6/5 AUHSD Board Meeting: Open Session (6:00 p.m.)

001The excuse me, the Union High School District Board of Trustees meeting of June 5th, 2025 is called to order at 6 p.m. The following members are here. Katherine H. Smith, Ron Hosshi, Amry Ran Tjo, Jessica Guerrero, and Brian O'Neal. Do I have a motion to adopt the agenda? So move. Second. Motion in a second. All in favor say I. I. Opposed. That's 5-0. Um, excuse me. Please stand for the pledge of [Music] allegiance. Ready? 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. [Music] Thank you for a moment of silence. We've had so much turmoil and and and uh things that we don't even want to think about happening throughout the United States

002and the world. So, I thought let's take a turn and think about some good things. And that would be we just graduated thousands of students from our school district. So, let's take a moment uh and think about them uh wishing them well in their whatever they're going to be doing the future, whether it's directly into the workforce, military, trade schools, or going into some form of higher education. So, let's take a moment to think about that. Thank you. Uh we don't have any student speakers. So we will move on to item uh five which is public comments on open session items. We have seven speakers this evening who have filled out blue sheets. We have three minutes per speaker. Uh the first person is Marissa [Music] Bermudeas. Hey, good evening um board president O'Neal, board

003members, superintendent Matsuda, district staff, those present, those online. My name is Marita Bermudas and I am a community organizer with OK Orange County Congregation Community Organization. I am here this evening with parents and student leaders from our organization, many of whom are either parents of students of this district or a student of this district. As members of the district community school steering committee, we want to thank you for your ongoing partnership and the meaningful collaborate collaboration throughout the school year. In particular, we appreciate the district's continued commitment to inclusive engagement in the LCAP process. For the second year, OK has on has was honored to co-f facilitate the parent and caregiver orientation and um hold debrief um meetings following each LCAP focus group. These spaces have empowered families to understand the process, upl uplift their

004lived experiences, and offer informed recommendations grounded in the real needs of their school communities. Tonight, you will hear directly from some of those parents and students who part whose participation was made possible through intentional collaboration. Their voices remind us why it is so important to create welcoming, accessible spaces that encourage family and youth leadership, not just as participants, but as co-creators in shaping our schools. Additionally, I want to share that a letter will be shared with you um with the superintendent with the board members from our executive director Miguel Hernandez develop u that it was developed in collaboration with the California partnership for the future of learning educator diversity workg group. The letter includes community informed recommendations to uplift and expand educator diversity investments in the development of the AUHSD 2025 2026 local control and

005accountab account accountability plan. It highlights the meaningful progress the district has already made such as your partnership with CalState Fullerton and initiatives like project Ikaro and outlines concrete strategies further to further support the recruitment, preparation and retention of diverse and highly qualified educator workforce. We are also excited to be part of the community schools empower summit in Fresno next week where we will present alongside district leadership, community partners, parents, and students to uplift the the sh and share the work AUHSD is doing through the community schools approach and its transformational impact. We have we are deeply grateful for your continued commitment to equity and inclusion and we look forward to continuing and strengthening our partnership in the year ahead. As we look forward for new to the new school year, we are excited to keep

006working together to build relationship centered racially just community schools. Schools where every student, family, educator, and staff member truly feels that they belong. Thank you for your time and leadership and your continued commitment to listening and partnering with their families and youth. Thank you. Thank you. Next speaker, Monte Reyes. Hello. Good evening, board of trustees. My name is Mere Rees and I'm a youth leader with Toko and a rising junior at Anaheim High School. And this is my second year being involved with the LCAP. I'm really excited to be here tonight to talk about something that it's big and it's a big impact not just for me, but our whole school community. LCUP stands for local control accountability plan. And while that might sound like a bunch of technical stuff, what it really means is

007that we as students, families, teachers, and even community members get to say and how our schools run and how money is spent. It's more than just a plan. It's also a way to make our to make sure our voices are being heard. From my perspective, as a student, AUP is about making school better for everyone. It's helped high highlight things we really care about like making sure students feel safe on campus, improving academic support, and making sure that students feel like English learners, foster youth, and those of low-income families and get to get the resources they need to succeed. Being part of this process has also shown me a challenges. One of big is participation. I've been in meetings where there's more empty chairs than people. It's frustrating because the opportunity is there to shape

008our schools, but not everyone knows about it or feels like their voice doesn't matter. And while we've tried to include everyone, for example, by using translation devices, those tools may not work in some situations, which makes it hard for some families to truly be part of the conversation. Even if those challenges, I believe that the power of LCAP, it shows me that students and families can actually influence what happens in our schools. But we still have some work to do and that is to make it easier for everyone to get involved and to make sure every voice is heard no matter what language they speak or where they come from because real ch doesn't happen when a few people speak up. It happens when everyone shows up and speaks together. Thank you. Thank you. Next

009is Blanca Rosaro. is Gilbert High School and Junior High. [Music] Gracias. Enrique participant distinto. Constru Thank you. And I will uh translate her speech. Thank you Marita for always providing the documentation for me. This is uh you make my job easier. So hello, my name is Blanca Lasano. I am the me mother of two students, one at Gilbert High School and the other one at Sycamore Junior High. This is my second year participating in the outcome process. I can honestly say that this year I felt more prepared, more knowledgeable and more confident. I was able to connect the data and information shared to the real supports needed by students, family, teachers and school staff that helped me better understand the process and contribute suggestions and recommendations that can truly make a difference. One thing that

010made a big impact for me was the support of OKO. The review meetings that offered helped us understand the language, topics, and purpose behind each part of the process. Because of that, I was able to participate more actively and feel that my time in these meetings was truly worthwhile. For me, being a part of this process is not only about being a parent. It is also about being a representative of my school and my community. Many times parents are a minor min minority in these spaces, but that doesn't mean we don't have something to contribute. On the contrary, it's our opportunity to be the voice of many other families who can't always be present. We are fortunate to have the support of organizations like OO who walk alongside the district and are there to support

011parents, students, and caregivers, ensuring that we feel welcome and that our voices are considered to be building a more just and equitable education plan. I also appreciated that we were placed in groups with diverse participants that allowed me to hear new perspectives, build connections, and enrich my participation by understanding different points of view. One challenge we had last year was the issue of interpretation. During meetings, we raised it as a need and this year we were heard. That gives us hope and shows that positive changes can happen when we raise our voices and work together as a team. I trust that this new cycle will continue to improve and that our parents, youth, staff, school staff, and community members will join this process. Only then will we be able to build a plan that offers

012real opportunities for our children so that they're ready for college, their careers, and a future without limits. Thank you. The next person, I can't read the first name, but it's uh Ariana Castro. And what is your first name? Amy. Amy. Thank you. High School. participator. particip. Army inch. [Music] particip I will translate for Amy and thank you again Marisa for having all these documents ready for me. So hello, good afternoon everyone. My name is Amy. I am the mother and student of a student who just graduated Anaheim High School and will be starting at Fullerton College as well as a son who will be entering 12th grade this coming school year. For many years, I heard about ALCAP, but I never felt confident enough to participate. Language was one of my first barriers. However, once

013I got involved with OKO, I found the support and motivation I needed to understand what it was about and why it's so important. This is my second year participating in the ALCAP process. The first year I felt very lost with the terminology, the abbreviations and many times I thought about giving up. But thanks to OO support and the review meetings, I was able to keep going. This year was a very different experience. I received interpretation support, was able to participate at my table, express my ideas, and most importantly, listen to what teachers, staff, and young people think and need in our schools. I realized that ALCAP isn't just about my children. It's about all students in the district. It's a space where important decisions are made about resources, supports, and funding to improve education. That's

014why today I want to ask the district to be more intentional next year in inviting and supporting more parents, teachers, staff, and students to take part. Every school already has committees that are making important decisions, and the district can encourage them to be present in the space where it all begins. Thank you for giving me the opportunity to share. As a mother, I feel grateful to participate. And now I want to encourage more parents to get involved because their voices matter, too. Thank you. Next speaker is Diana Vega. Anaheim leader. Fore special. [Music] programm. particip. department. Gracias. Good afternoon, district members, teachers, parents, and community members. My name is Danna Vega. I am a parent in the Anaheim school district and a parent leader with OK. I want to share with you a little bit

015about my experience participating in the ALCAT process. For me, it was a very valuable experience. I was able to learn more about how important decisions that affect our children's educations are made. Hearing different points of view from teachers, principles, and especially other parents helped me understand that we all share a common goal. the well-being and academic success of our students. What I value most about this process is that I felt my voice was heard. I was able to express my concerns and also make suggestions, especially on issues that concern me, such as emotional support for students, academic intervention programs, and increased communication between schools and parents. Participating made me feel more connected to my children's education and to our school community. I encourage other parents to get involved as well. Our opinions are important and

016can make a big difference. Thank you for giving me the opportunity to participate and for continuing to work together for a better education for all our students. Thank you. Next speaker is Sonia Moran. Good evening, esteemed board members and attendees. My name is Sonia and I am a new parent, incoming uh seventh grade parent and new to the AUHSD family. I am also a new parent leader with OKO and have volunteered at my children's school for over 12 years now. I have served on the school site council, the PTA, the Orange County Grip program, as well as various other clubs and activities. I'm very excited and motivated to learn about LCAP and its role and function in our schools. I would like to learn more about how the district together with OK's collaboration can help

017provide guidance to new parents like myself to become more involved in our children's education. I have seen a huge interest in parent involvement from an elementary level that unfortunately does not transfer over to AUHSD. Many parents have expressed feeling intimidated or overwhelmed as there is no clear direction of upcoming processes and parent engagement opportunities, thus resulting in a loss of parent involvement. My goal is to further help in retaining our elementary parents as they transition to AUHSD by creating a bridge program between the elementary school districts and key AUHSD administrators. Having a crossf functional team that includes AUHSD administrators, community partners like OO, and well-informed and eager parent teams are crucial to the development of our schools and community. Therefore, esteemed board members, I ask for your guidance and support in helping us create this

018vital initiative. Finally, I would like to end with a positive quote I heard of recently. We rise by lifting others. Our community is only as strong as its foundation. With the help of our school district and community partners like OO, we can be that strong foundation that our community deserves. Together, we can accomplish anything. Thank you in advance for your time, your consideration, and your timely response. Thank you. The next speaker is Maria Gonzalez. Directto is Maria Gonzalez High School. particip. PTA, PLA, control instrument. in particular. [Music] Funament particip Can I turn? Okay. No. information. participas. Good afternoon, distinguished board members, district staff, parents, students, and members of the community. My name is Maria Gonzalez, mother of a student at Savannah High School and an active parent leader with the organization OKO. I have been

019a parent volunteer in the school district for over 12 years. During this time, I've had the privilege of participating in various committees and decision-making spaces such as PTA, PLA, ELAC, and DAC. I also currently have the honor of serving as a parent ambassador at Savannah. However, it wasn't until recently that I was given the opportunity to take part in the ALCAP local control accountability plan process. This is my second year actively participating in each of its stages and I can say it has been an incredibly enriching experience. The ALCAP is not only a key tool for the district's educational planning, it's also a direct avenue for listening to and responding to the voices of our communities, our school communities. I especially value that the focus groups I participated in promoted diverse and inclusive participation which

020helped highlight and differentiate realities and needs of our students. I sincerely thank the district for ensuring access to interpretation services throughout the process. This was a crucial resource that allowed many parents to participate confidential confidently and on an equal footing. Actions like these build bridges between families and the education system and they strengthen our sense of belonging. Participating in the ALCAP has broadened my perspective as a parent. I know better. I now better understand the importance of getting involved not just for the benefit of our own children but for the entire student community to ensure every student rise receives a dignified inclusive education with real opportunities for growth. I also appreciate the district's support in allowing us to use its facilities to host study and training sessions with OK where other parents als have also

021been able to educate, inform, and empower themselves throughout this process. As we look ahead to the next school year, I invite us all to continue straightening this bridge between the district and families. Your support will be key to encouraging more parents to get involved to ensure more voices are heard and to help us build a more equitable, participatory and student centered education system. Thank you for your attention and for allowing me to raise my voice on behalf of so many committed families. [Music] So that's all the comments we have this evening. I want to thank everyone that has come up and voiced their opinion. Uh we we value the the district values what you have to say. I know the ed division uh listen to what you said your uh uh your accolades but your

022your criticism if you want to call it criticism of of more things that we need to do in the future. I'm also pleased to hear that we have gotten better over the years. So we continue because of your input we we continue to become better a better district. So, thank you very much. Um, at this time, I'd like to recognize Dr. Kelly Kenny, assistant superintendent from RO. Thank you for being here. Um, oh, you want to clap? [Applause] Sure. Oh, Lauren Klasker, I didn't see her walk in, but she is a board member from uh Jo uh Fullerton Joint Union. Thank you, Lauren. Okay. uh 6.1 local control and accountability plan LCAP and annual update California school dashboard and local indicators and this is an information item and I will turn this over to Dr.

023Frerieded our assistant superintendent of education Dr. Frerieded. All right. Thank you, Board President O'Neal. And again, good evening, uh, members of our board, Mr. Ratsud, our cabinet, of course, our families, friends, uh, parents, caregivers, and colleagues, both here in person and watching online. Um, it gives me great honor and privilege for our team to come up tonight and share the great work as it relates to our annual presentation on our local indicators and our LCAP or local control accountability plan process. Um with me sharing in this work uh as a part of the presentation tonight will not only be uh myself but will be Amy Quan who's going to share in the work with our local indicators our director of instructional program our innovative programs and in instructional systems. It's a handful right that that

024title. We also have Mr. Salvar our executive director of educational services and of course we have Dr. Sema Sadu our director of learning and development. Before I begin the presentation, if I could ask respectfully to hold questions till the end just because I do think we'll cover a lot of information that may answer some of the questions you have. And of course, if not, at the very end, we'll be happy to entertain uh any questions you may have. All right. So, moving forward, I want to just remind the board of the purpose of this presentation. Um, per the the ED code, we are required to share a reflective process that we as a district go through to assess the implementation of the local indicators. We're going to talk about more about what those local indicators

025are. We also have to meet the California Department of Education's requirement of reporting the progress on those local indicators at a board meeting. So that is what we're doing tonight. We're by doing this, we're actually fulfilling the requirement, but we also want to share the great work that we've done and the reflections that we have made gone through to also not only recognize the strengths, but then continue to grow and build upon uh areas that we want to grow in. The California accountability system is a reminder the dashboard, right? It's a little different than what we used to to do back in the day. You may recall we used to have um a dashboard that was measured on a single score like uh it was the API, the academic performance indicator or the AYP, the

026annual yearly progress. Um those scores were a single score that often compared a school or even a district with other schools in other districts when it really wasn't always comparing the apples to apples. It was different demographics, different circumstances based on what the school was working through. This is a multiple measured process which we really do like. It also measures continuous improvement and that's a significant thing. It allows a school and or a district to compare itself with itself in terms of how it's doing each year and that's something that we find to be pretty significant. It also focuses on the equity of all different student groups. As you know, in our LCAP process, which you'll hear about momentarily, is we go not only looking at what we can do to support all of our

027students, but we also go specific and we're targeted with specific student groups like our pluralingual or English learner student group, our students with disabilities, our foster youth, low-inccome. Uh these are the student groups that we want to make sure that we're doing specific actionable items to support and enhance our growth. And this through the lens of equity. It's also important to note that what what Miss Quan and I are going to be sharing with the local indicators plays an integral role in the way that it supports and feeds into our LCAP process. So you're going to see they are both super connected and integrated into one another. And lastly, it measures the progress on our state priorities. As Mr. Salvore and Dr. Sudu talk about the LCAP process and the different priorities, you're going to

028see how the local indicators in this this process deeply connects to that work. I'm going to turn over to Amy Quan who's going to talk a little more specifically about the school dashboard. Good evening everyone. So the California dashboard reports out on 11 indicators to measure performance. Six of those indicators are reported by the state and is uses the data reporting system called Calpads. Um those indicators include a college and career readiness indicator also known as CCI which give our graduates an indicator of prepared approaching prepared or not prepared. And that indicator is determined by a combination of ESPback scores, uh, A throughG, AP or IB testing performance, dual enrollment completion, CTE, seal career technical education, uh, pathway completion, seal of by literacy, or military science. And in our district, that would be our JOTC

029program. And there are eight ways for a student to be deemed prepared according to the CCI. The other indicators that the state reports out on are graduation rates, SBback scores, which is its own indicator in addition to the CCI, uh, English learner pro progress, which is comprised of student performance on the LPAC test and reclassification rates, uh, chronic absenteeism and suspension rates. So, those are the six that the state will report out on, but tonight we get to report out on the five local indicators. Um, and those local indicators are evaluated through a rubric and self- assessment system and a narrative that is submitted to the state. Those five indicators include basic conditions, implementation of academic standards, parent engagement, school climate, and access to a broad course of study. So before we move into each

030local indicator, we wanted to share with you how it is visualized on the dashboard. So the state indicators is visualized by this five color gauge system. The there are five different performance levels that start and begin with red um as being low um all the way up to blue being the highest performance level. And as Dr. Freed mentioned um the state of California has moved into a continuous improvement type of metric system and so these indicators of red, orange, yellow, green and blue are a combination of two performance scores. The status and the growth measure of how a school or district meets one of the six state indicators. And the growth measure is determined by um whether or not you improved, declined or maintained. So this fivecolor gauge will um provide an indicator and the

031six indicators in addition to indicators for all the defined student groups um that are your targeted student groups that you want to look at in your school district. So that could be broken down by racial or ethnic group, your lowincome, your English learners, homeless, foster youth, and students with disabilities. The way our local measures are visualized on the dashboard is actually just a simple me or not met. However, tonight is our opportunity to publicly report out the narrative around our local measures. Uh the local indicators are an opportunity for our district to report out their efforts on all of the things that are not easily measured through standardized testing or assessment, but the state and we agree are still essential to student success. So, the local indicators are aligned to the local control funding formula,

032which you'll learn a little bit more later in the um presentation in those five areas of basic conditions at school, which is a district's obligation to um show if teachers are appropriately placed, that our buildings are safe and clean, and that our instructional materials um are available to all students. The next one is the implementation of academic standards which is the district's obligation of how well the district is implementing the academic standards such as common core, NGSS, ELB um literacy standards and those are measured by evidence of professional learning um provided to our teachers and administrators and plans for continued support and implementation. We our local indicator also includes school climate surveys um and school students perception of safety and connectedness to school. Um in our district we use the healthy kids uh survey the

033California healthy kids survey and our also locally administered LCAP survey. Our next local indicator is also our parent involvement and family engagement, which is how a district um involves families in decision-making and also builds partnership with our families and our community. And the last one is access to a broad course of study, which is our district's commitment to ensuring that our unduplicated students or our targeted students and all students have access to a well-rounded um curriculum. And at this time, I'd like to actually recognize and thank all of the departments that supported um our district being able to submit our narrative to our local indicators. It truly is a district-wide effort. Um it starts with uh Eric Greenwood and Dr. Sema Sudu, our business department, and our HR department to help us meet our basic

034conditions. Um also Dr. Adam Hernandez and Dr. Adela Cruz to ensure that we meet our safety and school climate. Carlos Hernandez and his team to ensure that we meet our family and community engagement obligations. Diana Fujioto and her team to ensure that um we meet our implementation of the state standards and Amanda Bean and her team to make sure that um to ensure that we meet access to a broad course of study. And so truly you see tonight while only a few of us are presenting it, it is a district-wide effort. Now I'll pass it back on to Dr. Freed to go into our f first local indicator. Thank you Amy. Right. So the first local indicator we're going to focus on is the basic services. So in the basic services the priority it connects

035to are our teachers appropriately assigned? Do they have access to do our students have access to curriculum line instructional materials? And are our facilities safe, clean and up in functional repair. So we use uh the standard around the Williams settlement, the Williams act to help determine and we use the school accountability report card as a tool that we use in our reflection to see that we've met uh this this standard. So I'm proud to tell you that yes, we have met the standard. Uh and I'm going to walk you through a little bit about some of the specifics around uh what we what we've uncovered. So of our,00 uh teachers or a little more than 1100 teachers, we only have 24 who are misassigned. Um, this is actually the same number I believe that we

036had last year when we shared this report with you. So, as a reminder to our board, when someone when a teacher is misassigned, that means they are teaching outside of their credentialed area. We see this often in electives or PE, maybe even with JRTC. So, for example, you could have that history teacher who's got the history credential, but is also the school football coach, and they may be teaching that period of PE, which through the lens of athletics, which is an outside their credential area. So they would be misassigned but there's a process they go through to be approved to be able to teach that course. So again of of our 1100 plus teachers 24 are in that kind of a situation. We also uh it's important to note that yes of course our students

037have 100% access to their own copies of standard line instructional materials for use at their school and home. As the board knows a few years ago we went to the onetoone device that actually helped us expand options for students because some students choose to have their textbooks and their materials online especially in le of ecadence. Now with our learning management platform, they have the availability to access textbooks via that platform. Whereas we also make textbooks readily available for students who want the actual physical text. So we have options for our students, but we do have 100% availability for our students to access their materials. And in terms of clean and functional school facilities, yes, our schools are in good repair and they meet the standards. That doesn't mean that we don't have facilities that we

038want to continually upgrade. As the board knows, our community and thank you to our community who recently passed our bond, our measure K overwhelmingly. That is something that we try to do as a district every so often to continuously upgrade our facilities. But as it stands based on the standard, they have met the requirement that we're expected to uphold. The second local indicator that I want to talk about is the state priority number two, which is the implementation of our academic or state standards. Um the LAA again is as Miss Quan talked about measures this progress in the way that we implement and much of that is done through professional learning. Uh the tool that we use as a reflection is um the professional learning opportunities that we've recently adopted and the curriculum frameworks that

039we use uh to implement these state standards. Um as as the board knows um although all of the standards are incredibly important um bias with the ed division, this is where we really put a lot of emphasis uh towards the work that we do as a district and really being able to meet the needs of our students but do it in the way that we implement our standards. So now I'm going to share a little bit more about uh where we are with our standards in terms of the strengths and how we've met this, but then also share with you areas that we want to continuously grow and improve upon. So one of our areas of strength that we talk about is we take great pride in our professional learning that we lead specifically as

040it relates to the implementation of the state standards. Now it's important to note that our as we implement the state standards, it is not just solely focused on the state standards. As a district, we believe in going deeper with what we're doing instructionally. So, our professional learning is also aligned to our instructional drivers. You know, through our community school approach, which you heard from some of our parents and students uh this evening, is a priority for our district. And through that umbrella of community schools approach in addition to our Anaheim union educational pledge, our articulated agreement with our higher ed partners in the city of Anaheim. Um we believe that our drivers through the career prepared assistance framework also supports a whole child approach that amplifies the traditional standards that schools are expected to implement.

041We also look at our wildly important goals going more specifically with our LCAP goals and how to address that whole child approach in uh the in a way that engages our families, parents, and caregivers to support this work through building welcoming, inclusive, and safe environments. More specifically, if you look at what what the slide represents um our community school approach, right, that serves as that umbrella with the Anaheim pledge and the way that we approach the housing of our CPSF framework. And again, it's not just about teaching the standards, but how we teach the standards. More than ever, as a system, we are looking at data. As you can see the last image on the slide to the right, um we are looking at data to guide our approach and the way that we collect

042evidence to measure our impact. We now as a district, I'm proud to say have have normalized two data dives that we do with all of our sites where our sites engage in in data dive activities around looking at whether it's grade distri grade grade distribution data or maybe it's street data through their community of practice, but they're looking at data to inform our behaviors as the adults within the system to make systemic change. to better support our students and their outcomes. We also look at the data through our instructional vision, which is the capstone program, the way that we choose to measure what we value through the lens of CPSF, right? The the traditional content or the state standards. It lives in the box that receive the technical skills. That's where our content lives in

043addition to the skills that the students gain from our pathways, right? The Google certificates or the dual enrollment credit that our students receive. But also we go deeper in providing the 21st century skills or the global competencies that they know the world of work demands of our students and preparing our students for access to access for meaningful and purposeful jobs in addition to amplifying their voice and helping students find their purpose. This is all aligned to our LCAP goals and the wildly important goals that we're focused on. Now when teaching these standards, we're proud that we couple this with again that whole child approach. Now, this intentional approach to uh instruction in our district leads to what we call transcendent thinking. Now, I want to thank a couple of our Burbers I know were able

044to attend. I think it was last week when we held our summer colloquium um to learn more about how this whole child approach through our community school approach and the vision of our Anaheim Union educational pledge really leads to a deeper um focus on our student reflections and then taking their work that they're doing and engaging in our capstone program and the performance task assessments that our amazing teachers are building and leading with our students. It allows them to go deeper to make connections to what they're learning in the classroom at that moment or what they're reflecting upon to see how it can transcend and be applied in settings outside of the classroom. So the learning becomes owned. Think about I think about me when I was a student in college and I would cram

045for that exam. I may know the material when I take the exam but then two or three weeks later I may have forgotten a lot of it. But when we go through this reflection on what we're learning and we let students really cement and earn and learn and think critically about what they're learning, how it applies to them, that transcendent thinking allows them to take that content and those experiences and the skills that they're developing to apply it to other settings. And at the end of the day, that is what we're after is when we think about our purpose for education is to apply what they're learning and allow them to to be able to use it in other settings across their life. The systems of support that we have in place is also a

046strength for our district, right? We're thinking about how we build intentional systems and structures and supports and teams to allow this to become real. So, we're proud of the systems work we've done. And again, this is one of our core values. We talk about systems, not silos, right? This graph illustrates the intentional work being done to support our colleagues, teams, and sites. Now, a few changes that we've made this past couple years to implement our state standards is now we have district-wide department chair meetings led by Dina Fujimoto and our amazing curriculum specialists. They work intentionally with our department chairs, our leaders across the district to engage in and implement our state standards. This is part of the professional learning that we engage in on our late start Thursdays in addition to the work that

047we do during our ed summit which is typically in October and the staff professional learning day that we hold in January. Also this year in our wonderful partnership with ASTA, our teacher union, we have now built into the contract where every five years we refly the department chair positions. Unless a department chair was hired a year or two before, they get to keep it for five-year terms. But this year was the first year since that agreement where we reflue the department chair positions. So although we have a number of department chairs who are going to continue to serve in that role because they're doing a wonderful job, we also have a number of new department chairs who've been brought in who want to share in that work. And so our our curriculum specialists along with

048Diana Fujimuno have led a department chair onboarding that we're doing with them to support them in this work in the way that they lead and support their colleagues, but also in building capacity in the way that's aligned to the drivers that I just mentioned. We also believe uh in the work that we're going to be doing next month at our annual leadership advance. We're going to be meeting not just with our site administrators and the work that they do in leading and creating the space and the conditions for this to work to happen on our sites, but we're going to be meeting with their leaders and their site teams in doing this work, which will include not just their assistant principles, but their social workers, their counselors, their psychologists, their program specialists, their teacher leaders

049uh in their faces, their community school coordinators, their 5C coaches and school teacher leads in leading this work. So again, taking it through a really systemic approach. Now, as much as I want to be able to brag, and I could have done 10 more slides on the areas of strength that we're doing, we recognize that we always have things that we can do better. And one of the things that we've talked about is just like with a teacher, we expect them to be able to differentiate in their classrooms with our students, knowing that their students are at different levels. We as an ed staff talk all the time about the work that we need to do with our site administrators to be able to differentiate the professional learning that we offer for our teachers and

050for our classified staff. That that's a super important concept that we we find our teachers where they are and help them build capacity so they can continue to implement the state standards and our drivers that we have as a district. It's also important to remind everyone especially our board that the visioning that we have done across our schools really has set the stage for our whole child approach. When we did the visioning work, it wasn't a minimizing of the state standards and the ESPback for an example, but it was really a heightening of the whole child approach that we value the skills, the 21st century skills, the whole child voice, right, in in in the way that we approach teaching learning. So these areas are super important, but we want to make sure that we

051also differentiate the way that we build capacity in our teachers. You know, as an ed division, I want to remind we have systems and structures that we want to continue to refine and improve as we as we do this. our reflective learning walks, the way we recognize and and leverage our professional learning communities, our PLC times on our our sites. We have a professional learning calendar that maps out the the calendar and the scope and sequence of how we're going to approach professional learning. And of course, the way we leverage our teacher leaders, our 5C coaches, our community school teacher leads to support and make this work a priority. Now, next year, 2026, not this upcoming school year, but the following year, that's when the new California standards for the teaching profession come out. So,

052it's expanding upon what we already have in place. So, one of the things that our curriculum specialists and our teacher leaders are committed to is next year the professional learning will also more intentionally integrate those CSTPs into that professional learning so we can be more explicit about what the new standards and frameworks are going to have that we're going to be held accountable to as we roll out our state standards. They're very similar to the current standards we have, but they actually go quite deep in terms of the expectations of our role as professionals. For example, they actually call out things like implicit bias, like the intentional checking for understanding, right? The way that we we we the way that we bring, social emotional learning and trauma-informed practices into our classrooms. So, they're going to

053ask us as educators to go even deeper than what we've done previously with our CSTP. So, we're being very intentional with the professional learning we're bringing to our district and the professional learning that we're training and we're using to train our teachers in this work. Also, I'm proud of the work again going back to the work that our district has done through Brad and his bargaining team with ASA is this year we have finally finished the the workg groupoup work uh uh on the way that we shifted from PAR the peer assistant review that we have had in place to now our formalized our new formalized teacher support network. This is another structure that we have in place to support teachers who may have volunteered to get additional support or teachers through the evaluation process

054have been deemed as needing more support in meeting the CSTPs. So we've worked with AST to revamp this process to better support teachers in growing in that area. So I'm really excited that next year will be really the launch year from the work of that that work group. And then as a district again we make we take a lot of pride in in measuring what we value and ensuring our students have access to meaningful and relevant uh learning experience. So one of our commitments is to continue to grow grow refine and strengthen our performance task assessment system and our capstone program. Those are two programs that we know are vital to ensuring our students are getting that whole child experience. And again, that is baked in our community school approach and is called out specifically

055as our promises to our students, families, and community in our Anaheim Union educational pledge pledge. So, this is a commitment that we want to continue to grow and refine. I think it's important to ground ourselves that we're only in we just finished year three of our capstone program districtwide. So, we are really still in our infancy stage in this work. So we still have a lot of room for growth in improving our performance task assessments and all those kinds of things which of course leads to that transcendent thinking that I talked about. The next local indicator that I want to talk about is and this is our third is parent and family engagement. So again as an LEA we are expected to see that we are looking how can we seek input from parents to

056be part of the decision-making process. I'm proud to say as community school district right led I know be brilliantly by Carlos Hernandez our director of community schools and family engagement and his team Kenny Perez who's our community school manager and then also Oscelli Chavez who oversees our family and community engagement uh specialist uh they have done a lot of intentional work to make sure that our community school approach right really does bring our parents at the tables to be part of a lot of the decision-m that we're doing that our parents beautifully spoke about as a part of our LCAP right we're also looking for ways that we can continue to improve our promotion and engaging parents to be a part of the different activities and opportunities that we provide. Right? So, we use a

057number of self-reflection tools in the way that we we engage our promising practices. Uh that looks closely at the way that we build relationships, the way that we build partnerships for student success and the way that we seek input again for that decision-making process. So, let me talk a little bit about the strengths of our parent and family engagement. I'm proud to say I think when we presented last year we had 15 community or family resource centers at our schools. This year we have all of our schools but one who now have a community resource center and that one remaining school is working to finalize that process for next year. So my hope is by next year when we come back to do our annual report I can say we have all 20 schools that

058have family resource centers. Um we look at the way that we service um and program that we implement based on individual site needs and assets. As you know, we do SAT uh site asset mapping to look at the needs and assets of our community. And so we try to differentiate just like we want to do with our teachers. We try to differentiate the supports we have in place for our families and our communities at the sites. We talk about the work and we try as a district very hard to make sure that the work we're doing with our parent engagement is always focused on the lens of asset. We want to make sure that it's very asset bait and that never deficit based in the way that we do our family and community engagement. We

059have structures in place that we're proud of in the way that we engage our families and build capacity in them to support and truly be authentic partners in this work. Some of those that we mentioned are our parent learning walks, our parent leadershipmies, our family education series that creates culturally responsive environments, right? That build upon those assets that I just spoke about. Again, it allows our parents to be more connected to the teaching and learning that are happening in the classrooms. We also have done a lot of work to increase the opportunities for parents to actively participate in those decision-making bodies. Not just the traditional school site councils that we've had for years, but the way that now all of our schools um are building out those community site steering committees, right? In addition to

060other opportunities where we bring parents to the table to be part of discussions modeled be uh beautifully in our LCAP process. I'm also proud that this year we've we've really come to fruition where we finished our first pilot program where we actually had a it was in the 20s uh parents who completed a Google certificate. As you know, we've embedded Google certificates into our classrooms where they can earn Google certificates which is seen as the equivalent of like a bachelor's degree um for a lot of our Fortune 500, Fortune 1000 companies. We are now creating those same experiences for our families and for our parents. And so we've actually hired one of our graduates who earned a Google certificate to come back and be a tutor for our parents as they were engaging in this

061work. So I'm really excited. I called this a strength, but you're also going to see me later talk about that as an area of growth because it was our pilot program. We know we have more than 20 plus parents. So we want to see how we can expand those opportunities. And then lastly, I'm really proud of our district that we are always thinking proactively, but we're also quick to respond and be nimble to best support our parents. And the perfect example were the know your rights forums that we held this year. With everything happening at the federal level and the anxiety that so many of our families and parents were facing, we on a quick dime were able to shift and work with so many of our amazing community partners to host know your right

062forums with our families both in person and virtually. So we were able to equip and empower our families so they knew what to do if they found themselves in a situation that that that was potentially um troubling based on what was happening at the federal level. Now, with those strengths, we also know that we have areas of growth and next steps. So, I want to talk a little bit about what that looks like. So, first, as we think about the way that we build relationships between schools, staff, and families, um there is a recognition, and I know Carlos reminds us all the time that family and community engagement is not just the role of our faces. It is all of our responsibilities, both the admin, the district leadership. It is the role of our site

063teachers, our classified staff that we all play a role in supporting family and community engagement. Much like we say literacy is not just the role of an English teacher. All teachers are responsible for creating literacy rich environments in their classrooms. So that's part of the work that we're going to be doing is continue to grow the amazing work we've built as a foundation, but to continue to empower other employees and educator groups within our district to connect and find ways to build capacity with our parents. You know, I I want to talk about some of the things that we're looking to do is the continued efforts in the way that we increase communication with our family by all certificated staff. Last year, we brought a program to you around the way that we do home

064visits. Not home visits in the traditional way that we're doing outreach for students who maybe have been disengaged, but proactive home visits where our teachers are going and connecting with families in their homes to learn about the hopes and aspirations and dreams for their students so we can find out more about the assets and their goals to integrate those into our experiences in the classroom. Right. Our amazing counselors are doing work with the six-year plan and to be thinking more intentionally about how we include our families to be a part of discussions with their students as we map out their journey as they're with us. Thinking about the way that we do our phone calls and our work with e cadence, right? Our way that we use our parents parent square messaging to more engage

065effectively engage with our families. And then we have the dual capacity building framework which just for layman's terms is a beautiful framework that we got from one of our partner friends at Harvard Dr. Map uh based on a a conference that a few of our uh family and community engagement member teams went to that really has been the inspiration and the guide that has inspired our family and community engagement scope and sequence that you see in a number of the the um PLA and and professional learning opportunities we do with our parents. So, we want to continue to expand and make adjustments to that scope and sequence to make sure that we're constantly meeting the needs of our parents. We also want to continue to utilize the family uh key. So, parents get a badge

066when they come as a member of district. So, one of our newest parents who spoke earlier that's going to be a part of our newest member to our family, they're going to get a badge, right? That's going to have a barcode and that is what we use when they go to different events. So, we can not only track and monitor their engagement, but our goal is then to connect it to a cadence. So now we can correlate parent engagement with student outcomes, right? We also want to build capacity in that area where we can begin to identify parent leaders. You know, I was thinking up there as one of the parents was was challenging us to find that bridge program with our local elementary school districts. You know, we have a link crew that we

067do at our high schools where our older students provide a natural bridge to support our younger students in that transition to high school. We we should be thinking about how we can leverage our parent identity, our parent leaders, and how we can bridge that gap as well. Not saying that it's not all on them. We also need to be thinking about as district staff and as site administration how we can continue to build relationships with our feeder elementaryaries so that handoff is very seamless and very very smooth. But I was just thinking about ways that we can also engage our parent leaders to be a part of that process because many of our parents likely have relationships with those other parents because they have siblings still in the elementary school. So that we want to

068leverage that partnership to continue to grow. So that's why we've already proactively identified that as an area of growth for us to continue expanding upon. And then lastly, we want to think about how we can use this work um to really support and enhance parents in the way that they support us with decision-making. So, it's not just tracking and monitoring, but monitoring that, but connecting that work to improve the way that we solicit input um from our parents. I'm going to turn it now back over to Amy who's going to go over the last two indicators before we transition to Mr. Salvar and Dr. Sadu. So, our next local indicator that we report out on is on school climate and that indicator aligns to the state priority standard six um around including safety and connectedness

069among our students. This indicator requires a district to administer a climate survey at least every other year to provide a valid measure of perception um around school safety and connectedness. The tool that we use is the California Healthy Kids Survey, which is administered every other year in grades 7, 9, and 11, and our very own LCAP survey in which we administer every year. Um, so, uh, we're proud to report that we met this local indicator and the evidence that we used to to report meeting this indicator was our LCAP survey. And because we administer it every year, um this year we're able to report out not only the status of how our students reported on their LCAP survey, but also the growth metric from last year. And so what we see um according to our

070LCAP survey in which 50% of our students, approximately 50% of our students completed the survey, that's just under 13 um,000 students. Uh about 13,000 students of our students completed it. 90% of our students feel accepted at the school for who they are. That was an 8% increase from the previous year. 82% of our students reported that they get what they need to be successful in all of their classes or more than half of their classes. That's a 2% increase from the previous year. Um 84% reported that they care they're cared for and treated with kindness in all of their classes or more than half of their classes. That's a 3% increase. But 84% that said that they had at least one adult who they can go to um to ask for help. That's a 15%

071increase from the previous year. And then 78% reported that their teachers have high expectations for them in all of their classes or in more than half of their classes. That's a 2% increase um from the previous year. So, we're happy to report that a year ago we we used this as our evidence metric and every metric saw an increase this year. Now, we're proud of those metrics. We wanted to share with you some of the efforts that we believe that um contributed to us achieving these metrics. We have a several um efforts. One of them we attribute is to our student ambassador program and the RSVP summits that are held across all of our campuses um multiple times a year. So now I'd like to recognize Jennifer Brown, Hilda Vasquez, and Melissa Nadine, our administrators

072who support our student ambassadors in um executing that schoolwide effort to um engage our students and uplift their voices. We also have our civic engagement efforts to encourage student voice and purpose. As a California democracy district and all of our schools are recognized as California democracy schools, each school has a sustainability plan in which they need to meet in order to maintain their California democracy um status and that's a commitment to ensure that their students are engaging in a civic action project each year. Our next effort is at our first best instruction and the um addition of street data which is the district's philosophy in um ensuring that our staff know our students by name, need, asset, and story but also the addition of the community of practice in engaging street data which is the

073intentional um use the the intentional targeting of students at the margins to understand what their mindset and perceptions and experiences are so that that data can go back and feed our schools um towards systems change to uh change the way we do business to ensure that education is working for our students and not the other way around. Another effort is our district-wide effort in capturing kids hearts. Um, we have all but one school left to train all of our staff members in Capturing Kids Hearts. And Capturing Kids Hearts is a nationally recognized professional development program that trains our educators in building strong, trusting relationships with students as a foundation for academic and behavioral success. We also have a robust partnership with groundswell in supporting restorative practices at um on our campuses which is building systems

074that are relationshipbased um in order to build community in in our the way we discipline and or engage our students um in a number of ways. We also have Neutral Ground who um presented at to to our board earlier this year um our robust partnership with Neutral Ground who focuses on high-risisk students um influenced by negative social groups. Um and we were able to learn about the impact of neutral ground at many of our campuses earlier this year. And lastly, our investment and commitment to staff, three additional itinerant campus safety aids in our district that are um housed at our campuses and then moved throughout the year based on need. Um and also the commitment to a lead campus safety aid at the district to support um the capacity of all of our campus safety

075aids who are supporting our schools. And the last local indicator that we like to report on is course access. And this indicator aligns to the state priority 7 which shows that pupil students have access to and are enrolled in a broad course of study. This in uh indicator is the district's measure in equity and course access by tracking data and identifying barriers and implementing improved practices to ensure students have access to all of the courses available. Uh the tool that we use to ensure this is we look at longitudinal reports in A throughG um rates and graduation rates to ensure that our students are enrolled in the correct courses and also supported to um to achieve um also in CTE or career technical education pathways, world language courses, visual and performing arts courses and programs

076and in PE and PE electives. Uh the tool we also use is a district-wide effort to do uh transcript uh audits and IEP audits to ensure that students are in the right course and match the students IEP andor um six-year plan or goals toward graduation andor A3G and A3G readiness. Um and we've actually rebranded that process to be our equity audit now. And of course lastly is our English learner task force, students with disabilities task force, foster youth and McKini Vento task force which this year we combined all of them in a joint effort to ensure all students represented in those task force um are monitored and have access to and are achieving um through their coursework. Um of course we we have reported that we've met this local indicator. Um our areas of strength

077is our continued growth and increase in our A throughG rates. This year we we are enjoying a 54.4% um A throughG rate. Um we uh also measure this through our career technical education pathways. We are enjoying a 42% of our students of our graduates um complete a CTE pathway as they leave us. that's well above the state average. Um we believe it's because we offer um robust CT programming across our district and in all of our campuses. We offer 12 officially recognized industry pathways. Um we also um offer a wide range of world language courses including eight languages um that include I'm going to look at my notes here. I think I missed it. So, I'm going to do it from memory. Um, Spanish, Korean, Vietnamese, Japanese, Arabic, American Sign Language, and French. Thank you.

078Which we also include in our heritage language and of course our dual immersion programs. Um, our visual and performing arts program. We have intentionally aligned our junior high offerings to metriculate up to our high school offerings. With the support of Prop 28, we've been able to hire over part-time classified employees as arts assistants to support in the indepth and specialized instruction in our VAPA programs. um including additional certificated staff to support our VAPA programs and $1.1 million um dedicated to additional supplies, materials, and professional learning um to our teachers to support, retain, and retractor attract our students to taking BAPA courses. Um lastly, we have a broad set of dual enrollment courses. Um with the support of an additional grant to support dual enrollment and the expansion, um we this year in the first semester

079already saw 80% um of students completing dual enrollment compared to the year before in just one semester. So, we don't quite have the data yet for second semester, but we um are predicting a large increase in dual enrollment completion districtwide, including in the first semester, a 50.8% increase in English learners completing dual enrollment. And so our areas of growth and next steps and strengths for um us our district meeting this uh local indicator is the successful completion of the six-year plan in ecadence. So, the six-year plan um is an opportunity to cap to uh help our students curate six years that they're here at AUHSD, not only their coursework, but also their experiences that meet the individual students um strengths, interests, and aspirations. So, if a student wants to go to a specific college and

080a specific major with a specific focus, um their six-year plan is meant to help curate and get the student there. Um, and so this year we were able to put all of that information in eCadens. It was our first time to be able to put it in e cadence and have an exportable and dynamic six-year plan that could let us know if the student actually met that goal every semester. So, this is the first time we've been able to do that with six-year planning. And we believe that that ability to do that now and tie it to a student strengths, interests, and aspiration is um going to be key in helping us achieve our district's wildly important goals, which is ensuring students um have that post-secary pathway, but also grade distribution, grad through readiness, graduation,

081and attendance. Um, our area of growth is building a strategic system that when we get that indicator that a student may have gone off track in their six-year plan, how will we intervene at that point then? Um, and also having the opportunity for students to have in their schedule the ability to be A throughG, CTE, CILA by literacy and dual enrollment. So there's two profiles in which this is particularly um evident is the student who wants it all. Um we have such amazing course offerings and sometimes we have students that want it all but limited number of classes. So being able to build that out so students really truly um can take the full broad course of study to meet their strengths, interests, and aspirations. but also sometimes it's students who um have remediation and

082so there's limitations in their schedules. And so our next steps is being able to um coordinate how we can help students and intervene when they become off track and or we need to remediate, but also leverage master scheduling and programming districtwide to provide more flexible offerings so that our students can have it all when they um need to have it all. Um and so that's also corroborated by our community um in later which you'll see was one of the um recommended draft actions items um by the community members to continue to have those flexible offerings. So now I'd like to uh that concludes the local indicators portion of tonight's presentation. I'd like to introduce our executive director um Robert Selddivar. All right. How are we doing? Do we need a break? Okay, Carl, we're good

083on time. Yeah. Okay. All right. Thank you, Miss Quan. All right. So, let me get to the right slide here. So, here um at AUHSD, the ALCAP, as you all know, is a vital blueprint for how we equitably allocate resources to meet the needs of all of our students, but in particular those at the margins. and those are going to be our foster youth, our EELs, and our and our low-income students. It's a three-year plan um that is updated on a yearly basis. Um and and this guides how we align our funds, our funding with the needs of our students, families um and communities. Um this next slide provides a snapshot um of our local uh funding formula and and what it is basically it provides the way it's funded is it provides us funding

084based on student enrollment tied to ADA. Um along with that it includes a grade level adjustment um at different points in a in a student's um uh you know uh educational pathway. Um and as a district we also receive SNC funding which is our supplemental uh funding and uh concentration grants that are tied to our foster youth, our ELS and our low-income students. Um with these funds what we um obviously are our goal is is to close the opportunity and outcome outcome gaps between our student groups. Um, these funds also help to align resources um with student and community needs, um, improve services for our low-income students, our foster youth, our English language learners, or as we refer to them as our pluralingual learners. Um, and they also address all eight of our of our

085straight priorities, which um, I'm going to go over in a second here. um some of some of those resources and and services as you guys review the LCAP um they range and and and again they they are tied to the the three goals our LCAP goals that I'll go over momentarily as well but they could range from academic services and resources like Bue and AVID um to those that are tied more to social emotional needs um like as you heard earlier um our uh neutral ground um you know uh social workers, counselors and things like that. Okay, here are um this slide here is provides a a snapshot of our eight state priorities. Um our eight state priorities as you can see cover everything from academic achievement and student engagement to parent uh parent involvement

086and school climate. Um tonight's recommendation that you'll that you'll uh be introduced to momentarily um will uh will be around these eight state priorities. So you should see the connections uh between the recommendations and the astate priorities. Like to provide now an overview of our LCAP process. Um as a district we as you all know we tra we take great pride in providing our AU AUHSD community uh with an authentic and engaging experience when it comes to our LCAP process. Um, at the center of this process is our commitment to as as uh Dr. Frerieded and Miss Amy Quan mentioned earlier, our whole child approach, our whole child education. Um, with the voices of our students, um, our our families, our educators, and our partners becoming integral and helping to shape the priorities of the

087ALCAP. Um, however, we we always start and begin with our our three goals um, at the center of our work of this very important work. Um these goals are directly tied to the eight state priorities that I I introduced earlier. Um aligned also aligned with our district vision, mission, um core values and grounded in our whole child and community schools approach. Um as you review each goal, um I hope what resonates with you is the connection to the eight state priorities, the connection to our district vision, mission, and core values, and the connection to our whole child and community schools approach. As mentioned earlier, um we take great pride in our in this entire process. Um and in particular in providing our our community with an authentic and engage engaging experience. Um, with that said,

088um, you know, this, um, this cannot be done without the voices and the representation of all of our educational partners. Um, in in doing this, you know, we are able to build consensus on priorities to support our students. um we are able to uh provide or guide the it helps to guide the recommendations and actions of our of our district priorities um with the involvement of all of our educational partners. Um and and we always want to remind ourselves that these um recommendations are separate from uh ne negotiations and and bar and the bargaining process. Here's a timeline that captures um you know the the the months that we begin to what we call our LCAP season. Um this timeline reflects uh over six months of planning and collaboration starting with our student and parent

089LCAP um introduction workshops. Um I would like to highlight that our student LCAP introduction workshop is facilitated by our very own student ambassadors um who is led which are led by uh Miss Hilda Vasquez our our principal of CVA, Miss Jennifer Brown, our principal of Cyprus and Dr. Nadine who's an assistant principal at Catella. Um as you can see there um they start in in late January um is what kicks off our our LCAP season. Um we also have our parent LCAP introduction workshop around the same time typically um on the same e same same evening or a day apart. Um and this workshop is facilitated by one of our very own community partners Oko as you heard from them earlier. Um and this is led by Miguel Hernandez our executive the executive director of

090OKO. Um and also Mera Bermudas who's here in attendance um who's a community organizer for OKO along with a lot of our parent leaders are also here in attendance. Um um Meritza is also one of our parents here in our district and a part of a few other committees kept sharing committee our coordination team things like that. So we we owe a lot of gratitude to both our ambassador program and our and our community partner in Oko. Um so as you see we we have we start in January. Um here we are today uh 6 months later at our June 4th uh ALCAP public hearing and it's going to be followed by um next week on June 12th where we're hoping our board of trustees is able to approve our our LCAP. To take a

091little bit of a closer look um at some of the you know um um things that are happening during that time period those six months here uh is a snapshot of our steering committee um dates. So the steering committee is is comprised of quite a few folks and and momentarily we'll be acknowledging a lot of the folks that that are a part of our steering committee but they do start also in January. Typically we have it a week to two weeks before each of our gatherings. We have five gatherings for our for the LCAP process um which I'll go over momentarily as well. Um and again this this you know this this is where a lot of the planning takes place um where a lot of the vetting um and the work to continuously continuously

092improve our ELCAP process will take place as well as you heard from um some of our our parents and some of our students um although there's always room for growth there has been some improvements and and that's what we strive for is you know always looking to continue to improve at the same time um open to the feedback um and and what are those um areas of growth that we still have This next slide is um again going deep a little bit deeper into our engagement process. Um starting as I said earlier I mentioned earlier with our parent workshop and student workshop and then we that's followed by five meetings. Um typically they're about an hour and a half long. Um they start at 6:00 and end at 7:30. our first and last meeting. Um

093the one that we had on February the 6th and then um not too long ago, April the 24th, our our larger group gatherings. Um and typically we kick those off with uh a dinner for our families, you know, and and our and all of our partners that are involved. Um it's been a a taco uh what we call tetto, okay? Um you know, a tearro and for for the rest of us. Um and then um and then in between we have our our focus group meetings. Um so that's where we split into our our four different focus groups. Um and again um a lot of folks that are behind the scenes on that and I I'll mention momentarily as uh before I hand it off to Dr. Sidu. So, and and last but not least,

094um again a closer this was mentioned earlier. Our parents and students from OKO came up and and spoke to to a lot of the work that goes into supporting um our our parents with with the LCAP process. And it was really nice to hear the testimonies of of of the impact that has had on on many of our parents. And here we have um a snapshot of of the um of the sessions that are provided by OKO um to all of our parents and care and caregivers um to help uh provide a space after each of our meetings, each of our five meetings, a space to debrief um to continue building uh capacity around AAP to answer questions um you know to bounce off ideas to go deeper with the data that they're that they're

095analyzing um preparing for the recommendations are going uh that they're going to um make um at the end of the day to ensure that um all voices are heard. Um I would like um again to to recognize um our OK organization who's who's here and and you you heard from earlier um for for all the work that they do um and and ensuring that this happens. Um also I just want to before I hand it off to Dr. to do just take a moment to acknowledge some of our other groups. Um again going back to our student ambassadors um who are integral to to this process as well as they're on our at our sites helping with recruitment um other you know uh partnering up with other student leaders on campus uh to help with

096that recruitment of students. As you see, typically our our sessions are well attended by students. Um advertising, providing the um um the sessions, you know, the student introduction workshop. Um and then also our our a lot of a huge thank you and a large amount of gratitude to our site admin, our staff from HR, the business department, ED staff, our unions, and our classified support staff from both the school sites and our here at the district. Um all of these groups mentioned are either helping to advertise um they're they're are they're a part of our steering committees um they're facilitating our LCAP focus groups um during the educational engagement process andor planning all of our all the logistical pieces that goes on behind the scenes um from setting up the spaces to translation services to

097transportation services um to you know to the taco dinners and and everything. So, so just a large amount of of gratitude to all of those folks that work hard and tirelessly behind the scenes. Um, and with that said, it now gives me great pleasure to hand it over to Dr. Sadu, our director of learning and development to provide an overview of the focus group uh recommendations. [Music] Thank you, Mr. Seldar. At this time, so we're in the home stretch. Okay. Uh, I'll be reviewing the LCAP focus group recommendations. Through a collaborative and inclusive process, our educational partners came together to analyze student data, reflect on student needs, and identify key priorities for the 2526 LCAP. Before I summarize each group's uh recommendations, I'll also review the specific focus group uh sorry, I'll review the specific

098focus of each group and how their work aligns with the eight state priorities. I'll then conclude by sharing the final top three LCAP recommendations that emerge from our collective decision-making process for the upcoming school year. So, here we go. And those are some pictures. Um all of the pictures that we have um for our portion are from the 2425 LCAP um educational partner engagement process. So I hope you enjoy those as well. So focus group one again focused on conditions of learning which you heard earlier which aligns with state priorities 1 2 and seven. Priority one is our basic services. This includes uh access to fully credentialed teachers, reducing teacher mis assassignments and ensuring students have access to materials and facilities to support their learning. Priority two is the implementation of state standards which ensures

099all students receive uh instruction aligned to California's academic state standards and priority seven is the access to a broad course of study which you heard earlier from Miss Quan making sure students have meaningful access to a wide range of required subject areas that prepare them for college career and life. So in summary, focus group one prioritized number one integrating English learner or pluralingual students and CTE instruction so that CTE teachers and curriculum specialists can create more opportunities for our pluralingual students to build both language and workplace readiness skills. supporting safe and modern learning environments through facilities modernization and oversight and increasing the number of school counselors to expand academic and social emotional supports for our students. These priorities reflect the group's commitment to creating equitable future ready and uh supported learning environments by aligning language

100development, career preparation, student wellness, and safe facilities as foundational elements of student success. Trying to go a little bit fast here. Sorry about that. Focus group two focused on student outcomes aligning with state priorities four and eight. Four again um as you heard earlier is pupil achievement. This includes measures such as college and career readiness, A throughG graduation rates, state seal of civic engagement, state seal of biiteracy, performance on standardized assessments, advanced placement passage rates, and English learner proficiency reclassification. Priority eight is other pupil outcomes. So that includes um how well students perform across a broad course of study beyond core academics, including our vapa courses, world languages, and CTE. So together, these priorities emphasize both academic and well-rounded development to ensure students are prepared for success beyond high school. Focus group two's recommendations include

101number one, providing ongoing professional development focused on effective English learner or pluralingual instruction, increasing bilingual instructional aid support, expanding flexible and non-traditional learning options to meet diverse student needs, and reducing studentto adult ratios where feasible with student progress monitored through smart goals and aligned professional development. So, in summary, these recommendations reflect the group's commitment to improving academic achievement and broadening the access to meaningful personalized learning experiences for our students that support long-term student success. Okay. Focus group three is our parental involvement which aligns to state priority three. This priority emphasizes two key areas. So number one, efforts to actively seek input from parents and families in schools and district level decision-making processes and the promotion of meaningful parent engagement and in their children's education. The goal is to ensure that families are not just informed

102but truly empowered to be our partners in shaping educational experiences and outcomes. And then you can see focus group 3's final recommendations included developing a comprehensive family engagement plan, offering events at varied times and in multiple formats to ensure equitable access for all families, and coordinating culturally responsive parent education programs. And there's one more. providing safe, inclusive spaces for families and students on our campuses to strengthen relationships through restorative practices and community partnerships. These priorities reflect the group's belief that authentic family engagement is essential. It is very crucial to building trust, fostering connection and supporting student success at every level. Then we have focus group number four. That's the final focus group which is engagement. So that aligns with state priorities five and six. State priority five is pupil engagement which focuses on increasing student

103connection. Um engagement, coursework programs, monitoring key indicators such as attendance, dropout, graduation rates, and chronic absenteeism rates. And then you have priority six, which is school climate, which emphasizes safe, inclusive, and supportive environments on our campuses, addressing suspension and expulsion rates, and promoting a strong sense of safety and connectedness among our students. Together, these priorities center on building environments where students feel valued, supported, and motivated to thrive. And then you can see focus group four's final recommendations included expanding counseling services again. So he's heard that earlier. Uh to provide both academic and social emotional support, strengthening systems that promote relationship building to improve attendance engagement and foster lifelong learning. And implementing a comprehensive mental health support plan that incorporates mindfulness practices, evidence-based instructional strategies and interventions, and collaboration with our community partners. These recommendations reflect

104a strong commitment to our students to nurture the whole child. as you heard earlier to create safe, supportive environments and prioritize our students well-being. Okay. So then we have our results at our final uh LCAP educational partner engagement meeting which Mr. Salavar shared earlier that was on April 24th. Participants had the opportunity to select up to three recommendations they felt should move forward in the 2526 LCAP. These selections represent the collective voice of our students, our parents and caregivers, our staff and community members. So here are the top three priorities. Okay. So it says final LCAP revisions because as you can see focus group one recommendation one was action 1.6. So action 1.6 is an LCAP action and service that exists in the LCAP. And this is the revision that came from our focus group

105one. And I I am going to read it because I think it's important to hear our collective um educational partner voice and what they came up with. So it says improve placement instructional practices and monitoring of English learners pluraling students including long-term English learners els by increasing student voice 21st century skills and technical skills through intentional implement implementation of the four principles of the English learner roadmap which is assets oriented and needs responsive schools intellectual quality of instruction and meaningful access system conditions that support effectiveness and alignment and articulation within in and across systems. Through these actions, AUHSD advances the vision of the EL roadmap by ensuring pluralingual students fully and meaningfully access and participate in a 21st century education that results in their attaining high levels of English proficiency, mastery of grade level standards,

106and opportunities to develop proficiency in multiple languages. AUHS to further support this work, AUHSD will strengthen collaboration between our plural teachers, CTE teachers, and curriculum specialists to integrate career related competencies into English language development courses. And this uh this integrated instructional approach will provide pluralingual students with opportunities to build academic academic language and workplace readiness skills concurrently connecting language development with realworld career preparation. Focus group two. As you can see, this is recommendation three from one of the previous slides. Action 1.10, reduction of class size, hiring and retaining teachers. So, this is the revised LCAP action or service. The district will reduce class sizes, hire and retain teachers, and provide ongoing professional learning and collaboration opportunities that strengthen student teacher relationships, support inclusive and engaging learning environments, and enhance teachers ability to know student by

107name, asset, and need. In addition, AUHSD will reduce student to adult ratios where feasible by specifically decreasing class sizes and increasing behavior intervention assistance or aids and PAR educator support in core academic subjects. These efforts will target improved outcomes for English learner or pluralingual students and students with disabilities with student progress monitored quarterly via smart goals and instructional practices refined through sitebased professional development. And then last but not least is focus group one recommendation three and focus group four recommendation one which you heard earlier both are counselor access and expansion. So this is the revised action 3.3 counselor support. School counselors and support staff will develop and implement standardsbased school counseling programs that monitor student academic progress, deliver support services, and support the Anaheim pledge to ensure students with an emphasis on low-income foster youth

108and English learner pluralingual students, graduate and prepared for post-secary options. The district will adopt national counseling standards, provide appropriate professional learning, and monitor the implementation. Number two, reduce student counselor ratio, adding where feasible and or maintaining counselor uh counselors in order to receive to increase counselor ser counseling services provided to our students. Number three, continue to support schools with providing each student with an individualized six-year student academic plan that is college and career aligned. And number four, support a comprehensive transition plan for all seventh and nth grade students. As you heard earlier, new student orientations, campus tours, and our link crew program. And number five, ensure that McKini Vento, foster youth, English learner, pluralingual students, and lowincome students are enrolled in appropriate, as you heard earlier from MissWan, appropriate academic programs, including credit recovery, A

109throughG, uh, AP classes, summer school tutoring services that they may need. Transferring youth will be awarded credit for all work completed, including partial credits. So these three recommendations reflect the diverse needs of our students across multiple dimensions of their educational experience. From access to academic and social emotional supports through our counselors to strengthening staff student relationships and expanding targeted programs and services for our English learner pluralingual students and our student groups. Together they highlight the shared priorities that our educational partners created and the commitment to ensuring that every student receives the support they need to thrive. The most promising part of the entire experience was witnessing our educational partners come together and engage meaningfully in the work. At our final LCAP meeting, we were honored to hear from two parents who shared their personal experiences

110with the LCAP process. One um is Mrs. Lasano who is here tonight again that you heard from earlier and then Mrs. Jenkovich. So I just wanted to uh recognize both of them again. They spoke powerfully about how the process not only deepened their engagement but also highlighted how their voices contributed to the decisions that support students and improve outcomes. It was truly a privilege to hear their reflections and see firsthand the impact of authentic parent involvement in shaping the future of our schools. And then in addition to hearing from our parents, we also heard from our amazing uh five AUHSD students. These students shared their experiences with the LCAP process and reflected on how the services, the programs, and the opportunities outlined in the LCAP plan are not just written words. They're already alive and

111thriving at our school sites. From support for English learners, pluraling students to civic engagement opportunities to dedicated staff, specialized courses. Uh the impact is visible and real. It was powerful to witness these students speak so passionately about how the LCAP has shaped their educational experiences in AUHSD. Their voices reminded us that this work is not about checking a box. It is about meaningful action and improving the lives of our students and families. Hearing directly from students and parents made the process feel more authentic and deeply human. Personally, this year's process left me feeling inspired and hopeful. hopeful for the future of public education and hopeful because of our collaborative work we continue to do with our students, our families, our staff and community despite all of the many challenges we face in our lives. It

112has been a privilege to co-lead the LCAP educational partner engagement process with the ed division and to help write the 2526 LCAP with a continued focus on our needs, strengths, and aspirations of our AUHSD community. And now I will turn it back over to Dr. Free. Right, only 30 minutes left. I'm just kidding. Just kidding. So now it's So Right, Nancy, I'm kidding. So now I'm at the part where we're going to do our launch. And for those who've never been through capturing kids hearts, right? When we ever end a presentation, a meeting, where a teacher ends their classroom, we we like to end with a meaningful um quote or tying it all together um to give us purpose and excitement as we continue to to do this work. So, with our launch, I just

113want to highlight again just how proud I know not only I am, but our team is of the amazing work that is happening in our district. Um when I look at the work that we've been able to accomplish over the last uh probably nine ten years um we are now recognized as the number one state uh the number one in the state as a state seal of civic engagement. We lead the state with state seals. We are number two in the county with our CTE completers. We're number three in the county with our state seal of biiteracy. We have over 93% graduate graduation rate which is over the the state and the county average. We are also 3% above the state average in our A3G completion rates. And I'm confident in the coming years we're

114going to continue to grow in both of those areas. We are the first California democracy school district in the state of California. Actually, we're the only California democracy school district with all 20 of our schools uh now soon to be 19 are distinguished as democracy schools. Meaning every single student touches and engages in a civic action project. None of this would be done or possible without the amazing work of our colleagues, my colleagues both at the district level but also at the site level. and that is our certificated admin, our teachers, our counselors, our classified staff, um all the different folks who play a role in making this real. But it's also our students and our community, our parents, our caregivers, our families who are also share in this success. They are the ones who

115partner in this work. Uh so again, incredibly incredibly proud of the work we're doing. Now, as as we talked about, although we're focused on not just the successes and the celebrations, we recognize we always have things that we can do better. And that's part of the ELCAP process, finding those areas where we want to continue to focus and put that spotlight on to continue to grow. And so, I'm confident with the same groups of people that I just recognized, we will continue to make the improvements uh that have been determined as priorities by our community. And again, to quote in our launch, uh, Pedro Ngalos, he's one of our friends and partners in the district. There's a quote that he speaks of that that's at the core of equity, understanding who your kids are and

116how to meet their needs. You are still focused on outcomes, but the path to get there may not always be the path for each one. And so this is what the LCAP talks about how we can create actionable steps that yes may holistically approach all of our students, but then with intentional targeted supports, interventions, and approaches to first best instruction that'll close the gaps for very specific students who are furthest from those opportunities. So with that I close our presentation with 6.1 6.2 and I now open it up for questions or comments for our team to entertain. Thank you. Yes. [Applause] Yes. Thank you so much for the presentations to all of you. I know it took a lot of work to get um to this point. um not only through the meetings and all

117you know the the preparation to put this together but then you have to put it together and I can't imagine the the time it takes to do that with everybody involved. So I'd like to open it up to anybody starting at uh Miss Smith. Do you have any questions or statements? Well, this was very comprehensive but our parent Miss Amy spoke. Would you put your hand up? And I want to tell you how pleased I was to hear you say that you never gave up. That is such a big key to success in life. Don't give up. And for all of you wonderful parents and family members, thank you. Thank you for your input and being with us and part of this whole journey that we're all on and I'm just gratified to have you

118in our lives. Thank you, Mr. Hosshi. Yes. Well, first of all, um, one of the terms that we use in education a lot is kaizen, and it's it loosely translated means continuous improvement. and it's been really exciting to be part of this process and to see the improvement that we've made in the LCAP process over the years. So, I'm really I'm really excited about that. and and we're not just doing events, but we created experiences that really were I mean I heard about the OO experience from all these parents and I'm really glad that you felt that you were seen and you were heard most of all that your input is value valuable and we want to make sure that all parents feel that way in our district across the district. So thank you so

119much for sharing tonight. Um Dr. You talked about street data and I am kind of curious about how you gathered street data. What kind of street data that was used in in this process? Absolutely. So just to make sure people understand what street data is. So we talked about satellite map data and then street data. So satellite is more just like you would like you would picture it, right? It's it's it's larger data trends that you would see. So for a school, they may look at um the grade distributions of the school as a whole, right? How many students are earning A's, B, C's, and D's? That might be a satellite. When you go a little bit smaller, you look at maybe the map data. Now you're maybe looking at via department, right? You're you're

120making things more granular. Street data is what actually humanizes that data. Now you're going to do these communities of practice to do empathy interviews or focus group interviews where you're speaking to those students or even if the data is connected to families or whatnot to better understand why the satellite map data is what it is. Right? So it's now speaking to our students to understand what is it about I think Amy Quan spoke about this that what is about your experience your perceptions um or um like your your your own personal journey that maybe has impacted you in terms of maybe why you aren't coming to school or what is it that gets you to come to school? What is it that that maybe a teacher can do that makes you feel welcomed and loved?

121What is it about a club that makes you feel inspired to be feel connected? So those kinds of interviews allow us to better understand more deeply um what inspires, what motivates, but also maybe what triggers or um can affect a student. And so that allows us to better understand why the satellite data may be what it is. So we can then make the appropriate changes and adjustments in how we approach that learning. Right? So when you think about the kinds of street data that we've used, um we asked all of our schools last year to go through a community of practice that I think Amy Quan spoke about where was focused on an equity centered question. And so that equity center question that the schools grappled with and it was their teams, they actually were

122expected to interview students at their specific site. That data was supposed to be shared with their larger staff because not all staff necessarily engaged in the empathy interviews. It was started with a community practice with their their their site instructional leadership team or site leadership team. And that was supposed to be informative in terms of what happens at the at the site level systemically. Um, as we go through the LCAP process, that's one of the things we've been talking about is how we can more intentionally integrate the voices of our students, parents, and families into the metrics that currently the LCAP doesn't ask for at the state level to better inform our process, right? They give us um requirements of what kinds of data points we're supposed to use, which you can see in the

123LCAP, it calls out the metrics that we're supposed to use, but we're looking at ways that we can more intentionally integrate the LCAP or the the street data aspect into our LCAP when we make decisions. We have students that come to our LCAP as a part of the process and so um I think you would if you were to ask both our parents even our staff both at the site level at the district level when the students speak it's kind of like Metife people stop and listen right they listen and they want to hear what they have to say and that is often the most impactful uh voice that we hear in the LCAP process in terms of informing some of the things that we are deciding or the recommendations that we want to bring

124forward. So that's actually a street data aspect where the students are talking about their own experiences in the LGAP process and sharing what they think about the kinds of recommendations that were asked for or why the data is sh saying what it says and what we might be able to do to help improve those outcomes. Okay. So and Miss Miss Quan had also identified that we use the healthy kids survey in grades seven 9 and 11. Right. But then it looked like just only half of our kids participated in the LCAP survey. So I'm kind of wondering and I'm curious if we could be a little bit more intentional because on the timeline that was presented at the end. I'm kind of wondering if there's a window that we have that we give that survey

125and if we could be more intentional with our students because probably the students we need to serve aren't taking the survey. possibly, you know. Yeah. And I and I want to hear from them, right? And also too, um I was looking at the parent involvement, you know. I mean, most districts I'm really glad that we have this opportunity. We have parent workshops and we have student workshops. I mean, the student ambassadors are a good example of how they recruit kids from their school to be part of the process. So, again, I want to acknowledge uh Miss Vasquez and Miss Brown, Dr. Nadine because the kids are very intentional about recruiting kids as these parents are about getting more parents involved. But also too, I'm just kind of wondering how we can what we can do

126to get more parent involvement or at least that participation on the LCAP survey. um is really and then also too I think there was room for even community members like how how we can leverage that with our community partners our feeder elementary school districts. So those are things that I'd like to see Kaizen applied to for as we work towards the future. Thank you Mr. Hosshi Fjo. All right. Thank you Mr. Hosshi. You got two of my questions answered for me. I appreciate that. Um, thank you everyone. Um, as trustees, we're um, tasked with, you know, reading the document and we do read the document. Um, but tonight you all made this come alive. We say this is a living document and um, this process um, and the work that gets uh, you know, put

127into it. um you you brought it life and you brought it meaning. It's not a check of the box. It's really what we um what what we all are doing here. Um so I really appreciate um the testimonials from the parents and the student that came up and um and the testimonials that the students gave at the um at the process. Um I try to attend uh the process u at least one of the meetings so I can kind of go into all the rooms and and listen to you know the buzz and I really saw a change this year with um the engagement um I have been asking every year are our parents really understanding because even as a trustee and I've been trustee for many years it's the edge you talk is still

128hard it's still difficult even in reading the document like okay what was that what did that mean what is that uh you know those uh the abbreviations um and so I'm really really pleased to hear that we partnered and we're um we're giving our parents a safe spot I like I love that to debrief like what did we talk about today because a lot of times you're sitting in a meeting and you think you know you don't want to ask that question because you think um you know you might be perceive received as um you know um just not understanding. And so I really am glad to hear that um we've really um uh uh gave you an opportunity to to learn about this process so that you can speak up authentically. Uh thank you

129for that. Um my questions um were about explaining what the deep dive looked like. Um, and I also wanted to know, um, you know, really about that process of how we're getting students to, um, take those surveys. Um, and, uh, and not a question of why 50% so much as how are we giving them an opportunity to take that test? Maybe it's a exit slip or something in a classroom, you know, um, and and ways that we can we can get more participation for that. um the uh process for a missassignment teacher. I don't like that name. Can we change that? I'm not sure we're able to change. I think that's the official. What is that process? And if if we have a process for that, why are they calling it that? Because technically they

130they are expected to teach in their credentialed area. And so the process gives the okay if we go one the teacher has to consent to it too. Um, so when they consent that yes, I have the skills to be able to teach PE or I have the skills to teach this elective, um, they they sign off, but then it goes through a process where it gets approved for them to teach in that that area. And again, when you think about the over,00 teachers, we're talking about 24, there's these very isolated unique cases where, you know, yeah, the the um the alternatives, if again, let's use that football coach example. Well, if I'm the history teacher and I'm not going to do that, then the students either have to have someone who's not the coach teach

131their class until after school, then I I join in. Uh, and so that's not always ideal. So, we try to find it to way to make it where it's going to work for our students as well. So, it gives us a little bit of that flexibility. I love that. And then, um, who, uh, what does a department what is the qualification for a department chair? So a department chair, they are a teacher that um often is serving within a department, right? So a math teacher is a could be a math department chair. Um they go through an interview process. We actually have a um job description that was developed in partnership with our teacher union. So Brad and his team um have met with ASA to develop the department chair job description that outlines their

132expectations. So without me having the entire job description committed to memory the essence is they are expected to uphold the vision mission core values of the district they are expected to be leaders within a department which is not just leading their teams to determine how much paper they need in staples and paper clips but it's building capacity and working with and leading their team during like the late start professional learning time. So they're often lead often leading discussions and dialogue with their team. They're providing support to their team if they have a teacher maybe struggling. they help work with maybe the admin to connect them to services or supports they may need. Um they're also an advocate for their department. So when they go to the site leadership team as a representative of their department,

133they're working with the other department chairs across the departments and the site administrator um to build capacity in each other as a district or as a site team in the way that they support their departments and colleagues who are not part of that small leadership group. Um they also are expected to work closely with our curriculum specialists who are amazing teacher leaders to support them on the work that they do and supporting their colleagues based on again the state standards implementation and things of the nature that we talked about uh this evening. So that's really essentially what they do. Um in terms of qualifications um obviously we always look for the attitudes qual dispositions demeanor right um and mindset of of someone they're going to serve in that role. Someone who has a flexible and

134open mindset. someone who has the ability to work with their peers in a supportive way, not a top down kind of way, but then also someone who is again is aligned with the district's mission, vision, core values, so they can support their colleagues and also helping them build capacity in that regard. Okay. And my last question, um, who are, uh, the folks that are in charge of, uh, transcript audits since we've started doing? So, Amanda Bean is here. I know there she is. Um, so Amanda being along with Amy Quan, they work closely with and we do different kinds of audits actually. Um, they work specifically with our counselors to do transcript audits as it specifically relates to course access and things of that nature. But even Lauren and her team are doing like IEP

135audits. So we're building more of this this audit concept where we're progress monitoring what it is that we're doing, making sure kids are getting access to the courses they need. IEPS are being developed in a way that is in compliance with the law, but also looking at what students really need and making sure the accommodations, modifications that are built within an IEP are really serving them and helping them continue to grow because we expect all of our students are A throughG, all of our students are going to graduate. And although things may be happening that make some of the some of that uh that goals a little bit challenging, that's where the IEP comes in or these audits come in to find out how we can navigate within our comprehensive course planning to make sure

136all the students are getting the access to course they need and the supports they need. We're also working more intentionally right now with Diana Fujimoto and uh V Hong and Powell Rosenberg, our EEL curriculum specialist on how we do the same kinds of supports for our pluralingual students. So super important in the way because they don't come with a a case manager like a student who has an IP has, right? Our foster youth, we're working with them and then Dr. Dela Cruz and our mental health leads and our social workers because they serve as a case manager for our foster youth. So all of those student groups have that kind of support and we're working more intentionally so we support them with that work and also how to provide the things that they may need

137to continue to grow. All right. Thank you so much. I appreciate it. Um, and my last question uh was asked I mean and answered by uh uh Amy about uh how we're really disseminating this LCAP process and what we're what you all are doing um and how that's disseminated to the rest of the of the staff out there. So, I really appreciate it. And um you know, you talked about being inspired. Um you guys have uh really inspired all of us here to continue to do what we do. So, thank you. You're amazing. Yes. Thank you, Miss Guerrero. Thank you. Uh I want to start off by echoing some of my colleagues comments. Uh thank you for the presentation and for all your work throughout the LCAP process. And then also want to thank our

138public speakers and our parents and OKO for all your partnership throughout the entire LCAP process. You know this uh wouldn't be possible without each and every one of you. So I appreciate all your contributions. Um I did a few questions. Um the first was in the LCAP report. Um can you clarify what uh on page 27 there we have four eligible schools for comprehensive support and improvement. And then in 2025 2026 it'll just be one. Can you clarify how sorry I just turned page uh 27 and you asked for the comprehensive support and improvement status schools. Oh um do you want to this is the these are the schools that are in the the okay these are the schools that Dr. Sudu is working with who are in the technical assistance. Yeah. So these are

139the schools that based on um either a student group um or typically a student group either they didn't meet certain requirements or or criteria based on either their their their college and career indicator which the junior high it's going to be pretty much espack because they don't have the ability to do like dual enrollment necessarily or some of the other things that might deem a high school is college and career ready. It also can be connected to chronic absenteeism rates and or suspension rates, right? And it may be that it's not the school, but it could be a specific student group within the school. So it could be their pluralingual students who didn't meet the mark on either the ASPback and or chronic absentism suspension rate that that got them into the technical assistance. And

140so the school has been working closely with our ed division in addition to the county in terms of things that they can do that are targeted supports to help improve in those those areas. Got it. So uh last previous year there was three schools and now there's just one then. Okay. Thank you for clarifying that. Yeah, because they made the improvements. Got it. And and I I don't want to give the data away because I didn't even talk about it here, but like I know Allison's here because I looked I saw her obviously when I saw Amanda and also Dr. Hernandez and I know his team. So I don't I can't quote the numbers right now, but we have seen we're projecting a significant impact improvement on chronic asthmatism rates across the district. So the

141work that we've been doing intentionally around attendance, although it's still a wildly important goal for us to focus on deeply next year, we're already seeing projections of significant improvements uh in reducing our chronic absent rates, which should definitely make an impact on on on these schools in addition to all of our other schools. But again, because we just finished the school year, we don't want to share what they exactly are yet because they're still cleaning up and we want to make sure that when we com when we share, we're we're confident this is what it is. But we've already seen projections of significant improvements. Got it. Thank you. Um, and then my second question was on page 71. Thanks. 71. Yes. Okay. For metric 2.1 attendance at parent and family engagement events. Um, the number

142is that calculated by the family key that you mentioned? Is that how we Yeah, I I I would I know I'm looking at Mr. Hernandez, but yes, they're they're they're when the parent comes to an event, they through I like our fivestar, they scan in and so we can track when they're there. And so, um, even if they don't have the badge, we have their them in the system and we can we can, you know, there's usually a QR code we can click or URL that allows us to track the students. One of the areas of growth, right, is to connect it to Eadence. So, we can actually connect it to their students. It's in Aries so it's already connected but Eadence will allow us to further I think um connect it and correlate it

143to the student achievement with their grades and other things but yes their their URL code or their their barcode I think is the prop is the proper term their barcode is what allows us to track via the fivestar um their when they are attending different events whether it's a PLA apparent leadership academy they come to another event they don't I don't know if we track necessarily if when they come to open house unless they yeah mitz has it thank you or thank you So, so this allows us to track, but I don't know like at a mass event like open house that they like if we're able to fully track always because that's the goal. But that's can be a massive event where parents before you go to class you got to sign it. So

144like that's something we're working towards, right? But but but that's that's how we are able to monitor who comes to what and so we can begin to that's our next step is identifying the leaders maybe identify interventions like maybe as we start to connect it with students we can identify where the needs might be so we can be more targeted with the supports we want to put in place and then also um correlating to student success right because that's the whole idea is we know the more engaged our families are the likely the more successful their students will be yes I'm looking forward to that I really like the idea of being able to track that more and also like um like tracking parent engagement not just like in uh meetings and stuff but maybe

145like athletics and stuff because we have a lot of very active parents in various groups. So trying to that uh touch them all and make sure that they're know about all the opportunities available for all of them. I definitely think that is the aspiration. And I know when I was talking with Carlos and his team, one of the things that that we're we're we're trying to do is I know the sites do a really nice job of incentivizing parents, especially the high schools, like they have more at stake. Like the more points you acquire for attending things, you can get front row seats when your student graduates, right? Which is a big deal given how many people attend graduations. So, we're trying to find ways to incentivize parents so when they come to things, they

146want to scan in so they get the incentives, whether it's maybe a meal that the school provides at a at a celebration. So they're looking at ways to do that, but we are obviously trying to brainstorm ways at a football game where you could have a thousand people in the stands. How do we capture that, hey, you were there? Um, so it's that means at the at the gate when they're coming in, are we going to have like we have to be thinking about what that looks like and how we staff that because some of the people who do that work aren't necessarily at the football game. So how do we train the people at the game? Like there's a lot of things we have to think through to be able to make that real

147at a massive level. But that's something we're we're definitely wanting to do. Got it. Um and then I just wanted to echo some of our comments earlier about making sure um engaging parents from various groups. We have a lot of very active parents. So um just sharing more uh being able to share more about what we do. Um and then I want to thank the team for all the improvements from last year that are uh uh that are engagement that Oko shared you know the addition of translations uh child care transportation. Uh appreciate each and every one of you for being a part of that improvement plan. So thank you. Thank you all. Great questions. Um, I have a question. We've been spending millions of dollars over the past whatever years in doing what we're

148doing right now and all in the in the name of trying to improve the educational process and the outcome for the student as they move on in their life. Um, I think that us here and probably everybody in the audience because of all the money we've been spending, we would say, well, why aren't we moving faster in improving our I guess you call them scores, which we don't like to talk about uh because they're important. They are important for sure. They are important, but yeah, we but we have moved as a district moved away from goals and just for the whole child. So my question is is what kind of challenges is the district facing in order to continue uh the the in the U upward direction that we're going because we receive students in

149seventh grade coming from different districts that now have to come into our system. And now, no matter what level they were at in their district, we have to now challenge ourselves to get them at least to the level where we were the year before and then improve upon that. So, what kind of challenges is the ed division, the district facing in order to get that way? Yeah. So, there's a couple things I want to talk about if that's okay, if I have your permission, and I know is my team okay with me spending a little more time with this. Yeah. So, a couple things that I think we want to that I would mention. So, first I want to I want to acknowledge the work that our feeder elementary schools do. I mean, they really

150do work hard and we see the impact of their work, but um the reality is um when you're in an elementary school classroom, it is very different when you transition to a junior high setting when you're now with seven teachers versus the one teacher who really can teach all the different content areas with the one student. So, it it is very different. Um I will tell you that um one of the unintended consequences of our deep focus on the whole child is is I think there's a there's a feeling across our schools that well the test is not our driver which is true but then that means oh that means it's not as important so we're not going to take the test on that one day as serious and so we need to make sure

151we create the environment where the test is an indicator and it still is important although we don't teach to it specifically we don't prep to teach to it we still need to take it seriously and I think that's an unintended consequence sometimes when we have this deep focus on the whole child. Sometimes it may be perceived, well the test is in our driver, therefore it's not as important. So we need to do a better job of making sure that still it's an indicator and we need to take it seriously. The second thing I would tell you and I'm going to have Amy come up and join me in a moment. We are actually seeing healthy positive impact with our scores even though it may not look like it on paper and I'm going to give

152you some examples in math. when you see and I'm we're going to share the aspect data in a moment but when you look at our math if you look at the number of students when they leave us the you saw our A3G rate and I point here because that's where I was looking at it 54 55%. That means by the UC system in California, 55% of our students are deemed college ready based on the courses they've taken. Math, English are two of those courses that they must deem proficient, right? Be the A through G, right? That's a significant thing. That's that 55% is higher than the ESPback score, right? When you see that. So clearly the students on the ESPback score may not have taken the test as seriously, may not have done well on

153that one test, but clearly they're showing proficiency when you look at their A throughG. Now, some people say, "Well, what about grade inflation if you're just impacting grades?" Well, we're seeing from our partners because of the benefit of our pledge. We have access to follow our students when they're with Cal Fullerton, UC Irvine, and Cypress, and Fton College. We are seeing regularly through all four of those institutions that our students are not only outperforming, but they're out persisting at each of those institutions. So, we're seeing again evidence that what we're doing is making the impact. And that's both at the community college level and the UC level and the Cal State level. So that's super impactful. The other data point, and I don't want to misquote the numbers, but when you look at the number

154of students that need to take remedial courses when they get to college at any level, we have specific data with the Cal States. LA, I think last year it was 76% of our students don't need to take a remedial course in math when they enter into the Cal State system. That's significant. 76%. We are toe-to-toe with LOSAL, with Garden Grove, with Placentia or Blinda who on paper and via their ESPback are higher than us, but we are right there with them in terms of the kids not needing those remedial courses. So, it just shows we have a lot of evidence that our kids are learning, our teachers are doing incredible work. And what's most profound, which Amy will give you the specific numbers because I don't want to misquote it, but when you look at

155where our kids come into seventh and eighth grade versus when they test again, now I'm talking about ESPback in the 11th grade, we see tremendous growth from seventh, 8th grade to where they are in 11th grade. So the point is the longer they're with us, the stronger and better they become. We're clearly seeing that data and that when you talk to our friends, that is not typical in a kid. You don't see that kind of growth at the high school level. Usually at the elementary school level is where it's the highest and then it starts to taper off or or becomes more stagnant. We are seeing constant growth when they are with it longer they're with us. So I would tell you and Amy will come and give you the specifics. We are closing those

156gaps with our math and with our English. I do believe we have to do a better job of creating an environment where that test is taken seriously because I do believe especially you've been on learning walks, you've been in classrooms, you've been in math rooms. You're seeing the great work our teachers are doing and the great work our students are doing. I've seen the performance task assessments via the capston. I've been to multiple capstones as has our ed staff team as we visit our schools. You're seeing PTAs that are that represent math and represent ELA classes and history classes. So you see evidence of high rigor taking place in our classrooms. Yet the ASPC scores don't always reflect that what we're seeing. But you're seeing in other metrics exactly that impact. So I'm going to

157have Amy, if it's okay, share specific data around the ESPC that shows the incredible growth that our students are making when they're in the seventh grade versus when they're in the 11th grade, just to show the impact of what we're doing to grow their skills and their access to that course content. And going back to the local indicator, the way that we implement state standards. So Amy, you want to share that speech piece? So I get to be the person tonight to call out our test score numbers. Um even though we say our test scores are not our drivers, it's still important for us to look at and we do believe that. Um what it means as not our driver is um diagnosing the questions on the test and seeing those four questions were the

158most missed and then going back and spending two months of classroom instruction trying to ensure that our students get those four questions right. Um instead what we believe in is a system of performance task assessments in which our teachers help curate and um uplift student voice and develop the five C's and the technical skills. So using the test scores to um diagnose topical exposure to our students is a strategy that we do um in AUHSD. And so if we take our test scores and look at it by grade level, so our students test in seventh grade, in eighth grade, and 11th grade, um a dynamic that we see in our district is that our 11th graders outperform our seventh and eighth graders. that is not a dynamic that we see in the state. So in

159AUHSD, our students um in ELA are nearly 18% higher of our students meeting and exceeding in ELA in 11th grade than they are in seventh and eighth grade. In math, it's about 4% higher our 11th graders are meeting and exceeding than they are in seventh and eighth grade. Again, at the state level, 11th graders do not outperform seventh and eighth graders. Um now we do perform right now our test scores um are not what we want it to be. It is below the the state average but in seventh and eighth grade the gap is somewhere between 8 to 10% gap and we close that gap to less than 2% by 11th grade. So, we do believe that our focus in our system of performance task assessments is showing that there's an improvement in the um

160standardized tests. Does that help clarify? Yeah, we still have it's still an ongoing challenge. Okay. Thank you. Anything else? Any followup? I just wanted some clarification. So, when are those those ESPback tests taken in what grades? Is there specific grades for certain subjects? Correct. Seventh and eighth and then 11th. 7th, 8th, and 11th. So, junior high and then 11th grade. Okay. Yep. I'd like to add one thing too for the public to be aware that we have five feeder elementary districts. So, it's very difficult for the alignment and only one district, Anaheim Elementary, has is part of the pledge. So, it's it has been a challenge and I think the public does need to know that if you look at um uh come you know the scores coming in they're they're lower right the longer

161that you stay in AUHSD both in ELA and math despite us not teaching to the test the scores actually rising and that's really really important for the public to understand. Thank you. All right. Yep. All right. Thank you. Okay. Thank you, team. Do we need Do we need a break? All right. Going um 6 6.2 public hearing. Um so we open the public hearing. We have uh one person that has said they want to speak during the public hearing. Uh Germaine Newman Chan. And this is on the local control and accountability plan. Yes. Thank you. Thank you board. Thank you um community members. Um my name is Germaine Newman Chow. I am a um former parent in our district and I've been participating in our LCAP process for over seven years. um since my son

162was in uh seventh grade at Sycamore Junior High School and now he's a freshman at UC Santa Cruz. Um, so while our district has made impressive pro progress in the LCAP process, I wanted to talk about some opportunities for improvement, kaizans, you know, just things that I've seen that I think we're really missing the ball on and we have some some great um areas um where current our focus talks about focusing on our students and our community and our schools at large. Um but what I want to talk about is the actual actions. So sometimes when we talk we say um aspirational things which is great and I appreciate that but um some of these things that are happening are um what the actual actions are happening in the LCAP process might be limiting our

163participation. So just as an example, this year alone we had approximately 300 people participating in LCAP where last year we had over 600. So we've had a 50% drop in participation in the past year in the LCAP process and it's part of it's the process is hard. Our parents spoke to it. I've participated in it. It's it's a hard process. I think everybody who is in there knows those five meetings are not easy. Um, but Brian O'Neal stated at a meeting, a board meeting a couple months ago, you know, that our district goal is not just to graduate our our students, but to educate. And so I'm asking in these meetings when we were given the data in a meeting that's only an hour and a half long and thrown this a whole bunch of

164data and asked to digest it and and and go through it and figure things out and and then come up with a recommendation in this very short window where we could actually give that data to our community, our teachers, our participants ahead of time. That is one of the things that we're lacking here. One of the examples is our um we were given data on the point program, the AVID program, the IB program, the DLA program. We were given data on students, the demographics of those students, but never were we given the data on how those stu programs work. Are they achieving higher graduation rates? Are our LC our G A throughG rates higher for those students? Are we uh math scores? Right? None of that information was given to us. And in this ALCAP,

165you'll see that we've set those as goals to grow these programs. Well, are these programs working for our students? Were we even given that data? We weren't. An example is the graduation of Gilbert High School. We've got a graduation rate of 80% of our students at Gilbert High School. Yet the chronic absentee rate is 60%. Now I question, how can we have such a high graduation rate and yet such a high chronic absenteeism rate, our math scores, our CBS math scores at Gilbert High School are 0%. 0% of those students, those 11th grade students who are graduating out of Gilbert are not able to do or not passing this test. And I guess you got different methods of measuring everything, but if you really want us to focus on improving this process and giving us

166a trust level with our families and our community, we need to have a more um holistic approach where we actually have time to look at this data and like really analyze it because I think we're just trying to push it through and we have a lot of programs in here that are not engaging uh with our parents and our families. We're talking about counting parent engagement at football games. I I I guess it's great to get parents there, but in real reality, is that going to help our students with their math? Is that where we're counting parent engagement is football games? We really need to get our parents at the schools. Earlier this year, this board voted in our parenting our family engagement policy to actually teach and uh provide educational resources for our families

167and our community members on how to read our SARS, our school accountability reports. And that's the data that we use on the dashboard that helps us with and we're not doing those meetings. We haven't done it. We don't have we have our community schools which are great. Miss Newman, we've been very generous. I appreciate it. I really appreciate. Thank you for listening to me. Thank you for having my input. Thank you. If you have other concerns, please forward them to the to the division, please. Thank you. Okay, moving on. Moving on to 6.3 presentation and public hearing. Uh 2025-26 proposed budget. Perfect. So, we'll have the presentation first and then open the public hearing. Perfect. Well, thank you. Well, thank you so much. Um and so as part of the process um to propose the

168adopted budget, we always work with the ed educational services division to receive the LCAP input and then we um then go through this process of putting all the information. Okay. Should I like Okay, no worries. Mine's really fun by the way. So I think it's very fun. Okay. No worries. Okay. Perfect. So um I now like to bring the 2526 the proposed adopt the budget with the input of the LCAP process um into this uh process. So the reason why we always go after the LCAP presentation is because there is a process that we have to undertake for that. So, um, Governor Nuome just released his, um, 2526 May division back in the middle of May. In between all the financial and economic uncertainties, the May revised projected both lower revenues and increasing costs in

169health care in current year as well in the uh, future as well. So to address the deficit, a combination of reductions, borrowing funds, funding shifting, deferrals as we all have seen so far already this year, and expenditures that will only be activated if sufficient revenues are materialize. Overall, the Prop 98, that's the base of our funding, um, is largely insulated from these problems. Um, at this point, the big three revenues, that's the personal income tax, corporate tax, and sales and use tax in California is projected to be they're projected to be lower by $4.8 billion over the three-year budget window, even compared to the budget that was released back in January of 2025. So, just kind of taking account of that, there's significant emphasis on federal policy and impact on California foreign trade, tourism, as

170well as immigration. [Music] And so this time there are a lot of risks to the the overall economy at this point and the state budget. As you guys all have seen the state the stock market is extremely volatile. I mean it is up and down every other day as we can see. I think recently it's been a little more stabilized but it has been s extremely volatile. Um and that will impact greatly to the projected state revenue as well. The California unemployment rate is projected to increase as well. So the overall US unemployment current rate is about 4.2%. Uh California has always been a little higher at 5.3%. So that is um not a good number. We want most of our people to be working right. So they are anticipating cuts to key federal programs

171and I'll be talking about that shortly. And this will increase pressure for the state to backfuel the losses in federal funding with state dollars. And that's what we are anticipating as a possibility. And the state has several lawsuits pending against the federal government. Uh the outcome which will for sure affect um the California economy. And I do want to talk about two different types of insuranceances that could be the risk to the overall economy um in within the state as well as within the world. The LA fire um is expected currently to um the loss to be more than $50 billion. $50 billion just fire by itself uh for insurable event. The overall global market, this is the entire world, okay, the global market can absorb about $100 billion at for the annual losses. So

172just with one instance, which is not very far from where we're at, it absorb already 50% of the global annual loss. So we are projecting um that um there will be increases in the premiums by at least 20% in the overall market and we have seen that our you know with our premiums and we're going to see that also with our homes as well. So all that I mean the money has to come from somewhere right and so this is going to be something we are really really looking um and and monitoring. The other um key um event that we want to talk about is the AB218 as well as the AB452 that created um the short-term and long-term sexual abuse and molestation insurance availability challenges. A lot of districts are having these claims and

173that will for sure impact the overall premium as well. And so this is something that that was created back in um 2019 and we are continuingly on many districts um continuing to receive those claims and that it will definitely impact the budget. And then the last one um some of the risk is the workman's comp claim costs are increasingly as they are remaining opening longer and medical and pharmacy costs are increasing due to medical wage and medical inflation. And so we are seeing the workers comp rate as well. Um that could be uh increases as well in the future. So with the proposed federal education budget, so the non-defense spending side um at the federal level um is reduced by 163 billion from the 2025 level. So the federal budget starts on October 1st and

174so that's considered the 2026 year. So and I'm going to have a chart to show you that as well. So that's when we talk about the reduction um from the $163 billion. The president uh proposed to maintain title one and special education funding and uh the proposal is also to for the K12 to simplify the funding program to into $2 billion for 18 consolidated formula and competitive grant. The proposal eliminates adult education as well as eliminate title three and migrant education. And so now I'm will share with you what are how much federal dollars we receive for our district. How much is could be impacted for us. As you can see here, this is what we are uh for the 2425 grant award. This is how much um for our current thing that this current

175fiscal year. So the first one is the IDEIDA and that's all that's for special education as well as the ID of mental health. So total is about $6.3 million and we are right now given the proposal we are certain that money will continue. And then the next pot of money that is um likely to stay is a title one and it's about $ 8.54 million in that pot. Now the title three that is on uh the possible on the chopping block about $869,000 for our district that includes a title three English language learner as well as a title three immigrant student program. So total what um for for for um what's being proposed we are certain about four only about $15 million out of the $41 million in our budget currently. that is quoteunquote secure.

176The uh big part, for example, the uh National School Lunch Program, that's fund 13. We have not heard uh if that's on or off on the chopping block right now, but we just want to make sure that we share this information uh with the public that that is a possibility. So, the green ones are likely to stay and the red uh the red is likely to go away. But overall total our um budget is about $41.5 million for the federal revenue at this point. And based on the OCDE guidance they have asked us that we are allowed to currently to budget for these programs into next year into the 2526 budget. So these are the numbers that we are budgeting for that. So if there's any changes um we will be adjusting those. And so

177I want to share um what the federal budget calendar what it looks like compared to California's because we never had to go into these detail because we always been pretty you know just we've been budgeting the same amount right in the really bad budget years back in 2008 back in 201213 there were possibly maybe a 10% reduction that they asked us to reduce but this is a completely different ballgame that we're in right now. So, as you can see, um, the number of times the Congress actually passed a budget on time since 1974, so that's about 51 years ago, it's only been four times. The number of times the budget resolution has been late in the last 49 years, 30 times. And it there was been four times the time the Congress has to pass

178a full year continuing resolution to fund government. So it's probably unlikely because the federal year starts October 1st that we'll have a budget by then. Uh but in the meantime, this is the information that we are going to budget for now and then once we know what will happen, we will probably bring those adjustment at the first in first interimm report in December and we're hoping by then we would have a better um numbers from the federal government and our goal is hopefully we don't get as much cuts as what we're anticipating as this point. So the federal budget we are we are budgeting all the ones um that we currently have because there's a lot of uncertainties in the federal budget. The state has proposed some two categories of one-time dollars. The first one

179is a student support and professional development discretionary block grant. So this was proposed back in January and has been reduced by about $100 million to 1.7 billion and our projection uh for our district is about $7.4 4 million. At this point, we were advised not to budget this m dollar amount because there's a lot of uncertainty at the state level. So, we will um bring back this number once we know for sure if this is going to happen or not. So, hopefully within by July, hopefully middle of July, we would know. Um but this is something that we do want to present um to the public but we do also want to be aware that this is not currently in the budget because there's just too much uncertainty. The next pot is the learning recovery

180emergency block grant and we are projecting a $6.8 million for this block grant. This is also one-time dollars and currently we are not budgeting for this in 2526. So, if we do get both pots, that would be great. But right now, given the uncertainties, we have um been advised not to budget these two pots of onetime dollars. And it is just not in our district, even though we think we are extremely special, but the declining enrollment is prevalent across the entire state of California. about 76% of um all counties within California are experiencing declining enrollment through 20334 and of the 44 um counties that have are declining enrollments um they're projected to be down by about 600,000 students and the other 20 about 25% of the growing districts they're only projected increase by 14,000 students.

181So you can see the big contrast. Um unfortunately you can see the the chart there. Um the the the um blue bar that's the the lowest one that means that with the biggest decline is LA County followed by Orange County. We are projected decline by about 16.1% between current year into the 20334. So it is we are continuing to decline um and the entire state is continuing to decline. And this is the projection um the enrollment trends for our district. The blue bars are the ones that already have occurred. The green bars is moving forward. And so last year in 2020 23 to 24 to current year we have projected uh that drop already has occurred about one that almost 1100 students. So between 2023 to 24 um we have dropped about 1100 students. We

182are projected to continue to decline. Uh next year we're looking at about almost um 1,250 students followed by about a thousand students. Then the drop seems to be tapered off at about 844 and then 824. And so you this is a chart um that we have used multiple softwares to uh project for these enrollments and our goal is we don't you know we do better. So then you know Karen and I we want to be wrong. we want to have less decline than what we projected but so far um the numbers has been within extremely close um but this is what's happening in across the state and especially in uh Orange County as well so we want to be make sure that we are on top of these tracking these um enrollment numbers and as

183also tracking the attendance numbers which we are doing as well and as I have um spoken about the entire state for California as well as well as um you know across the the US the health and welfare costs continues to increase as you will see in this chart here this is how much we have spent um from 2009 until what we're projecting into 2829 um so for example in 2425 we um our numbers are about almost $63 million but you can see we have continually steady tube grow and the industry standards is between 10 to 12% and that is the standard nowadays It's something that we do budget a 10% increase in our budget currently but overall the industry dance standard is at least that and we have seen even other um carriers coming back

184at over 20%. And our neighboring districts are calling and said gosh they they have you know programs and they're going beyond 20% at this point. So we have a very robust um health benefits committee and I always want to make sure I thank them because they do put in a lot of work. We have uh two board members here as well that's on that committee. We try very very hard to make sure that we contain our cost as well. But just overall um the cost is going up just across the entire in US as well. The next chart here this is the sters and purse. So this is something that I I wanted to share and so we are continuing to go up but we are kind of like tapering off a little bit. The

185rates are like are stabilizing at this point. uh for example with stirs um and then with pers it's g it's coming down a little bit because the there is a little decline in the rate um for going into next year and then it does kind of come back up again but one of the things we want to look at is for example if we look at how much we have spent so in 2015 16 we spent 16 uh $15 million on stirs and you look at next year projection for stirs $35 million that's double like how much we have spent Right. And you look at um you look at PERS, it was $6.3 million and in $22 million. So you can see the increases and part of it is uh with PERS is a little

186different is that they do look at um the overall investment and then so the rates have gone up significantly as well. But this is something that you know this is the employer contribution um and then employees also pay their share as well. And this is the financial um projection dart board um that we are sharing here. And so for example, this year we're at our um cost of living adjustment is at 1.07. And then going to the budget year 2526, it's at now 2.3%. And remember not that long ago that number was 3% or more. And so it has uh dropped um since uh what it was projected in the past. In the out years we're looking at 3.02% 02% and then 3.42 and 3.31. So it seemed to be kind of stabilizing, but obviously

187we'll um see what numbers we do get when um the budget is adopted at that point. But we do believe the 2.3% is a good number going into 2526. The next slide here, this is our combined general fund. So in the proposed adopted budget, we are looking at our annual revenues to be about $531 million with our annual expenditures of $532 million. So uh in that year we are in the proposed year we're looking at a very small deficit spending of about 300,000 or so. But if you can look in the the out years it's going to go up to about $14 million and then $31 million and then $47 million in deficit spending. This is the combined unrestricted with the restricted funding. So a better picture we'll be looking at would be the unrestricted

188side. These are the dollars that is totally unrestricted uh coming through. But if you can see here uh in the budget you we're actually doing well. But in the uh in uh 2627 we do see the deficit spending of $12 million. Now if we do get the additional onetime dollar coming in we should be able to upset some of these numbers as well. So just want to be mindful of that. and 2728 $29 million deficit and then uh going into 2829 $49 million deficit. So you can see here so we want to be very clear that's uh what we have and then next slide here is a restricted general fund. As you can see here we're now um our revenues and expenditures are getting a little smaller. The reason why we had so much onetime

189dollars since co that has happened over $250 million in our district just from all the different CO dollars. We do want to share a fiscal solveny statement um uh with the board. So in preparing for the 25 uh 26 budget, the board acknowledges it's a fidiciary responsibility to maintain a fisc fiscal summary for the current year and the sub uh the next two years. Uh we are projecting that we will anticipate $12.1 million in um ongoing budget uh reductions in 2627 and $29 million in 2728 in order to maintain fiscal solveny. So this will be the on the unrestricted side. We also have set aside fiscal commitments for our staff as we understand it's extremely important that we keep the staff we have uh we have $72 million set aside in our commitments in our

190income balance to support our staff. We do wanted to share um with the uh with the board and uh in the with the public that we have since we passed a bond so um back in uh just last year we do have $24.6 6 million that will be coming back into the unrestricted general fund. Unfortunately, because we are not going to get the proceeds until in about two weeks or so. We are going to be selling our uh bonds uh next week and in two weeks after that, we should be closing our our um bond sale and then we will be getting those proceeds. But because we don't have the the money in hand, the county said we cannot let you book that at this point. So, we will be adjusting our budget once we

191get that uh information. Um and so that would uh help us out, but that doesn't help out with the outy years. It's going to be only in 2425. So I want to make sure we um talk about that. And um when talking about the bond, so I do have a great news and I think uh you were informed last week our district received an upgrade an upgrade from Moody's to a double A1. Okay. So this is the one of the highest credit rating that we can receive. What does that mean? That means we are fiscally able to maintain and basically were able to meet all our obligations. They were really impressed with our district and we received the upgrade after the US government received a downgrade from a AAA to a double A1 and so

192we were very very nervous because that information came out before um our credit rating came out. So we're very nervous. They just downgraded the US government. do you think the likely they could also just maintain our credit rating or possibly even downgrade? And so we were uh extremely excited that we're able to get an upgrade and with the upgrade we're going to be able to save save our taxpayer dollars um on the uh bond um sale as well. And so once we have the information we're definitely bring it to the public so people can hear that about that as well. So extremely excited about that piece of it. So that's some good news in this whole project presentation. Um and lastly um we do have the budget um stabilization committee. We have met this year

193six different times. So want to thank all the union representative that's part of the committee is really hard work as you know it's talking about basically looking at different options looking at our budget looking at what are the different areas that we can possibly come up with solutions and our goal is continuing to meet so we can come up with solutions um to support our entire entire district with our families as well as our students as well and so um that concludes my presentation um and I'm happy to answer any questions You may have Mr. Hosshi any I'm thinking right now. Okay. I went very fast. I should say does anybody have any questions? It is. I did have one. I hope I I was able to answer some of the question you had while

194I was presenting as well. So you did. Can you um can you when when you look at our our reserves, can you talk about the importance of having a significant reserve for our district? Definitely. So when we look at these number, these are budget numbers. They're actually not cash. And somebody did ask me that the other day. Does that mean that we have all the money? No. For example, a lot of our payments from from the state, they've been deferred, right? And so having a a a um solid fund balance will support what we need. So usually we want to at least have I mean you want to have enough payroll, right? So and each month where teachers are about 10 months on a payroll. We many uh most of our staff are we're about

19510 months and I mean there are some people at 12 months. So you want to at least have about a two month of a payroll and so that would definitely help us and for us to make sure that we have enough uh cash on hand in order to um for to operate as well and so that's critical. So we do take our jobs extremely seriously. It is important that we have enough cash in the bank, right? People have mortgages, they have families and it is our job to make sure we have enough money to make those payrolls as well. So, we have utilities that we have to pay through a lot of different things, but the most important thing is to make sure we can make payroll for our staff. Thank you for that. And

196you uh you prove that with our credit rating, you know, and increase there. We're able to pay our bills and we're trying to maintain um our budget so that other people can pay their bills. Exactly. And I think that's one thing um I would say that um it is important that we take that burden you know in our office to make sure that we do uh we do a great job to make sure that everybody know that the the paycheck is coming and so that's the most important thing for us to make sure that we take care of our staff. Thank you Nancy. I have a quick question. I mean it looks like declining enrollment is just inevitable across the state. Mhm. Is there anything that we are doing in an intentional way to retain

197our students and to also talk about the good things, the great things that we're doing and we're offering throughout our district to maybe some other people aren't doing those things and you we can possibly get some students you know because of the good work that we're doing. We we do I mean there so I think uh because of our partnerships all our different initiatives we are getting students for example my students we don't live in a district we come to school in our district right so we're we hear all these amazing things we have the the dual enrollment um we have the program I'm seeing you know my daughter for example is doing internship this summer because of our district there are great things happening here and we are attracting outside the students to come

198in and that's what we need but the the problem at the end of the day is they're just less kids overall in Orange County. If you look at how much it costs to live here, a single family home is about a million dollars. And so it is extremely expensive to live here. And so so there's Yeah. But I also want to um ask Dr. Free to to speak on that as well. Actually, I'm quite impressed with Dr. N. That's pretty good. You're you're an honorary member of your division. I love it. Um so yeah, there's a number of things, Mr. controversy that we have been doing to um not just retain our own students, but also um bring other students over from other districts that maybe aren't having their needs met um in other districts.

199And so we've been really intentional with not just our approach to instruction uh but when you think about our community school approach and what we've been doing to engage our community with with with in the work that we're doing, I think others see what we are doing and feel more connected. We also when you think about our pathways, the exclusive pathways that we have, most other districts aren't doing that because that doesn't fit with the traditional model schools where RO O and our I know Kelly's here the for a lot of other districts they see that as more vocational. For us, we see that as an opportunity for all of our students to engage in in in becoming work ready um when they when they leave our schools and they leave higher education. So, I

200think our exclusive pathways have been a big selling point for a lot of students to come here to get something like a cyber security, a medical pathway, um biotechnology, etc. Th those are huge opportunities. I think also the work that we do with our language programs, our dual language programs is another thing that that really speaks u um is an important factor to a lot of our families who want their students to be, you know, pluraling, right? To have other languages and assets that they that they can bring um into their life both as a as a potential career option or just as a skill and an asset to have um as just a human. And then I think about the work that we've done with our VAP program. I know Brian is back there

201and the and I one of the things I forgot to mention in the slide is we're also I think been named six years in a row as one of the best music communities in schools, right? And so we have a lot of students that don't get that kind of experience where all of our bands, choirs, theater programs, they're they're amongst the top in the county, probably even the state. And so that recognition also is a way that brings uh retains students to come to our district. and you look at our athletic programs, you you can see how often at board meetings we're bringing just CIF championships uh to recognize both individuals in like wrestling and swimming, but also in teams. And that doesn't even count all the league championships and other teams that have gone

202deep into CIF um as another asset that students and families care about. And then on top of that, because of our articulated agreement with our pledge and our hired partners, you have a ton of students that um are excited about the opportunities to connect to our local universities because of the support that they're given, not just when they're with us, but when they go there because they intentionally commit to their own promises to support our students. I was with a student that I ran into at a restaurant the other day that that recognized me and said, you know, I'm going to Cypress College. And I said, oh, you're taking advantage of your absolutely. The parents are so excited. It's going to save us so much money and we know that they're going to be supported.

203So our parents see that as an asset that want them to come here, right? And then you think about the work that we're doing around um the again I mentioned the community school parish, but then when we have our partners who are seeing the work that we're engaging, they also speak to other folks. So the word of mouth about the work that we're doing as a district from not just our parents and our students, but then also our partners is out there. And so when we go places, people know who we are and that resonates. So when students are shopping or parents are shopping for districts, we are now becoming a destin destination district. And then you also think about the access that we have to the thought partners that are that are considered the

204gurus in education like a Michael Fen like the David Brazers and Barnett Berries people who are well respected and Linda Darling Hammonds who's the state board of education president and director of the learning policy they're they're they're talking about the work that we're doing right we're a deep dive district for the state of California one of the three in the state who people regularly come and visit. Those are the kinds of things that resonate where people want to be here. And so although we are declining, I will tell you it's hard to believe it's been over 10 years that I've been assistant in ed services, but when I came in and I know our staff knows who've been around long enough, we would have appeals with for days of people who wanted to leave our

205district that we were we were trying to keep. Now I'm the only one who really holds those appeal meetings and I've done I think three or four this entire year total. So it is a vast different environment now that we have created over the years that we u maybe wasn't the case you know 10 plus years ago. So, I do think there's a lot of things we're doing to slow down that decline, although we're faced with it because, as Nancy said, um, decline in Roman Israel across the state, California specifically, Southern California is very expensive and families just are having fewer kids. So, all those things factored in. It's not a healthy recipe for success, but because of the things that we're doing, we are slowing down that decline and also bringing others over. And

206that doesn't even factor in the F1 program that is bringing students to the program to offset that decline, right? Um, and and some of the things that CVA is doing. And I know Mr. Bautista back there, uh, our director of communications, right? Public communication officer. We're also doing targeted mailers for the districts that are having struggles. So, we can we can try to show, hey, if you're not getting what you need there, come here. Especially with the the birth of CV over the last few years, too. We're getting more and more kids who want to be here as a part of the virtual academy because they can have access to all the things they want without having to relocate their home or make the the trek over here if they live further away. So, really

207exciting the things that we're doing that to offset to answer your question, right? I think the testimonials even of our own students to our feeder elementaryaries could be used, you know, to to share what they're doing. Uh Dr. Ian, I see a lot of building going up throughout Anaheim and all around every single time I'm driving down like a street. Uh is any of that building impacting like or helping us in any way? Definitely. So it's interesting. So for example with the cyber security building and so we are proud to say that when we build something people do come. So we're excited to hear about that. So for example with the cyber the new cyber sec security building at Magnolia High School they increased their enrollment. It was like overnight and so and a lot

208of those kids come from outside the district as well. And it's not just that we also have the dual language enrollment of Vietnamese at Magnolia High School from the Dale transition to Magnolia that also supports a lot of the Vietnamese students as well. So there's not just the buildings. I think when we build even Dale, right? When we finished building Dale, people came. They want to go there. And now Magnolia, other kids from other within the district are actually want to go there now. So we're very excited. We have a lot of things coming. Uh we're still in the planning stages, but definitely. So that will also attract um other different um athletes as well. I mean, I think we're that's one of our goals to make sure that we retain the students as well

209as attract new students that come into our district as well. Mr. I think in response to your question directly u years ago when the platinum triangle was was just going crazy and building we were really concerned that we would have the the capacity in our schools to to absorb all the students. The students never came right. Oh okay because that's not the living standard for students. It's adults. Same thing that's happening now. you won't find you might get one or two or three students but not the influx that we would love to have. So yeah, that's what you're that okay. Yeah. So yeah. So um Mr. Rando, no. Yes, you're next, Mr. Okay. Thank you. Uh thank you for your presentation and congratulations on the credit rating. Um I had uh one clarification question for

210the two block grants that you said were uncertain. Is that because they already gave us the funds but we're unsure we able to keep them or they have not gave us the the two um the two block grant block grants. So it's being proposed so we're going to wait until the state if that actually goes through because the state has is waiting for the state. So our um so the direction was do not budget until the state um um actually yes adopt the budget. So we will note those two block grants um hopefully by July like early July. That's our goal and once we hear about the information we'll present that as well. Okay. And they're both unrestricted funds or restricted they are restricted but there's a lot of things that we can't um charge

211into those programs. Got it. Mhm. Okay. Thank you. I have one question. The um the federal re revenues you were talking about the administration had said that they were going to be transferring it to the states. So they that's they're cutting program at the federal level. Are they going to be funding to from the federal level and moving that money to the states or is it just up to the state to pick up the ball and run for what what we're kind of seeing is if um what happen would be the money will go to the state and then the state would instead of us kind of reporting that to the federal level then then the money will come through the state and we just get it from the state that way. So there's a

212possibility some of that 25 million that we may not be getting could be coming from the state instead of federal that we we do not know at this point. Right. And so I think that yeah, we we I mean we're hoping, for example, the the CH um the food services program will stay as it is, but you know, not that long ago, we were not getting that much fun funding for that as well, right? So I think we just need to make sure that we have enough funding um at this point to back feel we do need it, especially within the next couple years with all the uncertainties happening. So it's a very um conservative the way to budget at this point. Um we we want to make sure that we don't overp project our

213revenue. I mean even putting those numbers in there is a risk that we may not get those but our fund balance will definitely help us to do that if we need to carry us. Okay. Thank you Dr. Ne and thank you to your staff for putting everything together and getting it. Yes. Especially Karen. So thank you so much Karen. I know she worked many weekends and nights and we're up late uh emailing each other on a on a Saturday. Okay. So, uh, I I I am a slave driver. We work a lot on the weekends. We know that. Okay. It's just very quiet at home and so it's much easier to email back and forth and text her and say, "Hey, Karen, what is this number?" So, uh, but really do appreciate the partnership, Karen,

214and thank you for your hard work as well. Thank you, Dr. Ne. Okay. Thank you. Okay. Uh, advanced planning, you see the future meeting dates. Next meeting is next week on the 12th at uh 3:30 I think is when close session starts. Um the next is suggested agenda items. Any seeing none moving to adjournment? Motion to adjurnn. Second. Motion a second. All in favor say I. I opposed for good night everyone. Thank you for your indulgence here. Thank you. I'm taking this