $1.8 million, but it's money we believe that's well spent. And then the the uh the supplemental column shows you that we expect to get about $3.5 million for our needy students. And this is significant, especially to my counterpart here, because this is what the local control accountability plan is all about. What are we doing with this $3.5 million to actually impact and and have the best

016program available for our neediest students? And with that, I toss this to you. Good evening. Um so as Dr. Mlen said is that um you know he gave you kind of an overview of the whole budget. This is a small sliver of what we're kind of sharing tonight. So the local co control accountability plan in um the state of California um really was developed because of that funding formula that they changed about 12 years ago or 11 years ago. Um and they really tried to make it less complicated. So it was a very straightforward of how we were funded. Um and with that way back when came a new plan and so we have progressed further and further along and as long as this plan has been developed over time you see it becoming um

017more and more detailed with more information which um gives a great information in it but it does makes it much more much more complex for people to understand the content within it. Um, so it was really intended to tell your story. Um, but it's not something I didn't have my copy right here, but you know, you don't pick it up. If you're going to read it tonight, you're going to fall asleep like you were explaining, um, Trusty Periq, um, about your daughter falling asleep in the chair. It's not exciting reading. So hopefully tonight I can share a little bit about it. Um, help you understand it so you really can understand what is in our LCAP that tells our story for the Cypress School District. Um, within the plan, there are things that must be

018in it. We have what's called the budget overview. Um, for parents, it's supposed to be a simplistic way to understand the budget in a a very um short um way. It has a plan summary. It describes how we engage our educational partners and really as um Dr. Mlan just talked about is how we are uh addressing um the students of our most at risk students of um so low socioeconomic status um English learners and foster um and then also in that plan you see um tables and they actually make me include the instructions. So if you really want to know how to complete the LCAP you could also read that. Um what is important to remember about the um LCOP is that it's a ability for us to demonstrate how the district will expend its

019funds and its accountability to show the progress towards beating towards the goals. Um the um the metrics that we put in there are ones that we identify to help measure ourselves to ensure that we are making progress and showing that growth to the students that this is principally directed towards. um our LCAP right now we are in the middle of the cycle you see that one two three we are number two um we are in our second year so last year you approved the LCAP we are now um analyzing how that is moving forward and um and then moving forward to and we had to look is there recommendations for changes you know stay the course um or or start over which we are actually staying the course because we're doing some great things um

020this is just an overview of our educational partners um and how We engage um a variety of um all of our stakeholders um so that they through their lens we're able to gather that information and understand um how they view the services and supports that we're offering this um students um in in our schools. Um what I do need to bring before you tonight is things that we see on the dashboard. This is a public-f facing document that um we encourage our community to understand and to be able to access. Um, and so when you look at how we're performing overall, we do an outstanding job. Um, um, Dr. Gibbs came in, um, I'll say in the fall, I can't remember the exact board meeting and and presented all the data to you so you

021could really see how we were performing in that. And during that in which you'll see our English language progress, we had already identified, we recognized our students were not making their progress and we had shared that with you at that point of time so that we could adjust our course and identify um their progress in language. Um with that then we identified some programs that we were going to implement. So we've been monitoring and tracking that and um based off our preliminary um documentation we're really seeing the students progress um at a much more rapid rate. But it when you look at here um as I said we're doing very well. You know we have that green area the blue area really showing um how strong um and what our teachers are committed to do

022and really doing well. So the first area that is in this area is that student achievement. Like I said that's when Dr. Gibbs um does share all of that data with you. Um it's also um measured our student engagement and the state measures student enga engagement by um suspensions as well as attendance chronic absenteeism. So it's important to understand that that's the measurement and then I'll show you another side letter. It's also connectedness to the school community. Um and so and then school climate is another area that we um do and that's all around safety and such for that. um for something that we have to self kind of rate ourselves um is our local indicators um we um survey that's um part of our um annual survey to staff and to our community in

023which we have um all the areas here that we must self assess um so that what they call basic the teachers instructional materials and facilities those are the things about do we have highly qualified teachers teaching the students are facilities in good repair in Teresa actually and her team go out and they assess and they have to fill out a document that is is used. Um and then also looking at our curriculum and ensuring that every student has the textbooks that we have identified as core. Um and then we talk about how we are implementing and this is the where the teachers give feedback the implementation of the um standards that are being you that have been identified by the state of California to be taught um for um progress to see how students are

024progressing. So teachers give input about how they um understand the frameworks, how they're implementing the standards. And so we use this data to um identify if we are meeting this area or not. Um priority three, which you can't see the numbers there, but is all about the parental involvement and family engagement. And this is about are we making connections with our families and um and checking in with them and making sure that we're getting um a variety of ways for the to give input. And while we have um wonderful PTAs and lots of focus groups and such, we do give every family in our district through the LCAP survey an opportunity to be able to tell us personally in a confidential private way. And then um our course of um access, we're an elementary school

025district, so where you'll see in your your um secondaries, you know, it's access to things that we wouldn't because we're not on that schedule, but it's really about access to the core programs that we have um and particularly within English learners. Are they getting the ELT and such to be able to um make progress towards theirs as outlined in by the state documents. Um, as I said, this is the second year of our LCAP. Um, it's kind of a a document that you must track over time. And so on the California dashboard, what we had identified last year was chronic absenteeism. And if you recall, we had come before you and shared that. But yet, we were also recognized by the state as having some of the best attendance in all of the state. I

026I'm happy to report, you know, we we have met the metric. We are doing really good. I'm going to show you a slide in a few minutes or a few moments um that actually shows you where we are at, but we really have turned that around and we have um met that expectation and we're just going to be um confident that we're going to keep on that right track. Um the other area that we had brought before you um was a school specific um which was at King Elementary with our students with disabilities in English language arts and we're just continuing to monitor that. they have not quite um met the level of to in order to move out of that area. Um but it's one that we will have to continue to report on

027just as chronic absentee is for all three years. Um new into this area that is um that we did not meet that um expectation um was our English learner progress which you saw on the previous slide um and which we've taken measures and have reported of how um we were doing that and then also with mathematics at King with our students with disabilities. So, we're working closely with Miss Tesky of how we're um augmenting and supporting our students there and reassessing in that area. Um, as I said, here's just a a a bleep. Um, I want to be honest about the where it says year to date for that 8.5 for chronic absenteeism. It's right at the end of the year. We haven't cleaned up our data. So, we had some students who had um

028remained on our books because they didn't have a um a next school which is required for us to keep hold of them for a while. So they may have moved out of state, they may have gone places, but we just didn't get the legal compliant way to um remove them from our attendance. So they're there, but that data will be cleaned up. So that number may go up ever so down ever so slightly when it comes to the chronic absenteeism, but we're doing really really well in that area. Our our principles um do an outstanding job outreaching to say, you know, what is the challenge and how can we assist you in this area? Um, when it comes to our achievement data and what we look at and how we're assessing kind of that self-

029assessment for teaching is we really do look at our STAR assessment data both in reading and mathematics. And so you have the first administration right at the beginning of the year and then we have our end ofear um fourth um administration. We always see a little tiny dip. There's just that part they're they're a little fatigued. Um so really what we not have noticed is in that third administration is really usually the stronger one. um because our older um upper grade students, they've just taken their standardized assessments and have done some things. So, they they're not as excited to take that last assessment, but it's still quite strong. There we go. The other part is that climate survey as I shared, that's one of those self- assessment tools. Um and so as you can see

030when we ask our families um how they feel connected to our school community um it is rated very very high which is um I know where where's everybody tonight right but it is it it is an outstanding thing to be able to see um we we go through it we look at it very um carefully um on comments and such because even those that are not it's it's really how do we improve this um and bring some families in that may not feel as connected or even students into this area. Um, so I I kind of call this just the one sheet wonder. If you were to um take our LCAP and just put it into really simplistic um means um we align to the board goals because this is really targeted towards a very

031specific um so it's not explicitly the board goals but it's a direct pathway into our board goals. We have three areas, our curriculum instruction and then those areas um that are highlighted um below that are the sub areas of the actions that we focus in on um to really provide that um support. And you have heard and I think you've had that opportunity to walk through the classrooms to really see those multi-tered supports especially that small group instruction that is happening. Um and then we we just actively monitor their progress and how they're doing. We have some um remarkable platforms that allow us to delve into that data and really get to know each child um and to be able to assess where they're um and how they're moving. Um and so we've been um

032really take pride in our professional development. We have a committee that we work with. Um we we take those um surveys very seriously to both address um needs as self-identified as well as using that data to drive um some of the information for us to continue that progress towards improvement. Our second area is communication involvement. This is really primarily about our parent community and how they have an opportunity to participate in um advisory opportunities and other ways that they can give input to their um their school and their campus through a variety of means as well as then through the district. Um we h they have a pathway through our representative for um our district English language advisory um committee as well as the district advisory committee which is the group that um oversees our

033title one or our socioeconomic low socioeconomic um funds um as well as that communication and it's just not one-way communication. It is two-way communication. how authentic as it is that families can engage um with our um our teachers and with our staff um in addition to receiving timely and appropriate information relevant to their children. And lastly is about that community connection. One of the things um that has been identified is having myself, Dr. Mlullen and others be involved in things in the community so that we can one advocate for our district particularly with some of that lenses of the students that are vulnerable and needing those resources and such and be able to identify those to bring them back into um our schools. And last is our um safe and engaging learning environments. Um these

034are really about our student services that align much more with our social emotional and as well as those behaviors. Um the positive supports under PBIS and attendance. And this is the area that um we we really are focusing on and kind of moving forward. We're getting really strong in our language arts and our academics. Um but this is an area that continues um right now to really be an area that's on the forefront of everyone's mind of how do we address the students that before they can learn the academics being able to get them in a place and and stable um and comfortable with learning and those relationships so that they can focus on their academics. Um and so in looking at all the data and everything there you'll see um the areas that we

035really have identified and and this is done through focus groups. This is done through our survey and such but families and um our teachers really um identify all the variety of programs that have become district initiatives. Um the focus with the social emotional learning we've seen just outstanding implementation of our second step program. Um, STEM continues to be one of the highlights that u families and our our teachers talk about. As you saw the data around school connectedness, professional development and families do really um compliment our district for their communication tools and really understanding how they will hear the information best. Um, when I first got here it was a lot of duplicated messages and such and there was a lot of frustration around that and they've um really identified that continues to be a

036strength. Um and so really the recommendations overall become that maintain um what we're doing but continue to strengthen it and making sure that we are integrating um and so that it doesn't feel like we're putting more on the plate but that it can be seamless as integrated with the work that staff is currently already doing. I just want to read a comment to you um because it's really indicative of what I I see in the the results and this is what it said. As a resident of Cypress and an engaged parent, I have witnessed firsthand the district's commitment to fostering a strong educational environment. Being actively involved in the classroom, I can attest to the positive impact this has had on my child's experience. The comprehensive exposure to a wide range of subjects, including music,

037STEM, PE, and core academic areas, greatly enriches students learning. Now in our fourth year, I have seen many dedicated teachers who consistently go above and beyond to support their students, demonstrating the district's ongoing progress toward the local control and accountability plan goals. So as we go through tonight, as you you look in and understanding what the LCAP is, what is contained in there, we have a timeline just like Dr. McClullen does for his budget of how we bring information to you. So, in the fall, we bring all of that data and where you see how we're progressing. In February, we bring and we review all the programs that we're doing. Um, and then along the way, we do give updates. Um, I I don't know if it's a privilege or not, but um, some people

038probably not say it is. I get to present, right, or bring staff to you to really share the work that we're doing. Um, and I'm very fortunate that we have a board, we're very fortunate in our district that goes out to the classrooms and actually sees it in action. And so that is all that kind of builds up as we're looking to analyze how our plan is working. Are we implementing as intended? Is it making um the the growth that we'd want? And as it and one of the things I think is most complex for all of our community to understand is these funds and these actions are all principally directed towards that unduplicated count student which is our low income or so low socioeconomic and status um foster and English learners um because it's

039difficult sometimes to understand why can't this money be spent here to be spent on this right so I think that's one of the biggest um communication challenges that I really try to um help make clarity to ensure that we are communicating, not just talking, so people understand what these funds are for and how they can be used appropriately. Um so that when we are um being reviewed and such that we can show that we've used our um you know responsibilities and we've enacted and done what we have asked. And so with this um as we go through tonight, as we said is this is the public hearing opportunity opportunity for you to receive information and then for your consideration um for approval would be um given to you next week. And at this time I'm

040going to let Dr. Mlelin tell you the rest of that budget piece of how we fit in that with this little Do I get the clicker? Hello again. Um, something not new to California is our challenge with declining enrollment. It's true of California. It's true of uh Orange County and it's true here in Cypress School District. We've been experiencing it, as you see from this slide, for more than a decade. um for may the last 15 years. There was a time we had 8,000 students back in the late 70s and early 80s, but you wouldn't know that by what you see on this slide. Um next year we're hoping to have about just under 3,200 students. Um it's something that we always want to keep our pulse on and and research says that this trend

041should change after seven years. Um so it's a bit frustrating to see this but uh um there is no um thoughts about closing a school. Usually you see numbers like this and a a district or a board um financially starts to look at do we need to close a school. There is not um anything right now that is on our radar to do so. so that we can make sure that nothing like that gets out to the community when they see something like this. Um, we don't want to have something like that. Um, one concern, the Department of Finance projects that in the next decade though in California, we we'll probably lose about another um 500,000 students. Uh, going back to 2004, California had 6.3 million students. And in if we were to do that

042today 20 2023 there were 5.8 million students. So that decreased in that time period of approximately 20 years 500,000. So important to have our pulse on that. With every budget, this board knows that it has a responsibility not for just the year you're in, but you're out two years. Um, and so we determine what our budget looks like in year three through assumptions that we have. The most important assumption that we have is how many students we have. And so we are projecting to have about 3,175 students next year. So that's an important thing to start the year to make sure that we have that number. And then we look at our history and then we we project forward. Something that's important and we've done this for several years is we flat we we project

043flatly for the out years. So we're projecting to maintain that uh 3,175 students. We're projecting that in the out two years 2627 and 2728 school districts and you heard um Mrs. Taylor talk a little bit about um our um enrollment our how students are are coming to school whether they're coming to school or are they absent absenteeism Cypress school district because of our principles because of our teachers because of our front offices because of our parents we have a great about a 97% attendance rate and that is just outstanding. Um, and we're focused on the needy students and the chronic absenteeism on making that better. And we're making headway, but we get paid on how well students come to school. So, it's uh then put into a formula, average daily attendance. And so when you

044see that second um not column second row uh you see the ADA um if we and it's typically based on your percentage. Our ADA next year will be funded at 3181 and that's more than you'll see that's under the 3,34 number. When COVID hit, school districts, especially school districts when they were in declining enrollment, um had a challenge um and the state helped school districts by looking at your last three years and averaging your ADA. And so we are still averaging um that 3181 for next year. You see that it's falls to 3121 slowly. you see that getting more equal to what ADA we should have. Um and so we will be utilizing um the the rolling three-year average um number next year. COLA, you can see what it is for the out uh 2627

045and 2728. We want to be look at that cautiously. But right now, Department of Finance and school services um have forecasted that the outyear colas are these numbers. But you have learned from previous years and just this last recent December that colas do change. As these change and you get your interim reports, um we will reflect that in the budget and our multi-year forecast. But that is the assumption we have at this time for this budget. You see our unduplicated percentage count uh percentage and it's just uh about 50%. It's expected to to go up in the out years. Um and then there's a calsters and a calpers rate. These are the um programs for teachers and for classified their retirement. Um these numbers are um expected to be flat for Calsters. CalPERS is expected

046to go up slightly in 2627 and in 20 2728. And then the unemployment insurance rate is pretty flat. But during COVID, this number did go up and impact this budget. So, this is showing you that we're not worried about that going up in the future years. So, what do the future years, what does next year look like and what do the future years look like? Well, we started this year um the 2425 year with a beginning balance of just under $13 million. And a lot of that was one-time monies, monies that we consciously knew wouldn't be here in the years to come. Um, you see that we expect to end this year with about $8.3 million. That number um may go up a little bit or or be about $8.3 million. You'll be confirmed about

047that ending fund balance when we do our um closing of the books and we do our audit uh and uh receive our unodudited actuals in September. But it more than meets the 3% reserve required for this year. So going forward, you see that the balance next year is going to be about 8.3 million to start the year. We're expected to get uh about $55 million in revenues. The bulk of that is the state monies and the local control funding formula that we showed. Um we'll receive some federal monies and we do have some local monies that will complement that. Our expendit our expenditures are expected to be in line. You'll see that it's a little bit more than the um revenues. that's being done consciously because we have one-time monies. Um, and we'll we're projecting

048to end the year at about 7.7. Now, I'm going to jump to the last column because that third year is the one you're responsible for, and you'll be approving next year's budget with an I to the out two years. You look at the projected ending fund balance um in 2728. It's hard to believe we're talking about 2728. Um, but we expect in June of 2028 to have almost $7 million in that uh fund balance which more than meets the 3% requirement. And so when we present to you and we present to the community and we present to our um partners um ACT and CSEA, we're we're presenting a balanced budget for next year and a confident um with the county and the state that you will um remain solvent for the next two years. Again,

049tonight is just for public review, your review um both the LCAP and and this budget. um will be brought back to you um for for your final review and hopefully adoption. Um but we're happy to entertain any questions you might have. Not hearing any. No, I have a question. Um I thank you for this report. Um when do we uh are we going to be receiving a full budget um document? It is uh a part of this agenda. Um it is an attachment and it is available for review. Where exactly was it? At the bottom I think at the very bottom there's a summary also that was provided to you on 12.2. 12.2 too. I'll have a lengthy summary, but probably more concise than my presentation tonight. I guess I was looking for it underneath

050this and consequently. Okay. Okay. Thank you very much. It was my oversight. I mean, at this particular point, I realized we were holding a public hearing, and I didn't go in to look if there was a document or not, and it was my fault. I just assumed it was going to be part of this presentation where we would get to follow along with the budget as part of the presentation because I know in the past you've actually um uh presented some information. Are you going to do another presentation again before the public hearing because frequently you'll talk about the assumptions that we make and so forth and so on. Is that going to be next week then? That will not. what you saw tonight, you saw the assumptions that the big assumptions that are being

051utilized, right? And and also throughout the year from January to now in working with the budget committee and then working with the board in communicating um what has been transpired through the budget committees and other reports that we've get provided through the Friday reports about the state in general. Um there should be nothing that surprises you with what is attached and the budget that is available for everybody to look at. And then there is a summary that's provided that um tells you a little bit more um dives in a little bit more deeply on the LCFF, dives in a little bit more deeply on our enrollment. It shares also a little bit more insights um and and pretty much um echoes what you received in February when you gave us parameters on how to to

052establish the budget. Then that was my oversight. And I do appreciate though that your uh report tonight both of you and um that will be something for us to chew on between now and next week. I have a question. I'm not sure if you know these numbers off the top of your head, but approximately how many students do you think we are losing to other surrounding districts? Zero. Zero. I don't know that confidently, but um but we know that um and Tracy's not here and she gets inter interist transfer requests to come in. We learn from that data that we're a destination more than we're somebody who wants to leave us. Um, and we watch very closely what our competitors do with programs that they might do. Um, and so, uh, we rarely get somebody

053who says we want to leave because we're dissatisfied with Cypress School District. So, that's why I could quickly say to you, we're the best we're the best show around. Um, but we but there may be a couple students who do leave. I say my my um knowledge mostly the ones that I've seen you have some families you know who have work in other locations and they want their children there but as Dr. Mlen said it's it's where a destination it's more about we go through those to say can we um fit them in our our current courses and um classes um to bring them in because this is where families want to be. So maybe just a handful if we're small. We balance carefully too. Um though we'll take any and all um we'll also

054have a priority to make sure that residents that live here um get to be in the program the school that they want to be in. So so while we are we're happy to be a destination we also are also mindful that our first priority are the residents that live here. Thank you and thank you both very much for this. It's very informative. Could I have a follow-up question based on what she just said? No. I know that there was some discussion earlier that um the TK um added a bump in terms of our overall enrollment. So, how does that impact going forward? I mean, obviously you're seeing that we've gone down, but where did the increase in the TK actually benefit our bottom line? we're seeing them come in stronger than what was projected. It's

055hard to to know what we don't know. Um and so young families are coming in a little bit better. We were projecting to start the year, I think, with uh seven classes, but we have now we're going to nine. And so that means we have about 40 more students than we projected. So whatever was happening during the COVID years is bringing us students. Um that's a joke. But and I I think also um what you were asking um Trusty Sunday is that um if we did not have those transitional kindergarten students, we would have seen a much greater number of our district. That's that's kind of what I was getting at that this is sort of a um we're we're not comparing apples and apples here essentially for at least at some point there's going

056to be the first first full full TK class. Correct. Uh becomes the baseline going forward. Correct. This will be the first TK class that's a full year of of age um eligibility um per the ed code that we've been been able to accommodate, you know, as we followed that. And so we should see that's where we saw that bump, right? Because now we have that group of students. Um so we did see um fortunately an an increase and we'd be hopeful that we would match our kindergarten enrollment, right, with the TK. Um while it's an optional grade level, um it is something we must offer and um provide a seat for anyone that is a resident in our district. Okay. Thank you. I have a sort of a followup on that question, too. Um, and

057this is um the information that I sort of happened to to discover and it intrigued me. Um I didn't realize that there's sort of a growing homeschooling community um in the city and I I've you know through after school activities like met a few of these parents and I'm just curious if there's um been any thought about you know outreach or because when when I hear about that like they live in my school you know our school district and their homeschooling I'm like but why why are you do but come to our schools right that's my reaction. Um, and you know, they have their reasons and you know, some of it's what you were saying like they want more flexibility, they want their kids to go to surfing school or whatever, right? But, um, so

058besides, you know, offering a surfing like what can we do to um, so families for homeschooling um, they they have a variety of options. So, some of them when they're saying homeschooling, they're actually attending a public school and they're doing basically independent study but through a a educational program. Um, but we get that information. We also get families who are actually doing the true homeschooling where they actually have to create an affidavit and create a school. And so, um, I I have the opportunity to talk to families when they come in to be able to talk about our programs and what are they looking for. Um, we it's a very very small amount of students. I'm able to look up, you know, who's in our area and such. Um predominantly it really is families that

059are looking because of um their child's you know heavily involved in sports or something that requires a lot of um travel um just certain unique circumstances. We're not usually losing them to any kind of dissatisfaction to that. Um we have some families for religious reasons um and so they will attend a religious affiliated um independent study that they have to create their own um program for. And then we have um some of our families and I think right now it's only three, but I'd have to get that data to you. That's through the um CHUP program. The Orange County Department of Education offers a homebased independent study as well. Um, and so like I said, our numbers are very very low in our community that's actually in our geographical area as as selfidentified that we

060track. Maybe it stands out to me because it seems like a unique Why wouldn't anybody be in our schools is always the right Yeah. Yeah. That that is that is one question. Um, I do have some some other questions, but I I don't want to usurp a bunch of Okay. um you mentioned um you know potentially needing to cut or reduce certain programs but you know not use the the L word if you will um because of a decrease in one-time monies. What do you have examples of the types of programs that you may So one of the things that we have is intervention money that's onetime money. Um so that we have coaches that are intervention teachers that that where when they chose the job they were told that they would kind of go

061on which has a snowball effect. So, if there's not a temporary teacher, that would create a a spot where, you know, a permanent teacher would go back into a classroom because of But we have been very um thoughtful in how we use our one-time monies to try to mitigate any um just hiring staff, but we're actually um purchasing the curriculum, the resources, and such so we can build our own capacity within our district. Um when it comes to the instructional side, when it comes to the other components, I'll let Dr. Mlullen. But um we've been very thoughtful to try to mitigate any kind of impact when it comes to to that as best we can. That is the biggest one. The learning recovery emergency monies that were brought on to school districts after COVID, we've

062utilized them for our intervention coaches. And so as this we have about $1.6 million, right, David, for next year. Um but as these monies as these monies um go away, they're one time only. And so the programs that that Ann Tandy um and really all of us have put together to support behaviors, instruction to bring back learning recovery since COVID. Um we've utilized those monies in a beautiful way, but they're going to go away. And so that would be about I want to say five um well three currently. We had five but lost. But as that money goes, this support layer that we have for our instructional program would also go away and we would look at other ways to complement what we we hope to get done in the classroom. If I may just

063add on to that, too, we've been very transparent with staff about the intervention teachers. They understand that they're funded with one-time monies and that um you know, we're we're using them to assist with intervention and to help build teacher capacity as Tandy mentioned. so that when the day comes where those um teachers have to go back to the reg to the regular classroom um the classroom teachers would be equipped to to assume that responsibility. That's that's good to know. And I mean that the hope is that they were sort of created because there was an issue that existed and once the issue hopefully dissipates because co effects are we are seeing a decrease in the numbers of students requiring intensive intervention because all of our teachers are are providing intervention reading intervention for students but

064the intervention teachers have been working with um the students with the most severe needs who are the furthest behind And those numbers have been decreasing. And as we are effectively um implementing intervention across the board, we are going to eliminate the numbers of students that we're seeing with those kinds of needs because we're meeting their needs sooner. I I personally am very curious to see how the co babies do in in kinder. They're going to start kinder this year. So I they're going to do great. I I I think so. We had them in preschool yesterday. Fun is coming. Um I think a couple of these were were answered already. Oh um there was a table up there that talked about grades span as a source of funding. Could you speak more about that please?

065The grades span adjustment which the formula is every school district um gets the same I'm going to jump back. that adjustment that you see in the middle, uh, the grade level, we get about $1,000 for every primary student, that's used, um, to maintain a class- size reduction program. And so 24 to1 is the requirement by law unless something um, different is negotiated. And so we we've actually been at about uh6 I think it was if I looked at my notes but under the 24 to1 the monies that we get from this are directly related to uh the extra teachers that are hired to maintain the 24 to1. It's about $1.8 million that we get of that monies from the local control funding formula. Um the program class size reduction that we offer is about $2

066million. So it doesn't cover any school district's total cost. Um but we would not be able to have class size reduction like we do without this part of the local control funding formula. Got it. Okay. I have one one last question about if you could go back to the the slide with the meters. That one? No, the the one with all the meters. Meters. Oh. Oh, the dashboard. Yeah. Yeah, this one. Yeah, that one. Um the the English learner progress is like alarmingly low when we look at all the other metrics. is that it's almost seems like it's skewed because of there's like a number that's you know like I just want to dig into that a little bit. Yeah. But you happy to dig into it. Um uniquely to our district we have a

067low number of English learners overall. So it can be skewed and with this when they're talking about progress it's not necessarily where they're that they're down performing at a what we call level one versus at the higher level what they kind of be eligible to exit it at at a level four. Right? So the proficiency they actually have um low and high levels in between that. So if you don't move one level in that area. So you could be a two low but if you but if you don't go to a two high then you didn't make the adequate progress. And so in the state of California um they didn't use research when they determined how you have to make progress. They just said each year you have to do this. But that's not how

068language development works. And for our students, um they they actually um reclassify very early. So the students that are coming to us and we look at where they're at, you can look and we can see the data. We didn't actually usually start their education. They're coming to us um at later points in their life are from other school districts. And so all of those things I in fact it's interesting um to this slide as well as um there's a reclassification rate is that I I have an argument with them. I they they know me well because they have not actually identified a healthy way to identify the metric for this um of how we would track oursel because I say well 100% of our students who are eligible for reclassification will do but I don't

069know the number each year right so I can't say we're going to grow by 12 kids because we may not have 12 children actually eligible for that so the state has actually struggled in giving us guidance on how to actually create a a a an appropriate metric what I can say that we do is we use our platforms because we can track those students. So I will use the um the intervention program that we did. We piloted it this year. Our intervention teachers pulled a small group of students and we are seeing a tremendous amount of growth with the students and those that were closer to be able to be reclassified. They've met the first alpac, you know, to that four. So now we'll look at are they at the right level on their star

070assessments to see if they're eligible. So we have ways of monitoring their progress but once again the assumption is you'll grow a whole you know abandon it basically a year and that's just not realistic when it comes to language as well as as you move up the more demands of how you have to perform. So if you do it early it's great but you can only be in second grade but when now now you have to read and you have to apply those skills you see a language dip because of the content knowledge that is required. So we agreed it's alarming but we also see the reason why and we do feel we have some places things in place that are actually going to support in um our students that are were struggling in that

071area. Thank you. The end product is going to be a good one though. Yeah. Well, you know, as long as long as they don't forget the language that they originally and we just reclassified four um or no, I think seven seven students that'll be leaving us for sixth grade moving over to um Anaheim Union High School District because once again, we want to prepare our students be able to take um part of those rich experiences in high school without having to have that additional EL course if they don't need it. So, we have a second reclassification just for our students who would be u metriculating to ensure that they're going over correctly identified. Thank you. Thank you so much. Thanks for the report. Thanks for answering all my questions. Trusty, I do you have any?

072Yeah. Um, thank you again for this report and there were so many attachments with so many pages. I apologize I don't have a lot of like very specific notes, but with the different um attachments, Trusty Hayasha, could you speak into your microphone thing? um with with the different attachments that we had. Some show less than one foster youth, some show one there was one that said zero, and then there's another that has percentages for foster youth. How do we know where we're really at? Well, with foster youth, it's a moving um kind of target with it because it depends on who's in our district. The state provides that information to us as well as our families. Um it depends on which data point you're looking at. So if you're looking at say only students grades

073three through six, it will look different if it's all of our students. So without knowing explicitly which one you're looking at, but the the number of students we we have I think right now less than eight students. Um we've had upwards of about 15. Um so that just is a number that that fluctuates quite widely and sometimes it's whole families. So you have three or four children who will have been in the pool, you know, in our foster youth group and then they'll no longer be with us. So um you will see occasionally numbers but you won't see any we usually take a snapshot right so that's that seabeds day the first uh Wednesday in October we typically just use that number even though it will change throughout the year thank you I yeah I

074just found it strange that it was it fluctuated yes um so one other I just I guess just comment or question is you know we we see that there's the declining enrollment and we we you know we see the positive outcomes of our great programs and we Cypress is a destination city because of our schools also and we have been very innovative in our ways of generating revenue outside of what we get from the government and I I really would like to see or know if there are other opportunities whether it's shifting ELO funds and that may be something that can't be done. But to find out whether or not it can for certain programs or more programs because um just as an opportunity to like offset whatever we're going to be losing from the

075federal government or the state government and to just bring a little bit more stabilized uh stabilization from year to year and wondering if there are more opportunities out there. Um I you you brought up ELOP right funds with that um there's lots of different um categories of different funds that we have to look at that have very um strict criteria and ways that we can expend those funds and who the stu the funds can be expensed on. Um and so um you would just have to look at what that is. But that's what we do quite regularly is how do we maximize our resources to ensure we are compliant that that we can be audited that we can answer we can show we use those funds. um the way we are charged to use those

076funds. And so um if there is a way to wiggle and jiggle, I think we pretty much have we'll do that as best we can. So we agree, but I'll let you. Well, yeah. And you're speaking more to local monies. Um we get funded three ways. Federal government, state, and then any local resources that we're able to to get. And this is where Cypress School District historically has been a a for a trailblazer um with its assets with the Cypress Education Foundation with our PTAs and then I know that uh Dr. Sandi and others read just the u gifts that are received or the grants that are received by our teachers. They our teachers do an outstanding job of trying to to to gather more resources to complement everything that we do. And and I

077would say we're we're doing a great job. Could we do better? There's always ways we can pursue that. But there's also just so many soldiers um that we have in our our great town. Thank you. I'd like to ask a question along those lines. I know that um Morris has an educational foundation where they do a lot of fundraising. Does a lot of that money not get reflected in uh donations or gifting within our uh reporting cycles? It would be kind of hard to answer that question not seeing their books or seeing what how they actually spend their foundation. They have been established friends of Morris, right? um since the turn of the the century. Uh, I can tell you that by your board policy, any donation that comes in from Morris or Friends of

078Morris, um, becomes school districts, um, they usually tagged it with a request we'd like it to be spent on, I think in past years, um, Chromebooks. And so the board at that time had and the through the superintendent has the ability to to Yes, of course. and you're appreciative of it. Um, but do they spend monies? They I believe that there's times they buy things for teachers or give them gift cards to help with supplies. Um, and that would be something that happens in a school district having the high school background. Boosters for sports. It's something that uh is not something we manage. It's not something that we are able to audit. And so, we never know for sure how they're spending their money. We only know what they donate to us, how that money

079gets spent. Perfect. Thank you. Thank you so much. I really appreciate all the detailed reports and all answering all the questions. I just have a couple questions, please. Um I know we started talking about um I slide number three and thank you for talking about that how the money's coming out which is the you know the income tax the sales tax as well as the property tax. I know especially living in Cypress there's a lot of people that are still under Proposition 13. So that really negates a lot of the money coming from property taxes and we've been very blessed. The city has been doing a great job on sales tax. we're, you know, 7.75 is such a great thing. We're not getting a lot from that, right? So, it's primarily just coming from, you

080know, the income tax portion. Um, but I know you mentioned the the step one, step two for the ELOP for where you have to be at like 55%. They're going to introduce a new rate for how school districts will be funded for ELOP. And there's going to provide more monies to the needier school districts through rate one or tier rate one. We're going to be at tier rate two, very similar to what we um are this year. Uh it's still actually to be to be determined the actual amount we'll get per student. I think this last year we were getting about $1,300 per student. If I were to do the math um somewhere, I think I had I had done that. But do we know what percent we're at forum? I know you said you

081have to be at 55%. We're at 50 or Oh, so okay. That's a frustrating number because you're close but not close enough, right? And I mean it's meant to help um districts with the neediest kids. Um we would make the argument that all of our kids are needy, too. Mhm. Okay. But we lose that argument. Perfect. Thank you. And then I know a lot of some of these questions been answered. Um going to slide eight. I know about the LCAP requirements and purpose. Um says the three-year plan and we said we're at phase two right here. What is the difference between I know I see all students. So to me all students would encompass the English learners low-inccome or is that separate than the all students? No. So um if as you go through the

082whole document there's a piece of how we're increasing improving students for our um and principally directing these funds to the students that the money is but we are allowed I'm going to use our instructional learning coaches. So they are allowed to serve all and it benefits all students even though the work and what we're doing is principally directed to the the population that needs the support. So, um it is when we're doing our training and our um uh professional development, we'll have a lens of how will this impact our English learners that aren't making the growth or how is this going to impact the students who are not like we've been focusing on math with some of those instructional practices. So, that lens is how are we building that content knowledge for our our English

083learners for those that are struggling in that's low socioeconomically status, right? Is how are we really targeting them to help close that gap. So while we get to benefit all of our students benefit from that it's still principally directed towards the the at risk. Perfect. Thank you. And number 10 um I know trusty pri start talking about the English learner um progress. If you look at that portion of it I seems it says very low performance. How are we use utilizing ELOP for the English learners since the English learners go are eligible for ELOP to get the educational partners that we're using to help focus to get in work help work us with us as well to increase that number? That's a great question. So, ELOP um to understand is um for um enrichment primarily

084in a sense the in the afterchool setting. Um it's designed to support um so where I could afford maybe sending my children to an arts camp um enroll in sports and such. This is really targeted for families who would not have that opportunity to allow students who would um need those enriching activities to be able to do that. And there's a lot of research that shows that language develop when you're participating in something, right? You're developing those connections. You're able to apply that language. You're able to work with peers and such. So, it's in a setting that allows it. In our district and which is in our plan that's being presented tonight, we do not charge anybody, but for our families that are English learners, should um we hit a rate of where we are

085no longer able to fully fund it, we could charge the cost of the program on a sliding scale to families that would not qualify for it under the low socioeconomic status or foster youth. And so, um, while it does greatly benefit our English learners in doing that, um, our our families, um, have to qualify, right? So, you could have child A that's an English learner, child B who is reclassified, right, within that. So our our students in that the English learners that go to it after um our after school program may actually exit from being English learners and no longer eligible for it but it does give them that opportunity to apply the language in an authentic setting. Perfect. Thank you. Uh let's see going answer um number 15 um the local climate survey. So

086um if um on the middle column as well yeah that one right there. Thank you. the second column and the third column. It's very that they're close, but um how do we tie back if the if the students are surveyed that are saying it's less than what the educational partners are saying versus what the staff is saying? How do we come back to look to see, hey, is this something that we can improve on or what are some of the why is there a gap on this? Right. Um, so when we we work with our our principles to kind of work with their students, a lot of them have the school leadership teams where they come together as student councils to discuss what are the areas of need. Um, some of the students um the

087the way we're we're looking at how we phrase the question um more so because it's like well Tim doesn't know the rules but I know the rules. So what we're seeing is um they actually do feel but they just kind of think that you know this person over here must not feel safe. So, we're seeing a little bit of a discrepancy because of the way the question was posed um in analyzing that. And then um it it's if you have um had an experience, right, which is typical if you had an experience, those are things that are very personal to you. So, if they've had a challenge on the playground yard or in a realm, then they say, you know, it's that's how they're conveying it's not safe. It's not that the space is unsafe.

088They've just had an more of an experience. Um so they just kind of put that in here in their um understanding from that their own student lens. Okay. Thank you. Yeah. Because one of the things that like the third one it's very very close between what the staff in um is aligned with the students but the educational partners there's seems like a bigger gap right so you know and that's expected because the staff works very closely but the educational partners should be on the same page as well. Yeah. And then you'll see where um that creating that in welcoming environment when we kind of talk to students and such. Sometimes teachers have too many rules or there's things that they're just attributing to that that kind of diminish the score a little bit in their

089their eyes. Perfect. Thank you. Um I have a followup on on this slide that I didn't address if it's okay. Um I I think I can't recall when we talked about this but there was a at some point we had discussed um the survey in general and um I think that the data was unavailable regarding the response rate. Is that accurate? So we have how many people took it? Yes. Um, what we're not able to do is delve into the actual demographics because it's confidential. So, I don't know if a family was an English learner or socioeconomically disadvantaged or any of those kinds of ways to be able to do that. But, I I do know how many families took it in each category. I think that would be interesting data to include because I

090mean, I'm looking at this and I'm thinking, what if it's 10 families? It's not, I know, but you know what I'm saying. Like I think that would be interesting to to include on this slide. We can definitely get that to you in a Friday report. I not sure if it was really um the board has that information. It was provided in the uh year end uh report on on it was in that evaluation of the of the superintendent all of that data from this year. So maybe that's where Okay. That's probably where you know. Yeah. But your point is well taken that for the general public and looking at this uh PowerPoint that would be useful information. Yeah. I think it'd be it'd be good to next year, right? And and I can say um

091because our families were a pathway to assist the students, right, in taking that. So we saw a little higher students then. So we we see a different um response, right, by different subgroups each year. Correct. Correct. So people see a little bit of a roller coaster sometimes. Sometimes we see a lot of families helping their students and then they don't take their own survey, right? Because they feel like they've answered it. So So then they they have two opportunities. All students have two like a student and a parent has a yeah the family has an opportunity and then the child has an opportunity and we we do invite families to assist their child if they feel that you know because of the readability and the level of certain students because we invite all family all

092students to participate. Um many of our teachers provide that opportunity to our upper grade students. So usually around four five and six they're able to do it independently but our primary students need somebody to assist them with that. My son's never mentioned he so I don't Yeah, I wouldn't be surprised if he's done it in class. So in your parent survey, there's usually there's a link to say if you would like to have your child. Oh, got it. Okay. What we have found is, you know, some people they're just surveyed. They're done. I I said my piece and I'm good. Right. Okay. I'm sorry. I got one last question. Going slide 19. And I know you're going to have to tell me which one that one is. That's the declining enrollment. This one, Dr. McCullen.

093Okay. So, if you look at uh 24 to 25 and 25 26 I I had to get I kind of figured it was the TK adding the TK classes. I know they added a new one over at Morris which is going to bring in this which is good because those kids once they're in they're going to stay you're hoping. Right. So, with that being said, that's like you said 40 to 40 kids there. Yeah. that's going to help bridge that gap because our estimate is only losing 35 kids the next year, but right now we're at 128. So by add I'm assuming that we by adding those two TK classes adds 40 back to that, you know, are we saying that we're still going to potentially lose 50? Do do you think that's accurate or

094do that 35 or do you think it could be potentially more? Well, the other thing you have to consider is our sixth grade class that's leaving us and is it bigger or smaller than our TK and our Kinder that's coming in? And in this case, the TK and the Kinder that's coming in is not is is greater is is not greater than the sixth grade class that's leaving. That's why we still see a trend of declining enrollment. Now, like I I shared, typically seven research says a district doesn't stay in declining enrollment because something starts to change. Um we're seeing that maybe a little bit with the TK spurt. Um we'll know in the future years how much that um is proven true. That makes sense. It does. Thank you. Well, thank you. I appreciate

095both of you and we still have another asking a lot of questions. go and we kept you up there for a long time. This is our last one together and we've been doing it for 10 years. So, thank you so much. No one else is coming up, right? Yes. Thank you. So reports, I don't see anybody from the Association of Cypress Teachers. I don't see anybody from California School Employees Association for CSEA 325. Um I don't see anybody out in the audience for Cypress Council PTA. Um so we'll go to item four, which is board of trustees. Trusty Periq, would you like to go? Yes, I would. Um, all right. I'm going to pull up my calendar to make sure I don't miss anything because it's been a pretty fun month. Um, so we had

096uh we started off sort of mid last month with the police appreciation lunchon which um just a fantastic event. like it was great to meet other um sort of trustees and other board members from all over really. I met um the former chief of police um reminded him he gave me a ticket a few years ago. Um it it was a just a really great event to to well one you know show our appreciation for all the good work that they do but also um to meet all the other sort of local um elected officials and and hobnob if you will. Um it continued to be um performance time. Um I had the opportunity to watch the um the King musical which was just absolutely spectacular. We got a little bit of a sneak peek

097of that. Um, and you know, the the one thing um I wanted to commend the the PTA for is um one of one of the parents remembered that I was raving about it when they performed here and she reached out to me and said, "Hey, we didn't see you so last night tonight. Are you free?" And it was, you know, playoffs week, I think, for my son and we just had game after game and we weren't expecting to get as far as we did. I said, "You know what? I'm I'm going to make it. I don't have a babysitter though, so I'm going to have to bring my baby. And I think a total of like six grandmas ended up helping me all through the night um holding my baby. And it's just I want

098to commend the the King community for being how they are and just being so open and so welcoming and just so understanding. Um and um yeah, it just it it you know, warms warms my heart to to to be supported in that in that way. And you can tell they do that for each other. So that was that was fantastic. Um I was not unfortunately able to attend the Morris Olympics, but I'm I'm sure my other board members here did and I can't wait to hear about it. Um we had open house at Lando that um I was able to go to. It's fantastic as as usual. Um, I think uh it's hard to to pick a favorite, but I think the TK class probably was my was my absolute favorite. Um um yeah, we

099just, you know, got to to hear about all of the progress that they made. Um, I think I've mentioned this before, but some of the teachers, what they do is for the the primary uh grade kids, they they have them write like a a paragraph like a month, and they sort of put it up as like a flip book on the wall. So, you get to see the progress that the kids have made from the start of the year to the end of the year. And it's spectacular. It's just I I love when they do that because the kids themselves get to see what they've done. um a couple of um events that you know I I personally attended at my my kiddos school. We had a a Mother's Day event. Tomorrow is the Father's

100Day event. Um we had a picnic. We had a tea for volunteers. Um just, you know, fun fun stuff to to keep the community together. Um I wanted to highlight a couple of of things that, you know, came to my my attention. We had a a parent write to one of the principles um at at a school about a concern that they had and and I just appreciated how prompt and you know transparent and effective the communication was back to them. it was showed, you know, just full accountability and um that's sort of been my experience with the principles all along, right? Like they're they're there. They're they're there to serve the parents and to really they're committed to their their roles. And um you know another example of that is um uh the the

101school my kids go to is Landal principal they she essentially created a whole TK classroom because that we had so many siblings that were applying and she didn't want the parents to be in the position of having two separate drop offs for for their kids. if you have an an incoming TKER, having to tell the parent like, "Sorry, we have so many kids coming to our school that now your kids's going to have to go to a different school was too much for her to to digest." And, you know, I I commend commendations to you guys, too, for sort of helping push that along. But I was just absolutely delighted to hear that there's a whole new class at at Landalf for TK. That's that's spectacular. Everyone's really really stoked about that. Um, and you

102know the lastly, I'd be remiss if I didn't address this. There's, um, just, you know, events in the world right now, um, that are too close to home um, literally and physically. And I, you know, I'm hoping that, you know, the board members and and the superintendent will will address this, but just want to reiterate that the safety and well-being of every single student in our district is our should be our our main priority. And if there's any families, you know, that there's no one here, but you know, maybe if they're they're listening online, um you know, if they're feeling any sort of anxiety or uncertainty or fear about um the type of support and services that they would receive from our school district that they should reach out, um and that, you know, we

103we do I've been assured we have policies and protocols in place to ensure the protection and privacy and and dignity of every student that attends our school district, and we remain committed to that. Um, so I, you know, want to want to sort of say that out loud, um, for for those that that might need to hear it. So, thank you. I popcorn over to Carrie. Thank you. Can you hear me? Okay. Okay. Um so um last year the Cypress PD Foundation lunchon was my first event and um it was really nice to go back this year and um feel like I'm not the new kid on the block again and um just really enjoyed myself and was able to um see all the recognition of what our department is doing and the the um

104partnerships with Losal and Seal beach and it was just it was a wonderful afternoon. Um Shrek was amazing at King and uh it was really neat. Also, uh Trusty Tanakh and I went to the morning one and um I think it was vessel staff that was also there kind of looking at um what was going on and so that was really neat just to see them there interested so that they can then um learn from and then be able to bring it back and um just sharing ideas and stuff. And so I really appreciate that these kids have so much opportunity to participate in um things like that. And hats off to Elizabeth Silva and all the volunteers uh with the costumes and just everything. It was it was fantastic. And that that was May

10514th. May 18th I saw MMA Mia at the Seag with family. And it was just really really neat because coming off of seeing Shrek, I was like, "Wow, you know, there could be our kids up there on that stage one day." And so it was just really neat to know that we're starting something here and what we have is changing lives in these young kids and you just the sky's is the limit. So I really appreciate what Cyber School District is doing. And then May 27th and May 28th I attended Morris opening and closing ceremonies with trust with President Tanaka and it was amazing. I believe it was their first, but my goodness, just everything from the classes being representing different countries, having speakers, including our own Dr. Mlullen uh at the closing ceremonies and

106just the inspirational messages that were given to the kids um for camaraderie and for a competition and for sportsmanship was just truly amazing and hats off to them and I hope that they continue to do that in the future as well. Um lastly is just congratulations to all the sixth graders who promoted and I was uh late getting to um request in uh to attend um at King and Luther and I do um miss I'm sad that I didn't get to see Principal Ori off as she's going to be changing schools um in the fall but um and just want the principal Tesky and um Olyri to know that I was there in spirit even though I wasn't there. But also to to let the families know that, you know, as an elected representative, that

107type of an event is means a lot to me and hopefully in the future I will be able to attend again um just because it's an opportunity for us to say hello to families and then to celebrate our sixth graders who promoted. So um and that's it. I think I'm looking forward to a reading night at Landell in the next school year. So, you'll have to let me know when one of those is so that I don't Yeah. So, I don't miss it. Okay. Perfect. Thank you, Trusty Sundi. Thank you. Well, from the last meeting in May to this meeting in June, I have no actual meetings in the districts to report. But as I look at my calendar, I recognize that uh while a lot of people do traveling in the summer, sometimes I

108get my traveling started a little bit early. And this time in May, I had the uh real thrill to be able to go to New York City to um visit with my son's family and to celebrate multiple um multiple things. Um my daughter-in-law um well, we celebrated Mother's Day together uh with family. um uh her birthday was coming up in the month of May as well as the fact that she was graduating from John J College with her degree in criminal justice and uh very proud moment. She has a straight 4.0 from J John J and I look forward to you know her next steps and things that she's doing and obviously had wonderful time with my grandson. Um he's a little bit too much for me to keep up with these days. I really

109am feeling my age at this particular point, but my husband was um out kicking the ball with with him uh a heck of a lot and roughousing with him. Jay went down one time, popped back up off the ground, and we were all commenting that, you know, for an 80-year-old man, he's doing pretty dogone good. And so, uh we were really thrilled to be there. But that said, um I also was in uh Palm Springs with our daughter, uh at the end of May, and we had a really good time. got an opportunity to do a lot of uh good visiting and um I know that she's beginning to have a very busy year uh coming up as uh she's looking for um a new job. Um I won't be traveling for a little while

110and the reason why is as the Kuanas comes out in full force in the summertime to uh participate in the summer concert series here in the city of Cyprus. So, we will be at four of the concerts June 13th, July 11th, July 25th, and August 1st, uh, serving hot dogs and hamburger meals, uh, that comes with chips. And this year, the torch has been passed to us from FOCA, which is Friends of Cypress Cultural Arts, which has decided to disband, but with the, uh, coordination with the city. Um, they, uh, passed over the baton to us to do, uh, desserts. So, we'll be also selling desserts and drinks, uh, at those concerts as well. So, if you have an opportunity to come out to uh the um the events at the um um city center,

111um I'm sure you'll have a lot of good fun. And we definitely have better prices than the food trucks. Um and not only that, but we give back our proceeds to the community, which is the biggest part of it. And uh on that particular note, we do have our uh summer book distribution program to our um low-income families that comes up the 28th of um June at King School in conjunction with Summer Harvest doing its food distribution. So, if um there are any kids out in the community who have not had an opportunity to know about the uh summer uh harvest program um andor our book distribution um I'm just letting that bit of information be out there August not August but June 28th at King School. We will be there along with summer harvest.

112Look forward to seeing everyone uh at variety of events this summer and um hope that our staff who have opportunity to take vacations andor our certificated staff who maybe are taking bigger and longer vacations have an opportunity to enjoy uh the multitude of activities that might u be available to them across the summer. Thank you. Thank you. Um, so as Trusty Periq mentioned, we had um playoffs in the month of May and so I was unable to attend um Shrek, but I heard it was excellent. Um, I was able to attend an awards assembly at Vessels um and also the Vessels Summer Jam, which was a really great opportunity um to bring families together. There was bands and food trucks and um bounce houses and it was just really nice that all of the families

113got to to be there together. Um because I'm a teacher and I'm still in school one one more day. Um I I didn't have the opportunity to attend many of the graduations. Um I have a lot of stuff going on with my own class and at my own school, but I would like to congratulate all of those graduates um and wish you the best of luck as you move on. And I would also like to take this opportunity to thank um the the staff, the teachers, administration, um everybody who I know literally puts their blood, sweat, and tears into our kids and our community. Um I would just really like to thank them. Um, and then personally, um, I was able to attend some Orenda trainings as a teacher and we had a presentation from

114them, um, as a board a couple months ago. And I'm also on a math adoption committee in my district. And so that's, um, been nice to see some of the new math curriculum that's coming down the pipeline. And that's it for me. Thank you. Thank you. Well, I hope all the teachers, staff, and traditional on the traditional schools are enjoying their summer breaks. I know my kids definitely are. On May 13th is my fellow trustees attended the Cypress Police appreciation lunchon with the district and fellow trustees. Thank you to our amazing police department for this and we so blessed to have such a great police department. On the 14th, uh, I was able to attend the King School performance of Shrek with Trustee Hayashida. Thank you to Mrs. Silva and the staff. It was such

115an amazing performance for the board members and even the audience that saw the little preview here. It didn't do itself justice because the costumes, the way the engagement, how energetic the students were, it was so amazing. The true testament to this is the performance was over an hour. And when you have such small kids just glued to the stage watching the performance for over an hour to not lose any interest that right there speaks words right there. So you know thank you to the whole King school uh Meshachi for that. It was such a great thing. Uh on the 27th uh I was able to attend the Morris Olympics opening cere ceremony with trustee Hayashida. Thank you to Miss Jung. It was such a great thing. The speakers and presenters that you had coming to

116kick off this was such a great event. you know, she was able to get the world champion gold medalist of the um to come in for lawn bowling to give an inspirational speech to the kids, having, you know, the Cypress police dog come in carrying the torch to kick this thing off, you know, as well as, you know, having the gold medalist pickle ball champion, right? and also having an actual Olympic torchbearer for the Salt Lake City Olympics. You having showing that a real torch to the kids and each one giving that inspirational message to these kids is such an amazing thing. So, thank you for that. uh on the 28th was also able to attend the uh closing ceremony um as well as um volunteered through some of the events. It was such a

117great thing to see these kids. Thank you, Mr. Kelly and the whole Morris Olympic Committee for everything that you did for this. You know, you can't teach these kids, you know, the camaraderie, the critical thinking, all that, the teamwork that in a classroom, what they learned out there on the field. It was such a great thing that these kids amazed and most importantly bringing the community into the school. That was such a huge thing to see the community, all these parents come in to, you know, view it, participate and be volunteers in this. So, you know, thank you so much. It was such a great thing that I hope we can continue on as I still fondly remember when I was able to participate this. It was called the Junior Olympics. And hopefully we can

118continue to grow this and get all the schools involved where they're competing against each other instead of just the one school. So, Hopefully we can keep the fingers crossed that we can continue to grow this and expand. Uh the 30th also was able to attend um the Morris PTA volunteer breakfast. So thank you Miss Chung, all the staff, all the teachers for putting this together. It was such a really nice breakfast. Uh on June 4th, I was also able to attend with Trustee Periq the open house at Landell. The rooms are incredible. I know I mentioned this when I was able to attend the open house at the Morris previously, but to see the whole year's progress and see the different schools, you know, it's it's different because it's all the same type of learning

119that they're doing, but it's their own spin on it, which makes it very impressive to go see these other schools. And thank you to all the staff and teachers for making such a great event out of that. You know, I what really sticks my mind is meeting a third grade student and having that and finding out this third grade student hit the 7 million word club. I This is crazy. I'd love to have this student come in and get an award to 7 million words as a third grader is just blows my mind how crazy this was. But, you know, thank you so much. And I one thing that I would like to see if possible is the other schools to be broken out on a different day where each of the board members can

120go see the other schools. Um because each school needs to have the opportunity to see the board members go see that is such a great thing to be able to see. And thank you for the district for allowing me to go see the open house at Landell. Uh like that concludes my report. Turn this over to Superintendent Sols. Thank you, President Tanaka. I just want to congratulate uh our students and our staff on the conclusion of another successful school year. Landel still has a little bit more time. Yeah, one few more days next week, but they're going to wrap it up and everybody will be enjoying their summer recess, which they all deserve. Um, I also want to thank uh Tim and Tandy for the excellent presentation this evening. And I um related to that,

121I want to draw to our um board members attention that this week you received a CSBA action alert um encouraging you to express objections to the manipulation of Prop uh 98 uh to balance 20 the state's 202526 state budget. So it's a very simple process. You just click on that button. you put at the top if you're a superintendent or a board member and you put in your own information and you push send. It's very simple and easy to do, but if every board member and superintendent across the state does that, they will hear our voices and hear our objections to that manipulation. So, um I will forward you my email just to make sure that you have it in case it um got caught up in your junk folder or you overlooked it. Thank

122you. And um in the interest of time this evening, I will conclude my report. Thank you. Public comments. In accordance with government code 54954.3, anyone who wishes to address the board on any item of interest to the public that is within the jurisdiction of the board uh by the board trustees, but may be received and referred to staff or be placed on a subsequent board agenda for consideration. Items on the agenda may be addressed at this time. Agendaized. In accordance with board bylaw 9323, individual speakers shall be allowed three minutes to address the board on each agenda or non-aggenda item. The total time for public comments on each item is 20 minutes. Miss Parker, do we have any? Thank you. No. Approve minutes. Um, agenda item 9.1. Approve the minutes of the regular board uh

123trustees held on May 8th, 2025. Do I have a motion to approve? That's moved. Thank you. Thank you. Any questions, corrections, or discussion? Hearing none, I'll call for a vote. All those in favor say I. I. I. Motion carries. Agenda item 10. Consent items require one motion only. Items may be removed from consent or acted on individually at any board member's request. Do I have a motion to approve consent items 10.1 through 10.7? Move. Thank you. Do I have a second? Second. Thank you. Any questions or discussions? I'd like to comment on item number one and item number three. Um Dr. Dr. Mcclullen indicated that I frequently will talk about gifts and or uh grants that our district uh receives and I thought it was timely here at the end fairly close to the end

124of the year to make note that the gifts that we have received during the course of this um uh academic year has been $120,6358. I consider that to be an incredible total that underscores the community support for student enrichment and success that we know um occurs through fundraising and other kinds of donations and uh enhances the lives of our students in multiple ways. Uh item number 10.3 has to do with certificated staff. I think that we all know that we have an incredible team of staff who for very short periods of time or long periods of time uh join with us to serve the needs of our students and in time um they have made the lives better for our students. And I would just like to um call out that my um appreciation for

125and good wishes to Ellen Thomas for the time that she has spent on the path with us. And that concludes my comments. Thank you. Any other questions or discussions? I have a a a quick question. Um I see a couple of um gifts on here for grade six science camp. Um was the one for King is that the full amount raised or or is there just that big of a discrepancy between the two PTA fundraisers? Um I'm going to have to pull that up. Give me just a moment. It's not the full amount. I think Tim says he might. Dr. Mccullin, do you have the answer to that? It's not the full amount. They come in in incremental as they do fundraisers um and the monies are put into an abatement account to pay for

126the science camp. Okay. Okay. Yeah. I just wanted to make sure there wasn't like a very large discrepancy between the schools that we may want to look into accommodating in other ways if there was a need to do that. Yeah. Traditionally, the school districts um never paid for any school's science camp. It's a fundraising venture by sixth grade parents and they start as fifth graders uh fifth grade parents um doing that. Um and the schools are creative and working with their PTAs on fundraisers throughout the year. So what you're seeing is something that's coming toward the district to abate the cost of of their but this is just one. Got it. Okay. Thank you. Thank you. One of the things too is Morris sixth grade camp was so late in the year. It was right

127before Memorial Day. So I think that's another reason why it's all coming in. Yes. It's okay. Thank you. Any other questions? I will now call for a vote. All those in favor say I. I. I. Motion carries. 11.1 ratified uh agreement with regions of the University of California for multitudes universal screening tool for K through second students. Do I have a motion to ratify the agreement with regions of the University of California? So move. Thank you. Do I have a second? Second. Thank you. Any questions or discussions? Hearing none, I'll call for a vote. All those in favor say I. I. I. Any opposed? Motion carries. 11.2. Ratify contracting with Renaissance Learning, Inc. for EDU Climber Data Tracking and Collection Platform and Professional Development Services. Do I have a motion to ratify contracting with Renaissance

128Learning? So move. Thank you. Do I have a second? Second. Thank you. Any questions or discussions? I just I have a a question. I had a question when um Ann and I discussed this two two days ago, some some point this week. Um, and I I I think my question was was targeted towards a particular um learning platform that students use at at the the school my kids go to. But I I think maybe um as a sort of a broader educational or discussion point um I I think it'd be interesting to know what variation there is in terms of software learning platforms that are used across schools. Um and if we could have some sort of a list of sorts. Um that's a very good question. Um, I know that our um technology committee

129and our instructional advisory committee look at some of the recommended um supplemental programs that are out there. But there is a big push um for obvious reasons um in our our schools to have teachers use district provided resources because they've been vetted. um you know we look at the evidence base behind them to make sure that there is empir empirical evidence that these programs actually work and that they're a good use of students time and teachers time. Um that nonetheless that being said that there are some teachers that still are using some different platforms. Um but we um the one in which you had a concern about I did have the opportunity to do a little additional research and that is like I thought not a district provided resource. Um so we can definitely get

130you that information. I can work with Teresa and Reena Gibbs and we can put something together. Thank you very question. Trusty Sunny. Yes, I noticed that the um the introductory statement with regard to um this particular um item identifies that there will be 3,200 software licenses. Is that discrete licenses for the various um sweet uh uh individual items within the suite or is this flatout 3,200 software licenses for the suite in general? And then if we're talking about suite in general, why do we need 3,200? I believe um Tandy, you can correct me if I'm wrong, but I believe that that is for the 3200 students that we have. Correct. It's it's for student use. Okay. Because I notice it says cloud-based assessment, analytics, and then learning tools. So, it's the learning tool portion of

131it that we would be getting the licenses for the students. The teachers. Yeah, the teachers will be looking at the student data, but it will it will hold data for 3,200 students. Okay. Okay. That does clarify it because I just looked at it from from the front end of it where it was talking about data tracking and collection platform and I'm going why would we need that many licenses? But thank you. That does uh clarify. Any other questions or discussions? Hearing none, I'll now call for a vote. All those in favor say I. I. I. Any opposed? Motion carries. 11.3 approve the extended learning opportunities program plan. Do I have a motion to approve? So moved. Thank you. Do I have a second? Second. Thank you. Any questions or discussions? I have some questions. Um

132so the this is of course my first time reviewing a plan like this. So, some of these questions might seem kind of fundamental, but um is is sort of the success of this program plan evaluated on an annual basis? I'm going to let Tandy respond to this since she oversees the um ELOP program. So, um we we have two grants kind of one is the ELOP and one is through ASUS. So there is a survey through the ACE component that students do attend that we actually submit to the state. But because of that, we also do assess ourselves and do a self self assessment for all the programs to ensure that they're meeting all the compliance as well as doing um survey data about um family response and student response and such that um we

133had presented I think was prior to you joining um the the board in September, but that we do share with um our our board of education about how um they they self assess themselves in the program as well as the attendance, the connectedness, the value. Okay. Oh, I say intensity and we're audited for it as well. The the state Yes. audits. Okay. And so if there there were compliance issues and that's that's when they would be triggered and they'd be addressed. Well, a part part of that I mean that's part of the the due diligence that we must do is to ensure that we are adhering to all the the um codes and the requirements of expenditures and implementation. Um but if our auditor should um note something that we did not follow then yes

134then they would um identify that and then we'd have to in a sense have to address it. Got it. Okay. Um, okay. That that makes sense. So, so in terms of the the budget for for ELOP, right, I I only went back a couple months and I looked at the the monthly spending well spend as in um what we pay our community based providers to administer the ELA program for us, right? because we have no um nonoutsourced ELO programs in the district. Correct. We we contract with our provider. Contract with our providers. So it's about a little over $200,000 a month on average. Is that accurate? I only went back a couple months. Dr. McClean probably it's it's varied approximately. Okay. is this. So the June checks total about 28,000 and the May checks total

135about 223. Um and that can fluctuate depending on participation with some of our providers. Um but you're you're right in the approximate amount and has has that has that sort of shown an increasing trend as how long has this been around like three four years? I think it's um this is in its um third year school year correct. So yes, we have seen um a an increase um I think um I dramatic increase from when we first introduced the program first started it actually I I pulled out the um some data that I had had um from um our original thing. So at the beginning of the year we had um 413 students enroll um but over the course we've had about 699 which is closer to at one time we had said was 35%

136but we're probably closer to because of the summer program families who have shown interest and stuff that's calculated close to 40% of the families electing right now to be part of our ELO program. 40% of the eligible families 40% of the eligible families. Okay. Um and we do quite an outreach. they get three phone calls and and personal outreach um for everybody that is um eligible. Okay. So um so some of the information I think that I didn't find in this report that I would like to see is um sort of the participation rate and breakdown at each school site. Okay. Um because we this is an outsourced program. So I I I think and I think Harry, you brought this up earlier when you were talking about, you know, sort of additional sources of

137revenue, right? So if we're talking about almost $2.5 million annually that we're we're spending on this like what percentage of that is it 100% of everything that we get for ELAP that is directly being funneled to the community based providers? No. um the the funds are I mean they have rules around the funds but the just like our general fund so I want to clarify yes we contract but it's still our program we still have oversight we still have all accountability that's um attached to that um and so we we hire the the afterchool program um individuals who you know either have the license or the expertise in the area of after school um and then with that we have negotiated you know um the what their rates are and such and so we cover

138the tuition as required under the compliant um piece of that and then there are materials and there are some things that we also purchase that align to it that we must then um demonstrate and keep track of and that is audited for so is it is it a revenue positive program in that way it's not okay now in the introductory year um districts were asked to explore potential programs and to to experiment and utilize what was half of the monies that we receive today. We receive about 2 million $2.1 million per year. That may go down next year depending on what they do with the rates formula you mentioned with the formula or or it may go up a little bit but uh and it's based on how many students you have that qualify. So

139we have about you know 1,500 students maybe 1550 um that qualify and we're to provide a program for them but we get about approximately $2 million. We've consciously spent a little bit more than that on on select programs at sites that Tandy and her team work with. Um and we're conscious that we will not go over that amount and and encroach on our general fund. Okay. Okay, that makes sense. So, um, one one of the and as I was reading the report, what kind of stood out to me is, um, because these are all community- based providers and not school district sort of insourced programs, my concern is that that there's a level of um, intimacy almost that is missing from this. And so so and this is what I mean by that. So what

140we're we're supposed to offer and it's literally in the name of the program, right? Is an expanded learning opportunity where you take a kid that is going to a school and you keep them at the school, right? So there's a continuity there. But what we're doing instead is we are taking the oversight away from the school and we're sort of centralizing that oversight in the school district. And so aside from something that might be required from a regulatory perspective where you have like an ADA accommodation or some sort of special ed accommodation, um we're missing the element of um the school having direct insight into you know what this kid works really well in this type of environment and that's just something that comes with familiarity right um that that the child is not receiving.

141Um so what I would like us to evaluate is whether um that is a perception of the program. Anecdotally I think it is um and if we can give back some of that control to the individual school sites by you know maybe pulling the district out of some of these relationships and making it more school based and if we have the resources or the ability to do that. um the the funds that are allotted for this um would typically be something that would be um under that licensed child care program rate of that. So um when you look at the stopping and such those are things to explore, but we we kind of looked at the cost analysis of what that would be. Um we you know there's regulatory things for um work hours and

142such. So we would have to hire a whole another staff that we would have to manage um organize um and and run as a district level just for afterchool programs in our surrounding area and throughout the state. Generally it is something that is contracted for um because the ones that have the afterchool program experience have the kind of the resources, the depths, the and the the wherewithal to be able to um organize the program. Um when you talk about the connectedness and such um we meet very regularly with our afterchool programs um we work closely together. If there is a a challenge or such we work to address that with them. Um um our last survey we had a 100% of our families that were in the program that rated it as a positive experience

143for their children. Um so um we we obviously can at the discretion of the board explore options but um at at this time we're finding a extremely high rate of um what they're reporting as connectedness and value to what is happening in for their child. And I would add in the beginning I would add in the beginning years every school district was looking at how do you best provide a 9-hour day for the students that are the most neediest and so you might have seen your perception is talking about it feels like it's a centralized approach to it and that might that's very correct but I think what you've seen since the beginning um is starting to evolve not only in Cyprus But in every school district where each school that is offering the program,

144I'll use King as an example, and the um the play that's been put on, you're seeing a flavor of King be utilized. Candy and her team have been um instrumental in utilizing teachers and and that's a particular program to King and you're starting to see that evolve as school districts are are getting um used to this funding source being available. There was a shyness by many school districts because is it going to just go away? and it potentially still could um depending on where the the state of the economy goes in California, but um I think it's possible to do both. Um but you're being heard. Trusty Nem, you had a question. Yeah, I I Well, now I have two clarifying questions. Sorry. Um the first one being the the afterchool Shrek and those uh

145programs that are put on the Disney programs or you know, not necessarily Disney, are those ELOP funded? So um in the for the one at King they have a large number of students that are um eligible and so all students that are in there that um are must be income you know fall within that um and registered there's a criteria and then they have to have a full opportunity to stay for the whole time. So that is how that's funded. um at other sites they have not been able to um meet the you know solely the the ELOP students because they're not in a sense we could multifund something but there's not the other source of funds to um cover the cost of what would be equitable okay to thank you and then my second

146question is are these opportunities offered to our current teachers and staff to run before they're outsourced or well you have to remember it has to go from bell to bell bell and so or bell to the end of the day. So, um our teachers um we we have to keep that ratio right. We have to be able to serve 100% of the students that would want to be there not only during um every school day but 30 um intersectional days. And so our staff typically would not be able in a position to be able to run a full program um in addition to you know if they were a a staff member as well as then our classified staff are already employed to the the hours that they can in work under our so for

147example if um a teacher was interested in doing I'll just say like a chess club for lack of a better example and they wanted to do it once a week on a Tuesday from 3:00 to 4:00. That's great for that teacher, but who's going to take those children the other four days of the week and for the remainder of the evening. So, that's the difficulty that we run into is is it scheduling. Those kids have to have somewhere to go or someplace or with someone to be. And many times the teachers don't want understandably because they worked a full day. They may want to do something like a chess club once a week but they don't want to make that commitment for the entire time you know that hour every day of the week or

148that entire afternoon on that particular day of the week. So those are some of the logistics that make it challenging. Not that it can't happen and Tandy has made it work with um Elizabeth Silva at King because she was able to have them for an extended time and she worked with them multiple days of the week and then they coordinated with the ASUS program that's there so that the students had a place to be. Am I correct? Correct. And then we look at all of the ratio because there's that part of the auditor. So it we can't have a you know a 1:2 ratio, right? So it's it's a it's a ratioed program. So we have to submit the the enrollment, we have to submit the rosters, we have to submit the staff. So all

149of that's looked at. Um so while you can bring in, you know, a shortterm, you know, something uh inside the outdoors field trip or something that is a is a cost, um we can in a sense double fund the class either, right? The section of that. So all of that is looked at very closely. I have one comment and um I'm sorry I'm don't mean to cut you off Carrie or Lydia but I had you know the same a lot of these questions I know thank you superintendent laws as well as Mrs. Taylor and answered a lot of questions that I had very similar and you know in the conversations I know that Mrs. Taylor is going to be putting together in um in giving over to superintendent laws for this Friday's report the ELOP

150process procedures talking about compliance talking about rules and guidelines. I think this information is going to be very very helpful because I know these are a lot of the questions that I had very similar to what everybody else is asking these questions to. I think that it's going to be you're going to everybody's going to feel, you know, a lot of these questions answered and you'll be able to see that in uh tomorrow's Friday report. So, I wanted to at least let that and I'm sorry I should have started with that and instead of putting everybody going through the whole thing, but in this time, but I know if Lydia feel free, please continue ask your questions as well as can uh Carrie because I don't want to cut you off from asking your questions.

151Now, my questions my questions were pretty much answered by some of the other detailed um not just the questions but the responses that Miss Taylor gave it to us. So, I do appreciate you elaborating and I do appreciate the um the further um guidance that you'll be providing us in terms of that process. I think it's one of those programs that um we see and think has great merits and great potential and why can't we do this or why can't we do that? Uh what is holding us back from something else? And so um some of that clarification that you've already given tonight does help a little bit because I know that we've had individual teachers approach us and say well why can't we do you know an academic decathlon? Why can't we do like

152the chess club? Why can't we have a um you know um um um you know some sort of science afterchool program or some of these other kinds of things? And I think that this is this is the the the kind of bits and pieces that we're hearing and we're saying well we don't really know. We don't really know why we can't do this. And on the one hand, you're suggesting that you would like to see uh you know um Magna um decentralized back to the school level, but on the other hand, if we were ever going to have any of these kinds of centralized things, they would have to be I mean in any of these kinds of programs that could be cobbled together, it would have to be a centralized kind of thing. And

153so that probably is the challenge right there is we probably have enough interested bodies somewhere uh at the different schools who would like to do a piece of this or a piece of that or know somebody who would be able to do a piece this or that and would be a tremendous asset to any kind of enrichment program that we could provide in the district. It's a question is there a pathway to doing any of those kinds of things? And right now ELOP seems to be the only vehicle that we could do anything with. And so I think that that's our frustration is trying to figure out is there a way that we can I I don't think there's any one of us who says we don't want enrichment. And there's none of us who

154say that we want to turn down funds that give us the opportunity to provide that to our students. It's just going to be a question of what are our constraints and what are our what what what are our opportunities. I I think um one of the things to keep in mind when you're you're considering all of it is that um these funds are targeted basically for the unduplicated count you know students. Um just as I said there's a communication challenge with the funds within the the LCAP funds right for the LCFS. People see this pot of money and they're like, "Oh, wow." Right? And why can't we use it here and why can't we do it? But it's it's targeted for a very specific population that we have to use it and be good stewards

155of those funds in order to do that. And then on top of that is we want to be able to maximize our staff resources, right? Our our resources and and such. So academic decathlon, those STEM things, you know, yes, there's opportunities. Um, and it's not that some of that can't be woven necessarily in ELO, but I think we have to be very cautious of how we look at these funds of really what the intent is and how we best use that and maximize those resources. And um, and I I've worked in after school programs. I've been part of that and I hear, you know, what that is, but we we want to be very mindful of that space is a very different space it than than the instructional school day. And so we also want

156to make sure we're working with people that really have that background and that knowledge and be able to um um follow all the legal compliance that goes along with those kinds of programs. And I apologize. It's bedtime. That's a remind me to go to bed every night. Um, so I I just think it's being very very mindful because it's hard to see a large pot of money and when we first got the money, we're like, "Oh, let's try this and let's do that." And then the rules came and so now we're trying to like reel it back in. Um, and so that's a hard that's hard for for staff and for everything because yes, we we really want those opportunities and such. And if there was um ways to multifund and to bring in and

157augment with that, but in my conversations when I work with principles and I work with teachers when we delve in like, oh, that's not what I intended, right? And so that that's the biggest challenge that we have in order to um meet the needs, but I said is really honing in what is the intent behind this? And it's really for those most vulnerable students in providing that afterchool program. Um it was really designed after COVID for working families to get them back to work so that they could go back to work while their child was in a um a safe environment. I'll try to make Thank you. Um, so building on the relationships, the desire for us to to really want to offer kids more things, um, it would be wonderful to maybe figure out

158a partnership between maybe the PTA's raising money and the ELOP so that we can bridge that gap and figure it out. Along with that, um, with regards to these ELOP programs, if you are at that school and you hear of that program, can you not participate if you are not in that category at this point? Correct. Because it is funded solely for that population. Okay. Um and then I guess too, so with regards to that, is there more data similar to your LCAP um on what uh outcomes you're having with the students that are going through these programs? Correct. So we we will present again I'm assuming again in um the fall around our ELO program and the survey that we survey that we do with our the um attendees and such of their perspective

159of how it is and and what's um is it looked at? So is that what you're asking? Well, so you you mentioned earlier that you it's like a participation and one of the outcomes was that the they all said or majority said they had a positive experience. Correct. But I'm looking for more specific data that is is like parallels what we're seeing in the LCAP. So, you know, there was the uh English learners that are in this zone and then there's the there's another on another page uh I think it's page 21 of um 11.1's attachment where it's the special needs and they're in the red zone. And so I'm I am looking for if they're going through these ELO programs, are there specific outcomes that are actually benefiting them in ways that I would

160happy to provide the state's template of what they they measure um that the um the information um because it's different than what you see in the dashboard. So um superintendent, if you were it, you know, as as Tandy mentioned, this program is designed for enrichment. So, it's not it's not your academic program that's being measured for growth. Um, you know, there are um things that the state looks at in terms of what the districts need to provide and the and and making sure that they're providing a quality program. So there's monitoring and measurement from that standpoint, but there's not individual student group tracking of of of a certain result because the program is intended to be enrichment, not necessarily an extension of the academic program. As Tandy mentioned, many parents with resources and means can

161provide um dance lessons or art or ex sports experiences, but those with fewer economic resources are unable to provide that. So the intent is to be able we know that those things are enriching to kids that they have a um a secondary or a tertiary impact on students achievement. And so with that in mind that's the intent of the ELO program is to provide those enrichment experiences for those students so that kind of levels the playing field in terms of their overall childhood experiences. Okay. Thank you. just to to follow up on what you you bring up a really really good point about, you know, being able to measure the impact that simply participating in the ELOP program is having on on a child that's attending ELOP and attending the school. So, what I did

162is I I I looked up, you know, other school districts board meetings talking about ELOP and I I noticed a lot of information that was included in their reports and program plans that wasn't included in ours. like for example um Hayward. So they have this um enrollment system. They do in-person enrollments for for ELAP. So they have like a little booth I'm guessing where they set up and you know they sign people up might help with the 40% metric that we have for for enrollment. Um, Certino has they have checklists on their website about um behavior um seal monitoring um how to instruct the kids and that seems like it's direction from either the district or the school specifically to the program. Um Riverside, same thing. They have behavior logs. They talk about monthly reflection

163tools. Um inclusive supports, which I presume we do because that's required by law. Um, but I I just there's there's a lot of information that is provided to um not just the board but to the public in general um that I I felt we could benefit from in in these reports. And then the the point that you bring up about, you know, if there's a student that has a certain need like English language learning, I know Tandy, you mentioned like, oh, you know, maybe we could offer this additional program on a sliding fee scale, right? So this could be something that we use ELOP to integrate into an existing program rather than sort of funnel out ELOP to community based providers to say well you guys know what you're doing so just you know do

164the minimum required versus building a true program that's that's going to benefit a larger swath of the kids that attend our schools. I think these are great ideas. Oops. Sorry, my other phone's beeping. Everything's beeping. Um, everyone's time. Yes. Um, you know, I think, you know, Tim mentioned that, you know, we can do a lot of things, but we just need to look at the resources that we have, not only the monetary resources, but the staff because we have few soldiers on our team. So, we have to make sure that we're not overwhelming um our principles in terms of, you know, providing program. They oversee the day program. They they don't work until 6:00 p.m. on ELOP, nor do our teachers. Um so, we can look at ways to expand and improve and grow our

165ELOP, but we're we may be different than other districts because they have a bigger team than we do. And so there is always that consideration because our primary while we do have to provide ELOP if we accept the funds we are held accountable for student achievement that is our number one responsibility and not that we don't want to do a good job with ELOP and not that ELOP can't complement what we're doing for student achievement but if we if we say our focus is to build a very elaborate ELOP program right Now we will inadvertently likely be taking some of the focus away from the academic program which I think is we need to be cautious not to do that. So while principally directing to use another term about money, but while principally directing our

166efforts towards the the primary academic school program during the regular school day, you know, we can still look to grow and expand and and improve upon our ELO program, but it may look different than other districts just based on resources and resources being time, money, and people. Okay. Thank you. Any other questions or comments? Just want to get back to because it seemed like um it seemed like you have described um ELOP to be expanded learning that actually looks like anything other than the academic program. In other words, enrichment kinds of things, other things than the academic program. But even in your own document, you indicate that the actual um uh focus on developing the academic social, emotional, and physical needs and interest of pupils. That's expanded learning. So, you're saying the expanded learning opportunities.

167I I I guess I'm still hung up on the fact that we talked about and I thought that when we first started looking at ELO, we were actually looking at reading loss and trying to mitigate reading loss. So I heard tonight the discussion of well if we have English language learners or other students who have uh you know have um fallen behind in terms of reading or maybe it's fallen behind in math. Why isn't ELOP something that is beneficial to those students and why aren't we offering that kind of thing? Because I thought I heard you saying that we're not doing any academic kind of thing. So am am I wrong in assuming that we did do reading loss things coming out of COVID with ELO? The very first year that we had um we

168did I remember what I totally recall what you are thinking about trusty I can tell you the grant name. Yeah, it's expanded learning opportunities grant, not the expanded learning opportunities program. It's what came before Elop. Yes, it is. It confused a lot of people which has um added compounded the challenges. So, I'm just now catching on. Huh. Okay. And I think well just one last thing I promise just to kind of piggyback on what Trusty Sandi is saying. If you look at your definitions it talks about um developing academic social emotional phys and physical needs. And then below it talks about expanded learning opportunities. and before below that educational element um hiring literacy coaches high dosage tutors school counselors is is that all part are these definitions for this program so it's for supports with

169it so like there's hazel health which augments so we could utilize them during um this time um so students that would um be able to have services rendered um in here um there is a component the state does have us have for um some supports for either you know academics but that's not the overall focus for it um it it's just to augment um the the resources we have. So we leave the plan is an overall broad plan um so that we can hone in to really um meet the needs of each individual site, a different group and differentiate. Um we're working with I think seven providers right now without counting um and so that we can customize to kind of the clientele and the needs of a certain school community as well um as

170well as the entity. Um we get together, we plan, we coordinate together. Um, Miss Megan um Parsons does a remarkable job in responding and working with families in the community and and connecting them um if if there's a need. Um and so it's just this is a very um in a sense broad plan that has to be specific enough but broad but allows us enough flexibility, right, to address the unique needs that that come across. We don't want to make it so narrow that we're we're locked in a box. It's a three-year plan. So we make it um broad enough to be able to bring in those resources and supports that would be needed to to make the um the program be effective. Yeah. Yeah. And and that's I mean honestly what we're bringing before

171you right is for that approval so that we can continue um we have you know approximately 700 students um who are benefiting from this. We are hoping to grow it as Dr. Mlullen that is that looking at it as you heard we are that tier two right um which means we only serve eligible students as well while other districts get a much larger part of money and they are required to serve all of their students. So you will see um much different look and feel to um each district based off of their unique um makeup. Have we done a survey of the families to see if the ones that are not eligible for ELOP would be interested in the pro in programs on a sliding scale? Um at this time we don't have a four

172fee program in our district. So we would have to look and investigate of how we would run a 4e program. Um that has not been something that we have provided an afterchool forfe. It would be it would be nice, I think, to to look into that um somehow. I I don't know how to bring it up um at another meeting, but um just because we were just talking about re, you know, finding new ways to generate revenue, maybe that is something that we should look into. It would require an investment of staff to to put that together and run it. But if that's a priority for the board and you're willing to fund it and put money behind it, that then that's something that can be looked at in the future. or at least researched.

173Sorry. Yeah, I actually have a question to what you just said. Are you are you proposing doing something on a forprofit basis? Is that what you're looking at? Or I would like to Yes. Yes, I'd like to at least research it to see because like when my kids went to Luther, there was chess club and and parents paid a fee for an afterchool program, but the fee would just cover the cost of running the program. You're saying for fee, not for profit. Yeah. Yeah. You were talking about generating revenue, but fee, right? Right. Okay. Just Sorry, I was just clarifying that for myself. Thank you. I I not to women's play, but it's if when you say for a fee, you mean for a fee to support that. You're not saying like, oh, I'm going

174to make $2 a kid that goes to Jesus, right? It's just the the fee would support the program and program would be an offering. That would be revenue neutral, but it's not necessarily to make money for the school. It's not like a rental property. It's more just, you know, 50 bucks and you get to go to chess club once a week or whatever, right? Any other questions or comments? I don't I don't have any questions. I I just I appreciate you bringing up earlier that additional information would be would be provided in the Friday report. Um so I I think that would be that would be good to to have before um any decisions are made on this. But I There's a timeline around that. Um, without an approval of a plan, we need an

175approval of the plan to qualify for next year's ELOP fundings to come to the district. So, that would be some urgency on this plan, which is broad in nature and flexible. I think um what we've heard the board say tonight is they would like to see um a more personal approach to each site, which we're slowly hopefully getting to also, but tonight what's been presented um does need to be approved in a timely manner. I'd like to call the question. So I have a question. Okay. us approving this plan is a lot of the concerns that the fellow board members have brought up. Does that affect approving this plan? Or does approving this plan still be able to allow the board members questions that they had to be able to address those and then look

176into those items or does it does this proving this plan tonight lock down where none of the items could be addressed? I think that's the question. I'm looking at it the people's heads nod. the the plan is the content, right? It's how what we're going to do or how we're going to implement an enrichment program. It it it's we have in there where it's going to be located. We talk about um community- based organizations of having that pathway to be able to provide that, but that it's the content um and and in a sense, it doesn't stop anything. It just allows us to run a an ELOP program. It's the structure. It's the plan is the structure for the program. But whether the programming includes some STEM programming or some theater programming, the plan's not

177that specific. The plan it's showing our commitment to the state that we will um provide an afterchool program or an it's can be before school too, but an extended learning opportunity program. give us the dollars and we will commit to providing a nine-hour day to our qualified students and that means to all of them. And so this is a foundational structure as Ann just shared and showing how we plan to do it. We've seen through past years how we have done it but it can evolve. This is this plan does not limit the board's ability or staff's ability or our community's ability to make this plan be what we want it to be. Okay. I have one more question. I'm sorry. I just want to try to make sure that we don't hold up the

178district from needing. I know Dr. McCullen, you said this needs to get approved in a timely manner. When is this due to the state? I want to say it's due before the end of June. June 30th. By June 30th, correct? Okay. Because that's the the question. I know the board's going to be getting additional information Friday. Would that I'm not I'm saying this is what to do, but would that give the district enough time to review that information and then put this back on next week's? My question would be, and I think this is an important question, the because the the information in the Friday report isn't going to answer all of these questions. It's just general information. You could probably go and pull it off the CDE website yourself in terms of what some

179of the limitations are about how to use the funds. But I think that and and I don't think that that information is going to change a decision about whether or not you want to approve a plan to receive funds because at the end of the day, no plan, no funds. The plan is just a very general structure, general by design, so that there's flexibility for the district and our schools and our providers to create responsive programming to the needs of our community. If we get very specific in it, that's all well and good for the moment, but as needs change over three years, now we are locked into something. So, you know, we have the opportunity to address some of your interests over time with our plan that we've proposed. Um, but if we don't

180approve a plan, we won't receive funding. Understood. I'm just trying to give options to the board because it seems like a lot of them have questions that what is is this have to be approved tonight but it sounds like it does because it with the information that we're going to get Friday is not going to be answer the questions that the board it could be pulled and put back on next week's agenda but there wouldn't be any difference to it because we're not going to write all we're not going to be able to write an entire new plan in one day because we have to post the agenda tomorrow and I appreciate Dr. Mullen's um just brief statement about this is it this is really just to get the funds and it is very broad

181and vague not real specific so we're not tied to something but we can get the make the deadline get the funding and then further develop the the intricacies of the program is that that's that's what I'm understanding. So, I'm good with that as long as we can, I guess, continue to have some discussion about um those intricacies going forward. And I'd just like to make one comment. I think it probably will be summitative in nature. And I think that the concern and the interest here is um that this particular board appears like it wants to have a little more handson um um input to emerging programs particularly in light of uh the fact that um there may be greater interaction and contact with the actual school community. So that input that may be coming to

182the board may not necessarily be the input that is coming more broadly or generally to staff that we would like to have at least a mechanism by which that input can be articulated and be incorporated into the discussion of the development of the various refined um offerings of the programs at the individual schools. Am I correct that that seems to be what our concern is is that we we need a we need an opportunity we need a we need um a mechanism by which the board can be a participant in in in some of the processes of of emerging programs and I just if I could I'm sorry the pressure of needing to approve a program as is because we're being presented Debbie I know I'm not on mic Um, we're being presented a a

183plan that we must approve within 24 hours, otherwise we don't get millions of dollars in funding. That that that leaves absolutely no room for the board to to propose any revisions or request additional information. And then on top of that, we're told that the information that we will be provided is not going to help us make a decision. That's an unfair position to be in as a as a board member. I think what I what I believe is that the plan does not limit any of the interests that you have. Now, you may prefer a more specific plan and we can certainly do that moving forward, but approving this plan tonight does not close the door on any of the interests expressed this evening. I think that's the important takeaway. It's general in nature to

184enable the program to grow and flex and adjust based on interests and needs in the community. I don't think it's a limiting intentionally. It's not a limiting plan. It's very open-ended. Um I'm sorry that you feel that way. That's not the intent of staff. Um as you can see at this time of the year, there are so many plans that Mrs. Taylor's department is responsible for. they pretty much just shut down and work on plans from April to June. So, it's not our intention to put the board in a box in a corner and not be able to have some flexibility. It's just the magnitude of every plan that has to get written and approved by the end of June is is extremely challenging on staff. And I I also think too if we want

185to look at making changes to anything, not just this, we have to look further out, right? like we can't make a change. You know, obviously in education things happen so far out. We're projected and we're trying to steer the ship this way, right? But I think to really pull the rug out from everything is is a big ask at this point. It's not even I'm not saying let's not apply for funding, right? That's not it's not let's approve the plan or let's not approve the plan. Well, I I guess my complaint is the inability of the board to request revisions to a very important source of funding. My concern would be that any revisions that we're looking at would then tie us to those things. I think that the plan that is in front of

186us is is open enough that we can look at what our questions are um instead of giving an exact direction instead of tying us to any of those interests. And I mean, you you know, you're free to to feel that way, but that's not like I I I guess we we might disagree on that, but I I I think that just procedurally speaking, I I'm not a fan of of not being able to ask for additional information without considering what's in front of me. And then on top of that, being told the information we give you is not going to be useful. So like it it may have been helpful or may be helpful in the future to have this presentation and the opportunity to have this discussion and ask our questions um maybe like

187last month's board meeting so that we could then take the month because there were a lot of very big attachments. Um I I it took a lot of time just to get through it. Um and then so now here we are. we need to make the decision and I think we all def we all agree we want to apply for the funding but part of it is being able to have the time where we can ask the questions and we're not here until 10:00 at night on a board meeting night and then also when it comes time to once you are doing the plans to be able to present it to us maybe ahead of time and instead of like we're rolling this out next week um just so that we we can ask questions

188and feel like we're um I guess more understanding of of what you're doing and to make sure that our questions get answered as well. Um just to kind of re reiterate is I I hear what you're saying. Um that is you know one of the reasons we presented in September I believe it was to be able to provide that information. So the board had an opportunity. So, the the program plan, this is the the new one, um that answered a few more compliance um sections of that and such. Um it is a very broad plan. There's nothing that would uh limit us for making any of the changes that you're discussing. It just allows us to then be able to receive the funds, continue the work we've been doing, but anywhere along that point of

189time, adjust it to best meet the needs of our community. So there's nothing in this plan that limits any of the discussion that you've had or the the seeking of that information to look to see if we would um adjust it or um revise how we implement and what we do. So while you'll see things like the community based organizations in there, it doesn't mean that's who we have to use. It allows that flexibility to use a community-based organization. So there's nothing in the plan that limits to what you're seeking or asking about, but then it's just determining um the pathway that the board would then want to invest time in an afterchool program in a different model. So I mean even if you know the revision that was instead of um automatically designating the

190sites on campus as the default provider, We not saying that that's what we should do. Yeah, we we don't RFP people, but yes, I I hear what you're saying. Yeah. Yeah. Providing service. You could RFP that you could put out a bid and say, "We want someone to run that you love program for us. Please submit your that was not done for this any [Music] that is potential revision that could be made that you know I would like I'd like to clarify that wouldn't need to be in the plan but that doesn't limit the ability to do something of that nature think that for me it would be the mic um I think it would be helpful to not have um a new year go by between learning about the results of the program and

191then approving the next plan right if we do like September through May, um I don't think I'd remember much about how the program went to approve it again in May. So, if we look at sort of the calendar of when this is presented to the board, I think that would be something I would appreciate. Could I suggest something? One of the things that I have noticed across time is that uh when we actually have agenda items, we just basically have a rationale, financial impact, recommended action, but we don't have any context. So I think that a lot of times when you're doing presentations, you do get some information. But I think that if this particular cover page reporting could be elaborated that would basically say this is the first year of a three-year plan. we

192had such and such before and this is what we were able to accomplish with it. Uh this is a new because we've got new funding. One was a grant now this is a program and you know sort of walk us through it. I mean take into consideration I recognize that you all live and breathe what you do on a daily basis. We don't we don't live and breathe what you all do. So we hear we come in once a month. We've read the reports. whatever there is there and if there is an attachment we read it and we try to do due diligence and be responsible but sometimes literally we don't have enough information to be able to to make the most respectful if you will uh decision on a lot of the topics and

193tonight really is probably the most in-depth question that I've ever had on this this board and I do appreciate the opportunity for us to have that kind of in-depth discussion but I I think that um that if we had a broaderbased front-end report that sets the stage for why it's important for us to make this decision, there's nowhere on this sheet that basically says we need to pass this because if we don't pass it at this particular point, we need to have it filed by such and such date so that we can actually get funding and the projected funding that we anticipate or we would potentially get from this might be X. Right now, we know there's no financial impact based on doing the plan. But what is the what is the potential for the

194dollars that we could get from the plan? I mean, if we actually are able to be funded. So, I don't even know that. And so, yes, you can say, well, we did a report back in so such and such a month. And I can say, well, yeah, I can vaguely remember that you gave a report, but yes, I didn't actually do my uh my studying for the exam tonight uh to to be able to say that yes, I know exactly what you're talking about. So, I'm not talking about this item in isolation. I think I'm talking in general about the whole agenda um on a monthly basis, all items. Um it's something that that has bothered me for a long time, but it's not bothered me enough that I it's ridd risen to me actually

195being bringing it up in a major way. But I think tonight uh is indicative of some of the kinds of questions that maybe some of us actually don't ask because where we're going well you know you all have your role we have our role but yet we're supposed to be making decisions and so for our decisions to be as what would I say meaningful as they should be we probably should have more information uh to be able to make those to make those good decisions and that feel comfortable that we've made good decisions. Yes, we have trust. We have built trust with staff across time and we do have faith that you know what you're doing and you are immersed in it and you are um focused on that vision and mission for our whole

196district and want the best for all students. But bring us along with of you know for the ride as well. And that's all I would ask. And I think that that would help us a lot. And maybe maybe part of it is that this is the first time in many years that we've had uh so many new members on the board in such a short period of time that um the learning curve is still is still is still moving for a lot of us. And it might be helpful to have that contextualization on the agendas for various items. That's I'm only going to say President Tanaka, I think we have a motion on the floor. Okay. Motion break. Yes. This um since there's no other questions or is there any I'd like to uh call

197for a vote. All those in favor say I. I. I. Any opposed? Motion carries. Could we take a um 5 minute recess for restroom break? Pause this at 9:50 p.m. We'll reconvene at 9:55. Somebody I do upstairs. I'll let him run. or reconvening at 9:56 p.m. 11.4 approve uh Proposition 28's arts plan. Do I have a motion to approve? So moved. Thank you. Do I have a second? Second. Thank you. Any questions or discussions? I hate to ask a question at this stage, but I was just was noticing how brief this plan was and uh was wondering based on um let's see if I can get my There we go. Um what um how does how does how does this plan either add to or differ from what we're already doing? And what is the

198context of us putting together a plan? I mean, what is our what is our expectation in terms of funding? And well, Prop 28 was passed by the voters and so these monies are are coming to school districts and the one rule that it has is you're not to supplant programs that you do have. And so this money could have been I mean this plan was consciously not brought to you last year because last year we spent on our music teachers um one-time monies from our arts and music grant and so that we could honestly use Prop 28 to pay for our current program. Um and and so to answer your question, uh it's going to pay for our music teachers and their supplies. So essentially what you're saying is you did a workaround to be

199able to qualify for these funds. Otherwise, if you had had that plan in place and we've already been doing the music education for quite some time, um we wouldn't have been able to qualify unless we actually expanded and changed substantially what we were doing in correct arts. Could we where many districts didn't have a music program, um we were fortunate, we used our one-time monies last year to have a program um which could go away if those onetime monies ever went away. And so districts that didn't have a music pro a music program of any kind, Prop 28 honestly was brought into creation by voters and by the initiator to to bring arts and music to school districts. So we've specifically decided that we are using this money specifically for uh music literacy as opposed

200to any of the other arts. Correct. It again like our last plan doesn't limit it limit the district in having a bunch of more programs for arts and music, but we're we're um strategically positioning ourselves so that this Prop 28 can be used as long as it's in existence to to pay for the programs that we do offer through our music teachers. Okay. So, we don't can't offer any other arts programs under this art. Well, we can, but this is a plan that shows how Prop 28 will be spent next year and hopefully for the future years. Okay. So, uh is this plan a one-year plan? So, the plan is um the plan it can be revised at any point of time. We have um identified um through a variety of means um through our

201community and such that music was the um a focus and a desire um and to keep that um in place. So, um, at one time, um, I, you would, you can correct me if I'm wrong, Dr. Mlan, we had identified and possibly had notified our music teachers, um, that they would be, um, we would not be able to employ them in the future. And so, because of in different fundings and such, so we were able to, um, Dr. Mlullen worked to ensure that we were, um, compliant and that we did things appropriately. So, this allows us to continue to use the funds in order to target towards our music program as identified by our community. And it actually gives the board and the district greater flexibility with we used last year arts and music um

202onetime monies that were provided to every school district. In past years, you've also utilized local money sources um to pay for the program. This by using Prop 28 in the future years allows you flexibility with other one-time monies or other local monies that are maybe ongoing. Also, it allows you to redirect anything um to other arts programs, other staffing, other needs that the school district might have. This is utilizing Prop 28 um the way I believe it was intended. So, with that, I have one question. Um I I believe I read that currently our combination classes do not have music. They do have music. Okay. Yes. So what happens is that um because they only get um a short block one day a week, we we separate the classes so that they get fourth grade

203is with their grade specific and fifth grade's with grade specific, but every child in this district does get music. Well, good. Um okay, I stand corrected and and thank you for clarifying. Yeah. Any other questions or discussions? I I have a question. So I is this plan applied um equitably across all the schools of course. Okay. That's the intent and and and truly are we work very diligently on that schedule. Um we have a range of um it's around 21 to 23 lessons in in the school year. Um and so um Landell has a a different schedule but still they get the same um range of lessons as well as well um but we do work the the staff and I work very closely together to ensure that all students are given that standardsbased program

204um in order to learn the content. Okay. Thank you. And could I ask another question um and it does have to do with opportunity. you you do have the classes that we have for the students, all students in both coral and music, but this one seems to focus a lot on the trajectory for um for for for band, doesn't it? The the plan that you have here, it it's not the intent. It's it's supposed it's um I I'm not sure. I'd have to what you're referring to to make sure that's banned. It is inclusive of banned, but not solely banned. Okay. because I I didn't know you you you're just talking about Anaheim Union High School District and I know that we've had both band and coral music and that has while that has been

205available to uh to each school and the number and students we don't have every student who takes advantage of that part those particular programs we do have the actual music education that you're talking about the individual plans so is this bifurcated in terms of band and coral that is the extracurricular versus what I think this is highlighting that we offer a band opportunity for kids more than Okay. Okay. Yeah, maybe that's what that maybe that was the impression that I got. Okay. We're proud of our band. Any other questions or discussions hearing? None. Oh, sorry. Oh, just one more. So, we were talking about I apologize. president talking about. So, um, we had were talking earlier about like the the Shrek and the musical type stuff that's music and arts. Does that fall does some

206of this funding? Could that be used for something like that? It could, but we're not directing Prop 28 monies at this time to that. So where I said other monies may become flexible and the board and staff could redirect those types of monies um it that this is directly for our music as it relates to the teachers that we have and the program they are at a time in which the state budget may be more flush with money then those are things that could be considered but right now this money is enabling us to maintain a music program that might otherwise be in jeopardy. Thank you. One one more qu. So is this another one of those sources that you mentioned that might be at risk of going away at some point? Absolutely not. This

207was voted on by voters. And so really what we're doing with the approval of this is institutionalizing as long as this plan remains the plan. We're institutionalizing the music teachers that we have and um the program that they currently offer. doesn't mean it can't be, you know, flexed differently, but we're pretty much saying it's it's we're, you know, we we're adopting it essentially. And I I actually really appreciate that it actually it says it says it's a living document within the plan. So, I I I really appreciate the clarity that's in this in this plan. Okay. I'll now call for a vote. All those in favor say I. I. I. Any opposed? Motion carries. 11.5 approve the 2526 school plan for student achievement for Clara J. King Elementary School. Uh do I have a motion

208to approve? Thank you. Do I have a second? Second. Thank you. Any questions or discussions? Hearing none, I'll call for a vote. All those in favor say I. I. Any opposed? Motion carries. 11.6. Authorize disposal of obsolete and or damaged instruction materials. Do I have a motion to uh declare the institutional materials list in exhibit one as obsolete and or damaged and authorized disposal? So move. Thank you. Do I have a second? Second. Thank you. Any questions or discussions? Hearing none, I'll call for a vote. All those in favor say I. I. Any opposed? Motion carries. 11.7. Adopt declaration of need for fully qualified educators. Do I have a motion to adopt the 2526 declaration of need for fully qualified educators? So move. Thank you. Do I have a second? Second. Thank you. Any questions

209or discussions? Hearing none, I'll now call for a vote. All those in favor say I. I. Any opposed? Motion carries. Trust. I think she didn't Yeah. You just monitor the pace. So Debbie Oh, I'm sorry. I'm trying to catch up. I'm sorry. You're not gonna catch up. Uh 11.8. This is approved contracting with Pacific Coast Water Systems for water softening services for school kitchens. Do I have a motion to approve contracting with Pacific Coast Water Systems for water softening service? So move. Thank you. Do I have a second? Second. Thank you. Any questions or discussions? Hearing none, I'll now call for a vote. All those in favor say I. I. Any opposed? Motion carries. 11.9 Approve agreement with the food safety systems for comprehensive food safety training and monitoring program. Do I have a motion

210to approve an agreement with food safety systems for a comprehensive food safety training and monitoring? So moved. Thank you. Do I have a second? Second. Thank you. Any questions or discussion? Um, I would just like to note that I think um I had some questions about this originally. Um, and maybe I'm not sure if I should give the answer that I was given or if you want to um share how the how you answered my question, just what it was and the importance behind it. 11.9 the food safety. Yes. So, um, as we increase our scratch cooking for our child nutrition services program, which is a wonderful thing, we're using fewer packaged food items, but with fresh cooking comes a risk of foodborne illnesses. So, it's important to make sure that our staff has training

211uh and safety of handling of food items and also this company through the monitoring will do periodic checks and provide feedback to Paresa which will help her to make sure that staff is doing things according to protocol. Any questions or further questions or discussion? I just thought it was important to note why we were doing that. Hearing none, I'll now call for a vote. All those in favor say I. I. I. Any opposed? Motion carries. 11:10 ratify annual property and liability insurance rate. a motion to ratify the property and liability insurance contribution of $451,385 to the Northern Orange County Liability and Property Self Insurance Authority for 2526. So move. Thank you. Do I have a second? Second. Thank you. Any questions or discussion? No, I just would like to make note that um you know

212as the report indicates that this is about a 13% increase and I just thought that I remember asking a similar question last year and thought that it would be helpful for uh the board to understand how the JPA works and um why uh 13% maybe is not a bad increase maybe in comparison to other entities that would be covering us. Yeah, it's a very precarious time for school districts in California and insurance. We're self-funded through our JPA. We're one of I think 14 school districts that um have formed this JPA pool for cost-saving on risk um risk management issues. And we have excess layers of um insurance through Southern California relief and safer uh given the fires as an example in the Palisades given um other events that have occurred, an earthquake, um SAMs, the

213sexual assault and molestation cases that are occurring in several school districts around the state. um being insured in California has become a hardship. And so through those excess layers, they have to search nationally, internationally for for folks that will um provide that um excess insurance layer. Some school districts are experiencing um 30%. We're actually being um a lot of school districts are being um reassessed for previous school years where these sexual assault molestations are have occurred and having to pay um for um settlements that have occurred beyond before they were ever insured maybe with our our risk management advisor is Kenan and and uh so 13% um while it is not desirable is better than 30% better than 19% better than than double. Um, so thanks for a little bit of insight. Thank you. Any

214is that does that 13% affect all of the members of the JPA? Your XMOD um kind of determines that. We're very fortunate being an elementary school district and our JPA mostly being elementary school districts experience has a has a has a very um low claim uh percentage rate and so it is lower than the norm because of that and we would be a little bit lower than some of the other districts in our JPA. We want to knock on wood um because that can change anywhere. Uh there there are particular cases that have occurred in other school districts, events like in a parking lot that can happen anywhere that a claim can come in and it can be $15 million and that goes beyond our JPA pool um amount member retain limit and gets into

215the other layers and that when you the more of those you have the higher your renewal rate could be. Thank you for that. Any other further questions, discussions? Hearing none, I'll now call for a vote. All those in favor say I. I. I. Any opposed? Motion carries. 11.11. Ratify annual workers compensation insurance rate. Do I have motion to ratify the workers compensation contribution of 529,355 to the Northern Orange County Self-funded Workers Compensation Agency for 2526. So moved. Thank you. Do I have a second? Second. Thank you. Any questions or discussions hearing? No, I was just going to make the same comment here is is that this one is 9.2% and um again probably the same considerations are um in place as were in the previous item. And we used to have the lowest X mod

216for workers compensation in this JPA pool. A neighboring district is now taking that honor away from us, but we're still quite low in our workers compensation cases in in Cypress School District. Deputy, do you need clarification on the vote? Okay. Um, I'll now call for a vote. All those in favor say I. I. Any opposed? Motion carries. 12.1 is hold a public hearing on proposed 2526 local control and accountability plan. I'll now open the public hearing and allow comments from the community. Not hearing any comments. Do we have any I will do we have any electronic ones? Oh, we don't. Okay. Hearing hearing none, I'll now close the public hearing. 12.2 hold a public hearing on proposed 2526 budget. I'll now open the public hearing to allow comments from the community. Any comments hearing? None.

217I'll now close the public hearing. Number 13 is adjournment. Journ the meeting at 10:16 p.m.