001Welcome, call the special board meeting June 8th for the Newman Crows Landing Unified School District to order. Roll call, Mr. Rivas. >> Here. >> Mr. Watt. >> Here. >> Mrs. Sridi is absent. Mrs. Gonzales. >> Here. >> And Mr. Rivas here. Faculty, please stand for the Pledge of Allegiance. >> I pledge allegiance to the flag >> Ready, begin. >> 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. >> Uh item three of the session uh item four public communication agenda items. Uh any person wishing to comment on agenda items may do so. Please step to the podium and state your name. It would be appreciated if you would limit your comments to 3
002minutes. California law prohibits the school board from taking any action on any matter which is not on the posted agenda unless it is determined to be an emergency by the board. Per board policy BB 9323, individual speakers may be allowed 3 minutes to address the board on each agenda item. The board may limit the total time for public input on each item to 20 minutes. With board consent, the president may increase or decrease the time allowed for public presentation depending on the topic and the number of persons wishing to be heard. The president may take a poll for speakers for or against a particular issue and may ask that additional persons speak only if they have something new to add. Did anybody turn in any comment cards for today? No? All right. Uh item four,
003approval of the agenda. Uh can I get a motion to approve the agenda listed for tonight, please? >> I'll make that motion. >> Thank you, Mr. Rivas. And a second? >> I second. >> Thank you, Ms. Gonzales. Uh Ms. Rivas? >> I. >> Mr. Rock? >> I. >> Ms. Surety is absent. Ms. Gonzales? >> I. >> Mr. Rubalcaba? Uh item six, information discussion item. A, we have our first reading of board policy 5131.8, mobile communication devices. This policy will be mandated beginning July 1, 2026, and may be revised to reflect district practice pursuant to educational code 48901.7, as amended by AB 3216, uh chapter 500, statutes of 2024. The governing board is required by July 1st, 2026, to adopt a policy that limits or prohibits student use of smartphones while at school site or under
004the supervision and control of district employees, and subsequently to update the policy every 5 years. Mr. Pruitt? >> So, what you guys have before you is a copy from sample from CSBA, and there's an option one and an option two. Um currently, right now, in our district, we have the elementary's where they're not allowed, the middle school not allowed, and then the high school is limited use. So, so we would like some feedback on which way throughout the week, if you guys can give us some feedback so we can bring back the second reading, and maybe which option we prefer, or if you want to continue to have it separated the way it is now, between the high school at one level and the eighth grade below at a different level. >> Thank you, sir.
005Any questions for Mr. Pruitt? >> Can we get just general feedback from the different principals at each site on what they feel is most effective? >> Yeah, we can do that. >> Okay, thank you. >> Like I said, most likely I'll was align of the >> with the policy that they're enforcing. So, we can make sure that you get each one of the sites' policies that they're doing. Any other questions? All right. Uh item B, public hearing for our Local Control Accountability Plan, LCAP. Um Mrs. Vargas, you're up. >> Okay, good afternoon, uh Superintendent Pruitt, members of the board, and community members. Uh we are going to uh review the LCAP uh today and and then this will be up for approval next week. So, just a little recap, the purpose of the LCAP is
006uh there's a development um a process to come up with the district's plan, and it really has three parts. You know, engagement of educational partners, comprehensive strategic planning, and accountability and compliance. So, I'll kind of go through each. So, this is a it's uh some pictures of our when we had all of our educational partners together. As you can see, each table was packed from all of the school sites. It's a really great um meeting, and this is our our community meeting, and we also had our site meetings, too. So, we also met at every school site and had our classified uh teachers, principals there as well, and then this one included parents and community members. The second part of the LCAP process is a comprehensive strategic planning, and so when we talk about analyzing
007data, there's a lot of different things that we look at. We'll look at this the dashboard, we look at our CAST scores, um how our English learners are doing, uh chronic absenteeism, graduation rates, suspension. So, we take all of this data and uh kind of synthesize it together to come up with some some actions. Um And then what is our what is our goal here? What do we actually want? And kind of came up with this like, you know, focus point here is if we provide high quality instruction, targeted intervention, social emotional supports, and meaningful family engagement, then all students will experience increased academic achievement and college career readiness. So, that's sort of the driver of of what what we're trying to accomplish through the LCAP. Um and then finally, once we have that data,
008so we might know that we have some areas of weakness and strengths, and then what are we going to do about it, right? So, that's the strategic goals. So, we'll come up with a conduct a root cause analysis. So, if we see that students with disabilities aren't meeting targets, then what what what do we think that is? Where do we Where do we need to put support? What's the cause? So, the root cause analysis happens once we see the data. Um we prioritize district needs. Um then we try try to take a look at our resources, our services, um to come up with a plan. So, this is a uh strategic planning part of the LCAP. And then the third piece of the LCAP is the accountability and compliance. So, even if we came up
009with our own plan and decided what we wanted to do, uh the county and the state can still say, "Hey, you know, you have an equity multiplier school here. You're going to have to do um certain things." And so, our equity multiplier school is um alternative education at Westside, and so they have their own goals, goal three, and we'll talk about that a little bit more. Um but that's something that even maybe we thought we were doing a good job and we don't need to uh do a whole lot with that. If the county and state says like, "Hey, you need to do this." That's part of the accountability and compliance piece. And same with differentiated assistance. So, um last year, like I shared, we had we're in we were in differentiated assistance for English
010learners for a couple of years. This year, we're no longer in differentiated assistance for English learners. Now, we're in differentiated assistance for students with disabilities. Um and so we we follow a similar plan, but this time we do it alongside the county. And then they expect that we're going to see certain outcomes. If we didn't or we didn't do the plan, that's when the state comes in. So these are the accountability and compliance pieces. Um, so the differentiated assistance will look at dashboard data, meet with the county, come up with the plan, the root cause identification. Been working with Dr. Susan on that because this one is students with disabilities. So then her and I are like, where what what is the general education teacher's role in this? What is the special education teacher's role
011in this? And what do we need to do about it? And then we come up with um, some goals and actions to improve outcomes. So goal one has been the same um, for 3 years. This is goal one, academic achievement. Not going to read the whole thing to you, but the purple is sort of a a synthesis of goal one. Um, and then our successes, English learners performance increased at all sites. Um, that was really positive. Four-year adjusted graduation rate went uh, increased 3% up to 97% college and career readiness increased 9.7% up to 82 uh, 0.4% and improved district-wide math and ELA and um, ELA gains. Uh, when speaking about graduation rates, college career, um, there's a few different things that can seem like we're saying the same thing in the LCAP, but they're
012they're distinct. So graduation and college career readiness, um, those both increased in the blue. So those um, we got a lot of shout-outs from the county in terms of our graduation rate and college and career readiness. They were like, "What did you do?" So those were both positive. They were both in the blue. But then we have the early assessment program and that refers directly to SBAC scores. So both of those increased, but both of those still aren't where we would like them to be. And then we have CSU and UC requirements, and those decreased to 50% and that's referring to A-G A-G requirements. So, three things that sound similar, but they they are different metrics in the LCAP and they they have different meanings. Um but compared to other districts in Stanislaus County, like
013Modesto is 40% A-G, Turlock 49, Ceres 37, we still do, you know, considerably better than other districts in our county and we still have work to do. We're still not like satisfied, but we're on track. Uh so, some of our challenges are increasing support for students with disabilities. Like I um stated, uh Dr. Susan and I have met together and met with the principals. We're going to meet with the principals again tomorrow and we have a plan on rolling out some instructional support for our teachers, our resource teachers, our case managers, making sure that um they get the curriculum and instruction part and also uh the training. We're going to evaluate IEPs and so that's a work that we have planned that we're going to also work with the principals. They have a part in
014this, too. So, we all have a part to improve that for next year. Um challenges due to personal limitations, professional professional development, instructional support. That's been sort of a a struggle because that's something I used to do in my old job and so now as the director of curriculum and there was two coordinators, so not having those, like it's it's a challenge. It's not impossible, but the teachers aren't getting the support that they used to get and that's just what that is. Um I'm working with the principals on like, "Hey, how can we provide support to the to the to the teachers, particularly new teachers?" But really most teachers um I I'm meeting with teachers if I have to do something related to state and federal programs. So, like I met with English Department because
015something came up with the audit at the high school. But, it was such a good meeting. I wish I could meet with the English Department all the time. And that's where that teacher connection is is lacking, but that's also with a with three fewer coordinators, that's going to show up there. Um African-American students uh they decrease 17.1%. So, that's something that will be something we look at. Um decrease participation participants with healthy kids surveys and survey results. Um and that is really just there was a lot of survey fatigue this year between the core renewal surveys, WASC surveys, LCAP surveys. And so, part of that is the uh part participant number was down. So, then the data that we get we have to kind of take a look at what that represents, right? And then
016when I looked at our core renewal data it we were up in the 90% in terms of of parents, students, and teachers feeling connected to their school sites. And so, it didn't match up with the healthy kids surveys. And so, that's something moving to next year we're going to have to like take a look at. That is a requirement that we do it. And I don't like that there's a discrepancy in those results. So, we'll take a look at those next year, but pretty happy with the feedback from the core renewal stuff was all in the 90%. >> [snorts] >> Uh goal two, this one is related to parent and student engagement. You can kind of read the little synopsis there. Um but mostly the successes parent engagement activities were fully implemented and we received
017positive feedback from our educational partners. Um they're always really happy with their sites with the site principals and the teachers and the activities at the sites. I think that's a real highlight in the district that a teacher that parents can show up and then there's always like great things for kids. Um and whether it's through DELAC or these surveys, parents do feel like they're getting a really positive experience. Um adult ESL metrics demonstrate an outstanding program. I mean, you know, got detailed information from the parents that uh we had a lot of participation. Um they feel very proud of the work that they've done and that they can go and do business in English and that's been super positive. Uh challenges, uh chronic absenteeism increased from 9.9 to 15.6. This though is related is uh
018reflective of of 24 25 um data. So, today as of today, it's like we're around 9%. So, we've improved and we've already sort of remedied the situation. Um it's it's a little confusing because this is you're adopting uh the 26 27 LCAP. But most of the information in the 26 27 LCAP is 24 25. So, anything that like from this year, we're like, "Oh, we already did that." Or or since, you know, the things that we fixed such as chronic absenteeism will show up in next year's dashboard. So, we're still working on it cuz it hasn't, you know, come to fruition yet. But we we look at our data every day and we can see where chronic absenteeism is and it's much improved from from here. Um but I still have to report to the
01924 25. Um and then, like I said, the decreased participation in uh healthy kids surveys. And so, I have my eye on it and that's something we'll fix for next year. Goal three, that's the equity multiplier. Like I was sharing with uh related to uh alternative education. And they have two metrics and I know they're super tiny there, but the first metric is um basically credit recovery completion. And last year, we had 74 students completing credit recovery. This year, we had 27. Um so, talked to Mrs. Esquivez and we had a conversation and it's like, "Actually, there's just not as many kids because a a of the kids are finishing everything at Orstema." which is what we want. So, Orquesta is keeping their students. We're trying not to have Westside impacted. And so, the relationship
020between Westside and Orquesta is super positive, and that's that's reflecting in the decrease. It's not that we have all these students that didn't complete credit recovery. It's that there aren't as many students. Um suspension rate, it looks like it increased 1.8% but, as you see that in the orange right there on the left on the dashboard, we're talking about two students. So, 1.8% of students were suspended and we're talking about two students. So, you know, when you have not a lot of students, that percentage can increase and it looks like it's it is an increase but it's not a it's not something that we're concerned about. Um really at And honestly, a shout-out to Mrs. Givens too because that at um Westside's graduation is amazing, right? And then going to their open house and seeing
021the open house packed full of parents and I mean, I'm just, you know, super super impressive and it is a community that I think parents feel valued, the students feel valued. So, it's reflecting positively in the data even though these two indicators uh don't look as good as they did last year. Okay, so this is just kind of the information and you have all of um the full LCAP for to for review. So, then this week you review it in your free time. Next Monday is the review and approval of the LCAP. And um we got a little ahead with the Summit Summit to um SCOE. We had a a call from SCOE and they gave us three items to um fix and they already said we're pretty good. So, we're we're in the we're
022in the clear. So, the three items that are on Sembly, so in Sembly it is the updated the updated LCAP with these three changes. Didn't want to print more copies for you but you can access them. One of them is the L R E B G action um and explanations. Those are updated. Um the L E the L R E B G um actions needed a little explanation, so we got those updated. Um in the reflections, we needed to add the 2023 dashboard data. So, did that. And then the county's working on a little summary. And so, what it looks like for next year is next year, we still have the same goals and actions for the third year at the same time writing a new L cap. So, we will write to out to
023year three and write a new L cap. That will be the plan for next year. So, any any questions? >> Any questions for Ms. Flores? >> I think you I sent some and I think you answered most of mine. Um so, you said this was like 24-25. >> Mhm. >> Uh do you know if A through G, you might not know this yet. Do you know if A through G improved from 24-25 to 25-26? Like eligibility? >> The A A through G went down from 24-25 to 25-26. So, it it might still look like an increase from last year, but when I just got this year's current numbers, it it went down a little bit, but we're also balancing at the high school, we're also balancing students who are wanting to go to the workforce
024or students who are like, I'm going to go to MGC cuz it's free. Right? So, they're like those are just realities too of students making choices for themselves. And so, when they're college and career ready and they're ready to go, we're happy with that. Um you know, forcing their hand at certain course work that they're happy to go to MGC or Merced. So, that number will fluctuate, but our A through G rate, like I said, is uh 50% right now and it's still higher than Modesto, Turlock, Ceres, or Patterson. So, we're in good company district-wide. Um we still are always going to push it. Our learning directors are awesome and they're always going to be trying to get the kids to to challenge themselves. Try to get more kids to sign up for AP classes.
025Um but ultimately that's a parent student uh decision. >> Got you. Thank you. >> Mhm. >> And there are just as back up on that I think it's been as low as 23% and as high as 63%. Got you. So I think 63 was right before COVID. >> Okay. Right in there. >> Any other questions? >> Thank you. >> With that the public hearing is now declared open. And Frank, can I get the time, please? >> 4:21, sir. >> Any comments from the public on the LCAP presentation? All right. Close it for 4:21. Uh item C, public hearing 2026-2027 proposed budget. Ms. Tapia. >> Thank you, Edward. Good afternoon. I think I can officially say that. Good afternoon, Superintendent Pruitt, Board President Cabral, and esteemed board members. Today I have the first iteration of our
0262026-2027 adopted budget for your consideration. Aha. I will continue to bring this one back. It's a budget cycle. Just to kind of center the conversation as to where we're at in the cycle in itself. And we are clearly in June um as our schools are pretty quiet nowadays um with the LCAP which you just heard from um Heather and obviously the accompanying budget that comes with it. Concurrently, we're obviously still working under the 25-26 budget. We're now lapsing two budgets in essence. Um we're looking at how we think we're going to end the year, which is our estimated actuals, and also looking forward not only to 26-27, but 2 years out. Um prior to getting to this step, as you can see, there was a May revision. That is done at the state level, and
027I have a little bit of a summary on that. Um I believe was later or two into it. But the reality is that we take a single point in time, we do the best of our ability to predict where we think our financials are going based on what we know today. Um and pretty much about 2 seconds after something change, and your projections have changed. So, we really do need to do a single point in time. And this is what I'm presenting to you all. As an overview, we are required to adopt a budget by June 30th. Um similar to the LCAP, we have to hold a public hearing, which is the intention today's meeting based on all these Ed Codes that are listed on this slide. Overall, um just as a key takeaway up
028front, um NCLUSD 26-27 budget meets all the state requirements and meets all the SAAC standards and criteria for budget year 26-27 and two future years. And as I mentioned, the May revise at the state level, um you Last time that we saw the budget at the state level was the governor's budget in January. There's been some updates since then, and they call it the May revise. Overall, the projected state revenues have been increased, which is a good thing. Um mostly driven by the AI. There's an infamous conversation about the AI bubble, if it's going to burst. But luckily for us in the 26-27, that actually impacts positively the education side of the budget. It includes some special education funding increases, a one-time professional development block grant increase as well. And more importantly, the statutory COLA
029did increase from 2.41 to 2.87. There is a 1.44 to LCFF base grant only. This is actually tied to a paid pregnancy disability leave. Please note that everything in asterisk has not been assumed in this budget. Like I said, we have to freeze this budget in time to be able to actually deliver it, and this information comes to us a little bit later in May. And I'll talk towards the end as to what how we can capture this properly before we move into the school year. As far as 26-27 and even 27-28, 28-29, these are the budget assumptions as they currently stand. We are moving forward with assuming an enrollment of 2,940, 95% ADA, which amounts to a projected actual ADA of 2,794.92. But we've talked about funded ADA, which is the either the average
030of three prior, and we continue to do the three years prior, the three average being the highest out of the three options that we can do. So, we will in essence move forward with assuming that we will get funded at 2.907.99. The other good thing is that STRS has not increased as a 19.10% PERS did show a little bit of a decrease, which is very helpful, 26.40%. Additionally, as I mentioned, the 2.87 is assumed in this budget, and the CPI, which is basically the non-labor cost increases that we want to assume, just natural progression of costs increases is a 3.76. And as always, LCFF entitlement is a primary source of funding, so just want to center us as to what that actually means as far as breakdown goes. Concentrating the 4.7 and the 3.2, your
031supplemental concentration are the two areas of the LCFF that we at minimum need to speak to in the LCAP, which is exactly what we have done here this evening. Um those are driven primarily by our unduplicated pupil count. We are projecting at 2,000 unduplicated pupil count, which brings a rolling unduplicated pupil percentage of 69.75. And I will start honing in a little bit in the fund revenues, specifically general funds of fund 01. And LCFF primarily driven by that cola increase, we are seeing a 1.3 increase in federal revenue. Um on the flip side, we are being a little bit more conservative. As she just mentioned, we actually are no longer in CSI, so some of that revenue is actually backed out from our budget from comparison to this year to next year. The 1.6 in
032state revenue, it really is the sunsetting of various um one-time funds. It's just a matter of adjusting now to omit them from our projections. It also includes a little bit of a downward adjustment in ASES, uh which if you all have questions about that, we can definitely get into conversation about that. And local revenues, um that's just a natural progression of our local revenues. So, a little bit of the interest is backed out just conservatively as this first iteration. So, overall, we are just assuming 1.2 less in comparison to where we think 25-26 is going to end to where we want to adopt 26-27. This gives you a bit of a breakdown um as far as the different categories that go into each of those sources. Um LCFF, as you already saw the breakdown of
033it, it also includes supplemental concentration, Prop 28, which funds a lot of our arts programs, federal program, all of our title fundings, and more and even more importantly, our special education, and a bit of Perkins allocated in there as well. For other state revenue, your lottery mandated costs block grant, your ELOP, which I continue to mispronounce. I apologize. Your CTAG, um and your special education portion of state as well. Your local includes the ongoing and major maintenance contribution, which we've talked about. That's just a requirement that we need to continue to revisit to ensure that all of our facilities are up to code and up to the need of our students. And of course, let's not forget our local contribution to our special education program. Similar chart to our interim reporting, I just wanted to
034show you a different view of our overall revenue breakdown. Um as I mentioned, the majority of our revenue is being driven by LCFF funding. Moving into the expenditure side of the budget, um there is some increases to certificated, classified, and employee benefits. So basically, let's talk about salary and expe- salary and benefit expenses. Um please note that that 26-27 column includes the retro cost of our 3% um to July 1st, 2025. We are not meeting the cut to be able to actually demonstrate that in this given year, so we just have to budget for it in the following year. The majority of that increase is actually driven by 1.234 of that retro expense. About 600 is actually ongoing as a as an increased cost of salary and benefits. Inputs and supplies vary similarly. Since we've
035been spending down on our one-time funds, the majority is being balanced by the reduction of those one-time fund expenses. We are not assuming too much of that to be ongoing, um so those are backed out. In services and other operating expenses, that the majority of that is actually just driven by natural increases um that we just needed to ensure that we're capturing the 3% increases in transportation, for instance. So we just need to continue to is assess what that looks like. As far as capital outlay, uh we do have some expenses that are probably going to be increasing in this category that we're waiting around to secure some of the one-time funds um to see how we're going to be spending some of the one-time funds that will come with once the budget is fully
036adopted at the state. So, that number is definitely going to change in the next iteration of this. And that brings pretty much brings us to the total of 207. So, we are truly balancing our budget by means of backing out all the one-time funds the non-labor side with a little bit of increase of the 3%. And just to demonstrate what this looks like in a pie chart, once again, we talk about our majority of our expenses being in the labor costs. Um this is about 78%. This is just a different view of the other breakdown. And in the multi-year, as I mentioned, we have to demonstrate that we are maintaining the reserve percentage that we are required by law to maintain at minimum, and we at minimum need to maintain a 3%. This is pretty
037much demonstrating that we are meeting that requirement. We are currently projecting that we will end end end of next year at 4.74%, 5.62% the following year, and 6.32%. Um and I think this is a good visual to see your expenses up above as far as a progression of um your labor expenses is a little bit more stabilized when you compare 2017-2018 to 2018-2019 because that's just simply assuming the 3% ongoing. I will go back here and mention one thing, though. Um per the resolution that currently stands at the board level, there is a commitment from the board to try to attempt at 1% rate each year to return to 8% as a whole. So I just want to make sure that we keep that in mind in the horizon as far as that goes when
038we move forward with the various iterations of the multi-year bridge projections going forward. And just to really summarize what our next steps should really look like enrollment and attendance. We want to continue the efforts to maintain not only ADA but obviously stabilize enrollment. I think we can officially say that our schools are pretty much used to making those calls and showing that we're following up with those parents. I think that's demonstrated very very thoroughly with the 95% that we sustained throughout this year. So we just want to continue that work. Rising costs just several non-labor expenses like I mentioned transportation are continuously increasing. Transportation itself was 3%. Even our own county master agreement increased by 5%. So those increases are just going to continue continue to increase that we just need to start accounting for
039that. As far as long-term stability preserving just the advocacy of preserving strong reserves ensuring that we have a structural balance which we've talked about what basically that means is ensuring that we're not spending more than what we're bringing in. And of course the return to 8%. Really the bigger step that follows is if the state once they finalize their own budget and they have trailer bill if there is anything of material difference. Especially in our revenue side we want to bring back a 45-day budget revise. That would look like a very high-level summary definitely not a 150-page document as as a backup but rather just a summary of what it looks like to now incorporate like a cola increase or any of the other one-time funds that the state might actually end up putting in
040place for our district. So that's something that I will probably advocate and and work with Mr. Perra to bring back in the August meeting. And that was very highly also. I'll take some questions, discussions. >> So, you're expecting the 45-day revise to be the budget the budget to be substantial on the May revise enough to bring back the 45, correct? >> I would say that it will be worth at least demonstrating what that additional cola will look like. Um on the flip side of that is really assessing what it means as a cost. That additional cola really is going to be for the pregnancy disability leave that we anticipate our members not our members, but our employees being able to take advantage of. We do have some guidance from the county as far as how
041we should sort of project that as of this moment. They are really are changing how we are approaching pregnancy disability without giving us much guidance to be quite frank. So, there is a lot of things that still need to be figured out at the state level before we can move in and officially say that that's a sustainable cost by simply providing 1.44% increase. So, we really don't want to get in the habit of just assuming we're going to take the cola and let it go to the bottom line and using it for other purposes that it was intended for. That's part of the reason why we didn't want to move forward in addition to only having 2 weeks to really do that and embed it into our initial projection. On the flip side there is
042some one-time funds especially in professional development that I think will help us quite a bit. Um that I I would like to see how that actually lands for a Newman as far as the per ADA or whatever formula they land on in allocating that to the districts. >> Any other questions for Ms. Tapia? All right. >> Thank you. >> Uh Frank Wood, the public hearing is now open. Frank, what's the time, please? >> 4:36, Frank. >> 4:36. Any public comment? >> Uh yes, I would like to comment. >> Okay. >> I have um several questions. Thank you for the presentation. Um I see in the criteria and standards you noted there's a reduction of 4.4 certificated 6.84 classified FTE, and three management, and two of those are certificated and one is classified management. Um one
043of the goals in the LCAP was sustaining the level of um social emotional support, and I was wondering how the reduction of two FTE counselors aligns with that. Um in all of the talk of budget cuts this year, I'm not sure how the district justified not only a retirement incentive, but also a 3% raise. Um even with the reductions that were enacted, this the district is still presenting a budget with a $2.6 million deficit for the next year. Revenue was 2.7% less or 2.2% less, but um expenditures stayed about the same. Um I saw a one the assignment one of the assignments for this ending fund balance for this year was the curriculum adoption. Where was that budgeted? >> Can I answer? I should go over that. >> Go ahead. Go ahead, Ms. Tapia. >>
044You're fine. >> Yeah. >> The 4,000 the the books and supplies showed a 40% decrease, and the 5,000s only showed a slight increase. So, I wasn't sure where that where that million dollars landed. >> So, um unfortunately, when you net out all the reductions of the one-time, it's just netting to much less than it really is, but it actually is budgeted into that line item. >> Okay. >> Yeah. But I can give a breakdown if needed. >> No, that's fine. >> Okay. >> And then you kept land land purchases in as a line item for 50,000. Is there a plan to purchase land next year? >> Um, that was really more kept um as a safety net. Um, we're still trying to finalize um everything that's being purchased through the bond side, and it really
045was just the one of the safety net to carry forward. >> Okay. In um I was looking at the different salary uh classifications, in classified management there's a large decrease in one category and a large increase in another where it nets out. And it looks like positions weren't really eliminated, they were just moved around. And in benefits I was really curious at the benefits cuz I look line by line and it showed if staff costs are increasing why are benefit costs decreasing? STURS decreased by 33%. Health and welfare benefits increased by 94%. That comes out to a way more than a 3% raise. And and other employee benefits specifically line 3911 and 3902, which is other other benefits, increased 118%. What what is that attributed to? >> So, a lot of the cleanup in the
046benefits took place in relation to not moving forward with budgeting just the capped amounts. So, we actually went through employee by employee to in essence budget what the ultimate cost of that employee looks like as it is right now. >> Well, that's how it was always budgeted. But I was just wondering how why health and welfare benefits would increase 94% over your estimated actuals? >> Um so that that's part of part of that adjustment. It's part of that clean up. >> Interesting. Okay. And it I mean there was a huge increase. It was a decrease from the 1200s, which is your where your people support salaries, to your 1300s, which is your certificated admin. >> Okay. >> There was a huge What is What is that attributed to? >> A huge increase or decrease, sorry.
047>> There was an a huge increase in your certificated admin. Your the 1200s went down, which is your counselors. Your 1300s went way up. What is that attributed to? >> It might just be a classification issue. That's what happened. It might It might just be a misalignment um happening there. >> Okay. It just It doesn't seem like the reductions that were planned that actually actually materialized. >> So, I mean I do want to point out that um we did the best effort to place people in obviously in FTEs that were naturally by attrition, whether be retirement or whether it be um people resigning from positions. So, from like an FTE perspective, even those that um would have gotten a reduction were placed into FTEs that were naturally being um left open by folks that were
048either leaving the district by one means or another. Um so, that may be part of it. But in in that shuffle of of of FTEs, that might be part of the reason why there is those uh misalignments line item by line line item. >> There's What Okay, so with a $2.5 million structural deficit, what is the plan? >> Yeah. >> We're working on it. >> Okay. Thank you. >> Any other comments? All right. Mr. Reeves, what's the time? >> 4:43. >> Thank you. Item seven, the consent calendar. Consent calendar items are routine in nature and usually do not require board discussion. Individual items may be removed by board members and presented for discussion and separate action. The consent calendar will be adopted by a roll call vote. Can I get a motion to approve the
049consent calendar, please? >> I'll make the motion. >> I'll second. >> Thank you, Mr. Watt. Thank you, Mr. Reeves. Uh Mr. Reeves? >> Aye. >> Uh Mr. Watt? >> Aye. >> Mr. Rudy is absent. Mr. Gonzalez? >> Aye. >> And Mr. Robles, aye. All right. Yes, that's unanimous, correct? All right. And uh special meeting for today, June 8th, will adjourn at 4:43. >> Second. >> Thank you, Mr. Reeves.