6/8 AUHSD Board Meeting: Open Session (6:00)

001thank you so much and let's change the name of the school of the colonists maybe to home of the Jaguars or anything else thank you good question can you just give us an over a real quick overview of what you just did can you translate it yes what's the subject matter okay the songs you mean or okay the first song was for Bigfoot and there is a story of Bigfoot lives in the mountains in the Navajo it's the correct way to say Navajo they gave me this he says there is this this thing that comes very hairy and I feed him he does not hurt me what's he talking about so that song talks about Bigfoot how he hides in the mountains and he's afraid of of sub-humans okay the second was the yahi Yoho

002it's the tribes of California and it talks about the water it talks about the stars because we are the star people if you look into the Tango or gabilino or quiche or um uh Shoshone they have songs of the Dolphins in Huntington Beach Newport Beach all the way to Seal Beach Newport Beach Laguna Beach and how we're related to the Dolphins and a lot of that has a lot of meaning to us and out of respect that's what they taught me because I am a sheikah I'm a native from Oaxaca I want him when he speaks Jeremy to talk more about that okay thank you yes thank you next is Jeremy Gonzalez my name is Jeremy Gonzalez um I'm the great great grandson of Jenny Acuna she's the last living matriarch of our tribe I

003run a non-profit organization in Los Angeles that helps the homeless I work with uh the mayor of Glendora councilman and Santa Monica on a number of issues regarding my tribe and the homelessness issue um one thing that I'm here for is the name the colonist uh that's hurtful to me you know right now I'm fighting a mural in in Santa Monica they covered it two years ago it depicts my ancestors kneeling down on our knees looking up to Spanish soldiers and father Sarah my ancestors were displaced this land was stolen from us I can trace my ancestry back to the Spanish missions over 5 000 years ago where we were enslaved we have the genealogy there's a lot of people that come in here and claim to be thongva claimed to be Gabrielino I'm sure

004you guys have heard it but have they showed you something that solidifies that their paperwork from the Bureau of Indian Affairs that recognizes them as Gabrielino or tongva I have that proof I also have the proof of my mother's death certificate that says she is Gabrielino and Shoshone my cousin Nick Rocha is the chairman and the chief of the Gabrielino Shoshone and he just sat down in New York at the United Nations they wanted to hear our voice and I think these board members you should hear my voice my kids go to school here in Anaheim my son Jaden is a football player at Katella High School my daughter Liesel is on her eighth grade trip right now in New York from South Junior High and uh every month I had to save and I

005had to put away money so she can go on this trip and do without as a father I suffer from something called Crohn's disease that's why I'm so thin I've been dealing with crohn's disease since I was 35 years old I also suffer with a rare genetic disease called AIP and I've had a service animal for the last 11 years because of these conditions when I go into Cedar Sinai my animal comes with me everywhere I go out of respect for this meeting I didn't bring my service dogs in here because I didn't know what the crowd would be so I wanted to be respectful and I didn't know what the space would be but with that being said I'm never going to stop fighting for my ancestry it's not about me it's about my

006children it's about Jaden it's about Liesel it's about the Seven Generations that are coming we always talk about this as indigenous people because we've lost everything and in my language I would call him NEPA NEPA that means brother just like my dog Washi that that means dog in my language there's a lot of words from our language that are lost I'm one of the few people that I've written out over 800 words in our dialect and I work with Chicano Educators to teach these things and I know when we talk about ethnic studies and different things in these type of settings it gets testy you know we just seen what happened in the valley when people were talking about rights of people that may be gay or trans you know and have children attending these

007schools these are all things that everybody has different views and opinions on but one thing is that we're all people and like sitting in this circle here our people believe in a circle of life and we believe in equality and that's all we want I just want to be recognized and I want to be respected I don't care what you change the name to but colonizer is not a good name Jaguar is a great name you know you can come up with a a name that may be respects the people in this area that were indigenous you know besides the Gabrielino there are plenty of people that came here from Mexico from Central America there are plenty of people that reside in this area that are indigenous that work live in their kids go to

008school and they participate and they pay taxes so just respect us you know we do have a voice even though there's only two percent of us left I'm still here and I'm working with the Anthropologist named Dr Gary stickle you can Google him we work very closely to monitor these things to make sure the narrative is going to be in our favor thank you for listening to me I know I've taken my time thank you so much for respecting me I appreciate you next speaker is Art Castile good evenings my name is Art Castile third generation Anaheim and I got a great uncle and a grandmother right there buried at the Holy Cross Cemetery and we go we're sixth generation now here in Orange County and um came from these schools went to Betsy Ross

009and went to ball and went to lawera and uh but I'll go back to the Betsy Ross time in sixth grade our teacher was reading a paperback book of uh How the West Was Won and he said opened up to chapter five and we did and we're all sitting on our on the floor and he's on the podium just like this and um as we were looking at the picture it had a horse with this mouth really angry looking and a soldier looked about 21 with the sword and reaching out and then they had a little boy about 16 year old uh Indian boy moccasins running with his facial expression of fear and our teacher started crying we I didn't really get it while he was crying but we were all looking at him like

010what's going on he shut the book and he couldn't finish it so it was something that kind of resonated with me that what we were just young kids being that we went to Betsy Ross and then we a lot of people went to Fremont and then went to Anaheim so I'm going to give you some history about how those who didn't know that those were called the Mexican schools to us and back in the days we know the history of Pearson Park we used to go swimming and it was called uh you know when we went there we ended up swimming on a Tuesday and when they had to drain the pool you know it's just to clean the water because the other people didn't want to be in the same water as us and

011when we used to go to if anybody remembers the Fox Theater I don't know if anybody lived here that long time but it was on Lincoln it was a fox theater and it said Mexicans upstairs and we had to go upstairs as kids and so these are the things that we kind of went through and I had fellow students at ball would say we bought this from you and I go about what we bought this from you and I go we bought California from you and I said well don't matter and uh but we were subject to being and that discrimination of of of Mexican Hispanic would you want to call us and they would say you guys are in gangs and I'd go well you guys are my gang German Irish and and Jewish

012all together and when we saw the Holocaust back in that time they showed us the video in junior high uh my Jewish friends and my German friends actually departed for a moment there just to see the separation of the Holocaust it really made and some of the Italians were being discriminated and Irish they were uh so many different discriminations and and different cultures but you know we kind of still as young kids we weren't brought you know we're not born that way but we ended up getting to understand each other and we became good friends and the it took a long time but in the 70s late in the mid 70s the Hispanic people came from Mexico and I noticed our boards and our school didn't really uh like that at all because they didn't

013speak English and I didn't speak Spanish or understand it and um so I was like I had to go home and tell my Dad what's a Mexican and he says you're Mexican too and I go wow I mean why because everybody's really not liking what they're seeing so then they were put into these apartment complexes and so I worked for the city at 13 got a work permit and I was working and so part of that I got to see how the community changed in culture to sectoral areas and that's when things started happening with crime got bigger and So based on that was um I was in there trying to help the kids I was out there helping families and uh I used to come here and actually advocate for some kids that were

014being expelled and the board would actually uh at certain high schools and Junior highs would uh because I was coming there for their defense giving them example why do we want to put a kid out in the street and not give them an education and they decided to keep them and those kids graduated have families serving our country so I used to hear all of them but expels thems every night like I used to come here for like almost 25 years I gave my dedication to both the school board the city school board and the school board and some of you probably remember back in the days that we were here under circumstances of things that were happening at um inappropriate things at high school levels and we fought for to get the things straightened

015out so again just letting you know that I haven't been here in a long time and uh but you know we have a some board members here probably that you probably don't know or know about these things I just wanted to kind of give you that as a heads up of you know I hope I haven't like I said I don't know you guys so just coming here to give a little tidbit of a history thank you very much art I'd like to ask you when you were at Betsy Ross and the teacher was reading you that story and was so emotional do you know what grade you were in at that time sixth grade you were sixth grade and you're on the floor fifth grader fifth graders and sixth graders sat in the auditorium

016remember it was a big Auditorium but you weren't sitting on the floor you were in a chair I thought we were on the floor sitting powwow style okay yeah and I think what he did is he was looking at a lot of kind of a longer hair we had darker skin and I think that really got to him and uh until I got that I understood what he was uh later on in my life I said oh he was looking at us we were the original very long time here so that was something that history was kind of given to us through a different paperback book and uh but thank you very much and good evening I just want to thank you I think these kind of stories are really helpful right right thank you

017for being here tonight I think we need that and um again I'm glad I hope this all um I can get back to going what I used to do there were 10 years differences here where I'm 10 years older than Jerry yeah there you go thank you very much guys thank you thank you thank you one and all okay thank you you too next is uh presentations 6.1 local control and accountability plan normally called the lcap and annual update California school dashboard and local indicators Dr Fried take it away thank you so much Paulina just to make sure I'm hitting the return button to go forward all right just making sure all right well thank you board president O'Neill good evening members of our board uh superintendent on Cedar cabinet of course members uh families

018friends colleagues staff here and watching online tonight uh gives me a great pleasure to be here tonight to share the great work that we've done with our dashboard specifically our local indicators and our local control accountability plans so tonight we're going to be going over a little bit more in depth about the process we went through the one thing I'd ask uh before we begin just like we've always done because it is a lengthier presentation than what we normally do uh that we if we can hold questions till the end but of course there's something that comes up that you want to ask by all means go ahead and do so but if we can't hold them to the end that'll be a little easier we do have our Ed staff our business and our

019HR folks in the room so we can answer whatever questions that you might have at the end as well all right and I am honored just you know to be presenting tonight with both Mrs Amanda Bean our director of career preparedness systems framework and Dr Roxanna Hernandez who is our coordinator of learning development we're going to share in this presentation tonight so real quickly the purpose of this presentation as the board may recall this is a requirement of the California Department of Education that we really report on the progress of our local indicators at a board meeting we're doing that tonight and you'll learn later that this process that we go through with the local indicators also feeds and impacts the work that we do with our local control accountability plan we are required to

020go through a reflective process the state gives us reflective tools that we utilize to go through and assess where we are in along along the Continuum of implementing our local indicators the nice thing is there's not a metric connected to it so we don't have to meet a certain score or whatnot it's just really showing that our Lea our local Education Agency is going through a reflective process to progress monitor where we are on the Continuum and how we're continuing to make strides to grow our practices and as you may all recall our accountability system in California has changed over the last several years we used to have a single score that our schools in our district was judged upon now we have more than just a single number we have a series of measures

021that allow us to really better gauge how we're doing as an agency it's really focused on continuous Improvement so it's not necessarily stagnant like a single score might reflect it's really monitoring also our growth as an agency in our along our schools we love that it does focus on the equity of all student groups and it's again integral to the lcap development and our local decision making decision making and as you'll learn a little bit later we have our state priorities the local indicators in this process also allows us to go deeper with those State priorities good evening so I'm going to share with you a little bit about the dashboard and the different indicators that's on lend two um to the progress of auhsd so the dashboard is a tool that displays the performance

022of school districts schools and student groups and it includes a set of State data and local measures that assist in identifying our strengths and our areas that are in need of improvement the six State indicators are based on data that is commonly reported from all districts across the state and it includes measures such as academic for performance which is The s-back Chronic absenteeism English learner progress graduation rate suspension rates and the College and Career indicator which includes things such as a through G completion CT pathway completion Coby literacy and so on the local indicators that we're going to talk about tonight are based on data collected at the local level and so while we're going to focus on the local indicators I do just want to share with you very quickly an overview of the

023entire dashboard and the calculations so in Prior years the calculations were based on the the growth between or the growth or decline over two years of performance and we would be used to seeing the colors the blue the green the yellow the red and the orange however because of covid and some of the challenges associated with reporting and student engagement and so on the state has modified the reporting over the last couple of years and so for this year for 20 to 22 we're only we're for last school year 2022 we were only reporting this current school year the current year of data and so you saw that reported in five measurements from very low to very high one thing to note that the status levels are reversed for chronic absenteeism and suspension rate uh

024in comparison to the other measures so the goal is to have a low rate of student absence and suspension whereas we would want to see a high rate of performance in the other measures when we're looking at our dashboard the results are represented for our entire district for each individual school and also for the defined student groups such as racial and ethnic groups low-income English Learners homeless Foster Youth and students with disabilities for the Europe 2022 the College and Career Readiness indicator or the measure was not reported but will resume for this year in 2023. the dashboard also includes a set of the local indicators that are founded on the local control funding formula the lcff priorities and those priorities are are the ones that there is no state level data collected and so we

025those are the ones that we do our self-reflection on and those who include basic services and conditions and those would be things such as teacher assignments safe and clean buildings instructional materials for all students also it would include the implementation of State academic standards School climate parent and family engagement and access to a broad course of study to assess progress the district uses the provided self-reflection tools that is given to us by the State Board of Education and that's what we use to report our progress to the dashboard so when we enter our information into the dashboard the dashboard automatically calculates whether or not we met the the performance level if the District of a district does not meet the performance standards the dashboard will automatically assign a performance level of not met or sometimes

026not met for two or more years luckily that hasn't happened to us though so um and sometimes when or when entering a performance level of not met for two or more years that can also be a factor in identifying a district for differentiated assistance so I'm going to hand it back to Dr freed who's going to share with us about basic Services state standards and parent engagement thank you so our first indicator that we're going to go into is our basic services and as Amanda said this is uh making sure that our state Priority One that teachers are appropriately assigned students have access to curriculum aligned instructional materials in the campuses and our schools are safe clean and functional you can see the standard that as you all know we work closely with the Williams

027Act and we have visits that take place at school so that's part of the process we go through when we use our school accountability report card in the way that we assess and reflect on these areas I'm proud to say as you know we have this past year we had close to 1300 teachers when you look at the data for 2122 there were 19 Miss assignments and 14 Miss assignments by setting ELD reported and just as a reminder for the board when we talk about a Miss assignment these are teachers who may be the marching band teacher who's teaching a section of PE or it could be the teacher who has a section of a CTE class but doesn't have the CTE the Cal the Career Technical education credential so you often will see that

028in some of those elective courses and again 19 District wide is is really uh pretty impressive Mark when you look at the 14 Miss assignments by setting the ELD English language development reported those are teachers who maybe do not have their English learner authorization completed so HR Works closely with those teachers to go through the process to get their work completed and again given the number of teachers that we have and who are working with students who are in the El program it's a it's a pretty impressive Mark as well and this is traditional every time we present we usually have a handful of Miss assignments as a result of those examples I just shared in terms of access to curriculum aligned instruction materials 100 of our students how to access their own copies of

029the standards line materials whether it was textbooks the consumables or the materials that teachers have generated as a part of their course of study and then clean and functional school facilities all of our schools have met The Mark with the Williams visits there that we meet the good repair standard this isn't to say that we don't have facility needs of course we have needs on all of our campuses where things can be updated and improved but in terms of the bar that's been set for this review we have met the repair standards that have been set for us in terms of the second local and here that I want to focus on is the implementation of State Standards which is a state priority number two we annually measure our progress in putting these standards through

030a number of means we obviously use the reflective tool that they have given us but there's a lot of work that we do as a system to constantly gauge and progress monitor how we're doing with the way we approach instruction and the implementation of our standards one of the things that we're really proud of is the way that we show our areas of strength in this area we provide a ton of professional learning to our staff in the way that we approach teaching and learning and have really done a lot of work intentionally to align our standards with the Frameworks and the way that we create systems to support its implementation in our district as you may see when you look at this next slide these are images that I know you're well familiar with

031I'll start with the image on the right our career preparedness systems framework where you see those three circles this really beautifully connects our approach to teaching and learning this is connected also to our community schools approach but it really looks at this 21st century skills our five C's it's connected to the technical skills which is a cross between the traditional content standards or the state standards we just talked about but we've also expanded our technical skills where it looks at the hard skills that may come out of a pathway that's very specific to a pathway it could be our dual enrollment classes that we offer with our partners at Fullerton and Cypress College and it's also the Google certificates that we're proud being the first Public School District in the country to offer these experiences

032to our students during the school day so that makes up the Tactical Circle technical skills to circle on the framework and then the last least last but certainly not least is the youth voice and purpose this is where we've done a lot of intentional work around Civic engagement and really finding ways to elevate our students voice so they find their voice within their content but also find how they fit and the identity around who they are as they're learning their content in the different courses then you see the the older first best instruction placement mat which also connects to the work that we've done to approach our standards and of course you see a specific image that connects to the five C's this slide just really references the intentional work our district has done in

033creating systems of support for professional learning the way that we Implement our standards it's intentional that you see these different circles not in a vertical format you know that we believe very much in shared governance and flat governance so it's done intentionally through a through a horizontal lens where we work together in a flow back and forth and these aren't all of the systems that we have just to give you an example of some of the structures and teams that we have in place to really support our teachers in this case with professional learning when it comes to the implementation of our standards in terms of areas of growth as we do our reflection not only do we look at the assets and the things that we're proud of but we do have some areas

034of growth as it comes to the implementation of our state standards we've identified the need for our professional learning to be differentiated to meet the needs of individual teachers just like we would expect our teachers to differentiate their instruction to better meet the needs of their students based on their various levels of performance we as an ed Division and as a district also need to be looking at how we can support our teachers in that same regard how can we differentiate the way that we approach cpsf as an example so the teacher who may be further along has a support he or she may need versus the teacher who's struggling to understand what this might look like in a classroom so that differentiation is important and of course the next step for us we also

035want to continue to refine and grow our performance task assessments and the Capstone program I think all of you uh participated in our Capstone programs this year which was really the inaugural year of doing this district-wide and we are so proud and blessed with the admin the teachers the classified staff and just the the community's work in making the cap zones real on our campuses it's a tremendous opportunity really to have our students showcase the great work they're doing and the way that we Implement our standards but the way that it's been personalized and made relevant to them but like anything we have ways to grow and ways to go this was our first year so we're going to take the lessons learned from this this year and next year be more intentional with how

036we continue to grow our Capstone programs and the performance task assessments or projects that our students engaged in to really connect the content to the their their own life we want to continue with ethnic studies implementation and course development as you heard from our public speakers ethnic studies is something we've been doing for quite some time but you know it's a graduation requirement it's coming quickly and we want to make sure that we're continuing to work in not only the course development but the way that we do professional learning with our teachers who are going to be engaged engaging in those courses to do in a way that's very sensitive very loving but also that's done in a way where we're really celebrating our differences in celebrating the perspectives of other cultures racial groups as

037well this is not about teaching hate or dividing cultures it's really about bringing people together and that belonging so that's going to be essential to our Focus as we continue our ethnic studies implementation and then lastly and this isn't all but the highlighted areas of areas of growth for us is to expand our math demonstration labs to include High School teachers we've done a lot of work the last several years intentionally around our Junior highs and we're going to continue to support math at our Junior Highs but one of the things that we've learned is now we have the time and the need to expand to our high schools so this for this upcoming year the math demonstration lab will go to our high schools as well and that's going to include I believe it's

038Savannah Magnolia and Cyprus so those are the three schools and I can explain if you'd like a little bit with the math demo Labs look like but that those opportunities are going to be expanded to our high schools and then lastly for me before I turn it back over to miss Bean is the parent engagement piece and uh I know Mr Hernandez and our team we have a conference right now that they're at but we want to talk about parent engagement and what we're doing to to have met that local indicator so you can see we seek input from parents and decision making process that's the standard that we are expected to uphold and also promoting parent participation in a variety of programs we also use the reflective tools they've given us to gauge how

039we're doing in this area for us one of the things that we've learned as we continue to reflect and we've shared at previous meetings is the strengths that we have as it connects to parent and family engagement we have our 13 Community Schools and we're proud to say the work that we've done to really build those Family Resource Centers at those schools while supporting the schools that haven't been designated as a community school to continue to build a space where parents and families can come in and feel connected and get the support and resources that they need as well the services and programming that's implemented at the based on the individual site needs and assets assessments so we've been doing surveys to really collect the unique data for each School Community knowing that what Cypress

040High School may need may look very different than what a catala high school may need and making sure that we really take the time to learn about our communities the assets they bring but also the needs they have so we can intentionally then provide the right supports that they're asking for as we collect that data we want to make sure that when we do this work with our families we've been really proud that we have an asset base approach with our work so we're really starting from the place of what's working in our community we absolutely know that there are challenges that we see in our face within every one of our communities but we really are trying intentionally to begin our approach that acid-base approached starting with what's working and how do we leverage

041that to grow and expand and support the areas that are identified as gaps or needs and then we're really proud of the work that we've built around our parent reflective learning walks our parent leadership academies our family education series that have created this cultural responsive approach to teaching and learning is creating that environment where we want our families and our communities to feel welcomed in a sense of belonging and again create that Focus where everything that we're doing still connects back to the classroom and then lastly the strength that we want to share are the opportunities that we've created for parents to actively participate in decision making bodies with at the site level and at the district level this is an example you might see at our district dlac our district English learner advisory Council

042or the site level elac same same concept you'll see this at our school site councils at the site we also have our district steering committee we have parents who serve on our district attorney and are at the table helping to make decisions as well in terms of how we not only look to spend the money as to support our community school approach but looking at the data that we're collecting to basically help us make informed decisions on on what each respective community may need so we can make sure that we're addressing those needs and celebrating and promoting those assets areas of growth next steps within uh the focus of parent and family engagement we recently just came back from Canada where we got to work with a district in Surrey and one of the reasons

043we went up there one of a few reasons was to learn more about the way that they use data to inform their next steps they have a research and evaluation team and we went up there to look about how we can more effectively analyze and then publicly share out the various data points that we collect you know we know that many districts ourselves included can have tons of data at our fingerprints but being able to use it in a way that really does inform next steps and communicate in a way that makes sense to all of our community members is essential sometimes as you know we can get caught up in Edge you speak we're using the educational jargon that may overwhelm people who are not from the educational Arena so we want to make

044sure that we're really intentional with how we collect this data and then use it to really improve outcomes for both our students and in this case our families our parents we also want to look at leadership capacity and engagement as you know even though we've done a lot of work to improve and expand upon our parent numbers in terms of Engagement we still have students and Families who may be disengaged how can we be more intentional to connect with a disengage that is a priority that we're really going to go deeper with this next year and I can share as well at the end if you'd like some specific strategies that we have in place to try to really Reach Out intentionally to grow our parent engagement opportunities and to reach out to those families

045who are often not at the table when we're trying to connect with them to help them with with the decisions that we're making and the work that we're trying to engage in and now I'm going to shift it back to this Bean who's going to talk about school climate so School climate is related to the perceptions of school safety and connectedness the tool that the district uses is the lcap student survey and the California healthy kids survey that's administered in 7th 9th and 11th grade the district met the standard for this social or sorry the school climate indicator last year the students took about 50 percent of students in auhsd took the lcaps survey and the results showed that 71.4 percent of all students reported that their school provides them the races resources needed to

046learn while in school 73 percent felt they had access to a school counselor 73.7 percent share that their teachers include activities and lessons which incorporate the five C's and 72.3 percent of students feel their school has made a significant effort to keep them informed about important issues and events they participate in some of the things that we've done over the years and will continue to do to improve School climate are implementing resources that resources such as capturing kids hearts and working with OC human relations to provide restorative justice Specialists to support our schools these programs help promote skill development self-managing classrooms decrease discipline issues focus on building community and fostering respect resolving conflict and pursuing equality additionally students are encouraged to have voice and discover their purpose classroom instruction focuses on the five C's and

047the career preparedness systems framework to improve academics increase student engagement and decrease unwanted behaviors to also improve upon students building a positive connection to their school each high school has a student ambassador that leads their respective schools raising student voices and participation or RSVP program rsbc students work alongside the administration of their school to learn more about their campus and how they can make an impact at their site students develop self-advocacy and Leadership skills and learn the process of how changes can be made at their site and District level and therefore contributing and informing the lcap they are encouraged to be civically engaged and participate in service opportunities RSVP is student-led and plays a vital role in empowering student voices to make lasting district-wide change and the last priority I'm going to talk about is

048course access and this ensures that students have access to and and are enrolled in a broad course of study are areas of strength here in auhsd is our a through G completion rate we are at a 55.9 percent a through G completion rate and out we are outperforming other Orange County school districts and almost every student group we have 25 unique CTE Pathways offered across 12 officially recognized Industries in 2022 16 percent of our graduates completed a two to three year sequence of a CTE pathway auhsd offers eight World languages in the areas of Spanish French Korean Japanese Arabic Mandarin American Sign Language and Vietnamese in 2022 21.3 percent of our graduating class earned estate sale by literacy and that is actually a leading number in the states of California we offer Arts programs at

049every school with a broad range of options in both Visual and Performing Arts and lastly we have a broad set of dual enrollment coursers courses offered both during the school day and after school and currently every single high school has dual enrollment offered during the school day in 2022 we had 1565 individual students take a dual enrollment course and many kids take more than one class and so for a total of 2 530 classes were taken and recorded on high school transcripts are areas of growth are really to still strengthen the connection between the students interests and their strengths to their six-year plan which then feeds our master schedule process and ensures that we have access to students to all of these wonderful programs on building a strategic system will increase the student's ability to

050take a through G coursework while also wanting to complete a pathway or in the syllabi literacy be in their visual performing arts arts courses or being a dual enrollment course or sometimes all of those things I'm so we're really working still on the implementation of a district-wide six-year plan through Aries and e-cadence that ties the strengths and the assess their strengths assessments that the students take in thrively and we are always working on leveraging the master schedule process to ensure access for all student groups into these opportunities so as we transition on to the lcat presentation I just wanted to tie together how the work around the local indicators in the dashboard informs the development of the lcap so so the data that was provided on the dashboard identifies our areas of strength in our

051areas of need and those local indicators provide us with additional data to inform the decision making and planning or during the lcap process so now I'm going to invite Dr Roxanna Hernandez to share with us about our lcat profit or Dr free just kidding sorry I'm going to come up real quick before I bring up Dr Hernandez because as we transition to our lcap portion of the presentation I want to first begin by just acknowledging not only Dr Hernandez but also I know Robert solivar is not here he's at a conference but just their leadership and the great work that they did in leading our community through this process it's it's it's a big undertaking to put six sessions or five sessions together collect the data do things in a timely manner to create not

052only the booklet but then organize the groups communicate the findings in each focus group back to the group coordinate the efforts with our steering committee who looks at the work collectively to navigate and make some decisions they have done just a tremendous job in leading them through our community through this process I want to First to acknowledge Dr Hernandez Mr Salter for their leadership I also want to thank I know Joe Carmona's in the room he and Manuel Colones you know have led this process the last several years and with this transition with both Robert and Roxanna be new he's been a tremendous sport I know to Roxanna and our team in helping with that transition through just through that lens of coherence so Joe I know we really appreciate you and your support you're

053always going to be an ed staff member at heart right so we know that and then lastly I want to thank our coordinators and directors who are in the room uh who who not only participate in the lcap process but they also facilitate so when we break our families and our community up into different rooms and this year as you'll learn we were so large we had to go to two completely different facilities we couldn't host them all here it is our directors our coordinators and our basically our district leaders that really step up to help facilitate and Lead our parents our students our colleagues across the district through this process so I want to thank them for their leadership because we know it's not an easy process when you're sometimes it feels like you're

054hurting cats they all come with their own agendas but to facilitate that conversation in a way that's meaningful people that's respectful and that ultimately leads to outcomes that's going to better support our students it's with a lot of gratitude that I I think our Ed staff HR business team for their leadership so now with that it gives me great pleasure to bring up Dr Hernandez who will lead us to our lcap journey foreign thank you Dr freed um it is my pleasure to provide an overview of this year's local control and accountability plan as well as our education partner engagement process but before I do that I know that Dr Frieda already thanked folks that have laid the foundation but I also want to take a moment and acknowledge the work of our board and

055cabinet for laying the foundation to a robust and inclusive process I want to start with a quick review of the local control funding formula and how it works the local control funding formula is the way the state provides funding to school districts under lcff school districts receive a uniform base grant for every student which is adjusted by grade level school districts such as ours receives additional supplemental grants for students with greater needs defined as our unduplicated pupils low-income English Learners and Foster youth we also receive additional concentration funding when the number of unduplicated students enrolled in the district make up more than 55 percent of our District's total enrollment the state has identified eight priority areas to help students succeed the eight priorities can be categorized into three domains conditions for learning engagement and student

056outcomes under conditions for learning we have the following priorities basic conditions implementation of state standards and access to a broad course of study under student outcomes we have student achievement and other people outcomes also under their priority engagement we have parent family engagement student engagement and school climate at auhsd we see the lcap development process as an opportunity to tell our story to highlight our accomplishments and gain comprehensive Insight from our educational partners we are in year two of a three-year plan this year the focus was to assess and evaluate last year's actions and based on our most current data come to a consensus to maintain and or enhance our actions through recommended priorities the recommendations are also based on the state priorities and our needs and assets in auhsd the development of the lcap

057has been a unifying process that involves significant and purposeful engagement with our educational partners and we're very proud of that we have developed a three lcap goals these goals are aligned to the eight State priorities our district vision mission and core values every year we'd like to take a moment to revisit these goals and ensure that they continue to represent our district values and drivers and these goals continue to do just that When developing the lcap we closely looked at data specific to our unduplicated students again these are our low-income English Learners and Foster youth we also reviewed the needs of unduplicated students that may also be students with disabilities and or homeless youth during the engagement process we asked our educational Partners to keep these important student groups at the Forefront of their decision

058making and their recommendations as you can see here um this is an image of the lcap process which was a true convening and a Hands-On collaborative experiences for our stakeholders here is our 2023 lcap timeline we began the process back in January with our d-lac lcat presentation followed by the steering committee and lcap meetings we then submitted the lcap to the Orange County Department of Ed in May and we will end the lcap process this year with the board of trustee l-cap approval on June 15th our educational Partners were provided with an lcap booklet that contains our lcap meeting dates lcap goals our auhsd mission vision and core values it also contains information on our educational drivers and the 2223 lcat planning tool the booklet was made available in English Korean Spanish and Vietnamese a

059copy was made available for our board to peruse at your leisure as part of our engagement process this year we had an esteemed guest and educational partner Dr Jose Moreno speak at our parent orientation and he launched our first whole lcap meeting he supported us in contextualizing our data pushing our thinking and encouraging dialogue and inquiry that helped guide our conversations through the lcat process this year we saw an increase in student participation and we want to thank our student ambassadors for their Outreach efforts in encouraging their fellow peers to participate in the lcap we also want to thank our transportation department for providing busing that allowed for more student engagement additionally this year in an effort to keep sites students and parents informed and updated regarding the lcap activities taking place during the focus

060group meetings our student ambassadors once again Rose to the occasion and created the lcap meeting highlights the highlights included presentations and videos summarizing the lcap focus group meetings and our site principles shared the lcap highlights during their weekly communication or use the presentations in videos to further discuss the lcat process during their site level coffee chance the lcap highlights were also made available on the district's web page special thanks to Mrs Hilda Vazquez for supporting our ambassadors with this effort also new this year are principals held site level lcap data chats these data chats provided parents and families with a more in-depth review of their site-specific data and metrics special thanks to aracely Chavez for working with their faces to support these efforts lastly we want to thank Brookhurst principal Mr amancio and his maintenance

061and operation crew for opening their doors and allowing us to expand our focus groups to the school site here you see our educational partner engagement process so our meetings started from February to April three of the meetings were conducted in focus groups and the other two meetings were held at large and included staff families students and partner agencies additionally five steering committee meetings were held to oversee the lcap process plan engagement meetings consult with necessary partners and debrief the findings from state from the stakeholder engagement meetings the lcap education partner input process began with surveys completed by parents students and staff the district received a total of nineteen thousand eight hundred and eighty nine responses 340 of these responses came from students 3764 responses from parents and 1785 responses from staff these surveys were completed

062in February and they identified areas of focus that were incorporated into the partner engagement process Additionally the district had over 550 in-person participants attend one or more lcap focus group meeting our students were the second highest majority in attendance as part of the process we had four focus groups structured around the eight priorities focus group members concentrated on draft recommendations that were related to the state priorities assigned to their focus group and each focus group consisted of Partners from all groups focus group members examined and refined lcap recommendations through the lens of the state priority to which they were assigned [Applause] here's a glimpse of our focus groups at work as you can see they were very well attended and engaging the focus groups developed recommended priorities that were considered by all partners in the

063final lcap whole group meeting educational Partners were able to submit electronically their top three recommended priorities here's a synopsis of the highest agreed upon recommendations Priority One and Two was to lower class size hire and retain teachers and increase the ability to build deeper and more authentic connections between teachers and students recommended priority number three to retain or hire more counselors social workers psychologists and keep smaller caseloads to provide quality academic and social support for all students especially mckinney-vento Foster youth plural lingual students low income and students with disabilities recommended priority 4 is to research and Implement flexible learning opportunities and course offerings for all students for example Bill schedules block scheduling hybrid classes or programming and expand e-learning here are additional priorities that were recommended all of the priorities are listed in the lcap

064By Priority order as established by our educational Partners these recommendations haven't have enhanced our existing lcap action items as you can see in the image we had a full house on our final day we were very proud of our student representatives from each focus group who came up to the podium to present their group's recommendations an additional highlight that night was an auhsd talk presented by Susana quesada a student at Katella high school we were very proud of the outpouring of educational Partners but especially proud of our ambassadors and student representation throughout the lcap process here are some additional pictures of the last l-cap where our superintendent Mr matsuda emphasized that the lcap process is proof that democracy is alive in well in auhsd where students parents and staff have a voice in the lcap

065process and of course you can't forget the time we spent celebrating the culmination of the process with the taco dinner so at this point I would like to invite Dr free to make the final remarks on our lcap process and share some highlights thank you sir Hernandez all right as we come to a conclusion conclusion of our presentation just a reminder that this process really looks deeply at the things that we can do to improve outcomes for our students and as we're doing this sorry usually really loud uh as we're doing this work we're reminded that front and center is the work that we do instructionally what happens in the classroom and we're reminded about our framework our career preparedness systems framework and the work that we've been doing and engaging with our students and

066our families to ensure they get a whole child approach to education as we celebrated our time together we were reminded of of accomplishments that we as a district have have really been fortunate and blessed to celebrate over the years because of the work that we've done still recognizing there's work to be done but we want to take a Time the time to celebrate our work that the lcap has brought these kinds of accomplishments so as an example you can see when you look at our a3g completion rate you know in 2122 we're at a 55.9 percent well the state average was a 43.6 percent our graduation rates at 92.4 whereas the state average is 87 percent in Civic engagement you all know that we have all of our schools all 20 schools have been recognized

067and designated as California democracy schools we have proportionally the largest number of Community Schools where this past year we had 13 schools receive funding to begin their work intentional work to really serve as a community school as a hub for their community and I'm proud to say that we just received two additional schools in this upcoming Grant where that I'll be joining our 13 previous schools hope and Polaris bringing us to a total of 15. and because of the great work that we've been doing we are serving as a leader for the state as one of three districts that serve as a demonstration district for our community school approach which is grounded in instruction so with that I thank you for the time this this uh this evening and we now will take any questions

068that you might have as it connects to our process or the lcap plan so thank you School thank you staff for your presentation and Miss Guerrero you have any questions yes I did I had a few thank you so much uh two three of you for presenting um I think my first question I think you spoke about the math lab can you elaborate a little more on that and how that's been working in the junior highs yeah so the math lab is a professional learning experience and what it what we found is that our teachers needed support and how they continue to grow their mathematical practices uh and and pedagogies around math uh when when I know when I grew up and for many of us that when we were in math classes it was

069very much about math calculations teaching students to memorize formulas and equations and a lot of repetition whereas the standards that were now expected to implement are really more about the conceptualization of math and really thinking about the logic behind Math and how we really approach problems so it's a different way of teaching math essentially and the math Labs serve as we have in the junior high we've had I think four schools the high schools are gonna have the three where we have really it's an East Center and West approach but we have we've identified teachers and math who have really been the models for bringing these kinds of instructional practices in the classroom and there have been a couple of periods of release and what happens is just like a reflective teacher learning walk Katie

070Childers our math curriculum specialist previously Julie Spider-Man I know Amy Kwan is in the room who at one point was overseeing mathematics we would get Math teachers from across the district on any on various days where they'd be pulled out to go visit these math demonstration teachers where they would begin their morning observing the teacher and watching him or her teach their content with some reflection that would take place afterwards when the visits were over and observing the instruction they would then have time with the teacher to really reflect and dialogue with them in terms of the why behind the lesson design why I did this why I did that where they would build capacity in lesson design and the approach to mathematical practices and then there was time built today where those teachers who

071went on the visit had time to engage in lesson design themselves integrating what they've learned throughout that morning into their own practices so we were starting to see movement in the way that teachers were shifting their approach to teaching learning is it connected to math so that's why we wanted to expand it to the high schools we started with the junior highs because that's where we felt the need was the greatest in the beginning because there were transition elementary junior high and we really needed to focus on the professional learning there that's where we began our integrated approach as well and now it's maturating up to the high school level right and how are those sites selected to participate it was really selected based on the teachers that were on their campus who had the

072capacity and have demonstrated the skill set to teach to do that shift there also had to be a willingness on the teacher right we could say hey we want you teacher a to do this but they had to be willing to yeah I'm willing to take two periods or three periods of release to be a leader for the district and have people come to my classroom regularly and for me to then walk them through my lesson design so at the junior high and this is off the cuff I think it's Mr Watson who's at Orange view Miss Reed who is at um South then there is Miss hose who's at ball and then there's a new teacher at Dale Jessica Kim who's at Dale in the high schools because it's going to be new this

073next year I know Miss fault I think is at Cyprus and I I can't remember the other teachers they're they're gonna be starting this next year but they were selected because they've demonstrated over and over again their uh Innovation the classroom in the way that they approach teaching learning is really more connected to our cpsf framework it's really a whole child approach to education and math than it is about just teaching facts formulas and equations are those just for that campus or do other campuses come to them those are district level programs so teachers from across the district can go now of course the teachers on that campus have the benefit of them being there but we schedule intentional math demo Labs every month where we bring teachers from across our sites to go visit

074and sometimes we'll do it where it may be a pocket of teachers from the same school and sometimes it's intentional we're bringing teachers from other schools so they can collaborate with teachers at other schools and sometimes that's really helpful because you know you get stuck in your relationships in your own ways and when you see other people who you don't normally get to work with they sometimes come with a different approach a different mindset and that's really healthy in really growing instructional practices so it's both can I ask a follow-up yes of course of course uh how are we ensuring that it's working so that's a great question so part of the work that we do is is our curriculum specialist has a lens of who is all going and we work we actually had

075our principles at a principal meeting uh in lieu of a principally we had them break up into groups where they went to go observe these math demo Labs as well so they got to see firsthand what this instruction looks like so we expect that when they're doing their classroom visitations especially in a math class they're looking for these kinds of shifts especially for those teachers who have participated in these these demo labs and of course as you know our evaluation process I know Brad and his team's done a marvelous job in building capacity the way that we evaluate staff but we've never looked at our evaluation process as a gotcha it's always intended to grow and improve practice so through that lens when our administrators walk in classrooms they're also looking through that lens of

076how do I grow how do I improve pedagogy and then we also try to leverage our professional learning late start time our plcs to grow those practices well and as teachers go they're then also expected to help grow and support their colleagues as they do that work and these if anything be a model to their colleagues when they're doing their work because they have their own site level reflective learning watch which isn't necessarily content specific it's more instructional connected but as people go into the classrooms they should be seeing the cpsf and that whole child approach even in a math class so that's where we're seeing that stuff improve thank you can I ask a question okay and I've got a question how many years have we been doing this is this the first year

077or no math has been several isn't it yeah so when we got the there's a block grant we got Joe I can't remember the official name of it but that was it's been probably about three or four years I know when the pandemic hit obviously we took a couple pause years but I think prior to the pandemic was probably two years maybe prior to the pandemic that we started this that's when we take the pause and then we'll continue it now we want to expand to the high schools okay so we pretty much got most of our Junior High Math teachers then that have been have we or I think because of Subs truthfully we probably haven't had all of our Math teachers no I know but we've had a decent amount because if we

078do them every single month sometimes twice a month you're getting between six and eight teachers each time to go okay to those walks so it does start to add up especially even though we may have 1300 teachers when you break it down by math we could have 200 Math teachers in the district so right our goal ultimately is to get more and more teachers to participate and see what could be and then have the support to make that shift themselves I think that's a great question though because right now it has been voluntary and um there are teachers that don't want could benefit from this you know so I think we are tracking that by sites this is based on a very successful model developed through uh correct Kelly Gallagher in the on the English

079language arts side so um you know it's uh it's voluntary I could tell you though the teachers who do participate have really appreciated the uh reflective learning that's going on in math absolutely okay and these just as another point of contacts is these are math demo teachers at the junior high especially this year given the work around the ptas or the performance task Assessments in our Capstone math has been one of those subject matters that has struggled more so than the other content areas with what a performance task looks like in math so I know they have been working on Mentor performance task assessments that they can use to share with other Math teachers and departments as they begin to build out their own ptas as well so they're serving as a as a leader

080and as a model in that regard as well okay okay um I had a question on goal one on the English learner reclassification rates um can you speak to how we're supporting uh that work on the site level yeah absolutely I'm gonna actually bring up Dr Renee Bryant she oversees our director of plural lingual Services multilingual Services she's going to speak because she's been leading a lot of the work with our site level El task force along which has worked in supporting our sites in that area so she's gonna go ahead and speak to that awesome well thank you for that important question um I think reclassification it is confusing a little bit when you just look at the numbers so if you allow me I first want to talk about the data a little

081bit so and the context of the assessment so um about 2015 we had the salt exam we moved to the lpac during that time they allowed us to choose our own criteria so if you look at the data we had about a thousand students we were able to reclassify because we were able to choose how we were going to reclassify them in the uh the test area of elpac if that makes sense because it wasn't fully operational they hadn't had the bands yet of the scores so now we are reclassifying I'm really proud that we were classified about 548 students this year last year was only 300 and something before that even less and so there's been this time of moving um you know they had the same saying of a moving Target so once

082they had the bands done they said you could reclassify any English learner at a level three or a level four that met the five criteria so there are the lpac scores there is the cast scores then there is parent input and teacher input and so um once they said three and four still great numbers and then there were some advocacy to change that to a four and they became even more difficult to reclassify the scholars so at this point if you're just looking at our data from 2017 to 2023 you see it goes from about a thousand students being reclassified to 500 it looks bad if you don't really understand the context right there's a story behind everything so that's a story in the context behind reclassification around the state not just for Anaheim Union

083and so how we are supporting our sites to be able to reclassify our Scholars is one we have our El task force that meets twice a year with every single site uh we also have our El admin El coordinator ELD chair meetings that we have once a month and so um as you know two years ago we rewrote uh the El PL master plan and So within there is all of the contacts it's kind of like our our El go-to book for any questions they have but we regularly have our teams come in for professional learning once a month we keep them up on the changing targets because that's what it is we had we had fpm last year I don't know if you remember that but we had our federal program monitoring and they

084also asked us to change things about our requirements there was a time where we allowed rationale and so we are not allowed to allow for rationale for reclassification anymore and so every year basically we do have to kind of re-teach people have to unlearn habits and then learn new ways of reclassification and so we support our teams again twice a year we go to the sites for pluralingual task force meetings we have our monthly El admin El coordinator meetings and then in the last two years because of the process of fpm and needing to have all of our data housed in one place we did thanks to you all adopt elevation as a data warehouse for ourselves a platform where it's very easy for all of our staff to be able to find information on

085our plural lingual Scholars and be able to reclassify them instead of lots of Google docs everywhere I know it was a lot of information but hopefully it makes sense yeah no that was helpful it's layered and it's a little complex yes well you're here remind me when we started the ELD certification and that process um in that process tell me a little bit more about that okay so on the on uh what slide is that where basic so at it but um 2021 21 22 there were the Miss assignments and it was the ELD reporting on that do you remember this is uh coming from HR so this is the El learner authorization so that's something that's been in place from what Scott Jensen had indicated to me because we hadn't shared this information at

086previous board means but I guess that report has always been there and this year when they gave us the data that was there too so even in SF we talked about like have you seen this before that's a processor's census window and it's a very short window and when they get the reports of whichever teachers need to complete or have not completed their authorization there's this very small window to get that done which often isn't enough time so we have to report it as a misassignment but then HR works with those teachers to get themselves cleared kind of like we did back in the day with the the cloud or the bcloud we had teachers who had to go through a process to get certified it's the same thing and it's nothing I haven't seen

087recently until this year when they gave us the data and we had to engage with HR to learn more about it but it's something we've been doing for quite some time thank you that's what we talk about that's effort thank you okay and just thank you for allowing me some Grace to be here late our curriculum specialist isn't hospitalized so I went to Fountain Valley to visit her so thank you for your grace thank you and then keep going okay and then uh one final question on goal two for engagement opportunities for all parents and families can you speak to how we are utilizing our existing spaces with our community schools and PTA meetings to get parents involved with the healthcare process with the lcat process yes so with the lcap process there's been a

088number of things that we've done to try to really increase just parent engagement as a whole and then I know at our coffee chats with the principals I know our ambassadors have gone out to Coffee chats uh as well there's a lot of talk around and a lot of information being given to our sites and our parents around the opportunity to engage in our lcap process I know that there's a number of things that our our parent engagement our family engagement team has been doing to try to increase access to parents you may recall for a lot of our parents to volunteer they have to be fingerprinted we're moving to the Raptor piece where they don't that will sometimes serves as a barrier for some families now with the Raptor they're going to be able

089to engage and be on campus more so some families don't come because they feel like they're not welcome because they they can't do the fingerprinting process the Raptor is going to eliminate that process so that's something we're moving towards also we have our parent leadership academy modules the the scope and sequence that's been developed by our faces our family community engagement Specialists and all of our campus that those modules have elements where there's more inclusivity and it's based upon the data that the faces have been collecting around their site so those modules have been really targeted to better meet the needs of the specific Community Based on the things they're asking for uh and then through that they inter they weave in the lcap process that this is the opportunity that if you see things

090you want or there are things in pla that are not in place that you want to place this is the opportunity to really engage in in and ask for these kinds of things so there's a lot of things that the site's been doing we've obviously done a lot to also improve access in terms of the I know with with Dr Bryant in the the translation Department making sure they have access to things in their home language so there's a lot of work that we've been doing to try to engage and really get families more connected to the work and the lcap process we yeah so for the survey it was sent out to all of our families in different languages and put into like our community schools and making sure they're sending that out as

091well yes and matter of fact and I know Maritza Bermudez is here because Mr Hernandez and her team are at a conference but I know the survey it's it's interesting the survey went out to our parents across the district with the community school approach but I know the community schools had a much higher rate of return than our non-community schools that didn't receive distinction that's obviously there's a huge staff implication for those schools that got the money they have a community school coordinator Community School teacher lead so there was way more intentional effort because of the staff dedicated that work in helping to promote the survey and get that response back got it thank you Miss Percy nope not Miss Smith I have just an observation it's just so interesting to see the history of

092education and how Trends occur and they become popular and then they go down and then some other Trend comes up and something else is lowered and I've seen this historically and just the example of at memorizing numbers for math and then calculators came in and now colleges are teaching young students to come out and teach math by the standards of what they're teaching so it's just interesting I think for the general public to understand it's like medicine it just has ups and downs and plateaus and Trends and this is a wonderful example that you all got tonight thank you um I really appreciated hearing about um taking steps with professional learning humbling and taking that reflective look and how we're engaging our teachers and teaching our teachers I appreciate hearing about that um on the

093Capstone program you have it in as areas of growth what were some of the challenges and what were some of the triumphs okay great question uh so I would I'm going to start with the the triumphs because we want to start with acid-based so you know we have been trying I think for a number of years to to really take the scale our Capstone program that we learned about at Savannah and then Western and where have begun I think a Triumph is that all of our schools participated in capsules this year this year was the year we all did the work and did and I participated in you know multiple multiple Capstone program interviews and showcases and to see our students sharing how education worked for them how the content they were engaging in classrooms

094became more relevant and meaningful and connected to their own lives you know seeing students ask less and less why do I have to learn this I don't want to be they're not asking because they see the connection with the skills and how they're transferable no matter what path they choose I think it was fascinating and it was is a definite Triumph is I know our Ed staff team knows that every year we engage with our site leadership teams twice a year formally through what's called our spsa reviews our single plan for student achievement reviews and often at those meetings and there are great meetings and there's protocols that we run and we engage with their team but often we're faced with or we're encountering barriers right their perceived barriers why kids can't do certain things

095and this year I'm just so proud that when we're engaging with our sites at our reviews you never heard students can't do or this won't work they were working intelligently and intentionally to make this real and there was a belief that our students can do this and we saw firsthand that our students did do it and even though it was year one and we clearly have rooms for growth there was a lot to celebrate and the quality of what we saw was fantastic Mr matsuda yeah I'd like to add too I think a major Triumph was to have so many parents involved in the process and so many parents affirming their children and their children's voice and I think that's really really a Triumph affirming the the work of the teachers too absolutely now the

096other Triumph I want to share which also will lead to the next part of your question that the challenges is our performance task assessments uh one of our asks this year was for every single teacher to have a minimum of two performance task assessments maybe one first semester one second semester but at least two and the goal was and even though we gave them professional learning and we gave them documents on the guidelines of a performance task what should be and should be in a PTA the goal was just do it right just get it done right because the challenge this year is there were some performance task assessments that were fantastic they were incredibly engaging they were aligned to I'm pointing like the screen they were lying to our cpsf circles right you saw

097aspects where students voice were being elevated it was connected to their own their own passions and own interests you saw the skills coming out in the instruction where students were growing in their collaborative skills and their critical thinking skills and their ability to think out of the box being be creative as an example and you also saw it connected to content right the the standards and the things that we would be expected to do otherwise so a lot to celebrate in the work that was done with our ptas but likewise there's a lot of work to do to grow and improve upon our ptas right connected to applied learning right we really want to say like like Miss Smith just said all the content is here now right how do we teach our students to

098apply and use it and that's part of what a PTA which is a performance task asks our students to do to apply their learning so that's also a growth area for us as well yeah so I just want to make it clear the ptas are really really important because that's for all teachers throughout all content all six years right twice at least twice a year the Capstone is eighth and 12th grade and the students are selecting their best ptas over the course of two years or four years so that's why the the ptas are so important because that forms the grounding for for the Capstone absolutely and the goal I mean just to do simple math if a student for example is in high school and they're getting a minimum of two ptas a year

099per class and they have six classes well that's 12 performance task assessments are getting their freshman year and that's another 12 their sophomore year by the time they're a senior they will have had 48 at a minimum performance task if they started with us in junior high add now seven times two for two years so you can see by the time they leave us the skills that we're trying to really integrate make sure education works for them plus their voice and passion and purpose they're going to leave with agency they're going to leave knowing who they are how they fit and how they can create a better world through the unlimited you so that's the goal and the tension is these ptas although there may be only two a year how are these performance tasks

100and the lesson design connected to that improving instruction each and every day so it's not just these ptas it's all things are getting in between so I want to make another thing clear too the form performance tasks are the Gateway into the community in terms of Applied problem solving from food deserts to mental health to issues of branding regarding Anaheim high school that was a performance task and students were bringing that teachers were bringing that into the classroom so so where students were engaging on these really controversial issues and forming their own opinions and and Views based on the research so that's really an important thing right because over time you're going to have more and more students aware of these issues connecting the dots and holding us accountable what whatever their issue is so

101that's that's what we're trying to do is build a new way of Applied learning and problem solving so does that answer question challenges and triumphs yeah we still have work to do for sure but we're proud of where we begin yeah I have a couple questions on the California School uh dashboard there were there were two areas there were the six uh State indicators and the 505 local indicators the state indicators are obviously that's Statewide State priorities how are the five local indicators chosen is that the same for every or do we decide that or those are consistent across the districts but then we have to localize it to like our district and our needs okay so yeah the implementation of State Standards is an example every school district across the state is expected to

102talk and reflect on how they're implementing state standards as a local indicator good thank you um going back to our our goal number one if I'm reading correctly it says the a through G completion the desired outcome is lower than um past why are we looking at lower standards on page 23 of this book I'm looking at it says the district goal is 55 percent and the year two outcome was 55.9 so we dropped uh 0.9 percent as as our goal I would think we'd be wanting to increase our a through G completion rate that's not a goal isn't that the outcome that's that's I'm trying to trying to understand this okay is page 23 said yeah page 23 that wasn't that the outcome and not the goal so we met this is desired outcome

103for 23 24 district is 55 for AG completion rate and then it says in year two it says that the desired outcome was 55.9 so am I interpreting it correctly is showing that we're we're Desiring a lesser outcome than previous year oh I see what you're saying yeah are you looking at like I'm looking at Baseline 52.8 and 52. I'm looking right here he's 23. right there a3d completion rate measuring and Reporting results so what I what I believe in Dr Hernandez correct me wrong either Mr kimono this the lcap is a three-year process and when goals when we began in year one we're in year two right now when we get in year one we set a goal and it appears right we've accomplished our goal in year two but we still have your

104three so the goal in year three is for us to actually do better than now we did in year two but when we set the goal in 2020 it was with the goal of going to 55 when we were 52.8 we've surpassed so we have already surpassed our desired outcome and so next year our goal would be to surpass what we did this year and then and then the following year we begin a new three-year cycle with our lcap okay so it's not it's not a rolling cycle every year we're adding a area when you get through the three then you start another three you start another three cycle yes okay so in other words right okay so these goals in other words the desired outcome it was established three years ago yeah uh this

105is year two so last year we created the goals for the three the end of the third year so now we're in year two of our three year cycle next year will be in the third year of our cycle okay and then the following year we start the process all over again it's it's done in your it's done in three years every three years well that's what I mean yeah the 21 was established for now that was the year you established the goals right and then so okay yes it's been a couple of years ago that that was yes right okay so we did a good job we actually exceeded what we're feeding our estimate okay thank you um sorry thank you thank you thank you for this Paulina um I'm just looking at the

106um on page 27 which is uh student completing dual enrollment courses um obviously because of covid we drop substantially I'm looking at the um specifically the Fullerton College went from 888 550 down to 411 have a goal of a thousand how are we going to make that jump and try to achieve or get to our goal of a thousand that's a heck of a jump from 4 11 up to a thousand so what's the plan to be able to in both not just Fullerton but Cyprus also yeah so so I'm gonna bring it miss being because she works closely with our collaborative Partners especially at Fullerton College and Cypress College but the pandemic absolutely had an impact and the board may recall um we had way more success I think with Cypress College because there

107was a different mindset with a lot of the staff and the colleagues that we worked with at Cypress College where there was a way more flexible mindset in working with high school students through a college course whereas Fullerton College was there was a little bit more resistance that students aren't ready so that impacted the number of opportunities that our students have fluid in college got you may recall I think prior to the pandemic we had students come during public comments to say I have siblings on the West Side who are working with Cyprus can we work with Cyprus because they were being boxed out at some of our East Side schools so we've been putting a lot of tension on Fullerton and they do have a new president who seems to be really aligned and

108in support Dr levo of making this shift so that was part of the challenge with Fullerton College but I'm gonna have this being talked a little bit more about the Dual women in our plans so we've just we've been really focusing on our embeditor during the school day dual enrollment and so over the last couple of years we've been adding coursework at each grade level so each high school has gotten to choose we have a couple of different models that we that we utilize and each high school has gotten to choose the model that they feel is best for their campus and I'm proud to say that we are now every single one of our high schools has embedded dual enrollment whereas the data from the data that you're looking at we didn't have it

109in every high school with Fullerton College and so um so that's one piece and so we're continuing to grow that and then we're continuing to grow our after school opportunities specifically around the CT Pathways and the extension of our own Pathways so we've added courses in drone piloting we've added real estate course at Anaheim high school and so on and so on and then like Dr Fried mentioned with the change in leadership at Fullerton College a more significant investment is being made into dual enrollment whereas Cypress colleges had their own dual enrollment team Fullerton didn't have that that and now they're making that investment to have a team to support our students in enrollment and matriculation and and staying in the courses and having success and so we would expect that over the next couple

110of years we'll really see those numbers grow and the success rate to be much higher so for a dual enrollment course what whatever that course is uh are they both at both call it will they be at both colleges so could and I'm high be taking dual enrollment either at Fullerton or Cyprus and it's their choice or so the way that it works with the colleges is that they have areas that they service and So within their rules we have to service particular high schools with a particular College okay um but to expand on that where they so like for example Magnolia High School is a Fullerton I'm sorry a Cypress College school but because of the Mac we have Horticulture that we're offering through Fullerton College because Cyprus doesn't have it so when one

111of the colleges doesn't have what we need then they give permission for the other campus to service that specific class glad to hear thank you for presidential if I may um that I think is an important point to make and I know I talked to trustee Guerrero about this I want to emphasize the importance of the integrator embedded dual enrollment when we talk about the local indicators in Access if you're an athlete or if you are part of a family where you have to go home after school and help support your younger siblings or maybe you have to go get a job to support bringing food to the table at home you can't access dual enrollment if it's only after school I'm sad to say where my son goes to school in his district he's

112an athlete and he has not been able to access dual enrollment so I have to have him take dual enrollment opportunities in the summer when he should be off but he doesn't get that opportunity because they don't serve their athletes or their students who have those other situations so I'm really proud that we do it during the school day and yes sometimes we receive pushback from colleagues or teachers because they feel like well now they're not taking my AP course but the reality is there's significant research when students take dual enrollment courses and the impact on them pursuing higher education because they're taught by a university level Professor not that our AP teachers they're amazing but the students still sometimes see them as a high school teacher they're taught by University or college level professors

113and that is a significant impact to our students so that access I want to stress how important that is that we have students who can do their sports or help their families and still have access to a dual element of course where other districts you don't see that it's an after-school program that's good I'm glad kudos to our district for that a question I'm back on the El Capa education partner engage engagement piece the students parents staff community members the numbers that we have is 553 how does that compare to pre last year so overall I think we were high I think it was well there are differences in groups I think but I think over students the student numbers are up the parent numbers are a little different the pair numbers were down a

114little yeah do we know why the parent staff was way up do we know why the parent that's it got me that it was kind of low yeah it could be various reasons I know um coming back from a pandemic many of our parents are re-entering the workforce but also we have done a good job at live streaming our lcap process our ambassadors once again did an amazing job with the Highlight so we're offering this process where they can participate or engage and and see and keep informed virtually but there could be many factors but we do hope to continue to increase our parent engagement in person okay thank own reflection as an ed staff that was one of the areas that we talked about is we needed to we don't necessarily know all the

115reasons as to why it went down but we know we need to do a better job of that Outreach and making sure that we have more parents uh participate in our process because their voice matters and that's Central to our community school approach that they we want to be part of our decision making body okay I just have to make a comment I know our numbers are significantly higher than other districts right overall right but still our standards right yes and I do have a question here but I and um I wanted to wait until the others were but when we okay when Roxanna talked about the focus groups and the priorities one of my questions was Priority One the big you know it wants lower class sizes now this is a this is problematic

116okay but this is the priority are we doing this in the special ed classes are we you know because um this is something that was a contractual thing we had but then we you know that ended so when they're wanting this I thought are we doing it in special ed special needs classes or you know if that's one area we can do it in at least so I I know Amy Maya here is here but one of the things we've been moving towards the is the special academic instruction or Sai model and as a result our district has actually hired more special teachers to help reduce the class size so when our students with disabilities are being mainstreamed and generate classes the numbers are lower they are lower that's of course the Target and the

117goal um and that and that's what we've added I think it was 10 to 15 teachers myself I know we have increased a large number of special ed and that's why I'm asking because overall we didn't lower it again this year but we have hired a lot more teachers and and you know and retained a lot of our teachers and remember too there is a correlation between embedded dual enrollment courses and you know in affecting class size right because if you bring those College professors in then that's going to lower class like ROP right yeah right oh um and then of course the counselors and such and and I know we've increased those so that's all good um I had one other question about um the full-time Mathematics Curriculum uh specialist in other words when

118did we hire that full-time so math that that's we had Julie speicherman so I don't I don't know when she begins before I was in the division when we hired the full it says we you know one of the in okay I don't know what page now it's Katie Childers but it's Katie Childers now but previously was Julie speicherman okay but we had a curriculum math specialist but it said we were going to hire a full-time massive curriculum specialist this new one this year Katie's new but but the position's not new no the position's not new but it was it was from within yeah but it was yes it was always full time so this said we're hiring huh we've had a math specialist for probably two decades oh I know but what I'm saying

119is that it mentioned a new full-time math specialist oh you know you know thank you thank you so think that that's right thinking so Jamaica when Julie first retired we didn't have someone who was interested in the position so you may recall when Amy was overseeing the math as a director I was at that time she was a coordinator we didn't have the curriculum sessions Amy did that as a coordinator slash curriculum specialist to support our math folks and then the following year we were able to build capacity and get a math teacher to be interested and that was Katie so so that year of of that lap year or Gap year was when Amy served it up okay okay because here it is it says a full-time Mathematics Curriculum specialist was hired at the

120start of 22-23 year to focus solely on improving mathematics instruction that's Katie this year okay that's Katie Katie Childers she's a math teacher at Louisa High School okay math teacher yep okay and okay we have all these different um Pathways now we ever does every one of our high schools have a pathway now yes they all have an exclusive pathway and they have additional Pathways as well okay exclusive is the one that's most complete in terms of the course sequence it may be exclusive because it's the only one in our district like there's only one artificial intelligence pathway so that's exclusive and it's also the most comprehensive in terms of the dual enrollment offerings and other things to really build it out so it's a really comprehensive pathway uh looking at all different aspects of

121of educating our child or children because right now I mean I'm I don't know which one is the Visual and Performing Arts who has that as their major pathway so all of our schools have visual Improvement art Pathways right so as you may recall lewer high school and ball initially began their pathway program as a Visual and Performing Arts pathway okay the hard part especially in lieu of the declining enrollment area that we're in every school has band and choir and drama programs so they weren't like if I wanted to be an artificial intelligence pathway I know I'm going to put in to go to Kennedy but I'm not going to put in to go to the where if they have a band program because I can go to Savannah or okay this was what

122I was yeah but you may recall we there was a charter school that was trying to approach on the ball lower era that was focused on Visual and Performing Arts so strategically we had that pathway there so kids knew that they could stay there for that pathway because their vaffa programs at those schools are very strong but they have now shifted where the exclusive pathway at luera is now the droning pathway the drones so all of our schools have Visual and programs okay well that's what I thought I said I didn't think there was any one just one okay so this is just some of our areas it's not just one at each high school so correct and like Law And Justice that you know that's at a couple different schools correct okay all right

123that was that was one of my questions and then um okay the other ones I answered okay okay any more questions thank you so much for your presentation so much for your time this is a lot of work and I want to say thank you to those who worked on it [Applause] so moving on uh 6.2 we open a public hearing local control and accountability plan and annual update anybody wishing to speak on this subject nope saying that we we close the public hearing 6.3 public hearing 20 23-24 proposed budget we we open a public hearing anybody wishing to speak we closed public hearing yeah she has the president 6.2 is a presentation here so yeah okay I'm par sorry wait a minute so back on 6.2 now 6.3 6.3 sorry sorry okay thank you

124it's okay it's kind of like all right public hearing we can reopen the public hearing thank you thank you okay they didn't put it under presentations yeah perfect thank you so much Paulina I appreciate it well good evening poor president um O'Neill members of the board superintendent Masuda cabinet members of the public and those um joining us online to now be presenting on the proposed adopted budget for 23.24. I would first like to thank um Karen Orrick Joe kimona as well as Dr Roxanna Hernandez for your hard work on supporting to put this budget together is a lot of late nights and weekends and so thank you so much for our hard work really appreciate that I want to give an overview on okay there you go when I give you an overview on what's

125happening with the overall economy so as we all kind of know there's continued to be a Slowdown and there are a lot of uncertainties at this point right in the overall economy um the latest number for the inflation uh as of April 2023 was at 4.9 so this is actually good from the height of um 9.1 percent back in June of 2022 which was the highest um in the last 40 years at um last June and so [Applause] um and our governor has really tried to um to balance the existing Investments which is our base funding of the lcff um while the continue at the revenue has really have a significant debt deficit um projected deficit of 31.5 billion dollars shortfall that's being projected at this point um however protecting the lcf funding does come

126at an expense of currently at um one-time funds reduction being proposed at the main buy so this is something very concerning for us at this point and the governor didn't warn as well in May that should there be additional economic risk to the budget that deeper reductions could be necessary so do you want to make sure that we know those and in this presentation I'm going to be highlighting three um themes the first it's going to be reduction to one-time funds and second will be declining a woman which we've been talking about that that's across the state and then finally the declining in attendance rate which is now the new star of the um budget at this point for many of the school districts the first area I want to talk about is the reduction

127to one-time dollars and this is the Arts and Music and instructional material discretionary block grant when the budget was passed back into early in 2223 our initial allocation was 17 million dollars for our district and and then by January this reduction was proposed to 11 million dollars and then the latest May revise um it's being proposed to further reduction to 8.7 million dollars and so the issue is this we have already this money was supposed to be nerated we received about um we received 50 of it already at this point so this would mean that if this do get this funding does get reduced then we will only be keeping the 50 and then knock um receiving the other 50 so this is extremely concerning as obviously we have lost about 8.7 million dollars through

128this process the next um proposed reduction is the reduction to learning recovery emergency block grant and so um as of this our initial allocation was at 47.7 million dollars at this point we have received the entirety of this dollar amount already is already in our account at the county so the money is already here and so um the proposal to reduce um this is to reduce at about 32 percent to 32 million dollars for our district so this is an extremely significant loss to our district and unfortunately we already have this received this money so if there is a reduction what the state could do is to count it towards our principal abortionment from the lcf based funding so if that were to happen then we will then do some accounting to make sure that

129this happens but it is extremely unfortunate that money has been received and um now is the um reduction coming through and I've been in this industry for about 20 plus years at this point I'm not really seeing something like this it's like you get some you know Cuts but this is the money already in the bank and so that is very concerning um for for us at this point I do want to talk about um prop 28 so um just this is something that the voter passed back in November or 22 and the money is supposed uh will be starting in 2023 our estimate currently um is about 4.7 million dollars and expenditure plan is actually required for each School site um we did not budget this amount currently for our 2324 budget because there

130is no accounting code relating to this that we are not able to budget in our system currently and so when so something to yeah so we we check with the county and um and and uh the people we know and so they said currently there is a there is a budget a projected amount unfortunately there's no accounting code that we could put into our system at this point so just want to make sure that um we are aware of that and when we when they release the accounting code then we will be bringing that um Revenue into our budget when do you anticipate that we have been waiting we have not heard um we thought by now we would have already had it but it's not nowhere in the um the code structure that we

131have seen so we could not budget this amount at this point so there's they have they have already loaded the on the website about what you can ask and we've been you know checking on it and the county has been checking on it and so that's what they said just just I mean it's it's you but there's no accounting code we can't really budget that amount it's not just we we finally the state whatever is Which accounting number you have to put in so we have to follow the state guidelines so um I do want to um now the so that that the um so the second theme is the declining woman and this chart here shows us the uh top 10 projected decline by county in um California and so as you can see

132Statewide averaging uh trending is uh between 2020 to 23 to 2031 to 32 and then about uh a 10-year span or so um it's about eight point two seven percent Statewide but you can see some of the counties are projecting uh for example Ventura County 17 drop right that was a long time but still that's a significant drop um Orange County did not make it to top ten but Orange County uh drop is still at uh 9.55 projection and so obviously that's something that we continue to track um you can see here um overall 12 counties um across the um the state are projected to lose more than 10 000 students between 22 to 23 including our County um and 18 counties will lose um more students faster rate than the averaging of 8.27 and

133Orange County is one of them so we do want to make sure that um something that we continually to track our enrollment is a Statewide phenomena on this point I think this will show you that this is a phenomenon across the state and certain counties obviously is a lot worse um so but we are like within the top 12 or something but it's still very very specific and then we continue to attract this enrollment now we've been talking about decline enrollment for a long time now it's like more than 10 years we've been declining right so this is the number that um that we um have been I'm targeting but now the new star of the show is actually attendance rate and so this will show you what the state averaging has been and so

134if you look at prior to the pandemic right per um districts were about 96 or so right um and 95 to 96 and our data has been between 95 to 96 as well so and then we get funded on the P2 which is the the last two column there but I just wanted to actually um let the board know that our district considered we're a secondary school district for us to have such high numbers is very impressive because most of these data also include the elementary school district and the Unified School District and the attendance rates tend to be higher for the younger group of children and if you look at the data 2122 data at um P1 across the state level was 91 our district we were much higher 93 by P2 how we

135were funded uh state level was 90.49 our district we were at 95.16 that is almost a four it's a 4.66 percent higher than Statewide so we really applaud for our staff for working really hard with numbers of first year coming back from the pandemic our kids came to school despite everything else that was happening and our number really really showed that so at the state level they have been dropping since 2122 it didn't hit us until this fiscal year in 22-23 um remember I shared that information um since um since um January we saw those numbers we were tracking them we were basically declining about a percent a month and uh thank you Dr German free for leading that task force to address the chronic opposition that we have and we have now stabilized at

136this point but the point the key point is this at the state level there has been a four to five percent drop across school districts and so we have been working on that now I know we continue to work on that there's committees at school side level to really address this but this problem thing hit us until uh this year compared to all the um other school districts and for us to continue to have um the rate that is a little bit above this state average I think that is amazing consider that we are a secondary school district at this point and so I think this is something that we continue to track and working with outside to make sure that we need to be bringing those numbers up and this is a something that

137now has becoming uh something that across the state people are working on this and figuring out what is what can we do to improve this attendance rate at this point foreign so I want to show you like the effect of what um the difference between enrollment versus Ada because we get paid based on the average daily attendance when they show up so when our race drop from 95 to 91 that's a huge difference and so on this um chart here you will see um how we get funded so in 2223 we also um look at how much the face funding and then what our our current ad the Ada number is what their current Ada and then versus the funded Ada so in 20 to 23 our base funding is about 300 almost 301 million

138dollars in 2324 you can see our numbers um drop as well at this point but our increase is about 314 um million dollars so a net of increase of about 13 million dollars or actually 4.36 and as I watch I'll show you on our multi-year projection the cola at the state level the cost of living increase is actually 8.22 so when we tell people oh we're getting the we are getting the 8.2 to increase however without declining enrollment and are declining Ada because of the attendance rate the increase is actually only 4.36 percent so I want to make sure that we know that and there are other things for example that we do pay for the stuff and call it increase right people if they get more education then they get a little bit more

139money and each year when people are here um especially on the teacher's side you do get the increase in your step increase there's also the health and health benefits increase as well that we have seen and um but you know our increases are much better than some of the other surrounding districts we have amazing health benefits committee which our two board members do serve on that committee really working hard to make sure that we get the best plans for our employees as well and so really do think that committee to working hard on that but unfortunately with everything going up there's also the cost of going up with the health benefits as well Nancy can you give us the percent approximately of um the servicing existing salary schedules yes absolutely so for example for stepping

140column does we um budget about 1.5 to to that so if you think about that um of our total salary schedule that's about a four million dollar increase you know each year that would go on just for the stepping column um the health benefits um increase we've been budging about 10 and does the industry standard the budget between at least 10 percent and maybe up to 12 depending on what's happening in that year and the health benefits increase would be about six million dollars a year um and then recently uh we have also increased the um property and liability insurance as well as a workman's comp insurance as well and those are going up about one million each uh each year at this point so with an increase of 2 million so there are already

141a lot of increases that we already have to absorb as part of our budget and so I just want to make sure that to show this to see what what we're actually getting in terms of dollar amounts so those percentages actually come off and lower the 4.36 definitely by maybe another one and a half to two percent oh for sure so total for total for example for each year is about a I'm currently between 10 to 12 million dollar increase so pretty much if you look at how much being absorbed bulk of it is already being half we have to use that money to feed the um these increases already at this point right okay and so this is a Anitra I wanted to uh present um is the um of the enrollment projection with

142our actual Ada this is the Ada we're funded not um so so this is that sorry this is the actual Ada that we are actually generating not the funded Ada because we are protected for about three years based on the new current model um and as well as the unduplicated people account which includes our students who qualify for free and reduced lunch English language learner as well as Foster youth as you will see here um we are projecting to continue to decline and um currently our next year the number is going down to about 27 000 students and we are projecting to decline to about a little bit under 24 000 in 26 um 27 at that point and um as you can see the actual projected Ada currently is at the 91 attendance rate

143obviously we're hopefully hopeful that we can increase that rate uh as we go through and making since now we we do know the problem we had a delay effect from compared to compared to other school districts but that even one year as of not falling um to the 91 percent is helping us with our overall budget at this point so we are very hopeful um that we can continue to work on that this is the financial um projection dart board that we are the assumptions we are using as you can see um the cola for next year the cost of living adjustment is a 8.22 so this is a increase from the initial um projection that we receive of 8.13 so then we are putting the 8.22 into our budget at this point um so

144you can see the kelpsters employer rate is now at 19.1 percent so that means for every dollar that um that we pay employees the district has to pay 19.2 cents so just think about that so that's something and the employees also have to pay their employee contributions as well um so that we have that um the um on unemployment insurance that that's um that's it's good it's actually going from 0.5 to 0.05 but just remember not that long ago it was only 0.05 so we did have an increased quite a bit and then it's not coming down so for the uh proposed adopt the budget for general fund and 23.24 our total revenue is I'm showing here 566 million dollars and you can see the bulk of our money now is um and has been

145is from the uh local control funding formula lcf and funding they're at about 74 percent for the total expenditures we are projected to be about 566 um million dollars um for this um Coming um fiscal year at this point and you can see here this is the multi-year projection um that you see here so for the proposed about the budget we are taking in 566.8 million and then total expenditures about 566 million so net Odd as well we do have a positive uh balance in that year of 431 thousand dollars but if you're looking at at the out years we are now projected to deficit spend starting next year on 9.8 million dollars 13.7 million and 28.5 million dollars we do have um the um that with the new um Reserve level the current year

146Reserve level will be at 9.78 uh drop um and then us staying about 9.86 the following year and then going down to seven percent and then in the um fourth year out at 5.11 close so what are some of the final thoughts so as you all know the Texas the tax extensions for the disaster disaster areas in California which are going to be both of the counties across the state with the tax extension until October 16th there is really tough to actually get the budget to see what the true numbers will be and we're looking at possibly November that that's what they're telling us that that the state would have better number at that point so we I'm sure that the state level was on budget on prior to their timeline um but we must

147be um looking at what happens when the tax revenue dupe you'll come back around October and then with the information for November that time and so we'll be uh really watching for that I think around Thanksgiving that's the time we think that they'll be releasing all those numbers so we will be cautious waiting to see what those numbers look like at that level um and so the governor um have the um will be adopting the state budget spending plan by June 15 and so that's we'll be going to the board um at the same same net as well so hopefully so you've been hearing some of the things that will be coming out with between this week and next week to see what are some of the one-time things that that the cuts hopefully they

148do not come there are other things that the governor can do which we do welcome but not not that will be better than having the one-time reduction for example some years ago you guys remember we had a lot of deferrals but deferrals is better than right getting those reductions that we are seeing those at this point so there's different things we can do with deferrals um and maybe that they can dip into the winning day fund if they do need there is a raining day fund at that point that they can possibly start doing that but by but but what they're doing right now is cutting the money they already have given to us when the and a lot of the money is already in the bank that is really tough for to operate uh

149the way we're doing and obviously we want to continue to monitor what's going on but we are um hope for we are hopeful and and really try to make sure that um that one-time Cuts do not continue to come because the possibility is if there is continue decline in the overall economy they could possibly take in even more and so that's something that we are extremely concerned um at this point and um so once we do get um this the state adoption of the budget and we'll be bringing to the board a 45-day update I do want to cautious that at that point I don't think the revenue picture is very clear and so really waiting until probably November will give us the um the best numbers at that point and then this concludes my

150presentation I'm happy to answer any questions that you may have anybody have any questions I just had one clarifying question on the learning recovery emergency block grant um since the money's been already allocated you said um since we already have the money it will come out of which funds so what they would do is instead of giving us the lcf of Base funding so you saw that the base funding there right so what they can do is let's say um if they cut that they can say take your money and um basically count towards your base so we may have to move the money into a different path so accounting will be interesting but well I'm sure we'll figure out how to do that when that happens okay thank you for clarifying no worries anybody

151else yes so with counselors there is um they are um there are boards that they said these are rates and so um so far there is a statute that our calstrs they cannot um change that but Calpers is a little different Calpers can that board can set those rates but not a calstr so it would take quite a bit to to make that change and so do you remember Calpers and even calstrs Ray it was a 8.25 with calstrs it wasn't even that long ago and with Calpers it was at 13.02 percent and seeing that literally double at this point it was very quick um increase and so that's something that all employers are looking at to see what we can compensate because with those increases that is a very big factor as well but

152at this point the numbers are stabilizing but it's still we look at back not even that many years ago that number were much lower I mean was basically less than half thank you for the question any other questions thank you for your very concise explanation it's very graphic unfortunately thank you thank you so much thank you okay moving on to uh consent calendar do we have a motion so I moved second motion a second any discussion seeing none all in favor say aye aye aye opposed by zero Advanced planning we see the our next board meeting is going to be on June 15th seems kind of maybe next week huh next week we'll be back again today all right so any suggested agenda items hearing none do I have a motion for number eight or

153nine excuse me adjournment so moved second motion a second any discussion [Music] thank you thank you one and all good night thank you