001June special at 5:30 p.m. Yeah, Gonzalez. Okay, Mr. Here. The approval of the agenda. If I get a motion to approve the agenda listed for tonight, I'll make that motion. Hi, Mr. R. Hi, Mr. Hi. Item C, public communication close section. Item number of the public may address the board on items not on the agenda. Speakers will be allowed three minutes unless time limit is weighed by the majority of the board. Board will allow comments by members of the public on agenda item during consideration of each item. 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 piece persons wishing to be heard. The president may take
002a poll of speakers for or against a particular issue and may ask that additional persons speak only if they have something new to add. Complaints against specific district employees should be resolved through the district's personal complaint procedure. The right to address the board does not exempt the speaker from any potential liability or defamation. The proceedings of the board are recorded and are part of the public record. At this time, is there anybody wishing to address the board before we go to close session? All right. Seeing none, regular session is now back in session. We're going to start with our flag salute. Could everybody please stand? Ready. Salute. I pledge algiance 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
003justice for all. report out of action taken a close session. Nothing to report tonight. Uh item F, public communication agenda item. Any person wishing to comment on agenda, a non-aggenda item may do so. Please step to the podium and state your name. It would be appreciated if you would limit your comments to three minutes. California law prohibits the school board from taking any action on the matter which is not on the posted agenda unless it is determined to be an emergency by the board. Special board meeting on tonight 69 at 5:30 p.m. at the McConnell Center at 1348 Patrick Drive, Newman, California, 95360. Uh, per board policy, BB 9323, individual speakers may be allowed three minutes to address the board on each agenda or non-aggenda item. The board may limit the total time for public
004input 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 of speakers for or against a particular issue and may ask that additional persons speak only if they have something new to add at this time. Is there anyone want to address the board? All right. Item G, information discussion items. And I believe Dr. Sea will be taking care of the first one. Oh yeah. Yeah. All right. Well, good evening, President Cabral, Superintendent Puit, and members of the board. Uh, today we come together to honor a truly impactful educator, Mrs. Sharon Fanazia, as she retires after 32 and a half years of dedicated service. Her influence
005has shaped our school community in countless ways. As educators, we often speak of a legacy not as something we announce, but something we build day by day and year by year. And it's no surprise that Mrs. Fania leaves behind a worthy legacy. From her start in 1991 with a mentor who taught her the power of compassionate discipline to teaching students from kindergarten through high school, she has inspired generations. Her passion for English language development, student leadership, and bilingual education help build programs that continue to thrive even today. But more than programs or positions, Mrs. Fanzia leaves behind something even more powerful. Her relationships. Her relationships with students, with colleagues, and support staff alike. Everyone feels seen, valued, and empowered. She has been the constant through changes and there have been many during her time like
006year-round education, COVID evolving curriculum, ever evolving curriculum, and now she passes the torch as we enter an era of AI in education. Mrs. Fania, thank you for your years of service, your constant belief in students, and the joy that you've brought to this work. You've been a teacher, a mentor, a friend, and a guide to so many. You may be retiring, but the mark you've left will guide and motivate us long into our future. Your legacy will truly live on and the students you've uplifted and the colleagues that you've inspired. We will truly miss you, but we are so happy for you as you begin this well-earned phase of your life. Please join me in a round of applause for an amazing educator, Mrs. Fanazia. [Applause] What happened? Yeah, right in the middle. All right.
007Well, YOLO is uh lucky enough to have well actually it's sad news that we have two retirees. Uh our second retiree is Mr. Steven Roberts. Unfortunately, he was unable to attend, but he does send his regards and also has a message to share with the board and with the community. So, I'm going to read that to you um this evening. Thank you for the recognition in honor of my retirement. It's hard to believe I've completed 32 years of teaching. During my tenure at NCLUSC, I've had the privilege of working with thousands of students. Each one shaping my journey as much as I hope I've shaped theirs. As a teacher, I leave behind no monuments, and there will be no statues erected in my name. and said, "I retire caked in the dust and rubble of
008more than three decades spent helping students tear down barriers, hone their tools, and sharpen their skills to shape their futures. I sometimes wonder how many doors in human I could knock on and find someone who once sat in Mr. Robert's science class. I often feel like a bit of a rock star when a teenager shouts, "Hey, Mr. Roberts across a busy parking lot or when a fast food drive-thru has three smiling faces leaning out of the window just to say, "Hi, remember me." There are countless stories and memories I can share, but for now, it's time to move forward and grow into something new. Thank you for allowing me to be part of this incredible community. I am truly grateful. And with that said, please join me in a round of applause for our amazing
009educator, Mr. Roberts. [Applause] I did not come with a prepared speech this evening. I do want to thank you for all your support over the years. I've had some amazing opportunities in this district starting from just when I think back I think back at to MJC um first and my counselor said, "Well, what do you think you want to be?" And I said, "Well, I think I'm interested in education." And that was Ron Tingley. Sadly, he's passed on. But his first words out of his mouth were, "Well, I suggest that you volunteer." And, "Oh, by the way, my wife JT Tingley teaches right down the road at Fremont Elementary School." So, that was my beginning of volunteering and and getting my feet wet and and realizing this is a passion of mine. So through the
010years, I've been very blessed to have taught kindergarten all the way through high school, but not without the support of so many staff members, be it um yard duty, um our instructional aids, speech therapists, our resource teachers, our schoolboard members, parents, volunteers. Um I couldn't have done it without him. So, I just thank you for this honor this evening and um I wish Numos Landing all the best in this new chapter of education. Thank you so much. [Applause] Item number two, we have our public hearing for the local control accountability plan or the LCAP. And I believe Mrs. Vargas is going to be giving us a little presentation on that. Okay, good evening, President Cabra, Superintendent Puit, and members of the board. So, you have in front of you sort of the first reading of
011the LCAP, and we have these presentations. We had the midyear report, and that was the data up until that point. And uh so so now as we're getting ready for it to be approved uh next week for you to look at. So I'm going to kind of just highlight a couple things. Uh just a reminder of the LCAP process too. So you know we engage our educational partners site input meetings. We have our district community meeting our DAC meeting. So that's all of our input. Then we have data analysis where we're looking at um where we're at in terms of our academic success and our all the indicators. Um the state gives us eight priority areas to look at. Um we have local indicators. So it's sort of this big, you know, a lot of
012information that we disseminate into the LCAP. Um I'm just trying to figure out different ways of saying the same thing that I've said before because there's a lot of these presentations around the LCAP. So if we're going to frame the LCAP, thinking about we have the the engagement with our partners. So that's one part the comprehensive planning um around all of our our data and our dashboard, our academic indicators. And then the state also we have an accountability and compliance piece. So for example, if our educational partners said, you know, we don't really math isn't a big priority to us. We don't we're not concerned about that, but we have to also look at that also. So, we take we take uh input from our partners and we prioritize items, but if we aren't doing
013well in a certain area, that still is going to be a priority. So, kind of just to frame it all, we're looking at accountability, compliance, what areas uh we're doing well in, what areas we need to improve on, um and then also taking the input from all the different stakeholders um within our community. So, when you're looking at the report, there's a lot of pages that look like this. Um what this is basically is the LCAP action to allocation. So really small print up there, but you'll you'll see it in your packet. If it says something like career and technical um education pathways, so the CTE pathways is an action. Um and then over on the far right, so that might be what we want to do is we want to increase opportunities for students
014um pathways to CTE pathways and opportunities. um it's going to be broken down then also what is the money allocation towards that. So they'll take a look at personnel costs, they'll take a look at other costs. So they might say, "Hey, what do the a mechanics teachers need?" Those types of things, but also on top of that, what are the personnel? So the personnel costs. So these are just lots of sections in the in the actual LCAP that you'll look at too. And that's what that's speaking to is there's the action and then there's also the allocation of funds towards the action. wanted to kind of highlight a couple key areas of success this year. We had a strong AP performance. Uh 72.7% passing rate, which is really high. Those AP tests are not easy
015at all. Um that is a really high percentage. Uh so that's a blue performance level and that's compared across the state. So when we see things like maybe our math scores or ELA scores, sometimes we'll look and you know we want them to look better or be better. That's where the endgame is though, right at the high school. So when we're looking at our K12 scores, where the students end is at the high school. And when we can see something like a 72.7 passing rate of AP classes, that means that they might not have been ready or high or performing at their top as fourth graders or even sixth graders, but in the end, you know, they're doing pretty well if 72.7 did well on that. Um, I know you guys were sitting at the
016high school graduation, too. to me as I'm listening to uh all of the places that the students were going to college and you're hearing all these places all these universities some of the majors I didn't even I've never heard of before I want to be this something something and I was like okay we're doing okay and those are those little indicators that they don't sometimes end up on the dashboard but if our students are are prepared and have a plan and are going to UC's and going to CSUs and many of them this year I heard in the um the STEM fields. That's really really impressive. So that's kind of the endg game. So we do look at data along the way and we want it to be a certain way, but also that high
017school is that a really good indicator for us to look at. Uh we've had decreased suspension rates. So we overall as a district declined from 3.7% to 0.6%. Which that's really good. We should see that reflected on the dashboard in the fall. All our alternative ed suspension rate decreased from 10.8% 8% to 1.3%. Which is really outstanding. It's unusual and outstanding. And that's really to uh Mrs. Skiz's credit and her team. She's built a really great team at Westside. So that's that's a really great improvement. Uh improve chronic absenteeism. We decreased from 14.7% of students that were chronically absent to 9.9%. English learner uh progress. 13% of our long-term English learners were reclassified. That's a new indicator this year. So, that's a baseline. So, that's kind of we've never measured that before. This is the
018first year it's been measured, but that's still really good. Usually, those long-term English learners are difficult to reclassify if they've been here over um you know, seven or eight years. And then we also have a successful adult education program. We had 78 par uh participants, adults in the community um enrolled in our adult ed programs. So those are just some highlights from the plan that you'll read. Uh we continue to look at attendance and chronic absenteeism. So some of our challenges around this area is um our district attendance rate is 92.5%. Our target is above 95%. So it's something we're still looking at. Um chronic absenteeism did decrease by 4.8% which is good. Um areas of concern in this area is some of our subgroups. So our African-American students are absent 33.3%. Homeless students 40%
019students with disabilities 24.8%. So although we can see an improvement in chronic absenteeism, uh we are going to look at like our priority focus, making sure that we have we're implementing support systems for our highest need populations and trying to support in any way that we can with our subgroups so that all of our students are successful. And then finally, next steps and recommendations. Um just maintaining strong social emotional support systems. uh continue to focus on chronic absenteeism reduction. Uh continue to address the needs of our atrisisk groups, our English learners, our special education students with disabilities, our homeless students, and foster youth. And then we will continue our focus in the areas of math, science, and ELD. So, as you see the next steps, all of those how it starts with words like maintain
020or continue, it's because the LCAP is a three-year plan. So, this is the first year we're evaluating from baseline. So their goals and actions don't really change. We just continue focusing on them and and then hopefully by the end of three we've met all of our goals. And it looks like already now from this year's data, we've met about half of them. So we're on track and then we still have work to do. So that's why we're going to be continuing in um these areas. So as you do your first read today, if you have any questions for next week's board meeting or anything um you know, let me know. Any questions right now? Any question? Yeah. Uh, for the AP, does every AP student take the AP exam? Typically, they do unless there's an
021exception. Did you say yes, Leslie? So, for example, every um student I'll I'll speak I was speaking to Mr. Abar recently and every student in Spanish AP that took his AP class that took the AP exam also passed the AP exam. and you know so it's like they definitely push um for students to take it but it is a student and parent decision at the end of the day at the high school level. So so not every student who takes the class takes the exam. They they try to get everybody to take the exam. Yeah. Gotcha. That's a part of the course is also getting students to prepare because a lot of the students that want to take those classes in high school, their motivation is to to get the credits right so that they
022don't have so that they don't have to take it in in college. So, there's an incentive for them to want to take it. Did you have any Leslie that you can think of that didn't take it? Yeah, they pretty much they want to hopefully get a pass on a class heading into college if they can. Yeah. In case, like I'll say it in here, just in case the recording doesn't pick it up. What um Lesie was saying is u we budget to pay for them to take the AP test too. So that's not a financial burden on the families. Got any other questions regarding the subgroups? Um what percentage of our students fall under the homeless and foster care youth? um off the top of my head, I don't know, but in the um I
023think the first page of the LCAP or the second page, there's a demographic page and it will say how many percentage of all of our demographics and subgroups, how many students of every ethnicity that's on I think like the first couple pages. Okay. Yeah. And and some of those to your point is it's not a high percentage. So if you see we said like 33% of our African-Americans are chronically absent, but we may only have you know 12 African-American students. So it doesn't mean it's a high population. It just means in that particular subgroup, you know, we need to improve in certain areas. Yeah. Okay. Yeah. I have to pay for my own AP exams. Yeah. So great job. Everybody it starts it starts it builds and then and then it ends at the high
024school. So it's like we're all working together to to um to meet these goals for students when they leave us. So Okay. Thank you. Item number three will be the public hearing 202526 proposed budget. What time is it? 6:25. And we'll open up the public comment period at 6:25 for this. All right. Thank you. Uh first of all, this is the presentation for the 2526 budget. I know that uh we have a public copy in the back there which will always be available to the public, but we also have it online if anybody wants to look at the document itself. I think it is a few hundred pages. So, um this will only be a few snapshots of what the budget is looking and there will be a three-year projection as well. So first I
025always like to to start out with what is our mission and vision and this is our current mission and vision which was adopted in 2017 and 18 which we are looking at uh redoing in this next coming year. So but we it's always good to have the focus on uh on why we're here. All right. So our district overview we are serving over 3,000 students. We have over 500 staff. So we have uh multiple programs, dual language immersion, CTE, future farmers of America, advanced placement, which we just heard about, and dual enrollment. Um so again, we have eight campuses. Um we have ORS, Dimma, Yolo, Herd, Bington, Hunt Elementary, Vonrren, Bonita, Newman Independent Study, and Westside Valley Continuation. So those all those are under our purview. So, like I said, our total staff is right
026at 517. Um, our certificated is 170 and our classified is 265. Our student toteer ratio on average is 22 to1. Now, that doesn't really mean there's 22 students in every classroom. Sorry, doesn't mean that there's 22 students in every classroom. You look at the middle school and the high school, we have teachers on prep, so that kind of bumps the other the numbers up. That kind of thing. Some are lower than 22. The majority are higher than 22. So, we have to make certain assumptions when we when we look at the budget. And this is kind of the current trend that we're looking at at attendance. We were up near 3,100 students. And it looks like this trend. And again, this trend is showing that we're going to be below 2900 students in 2829. And
027again, this kind of allows you to have that conservative outlook. I did just meet with had a meeting at at Rotary. The uh city manager was there, Michael Holland, and and he said the city's looking at trying to keep a 2.5% growth maximum each year. And looking at the numbers right now, so this this could be um actually it looks like it's flattening out a little bit. And then I just saw an article today in the state of California that we're finally starting to flatten out in our attendance. So this may not continue down the third year out. It may go up or flatten out. So um that would be good news for us. Okay. So where does our revenue come from? The again locally we get about 7.2%. The state gives us 13, the
028feds 4.4 and our LCFF which is the local control funding formula accounts for 75% of the budget. And this is just a a just a little bit of a breakdown of total LCFF um base grant. Um basically where all the money we get. And then uh COLA they're looking at 2.3. I don't think it's changed yet for next year. I know last year they told us it kind of changed two or three times, but I think it's staying at 2.3 everything that I'm hearing. And the next one is just kind of a graphic of that last chart. So, kind of here's all the buckets of money where everything comes from. And I, if you can see there, it says average daily attendance, it's counting on 2907. So, we may be at 3,000 students, but with
029our ADA, it's 2907. So, back to the LCAP. Um, with our attendance being 92.5%, we need to make a big difference there. And and again, if we for for every percent raised, it increase every percent of attendance increase is over $300,000 increased to the district. So if we raise it by 3%, there's an extra million each year. So in the three-year projection, that's an extra $3 million. So it makes a big difference by getting kids to attend. If we can get back to our 96 97% that we used to have then um then uh a lot of the budget issues would would go away. Um we are looking at changing things using um independent study to recoup attendance. So we will be working on that with the sites and it'll look differently at elementary than
030it might at the secondary levels. But that is going to be one of our main focuses as an administrator our administration team next year. Okay, so expenditure summaries. So here's where our money goes. So again, the total is 61.3 million. So we still are have more outgoing than coming in. And so our our rollover funds are are are starting to get reduced down each year as as as we move forward. And some of the things we can control, but some of the things we can't control. This one is more of an explanation of the next slide because when I when I presented when I was looking at that other slide, the math didn't add up to me. So, I really had to go back and kind of retach myself. Why is it not adding up?
031So, when you look at the operating results before transfers, you had a positive 6.87 and unrestricted, you had a negative 11. So, overall, it's a negative 4.3. Okay. And then again the final fund balance it's after transfers it's n down 1.5 million unrestricted fund change is down 2.83 and the ending fund balance our total is 8.4 this year and that includes a 7% reserve and I know that uh you guys want uh have board policy to keep it at eight but as of next year it'll be down to 7% if we if things don't change and we don't get our attendance better. So again that that slide was kind of to explain this one because if you look at the unrestricted across there the revenues coming in is 44 we're spending 37 that's not a
032negative 1.5 but when you look at the that's this is before transfers. So in the end there's that 4.3 at the bottom. Okay. So in the end it does add up to a negative 4.3 total when you when you go back to the other slide as the explanation. And then this one it looked it was easier to read on my computer. So really this is the three-year outlook and this is what we're looking at. So our beginning our our rollover fund balance is 12.7 million. Our revenues so we have 56 almost 57 million coming in but our expenditure is 61 million. So our ending fund balance goes from 12.7 to 8.4. And there's your negative 4.3. Okay. Then in the following year, we start with that 8.4 and we're down to 4.2 and then roll
033over the forward year. So you can see our revenues are going up and our expenditures are going down, but next year our goal will be to drop the expenditures below. So for the 2627 school year, we can really control that 60 million and really try to get it down below or even with the 56.7 million revenues. So we have our work cut out going into next year and then at the end the 3.11 keeps it at the state right just just above the state minimum which is required. All right. some of the issues. Um, one of the issues is not that special ed is an issue, but we don't get fully funded for special education. In fact, we are funded at a $7 million funding shortfall for special education. Doesn't mean that we're going to
034be cutting special education. It just means that that we need to pull that from other areas in the budget to be able to uh to serve our students. We also added uh our 3 through 12 mod severe continuum and then our K through2 SDC autism program. Um originally this was build as a money savings to us and and I I will tell you that we really haven't seen a savings in this program. We haven't seen savings come across to the district for that. But what it has done is quality of education to our students, our community and and our our special ed students that are on the buses sometimes four hours are no longer on the bus that long. They they come to their home school and they're and they're able to be part of
035the community instead of being kind of bus somewhere else. So we get to keep our own students. All right. So, one of some of the things we're looking at declining enrollment and again we're making predictions. There's no guarantee. Um, depending on how you look at things right now, our numbers at this time last year are actually with the with who we have coming back are actually a little bit higher than they were last year. And then we looked at a six-year average of the attendance of new enroles from June to beginning of September. and we typically get an average of 150 students between June and September. So, if we're already above and we're still going to get 150, our enrollment actually should go up a little and and that would be that would be hopeful.
036So, and again, there's no guarantee. You're making predictions, but I did try to predict it off the last six years of of data that we had. So, so uh rising stirs and purge costs, we have no control over that. That's um the I guess the only thing we have control over that is the number of employees that we have. Um our one-time funds, they're done. Uh no more no more onetime funds. We have to be cautious with negotiations and we need a strong attendance recovery, which is kind of what I I've talked about. Okay. Next steps. The the thing that we need to do is our budget aligns with district priorities. And hopefully our priority is to continue serving all of our students which again bringing back the autism program is back. Oh, there it
037goes. Yep. Um budget I Okay. So again, our priorities for me a big priority would be serving all of our students. Not sending our um our most needy students on a bus for two to three hours a day to to go to another program. I I'm very pleased that we get to serve all of our students. um we need to close closely monitor and flexibility needed meaning um as things change is there another solution can we look at those other solutions strong LCAP alignment I I think you're hearing a lot from LCAP on attendance and a lot on the budget on attendance so and again it's not about the money we know that when students miss a day it's actually takes them three days they're actually lose out on three days of education down the
038road so and then community feedback is essential and a lot of that work will be done through our uh mission and vision as well project that we're going to do. All right, questions. Any questions for Mr. Puit? So I guess so we want it at 8. Yes, it's at seven right now, but over the threeear projection, it's going to go to 3.11 if things stay exactly the way they are. Yes. Yeah. Any else have questions? Any questions from the public? My question is the 8% is that we have to have it legally or is that what the district has always done? So legally we have to be at 3% by the state. If we're not close to 8% then we have a hard time with cash on hand paying our bills and they're already looking
039at looking at a deferral for next summer. So we need to make sure that we have that cash on hand to be able to pay our employees. So the 8% 7 to 8% gives us that cash on hand to be able to to be able to do that. But it's not necessarily legally what you have to have. Correct. It's not legally required. Thank you. All right. Uh, close the public hearing for 2526 proposed budget 640. Item number H, action items. approved tenative agreement between New Crosan Unified School District and the California School Employees Association CSEA 551 for the 25 to 26 school year. Could I get a motion for action item number one? A motion. Thank you, Mr. Walk. I'll second. Thank you, Mr. Rubish. Mr. Walk, I miss Gonzalez. I Mr. Rivas I Mrs.
040Shudy I Miss Cors I 50. Action item number two approval of employment and employment changes for uh today 6925. Could I get a motion for approval of employment and employment changes? Could I get a motion for that? I'll make that motion. I'll second. Thank you Mr. Rivas. Thank you Mr. Rudy. Mr. Walk. Hi, Miss Gonzalez. Hi, Mr. Rivas. Hi, Mr. Rudy. Hi. And Mr. 5. Okay, gotcha. Gotcha. Action item number three, approval of program specialist contract for Rian Davidson. This contract provides for certificated employment of Rihanna Davidson as Num Croin's program specialist with the approval of the contract for program specialist commencing July 1, 2025. Rianne Davidson will be placed on step two of the salary schedule at $117,625. All other terms and conditions of the employee contract will main will remain in full force
041and effect. Could I get a motion to approve program specialist contract for Rihanna Davidson? I make a motion. I'll second. Mr. Rudy, thank you. Miss Gonzalez. Mr. Walk. I. Miss Gonzalez. I. Mr. Rivas. I. Mrs. Shudy. I. Mr. Coravos. I 50. Uh, action item number four, approval of high school assistant principal contract for Erin Soua. Contract provides for certificated employment for Aaron Souza at Orisa High School. Assistant principal with the approval of this contract for high school assistant principal commencing 1 July 2025. Aaron Soua will be placed on step four of the salary schedule at 128,532. All other terms and conditions of the employee contract will remain in full force and effect. Can I get a motion for action item number four? I make a motion. Thank you, M. Re. One second. Thank you, Mr.
042Rivish. Mr. Walk, I Miss Gonzalez. Hi, Mr. Rivas. I miss I and Miss Kavos. I 50 Z. All right, that will be the conclusion of the meeting. Uh, our next regular schedule board meeting will be 16 June 2025, which is next Monday. Hope to see you all there. Meeting is adjourned.