Jun 05, 2025 - Regular Meeting of the Board of Trustees

001Okay, we have the thumbs up. We are live. And so I want to welcome everybody to the regular scheduled board of trustees meeting on June 5th, 2025 at 100 p.m. I'll call it to order and we'll start with roll call. Amanda Buchanan, she is not here today. Maria Opara, I'm here. Renee Logore here. And Nita Tucker here. And I am here as well. Um Renee, could you lead us in the pledge, please? I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you, Kylie. Do we have public comments? We do. We have one card. one card from up to the podium. Thank you. Uh good afternoon. Um I'm Crystal Anderson. I work for

002the district for well this is 19th year 20th year with the teaching 19th year with the district. Um, I'm not comfortable speaking in front of even a small group like you, unless you're no, you're a lot shorter. Um, I'm coming to you with concerns. I had the opportunity to visit many, many classrooms on my campus and the comments and concerns that our teachers, our classified are sharing with me about the budget, the lack of a contract, the insurance pieces is very worrying. I have so many teachers who've made this statement. I don't know if I'll come back after next year. So, I don't have a lot to say other than to share the fact that the reason that I love staying with this district um are the people, the support, the kindness, the care, and

003if we lose those people, we're losing more than just a contract, a budget. We're losing so much more. So that's all I wanted to say is that I'm hearing these concerns and I wanted to know wanted you to know that it's coming across from all aspects, not just little tiny ones that come through in negotiations. Which school do you teach at? I teach at Apple Valley High School, but I've also taught at Phoenix Academy and here at Apple Valley before when it was a middle school before they shut it down. So I've seen a lot and there's just a lot a lot of concern and I had to share that with you. Thank you. Thank you. All right. So, I think that uh we'll move on to um any public comments for close session. Oh,

004we already there is specific that only Okay. So, we'll move on to close session. Uh we have items one through nine. So, I'm going to read those here. Expulsion cases exp 2425 and exp 25 2425 and annual review case AR number 11 through AR 15 24 and 25. Item two, conference on litigation government code section 549 56.9 subsection A current litigation excuse me eight cases CIDSB 231473 23 2412687 2321161 1 CI VBS2400289 223 government code section 549 54.5 subsection C and 54956.9 subsection D and two and E1 anticipated litigation one case 24 correction 2024 25501 item three public employee discipline dismissal release, reassignment, transfer, leave, title, certificated and cost by employees. Item four, public employee appointed resignation, retirement reduction, title certificated, classified employees. Item five, conference with labor negotiator, agency negotiator Jeremiah Harrison, employee organization,

005Hel Valley Unified Teachers Association. Item six, conference with labor negotiator, agency negotiator, Kristen Dupri, B, employee organization, California School Employees Association. Seven, conference with labor negotiator, agency negotiator, Tremaine Nelson. B, employee organization unrepresentative. Item eight, conference with real property negotiator, government code 54956.8, a negotiation parties, Matthew Schuberg, Apple Valley Unified School. And number nine, security g matters, government code section 54957, consultation with Unified School District, chief of police. Um, with that, that is it. We'll need a motion to go into close session. I move that we go into close session. Maria made the motion. Do we have a second? I'll second it. Second, Rene Longore. Um, make a roll call vote. Anita Tucker. I Renee Longart. I Maria Hogara. I and Manda Buchanan is absent. I vote I as well. So with that, we will

006be moving into close session and we'll be back at 3 PM. No. Yeah, 3M sharp. Everybody's back and I got the thumbs up. We're live. So, we'll uh call this meeting back to order um at 4 3:41 3:41. And we'll do a roll call of MW Buchanan is absent. Maria Okara present. Renee Longshore here. Anita Tucker here. And I'm here as well. Guys, please join me in the pledge real quick. Please rise. I pledge allegiance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, liberty and justice for all. All right. Thank you. All right. We'll go down to uh board member comments. Uh we'll start with uh Anita Tucker. Good afternoon. This month is truly one of celebration. One of the most rewarding

007parts of my role is participating in our graduation ceremonies, celebrating with the students, family, and staff as we mark such meaningful milestones. Our students have achieved so much and we are incredibly proud of all they've accomplished. And I want to congratulate the graduates of High Desert Premier Academy, Apple Valley High School, Granite Hills High School, and Apple Valley Adult Education. And those ceremonies were absolutely phenomenal. Uh we also celebrate our students who were promoted at all the school sites and your hard work and growth are inspiring. These moments matter deeply and we're honored to share them with you. I'd like I'd like to extend a special thank you to Mr. Schulenberg for inviting me to attend the capital advisors budget workshop. That session provided valuable insight into the government governor's may revise and I appreciate

008the opportunity to deepen my understanding of our state's educational budget and also thank you for asking the million questions I ask asked you. Um, last week I had the pleasure of supporting our Apple Valley FFA students as they showed their animals at the San Bernardino County Fair. These students have spent the last year learning the responsibilities of raising livestock and their dedication was on full display. The culmination of their hard work was showing and selling their animals at the fair. It was also a treat to watch Mrs. Nelson, Mr. Conrad, Miss Widener, and Mr. Raleigh along with administrators from Snowline and Lucern Valley jump in and show sheep with just a few minutes of coaching from our talented students and they did a phenomenal job. I It was amazing watching them and this was a

009great example of collaboration, learning and fun. I'd also like to take a moment to recognize that June is Pride Month, a time to honor the history, resilience, and contributions of the LGBTQ community. Pride Month began with the Stonewall uprising in 1969, and it has grown into a global movement advocating for dignity, equality, and inclusion. In our schools, it is essential that every student feels safe, seen, and supported. Research consistently shows that inclusive environments improve both academic performance and emotional well-being. As a district, we are committed to fostering a culture of respect, inclusion, and belonging. We celebrate diversity and strive to ensure that every child is empowered to thrive. Let us continue working together to uphold the values of equity and kindness that make our community stronger. Thank you very much. Thank you, Anita. Renee Longore,

010this I it was lovely attending the graduations these past couple of weeks and witnessing as our students and their loved ones celebrated a culmination of many years of hard work. A job well done to all of you and nothing but the best as you look forward to the next steps. I had also had the pleasure of attending the budget perspectives May revision with the capital advisors group and San Bernardino CSOS budget workshops down in San Bernardino Riverside area. It was good to hear about the projected financial stability of our educational system even though the cola ended up not as high as originally anticipated. Um, Trusty Tucker and I did enjoy cheering on our colleagues and supporting Apple Valley High School's FFA program at the San Bernardino County Fair. We had the pleasure of watching our

011fellow trustee, superintendent, and staff under the toutelage of our students become master and commander of sheep. It was also lovely seeing them compete alongside other school districts. I am looking forward to taking the masters in governance course five uh this weekend. It's entitled community relations and advocacy. Thank you for the opportunity I have had to learn and grow over these past six months. It has truly been an honor. [Applause] Thank you Renee Maria. Um, thank you so much. Um, I did not have the pleasure of having as many activities as the other trustees. Um, but the portions that I had was very fulfilling. I was able to attend the graduations of the high schools and to shake the hands of all those children and also to look in the audience to see the joys on

012the faces of the families and all the people who supported these children. as they went through um our uh school system. I was particularly impressed with the number of students who graduated. Uh sometimes we spend so much time looking at things that are not right and we fail to think see the things that are right and those children was anam they were the example of what is right about our district and for them to see how they encouraged the speakers and acknowledged the speakers even though those speakers were their classmates. Um, I'd like to take this time to thank all of the managers, the administrators, assistant principles, the teachers, the classified staff who have played a major role in the lives of of the children. Um, I did miss the bus um bus journey, the

013bus, the bus tour. Um, that is always the high point of my um my year. For whatever the reason was, I just it skipped my memory. I thought I was going it was going to be on the very last graduation day. Um, and I think I missed something. There was some timeline issue that I missed. But I'm really grateful for the bus drivers um who gave us 181 days of just simply transporting those children and keeping them safe, taking them home and taking them to all of their activities that they have during the school year. Um my gratitude goes to um the people who managed it. I I I also wanted to share um how how much it meant to me um to be at the graduation and to observe those students walking up towards

014the board. Um it wasn't just walking up towards the board. I a a part of me felt that we have a superintendent who has made it possible for all of those children to receive the education that they need, whatever the level of education, and happen to just stand there and watch those happy faces come through and not realize how much um how much thought goes into providing those services to our kids. And for that, I say thank you. Um, I want to be sure u that when you go off on your vacation that you thoroughly enjoy it, that you thoroughly um um don't worry about the the be the the alarm clock. Um just enjoy not waking up on time. Enjoy all of the things that come with it and come back next uh next

015school year refreshed and ready to uh give us the best that you have. Thank you so much for letting me serve your children. Thank you so much for letting me serve this district. And thank you so much for having me sit on this board and to be a voice for everyone. Thanks a lot. [Applause] Thank you, Maria. I just want to echo uh what everybody else has said. It's been a really busy month. Um but a good month, but very busy. We did a lot a lot of accomplishments in the district. and um the graduation sure showed that uh it was a successful year for the Apple Valley Unified School District. So with that, congratulations. With that, uh pass it over to T. I too want to comment about graduations and promotion season. Um, while

016I I say this about the first day of school being my favorite day, the graduations and promotions are just special because of the celebrations, the families, the staff, everybody there is has contributed and and what a awesome thing to witness as they see something they contributed to um cross the stage. So, what a wonderful time of year. Um, second, I'd like to talk about the fact that we have students that have trouble getting immunizations and we were notified today that um the county will continue to offer some immunization um clinics here in Apple Valley Unified School District. They weren't going to, but um fortunately we have a persistent health services coordinator who wouldn't let go. That's right. You you were you were helping. Yes. Um, and we've got that going back um in a in

017July, which means we'll have kids that won't be excluded from school. And that's just been a treasure for us because every day a child misses because of a lack of a service that they can't get in the community um impacts their education. Um, we did have a request for information regarding CPI training. And so at the at each of your seats, you'll have a list of staff who have attended the training um whether they're certificated or classified. And then um oh Kylie will pass it out. She has it. Sorry. Sorry. Yes. Um and so that way you'll be able to see who's participated. And then um congratulations to Snowline Unified School District. Um we had to keep our hats to wear at a board meeting in the future. Um, clerk Corey Lef Fever um was

018his first time to um participate as a board member as well, newly elected. And um he took first place, which I'm a little hurt over, but um his wife, I think, is an alumni or was part of the alumni association, so they might have brought him purposefully. And then Lisa Hansen, the principal at Toronto, just did an amazing job. She was next to me. She had a sheep that was not cooperating and yet she outlasted me. So, um I appreciate Rick Raleigh for um being in the ring um getting some pictures and um it was hot, you guys. And these kids do have a lot of effort that they put in. We put in just, you know, a very short moment, but halfway around the first ring, I think I'm about to pass out because

019it was that hot. It was um just it's difficult. It's a lot of muscle work. Dustin Dustin hung into a period of time with me. We both went out at the same time. I think we might have cheered that we were out at that point. Um, but all in the name of supporting our students. So, very much appreciate that. Um, we do have um, Miss Buchanan is absent today, but um, I just want to acknowledge she's operating her daughter's um, field trip and we don't always put our kids first and she was struggling with making that decision. And I said to her, you get to miss a board meeting to get to be a mom. It's okay. So I say that to the rest of you when family comes and there's things that are happening

020sometimes those do need to come first and so we understand that. Um and then we do have uh I do have a request for next board meeting. Um while the before we post um I would like the board to consider posting for a one-hour close because we won't have a ton of business um for close session because we it's a board meeting right after a board meeting and so um we've pretty much stripped the agenda of a lot of close session time. So if it's okay with the board I'd like direction to have Kylie post that. Sounds good to me. Rest of the board pleasure sounds good. Okay. Yes. We're not voting, right? We're just You're just giving direction. I just would like consensus. Rene, you're good with that? Yeah. All right. Have time. Yeah.

021Okay. And the final thing I'd like to just acknowledge is um once a student of Apple Valley Unified School District, always one of ours. And I was honored this past weekend to speak at the funeral of a student that had passed. And I got to speak about his K through 12th grade education. He entered the district when I did. So what an honor and I think everybody should remember that we impact children every single day. So thank you Khalil Williams, class of 2015. Thank you T for your comments. [Applause] Okay, moving right along. Item five, reports from union representatives. We don't have any for this afternoon. close session. Um I will read off um what was the close session? We do have one item that that actually waits until discipline. It'll come up naturally. Okay.

022All right. So we don't have anything to read from close session then. Uh thank you for the clarification on that Pat. Uh item seven, adoption of the agenda. The board may approve the agenda as is or add or pull items from the consent calendar for discussion and action. So, do we have a motion to approve? So, moved. So, move from Maria Aara. Second. Second from uh Anita Tucker. Anita Tucker. All right. I'll do a roll call. Anita, I sure. Did she? She said I I Okay. Uh Longore I. Abara. I Buchanan is absent. I vote I as well. Okay. Motion passes unanimously. Uh item D discussion uh E I'm sorry uh discussion information. Item one will be California youth behavioral health initiative update and that would be from Patrick Sauer. Pat Okay. Okay. Um before

023you you have a slide deck and I'll just say from the get-go that I am in the um lucky position to be presenting both a presentation and more importantly the work of unbelievable talent and energy and passion. And so Natina is here who we'll talk about in just a moment. But of course, this comes out of Mariana Torres and her department. And we're going to give you some background on this uh effort, where we are now, and what we're looking to do as soon as enrollment. And so, the California uh uh youth behavioral health initiative is really California's understanding that there's a lack of mental health services for youth. And they wisely thought the best way to get to youth is through the schools. And so, that's wonderful. And when we first heard about this,

024we weren't exactly sure how it was going to roll, but we saw lots of money being put towards this as as long ago as as four years ago. Well, so that started to roll out and what they decided to do is they built something called a fee schedule. And so we cautiously learned. We let cohort one of the very first schools, there was a couple in the county, go forward and learn. And then when the next cohort started to come around, we applied to become a district that was put into a group to learn how to do this to gather the information to build the uh billing infrastructure to basically become a healthcare provider and then work towards actually providing services and and going through the process to be reimbursed. It's an important effort for

025us. It would allow us ultimately to serve students in a greater capacity than we even do now. And so here's how that works. um we are part of this program. We're um part of the current current cohort. The um we kind of walk through some of the already board actions that you've taken to support this effort. And so the the essentially the idea here is we become a health care provider. We actually had to get a provider number. Um and so we did that. And actually every provider has to get their own individual number if they don't have them. Some of them have them because they're practicing licensed therapists. But for example, our uh guidance counselors can actually be um billing for services because some of what they do is billable. But before they can

026do that, they have to get a provider number also. So we're in that work right now. They create accounts, they produce files, they get screened, submitted for claims, and ultimately claims get processed and paid. Now, we've not yet had a claim paid, and I'll explain why. Here's kind of been our journey through this CYBHI process. So, it started as long ago as last October when um we worked with Care Solus who we already had a partnership with as a kind of a warm handoff, a company that was what they call a care concierge service. We find a student, refer them to Care, and it's their job to shepherd them all the way to getting a therapist. however that gets handled. So they call, they remind, they call the provider, they call the insurance company, they

027call the family. It's a wonderful service. What they also offered to do for us is to become our EHR, our electronic health record system. We were desirous of this for a couple of reasons. One, we definitely wanted there to be a a single point for that delicate healthcare record system. our current student information system, it really isn't the kind of system that should be used for um the electronic health records. We do have some health records there that are put in by our nurses, but for mental health care and the things that have to be private for a clinician, they really needed another level of safety. And we wanted them to be able to decide what information should be shared to the rest of the care team, say at a high school, right? If the

028therapist is seeing a student, it would be important also for that guidance counselor to know just just generally that the student's being seen. It would be important for uh the rest of the teachers perhaps to know if there was a care plan that was part of that the teachers were part of. And so uh Car Solus has such a product. They also were willing to be our claims processor with the state. And so they do that. They do the electronic health records and they provide a service where s our uh folks can enter a a service put in from a drop down a simple claim of information. It would create the right billing code and submit that claim on our behalf to Caroline. More on that in a moment. So we signed that in October.

029Um then in November uh the board agreed with uh allowed us to move forward with our application to be part of the cohort to build this infrastructure out. Um, we then took the next step with the the state's third-party uh company called Carolon. It's essentially the state's insurance processor. And then we were uh notified by uh SBCSS that they accepted our uh our application to be part of the cohort. And so we were awarded funds to begin the implementation and but build what we're calling the plumbing to get the interaction with the student processed moved over properly cla properly categorized and coded so that made sense in the insurance world and then moved on to a claim for payment and then back to Apple unified for reimbursement. So we're in the midst of that. Boy

030are there a lot of people involved in this. Healthcare is no joke. It makes the education system look simple. And so right after that, we did a three-party agreement that allowed Carolon, Ker Soloulless, and Apple Valley Unified to talk. It's a business agreement that is required so that everyone is clear about what data is private and to who share to whom it can be shared and to whom it cannot be. We got our first allocation of grant funds in January. We began immediately training staff to understand how to log into the system and then uh we were able then to bring on Natina and help us with the shephering of this work with this grantf funded um program and we're going to stretch those funds out to pay for her position over a period of

031two and a half years as the grant allows. And so we're so excited because now what the focused effort of someone with her caliber uh and quality now things are moving now now uh it's there's a point on the calendar I know I need to go to that Nina put it there and so for us the next step really is none of these can be paid unless there's insurance now we can help them get insurance if they don't have it right we have really great partnerships with the IE IIEHP healthcare navigators Our family centered folks are really good at helping people sign up, but even folks who have insurance, in order for there to be a reimbursement, we have to know that and that's delicate. That's delicate for families to share that information. And we

032understand that. So, Care Solus has a really great package of information, but we need to get started for those who are willing to gather that insurance information so that we can put it into our again secure electronic health records system and then make those claims payable. How are we going to do that? Well, got a couple of ideas. Again, lots of we're going to be doing lots of marketing as we move into mass enrollment this summer, explaining why it is that we would be asking for this, how we can use this um to augment services to kids and how it will not impact famil family's home insurance either rate or access to care. So any services rendered at school will not count against their availability of service outside of school. They are kept separate. There's

033also ways for um situations for students who are old enough, if they do not uh if they are gathering care, they're deemed eligible to make that decision themselves and it's care they don't want their parents to know about, no explanation of benefits will go to the parent. Again, all compliant with state law. We also can gather some of this quite easily through our enrollment process. So, our thought is that we can build some fields um within Aries for some enrollment and simply just let them put that information in if they're willing. Again, it's completely optional. They can opt out. But the more we can get parents to do this, the more we can have helpseeking behavior become normalized, provide these services, and ultimately with reimbursement expand those services or at least make what we have

034um much more financially viable, protected, and can pay for itself. So, I'm not going to read these all to you. There's lots of questions that come to mind for me as a parent or former parent in the system, right? Like, like I said, what about if I only get 10 visits this year? If you're going to do it once a week, then that means there's no more visits for my kid. Not true. And those kinds of questions for districts that are ahead of us, we're so glad we're not in the first cohort. They've already kind of had to iron those out and they're starting to get reimbursements. And so, they've got a good list of frequently asked questions. We are going to do lots of parent information meetings. And again, anyone who's uh concerned, they

035can opt out. Here's the plumbing. I won't I won't go too deep into this other than to say we're very thankful that Care Solus is willing to kind of help us with this process. It's a it's they don't charge for this fee, but they do take a small percentage of any reimbursement, but it means we don't have to have all the uh medical billing people they have, right? That's a whole staff of folks that we actually used to employ back in the medical billing days. They take care of all of that and they make the platform very simple, right? Just a few drop downs of the things that are most likely to be done by the people who are in that job class. But you can see for us it goes from the that top

036left school-based mental health provider. Someone meets with the student and determines even if it's an intake meeting, you know what? This is a billable portion of time all the way around to the bottom which is a reimbursement. Of course, that doesn't change how we give care. We'll give care as we do now as needed to the greatest capacity we can. So, no one will be denied a meeting with the counselor if they don't have insurance. It will have nothing to do with that. But if they happen to have insurance and they've given it to us, we can now or soon be reimbursed for that care. And the plan really is just to expand care. You hear it all the time from those working at the front lines of the schools that the need is great.

037State recognizing that now instead of just giving an allocation of money to hire staff, they're making us do the work first and reimburse us for it. We don't love that idea, but we love the idea of expanding care. And if this is what we have to do to do it, then we're building the system to make it happen. Well, Natina and her team, but it is a it is a group effort, right? The therapists, the counselors digging in and asking good questions and and really pushing us to are you sure? Lots of good questions about double entry and we're sensitive to that. So, we're thoughtfully considering how do we make it so that these systems can talk to each other safely so that one entry is enough. Trying to be practical about those things. Thankfully

038for our therapists, because this is an all-in-one electronic health record system, it already is the system they use. That's why we started with them. So, I'll pause there and I have qu you have questions. I may ask Natina to come join me. Maybe we could bring her up real quick and just give her a thank you. She put this all together. [Applause] Any uh questions for Patrick? Question. Go ahead. Uh my first question is I see that this is a good program that we're looking into. Um in the old days we gave registration packets. Yes. Is this one of those things that you can put in the registration packet for all students and when they fill it out then at least you have a um a starting point. there there's no uh guarantee that all

039of those forms will come back but at least you'll have a starting point as to the students whose parents have already approved and agreed and you can then get started. Yes, good idea. That is the plan both at registration and also now we do something a little different for non non-new like the returning students. They do their um data confirmation online. So they acknowledge the receipt of the handbook. They acknowledge whether or not they want information shared with various other um places, whether or not their photograph can be used. All those check boxes. We were going to add this to that data confirmation process so that we get at least one chance for everyone. But then we know there's going to need to be a lot of one-on-one. Let's sit down and go over this

040with you with families. And so we we think this will be a a many different approaches kind of thing. But yes, the registration packet you're thinking of, we will use that. Okay. Thank you. Any other questions, comments? I do have a couple questions. Um when I think of um health care and health records and data being shared, I understand the care is going to be given and then it could be kept confidential. Um but who decides whether that information is going to be released to um say uh different levels of support at the school. Two things on that. I'm glad you asked because there still it will still be um if because it's a healthc care record those components that are considered medical will still be governed by those by HIPPA and the governing and

041the laws that govern that. So that in the process for intake, if there's a chance to talk with the parent, then they do have a form that says with whom may we share this information? For example, do you already have an outside therapist you would like us to talk to? So they go through essentially a a consent form. So that consent form just like you would at a doctor's office. So that consent form will govern data sharing. However, in the case where a student says, "I would like to receive care and I don't want my parents to know and I have a reason that is compelling enough that the therapist following their lensure decides I must comply with that student's request." That is really based that's not a school district policy. That is their license.

042And same with the counselors to be quite honest and they're you know they're already doing this right. We're already sometimes not calling a parent for certain things that in our state, students are allowed to say, for example, if it's alleged abuse by the parent. Well, in those cases, we make a CPS call, we don't we don't first call the parent. And so, it's like those kinds of things they that is part of the training. I don't have a list of those exactly here now, but we could get that information for you, but it is definitely in the law. And so, they'll be abiding by those strictures. So then if the student shares and doesn't want that information shared, do they then assume the authority to keep that information private even to school officials? They do.

043They do. And so we only what we tell them of course is if this hits a couple of different thresholds then we will be compelled to for example call child protective services or law enforcement. there there is not a 100% confidentiality if there's potential for self harm. However, in cases where it doesn't reach that threshold and they say I don't want this shared even with my teachers, then it doesn't move. Okay, great. Thank you for that. And what are the projected costs at this point in time? The costs at the moment are all covered by the grant we received through the county. So, we received a grant that allows us to pay for things like the training um Tina's position and um any other sort of infrastructure and agreements that we have to to come

044to. So, at the moment, there is no cost to the district other than there of course is the cost of just like um taxing the system with new ideas. That's the cost. Great. Thank you. Yeah. Great. Any other questions, comments? Well, Patrick, thank you. You got it. Thank you for the presentation and thank you Tina. Tina, always happy to show off someone else's great work. Natina. Natina. Yes. Okay, I'm gonna um take my computer off the screen. Do you have Oh, you have Yeah, you're all set. I'm going to let I'm going to introduce Sylvia as she um begins the process of taking over the screen. We get the pleasure this afternoon of hearing from our district English language advisory committee. They're rock stars in the sense that they don't just advise us in areas

045of the English learner population, but they have become some of our most vocal advocates for equity for all students in the district advisory committee at large for our LCAP. They keep us honest. They ask good questions. They've been here through ethnic studies development. anytime we need input from parents and community members, they join us. And so we just have a couple representatives today, but know that they represent a mighty and powerful vocal advocacy group who we just love interacting with now because they've made us better. And so, um, Sylvia is going to kind of, uh, walk us through some information here. She works as a teacher on assignment for the English language learner department, but also does trainings, citizenship classes, and really gets us, uh, to a point where we feel like we have one

046of the premier programs in in in the county. And the county tells us that. And so, um, I'll turn it over to Sylvia and her team. Thank you, Pat. Good afternoon. Um, another program from the, uh, equity and access department, right, Mariana Torres. We have a lot of great things happening in our department. And I just I just have to say that. Um so before I introduce our DLC representatives, um we just want to go over a few things and kind of give you an overview of what our our ELE program has been um doing or working on over the past year. So as we report to you every year a couple of things. We talk to you um about our uh the progress of our English learners, the uh number of uh students that

047we've reclassified or exited out of the EL program. uh the number and percentage of our students that are considered long-term English learners and and the percentage of those that are at risk of becoming long-term English learners as well as any progress that we have that as we are working towards our LCAP goals. Um and just share some data with you. So, uh this first graph here um as you can see we have approximately 143 students. Um that was as at the end of uh what was it? May 29th. Um but last year we're going we're looking at scores from the uh uh 23 24 school year. So uh back then we tested uh 1300 1319 students with the uh um ELPAC score, the English learner proficiency assessment of California. And as you can see here,

048uh we have uh 1.7% of those 1300 students that maintained their their uh current level um that they had the previous year. But we do have 47 uh 47.8% students that are making progress towards reclassification. And for the ELPAC, if you're not familiar with the ELPAC, it has four levels. And our goal is to get the students to a level four, which is our first criteria for reclassification. So, we have almost half of our students, half of our EEL students working towards um that reclassification. If you take a look at this chart here, this kind of breaks it down for you as to what students are progressing, which ones haven't made progress over the last year um and kind of shows you where where they're at um over the the course of uh the last

049few years. Notice we are missing 20 and 21 and that of course was during COVID where the ELPAC assessment was put on hold. Um but if you look uh the pink or the magenta down at the bottom those are the those are the students um who have actually decreased and typically we see a decrease of LPAC scores when we go from one um grades span assessment um to the next. So for example from the second grade assessment to the third grade assess assessment which is a grade span of grades three through five. We also typically notice a dip when they go from fifth grade to sixth grade and then it's another sixth through eighth grade assessment. Um but if you look at the green uh the green shows uh these are the students that have

050maintained their level. They didn't drop but they didn't uh progress either. They maintain their their current level. Um if you look at the blue that is a very small um small level there. And those are students who have scored a level four and have maintained a level four. These are students that have met the first criteria which is a four in the LPAC but they have not been able to meet the rest of our district criteria. um whether that be their grades, um their uh reading Lexile, the ESPback assessment, um any other assessments that we use um to measure progress, they have not been able to meet that other uh those other criteria. So, they remain at a level four. And then, of course, we have the purple at the top. And as you can

051see, it's it's gotten a little bigger over time. There wasn't much growth from the 23 to the 24 year. Um and the and I can explain that because we have actually reclassified a larger group of students. So a lot of those students that were already at the four, they've now exited. So they're no longer in the in these charts. Okay. Um but overall you can see that they are they are making progress. This next chart here is uh also progress towards reclassification, but these are our dual identified students. These are students that took an alternate assessment. Um and here again um if you notice from 23 to 24 that blue section is is gone. Um and uh and the purple at the top has gotten smaller. And likewise here, keep in mind these are a

052dual identified students. And with that alternate assessment, um it is difficult for them to get that um that level three alternate alternate ELPAC only has three levels versus regular ELPAC that has four. But you see the purple for 2024 is also much smaller and for the same reason because we've already exited those students were at that level four. They've already exited the program. So what we are what we are left with are all those students that are still working towards reclassification if that makes sense. Okay. This next graph here um we talked about um students that are graduating and reclassifying. So when we reclassify or exit students out of our EEL program again that means that they have met our reclassification criteria. And if you look over the the the last three years you can

053see how many students we've actually reclassified and that number is getting bigger. So our goal for next year is um uh you know to go past 120 um scores. Yes, scores for this year have already started filtering in and we've already at a quick glance we we're already uh looking um and seeing how many students have actually scored that four. So they've met that first criteria. When we come back in August, we're going to look to make sure that they have met the other criteria for reclassification. But as you can see here, our numbers are growing with reclassification. Now, this here is more of the demographics are where our English learners are sitting. Um, so right now we have 180 186 students that are currently at risk of becoming long-term English learner. And the definition

054of a long-term English learner is a student that has been with us for at least six years or has been identified as an English learner for at least six years. Um, and for whatever reason, they have not been able to exit um or reclassify out of the EEL program. So that translates to about 7.3% of our EEL population. If you look at the next uh or the first gray box there, we have 547 students who uh have been enrolled uh for three years or or under three years. These students are not considered at at risk yet. They've only been with us for less than three years. And that's about 21 and a half% of our EEL population. the next gray box which is 387 students. These are students that are uh have been with us

055for at least four years, minimum of four years. Now, this group of students is not considered um at risk because they're continuing to make progress. So, based on the ELPAC, according to the ELPAC results, they are um moving up levels and they are progressing. So, they are not considered at risk. And uh that is about um 15% 15 and a half% of our student eel population. The next box, we have 465 students that are considered long-term English learners. Again, keep in mind we have 1400 eels, approximately 1400 eelss in our district. Um about uh a third of them, 400 or 465 of them are considered long-term English learners. That's about 18% of them. Okay. And let me just jump in there real quick and um explain why some of those percentages look off. like 18%

056isn't a third, but that's because it includes the reclassified. So, if you include the English learners who take the test plus those reclassified, you're getting closer to 2,000 students. And so, that's why those percentages are a little bit depressed looking because it's a whole it's a look at a little bit larger group um because it does include that group at the bottom, those 940 students who have exited the program. We still count those in the denominator for these calculations by state law. Thank you for that clarification. Okay. And yes, as he mentioned at the bottom, the 940 students, these are students that over the years have uh have been reclassified, but they are still within our system. So, um uh they are still counted uh they are still accounted for, but they are no longer

057receiving services within our district, but they are still in our system. Okay, this next chart here um is how these students uh how our eels did in comparison to um all students uh in our district. So the first box are our current English learners and as you can see um they are not doing so great. Um we have they are approximately 122 points below grade level. Okay. But if you look at your the far right the Englishonly group of students um it's about our eelss are about twice if if that makes sense uh twice behind or below grade level as um our English only population our our percentage. But if you look at that center box, these are our students that have been reclassified. These are the students that we have exited out of the

058program and they're still in our system. They are outperforming their English only peers. Okay? So, um we are proud to say that once they exit our program, they don't exit our program until we feel that they are ready to actually exit the program. But once they do, they are outperforming their English only peers. So, this is uh you know, this is this is great news for our English learner uh community. So, um we just wanted to point that out and and have you see the uh see the comparison there. Okay. Now, this was language arts. If we look at the math, the math is very similar. Again, our current English learners are um are not doing as well as we would like them to. But if you look at our reclassified students in comparison to

059our Englishonly student population, again, they are outperforming um our their English only peers. Okay. our graduation rates. Um, Miss Okara, you talked about uh, you know, all the students that are walking across um, to get their diploma. As you can see here, um it's the comparison of our student population uh against our English uh learner population. And uh we are excited to see this number has increased um and it has been increasing uh over the years. Um very similar again um to our uh entire student population, but again slightly um uh slightly uh higher if you will. Uh they've increased 7% versus our uh entire student population which had an increase of 2% this past year. So that's exciting to see as well. Chronic ab absenteeism rates again um you can see here again the

060comparison of our student population, entire student population versus our English learner population. Again very similar. They are both uh they are both declining which is great news. Again our eels's about half a half a half a point um less than or more than I should say than our than their uh entire student population. But very similar and and great news as well. Suspension rights. Again, if you look the side by side, entire student population versus our EEL population, very similar. Again, uh they've both declined um and uh and we're hoping to continue to see this decline um across the across the board and our progress towards the LCAP goals. If you look at all the little arrows um at the bottom of the screen. So again, LPAC has four levels and of course they move

061across the levels uh level one and we want them to get to level four. But when we talk about our LP level or our English learner um progress indicator um there's an additional two levels. So although LPAC only has four levels, LP is measured by um a lowle and a high level two, a low level three and a high level three. So there's really six six levels if you will that our students are moving across and that is what we see when we talk about uh students who made progress or did not make progress. Okay, it's moving them across. And then of course we had to uh we'd like to mention uh our dual language immersion program. We've completed our second year of implementation. We are looking to open up the second grade classroom next

062year. So that that same cohort cohort will be moving into the second grade. um our second cohort will be moving into first grade and we are starting our third cohort uh with kindergarten. But if you look at uh our numbers where we are um this year, so uh Vanguard currently has 156 incoming kindergarteners. That's how many are on the on the wait list uh to income to start kindergarten for this 25 26 school year. Of those 73 uh parents are requesting the DI program for their student. So this this is I mean for us it's Mariana has mentioned before this is 20 years in the making. This is a program that's been 20 years in the making. Sorry I get emotional about this because this this is this is like our baby. Um but it's

063exciting. It's exciting to see that the program has uh been wellreceived and the parents are asking for this program. Um we had the open house um about two weeks ago and and the room was full and it was just exciting to see the parents that are are coming in and wanting this for their students. Um, additionally we wanted to mention that uh also uh we have French and Spanish classes that as you know are being offered uh world's language classes. Um and then of course we have our Spanish for Spanish speakers classes at the high school as well. So opportunities for these students to continue to maintain their primary language or to learn a second language. We just wanted to highlight some of the uh benefits if you will. Um well this first one here

064is the impact of uh being bilingual. Okay. So, um I'm not going to read the entire uh the entire um slide here because you can see it, but uh benefits to language development. Um behavior. Students who are learning a second language uh uh research shows that they have u better behavior. They're able to control their behavior. Um college and career readiness, right? We want to prepare them for college and career. Um the assessments um students are being tested in at least two languages. So we know that that is um beneficial to their students in the long in the long run as well. Um English profic proficiency they're able to develop their uh it languages crossover. So if they learn uh the basics in one language they're going to it's going to transfer over to the

065second language as well. Um and then of course uh academic content they're learning academic content in two languages which is amazing to see. This next one here talks more about the cognitive benefits. Okay the other one was the academic benefits. This one is more of the cognitive benefits. Um, and if you take a look at the the the graphs here or the pictures here, um, one that I think really stood out stood out for me was helps prevent Alzheimer's. Okay, so it's even health-wise, it's it's it's great for us. So again, just uh maintaining and encouraging our students to maintain their primary language or to learn a second language. Okay, lots of benefits to that. Here are just some pictures of our uh DLI class at Vanguard. Um they did host host their first annual

066and I say annual because they want to continue to do this every year but their first annual Cinco de Mayo celebration. We had the pleasure of uh having two of our board members present um at that day and and it was just amazing to to see these kids. They were reading, they were singing, they were performing everything um in Spanish which which was great. Um, and for those of you who haven't had the opportunity to visit our dual language uh uh program, the intent of this class is that half of the class are Spanish speakers and half of the class are English only speakers. So, so they they they work um and they they help each other. They really help each other. So, it's just great to see these kids. Um it it was a

067wonderful evening. Um so, I encourage you and I invite you um mark May 5th on your calendars for next year and come join the celebration. Unless it's on a Saturday, then it might be the fourth. Okay. The seal of biiteracy. Again, we talked about biiteracy, encouraging that and uh encouraging them to maintain and to learn a second language. When they get to the high school, students are able to apply for a seal of biiteracy. And this is a state recognition um that uh recognizes the students for their um biiteracy, not just speaking a second language, but being able to read and write and communicate in that second language. Um, and as you can see here at the um at the bottom, we this year we awarded 99 seals. Our students earned 99 seals this year

068and you can see the languages down at the bottom. So, of course, the majority of them were Spanish, 87. Um, but uh we had a couple of students that earned double uh double seals. So, we had a um couple of students that not only got their seal in Spanish, but in French or to um so they are able to get more than one seal. Our uh goal for next year is to hit the triple digits. Okay. And again, I think as word is getting out, we have more and more students that are applying for the seal. And now I would like to uh before we're going to open up to questions, but before we do, I'd like to introduce uh Felipe Hernandez and Marita Aragon, two of our DAC representatives who would like to speak

069to you a little bit. Um before I give them the podium, as as um Mr. Mr. Schlloer said these uh parents have been with us for years. Um Felipe for one his students started in our elementary school system. They are now graduated um and at the university. He is still with us because he has he still has nieces in our district. So he uh still comes and supports them. Um one of them is here as a matter of fact. Okay. And um then we have Marisa Aragon who likewise has been with us for several years. Her students are still in our system. Um but they've been with us from the beginning of the LCAP process. So they've they've they've watched our program grow. They've they've helped they've been the voice for uh the development a

070lot of the pieces to our uh e program. Okay. So thank you. Uh good afternoon members of the board, students, my my niece, um teachers and and parents. Um my name my name is Phipe Antonio father of two children and uncle for two niece um who I have already graduated and being reclassified. Today I will try to share my experience for as a parent and I sorry for my limited pronunciation skills. It's my first time. Um, as a member of the parent advisor council, I will first like to say thank you. Thank you for all the work and dedication for put into supporting our children's since the beginning of the year. We have hope that our student will continue making progress on the LP as a well the ELP test. You have seen the results

071and we have uh we are happy about them. One reflection of this is that this year there are more than 20 additional student being reclassify compared to the last year 107 reclassificate 117 graduations. Um there are still many student in the program but the more than 900 student who have been reclassified in recent years give us reason to celebrate. I've witnessed the progress on these reclassified students particularly in English and math after their reclassification. My son is graduating next week with his associate degree in mathematics. Thank you. Thank you. Thank you. I know it is difficult to make decision for the sick occup is hard decision. It's very very difficult for for this year. My niece graduated from the last bit for granite hill high school. She take the seal of billies and take credits.

072She take 100 more the minimum the credits she she accepted for San Marcos University. She take 40 40 credits for the college is it and she's one of the numbers and percentage we've been talking about. She told me she will invited her elementary school teacher to her graduation because that teacher was shiuan opened the door to English for her. That teacher left a lasting impact on her life. Now I want to thanks all of you and encourage you to continue making a different in the life of many families. Thank you very much. Thank you. Good afternoon. Apur Valley uh Unified School District Board members, staff and parents present. My name is Marita Aragon. Um I have two students in ninth and 11th grade. I have been part of the English learning parent advisory committee for

073several years now. Over the years, I have seen that this program has been a great help in the academic progress of our students. As you have seen in the shared graphs, the increase in reclassification is impressive and it is all thanks to the various resources provided that allow us to continue making that progress. achieving the goal of ensuring that our students do not run the risk of remaining in the program but rather pass the exam for reclassification. We do not want them to become lifelong English learners. In addition to notify the students parents about the program and how it works, we also began informing students about the importance of passing this test. Considering that it help it help them become better students with better attention span, improve effective com communication, improve behavior control and even

074a healthier mind. Finally, we thank you for all your help, for not leaving us behind, for allowing us to be heard, and for taking our opinions into account. Without your support and the resources you provide, these results would not be possible. Likewise, thank you for supporting the dual immersion program that has been a a great great help for all uh for all our children. We hope you continue to do so. Once again, thank you so much for all your support. God bless you all. Have a great evening. [Music] Thank you. Thank you very Okay, questions. Anybody have any questions? Yes, I do. Miss, mine will start out not with a question, but I do have questions. Uh mine is to thank these um parents and uncle and cousins uh who've taken the time to come

075and uh speak to us about um what you observe from outside because sometimes when you see things from the outside you don't even understand all of the all the all that has happened in the process. Uh so thank you so much for taking the time to come and share with us and we wish you to continue to support your your niece, your children um through this process. Now I go to my question. Thank you so much. My question is when I was looking at your um data um there was a portion of your data that shows growth and and when I'm looking at the okay I'm looking right there and in the first one is the graduation rate and it's stated that there's a num in the first one it says number of students is

0768,132 however when you go to the English learner you show That's 117 that graduated that are the English learner students. Am I correct? That is correct. So these are the students who may or may not have started with us in grade school. Correct. But they joined us at some point and have excelled in the process uh to the point that they are able to graduate 117 of them. Correct. um in this particular year which shows that there in when I look at this dashboard I always look for the color coding you know I want to see where are we in the green you know if we haven't made the green why not we're not in green so I'm looking at this and it is very impressive impressive in the sense that I also was not

077an English speaker uh so I can relate to the difficulty of interpreting ing written language and being able to interpret it to come out the right way in spoken language. I relate to that and mo most of you that sit here do know that I get that challenge all the time. Um I may say something but it it didn't come out right because I am trying to translate it in another language and bring it out in English. So when I look at that data it is highly impressive highly. Then the next comment that I have is those students who are starting in the elementary level now to go in to learn a second language when they get to let's say that they've started in kindergarten because that's where I'm hearing it from Vanguard. So when

078they get to the high middle school, they've completed eighth years of of school. Is there anything in our district setup that now sets the child to the seal of biiteracy right away? Because they've already done eight years of this second lang. I speak seven languages so I understand the challenge of speaking another language. But these children have gone through the immersion of the language to be able to translate the language back and forth between two language especially if their parents are not speaking the language but they come to school and learn the language but they go home and they can't even have that conversational language with their parents because his parents not speaking it. I'm just wondering if by the time they get to eighth grade and finish eighth grade of that second language and

079they now have it and they can do conversational, they can write it and they can do a test in it. Is there anything in our district setup that puts them on the pathway to become biliterate before they even graduate from high school? There are That's a great question. Thank you, uh, Mr. Apara. There are pathways. So, yes, by the time they get to the high school, our our our hope is that they are bilingual at that point. They can start meeting the criteria, if you will, in order to obtain the seal, but this is a state seal, and only high school seniors can apply for that seal. But they can start checking off the uh the prerequisites, if you will, in order to get that seal. And they can do that before they get to

080their senior year. So, when they get to their senior year, all they have to do is apply. But there's a there's a verbal test, there's a written test. Um, and that can be met several different ways. It can be done through SATs. It can be done through uh taking uh um I don't want to say a level four, a year four level class, if that's the advanced placement, placement courses. So, it can be met through uh several different ways. In the past, we used to have um an actual interview with the student to check their uh conversational skills. Um we no longer do that one-on-one uh conversational interview. Now it is all done through um it's a testing um uh a testing system. It's the same one that we use in HR for um I

081I'm trying to think of the name of it. Avant, thank you. It's through done through Avant assessment. Um, so they can meet all of the criteria, if you will, before they get to senior uh to their senior year, but only seniors, and that's a state thing. Only seniors can apply for that seal. Thank you. And we can put them into the AP Spanish course much earlier, assuming they're ready, and that would also in some ways pres-satisfy this, but also give them that college credit. Okay. I also did attend the Cinco de Mayo uh event and I have to say I don't speak Spanish. That is one of my I desperately want to learn it because you know I learned my own the languages I know. I don't recall how I learned it because I started

082as a child. Um but one thing was certain when I came to the Cinco de Mayo that I kind of understood what they were saying and you know and that's one of the things I say to everybody love does not have language. So I could sense all the love in that room all the joys in that room and and they didn't have to speak any language to me. I could tell there was love in there. They allowed me to dance with them for crying out loud. Mhm. Um they allowed me to to be silly in the room. Uh and so um foreign language I'm I keep hoping that all the other schools will begin to embrace have it so that it's not all in one elementary school that all the other schools will have that

083option uh to offer those. Thank you so much. Thank you. And and our hope is as well that it it will eventually expand. And I know there's been other sites that have had interest, but this was 20 years in the making, so it doesn't happen overnight. So, it it definitely is a process. And and I am excited at the fact that there are other sites that are now uh inquiring. Yes. Thank you. Okay, any other questions? Well, I was going to ask about the expansion, too, because it looks like there's a lot of interest, a lot of families that would love to be in the program. So, I just want to say well done in developing this and heading it and I know I can only imagine how much work went into it. So, thank

084you for pouring into our district this way. Thank you. Thank you very much. And I'm sorry be be before uh just in case you have a very different question in regards to expansion. You know, it's one of those things that we want to make sure that we have a solid foundation before we branch out. We don't want to get too big too fast before we've, you know, before we really have a good foundation. So, so it it has been great and and again the numbers, we're excited to see that it more and more families are requesting this program. Thank you. I'm sorry. Sorry, Miss Tucker. Uh, I just wanted to say thank you for sharing this with us. It's always good to hear about that uh for um thank you very much for sharing and

085talking. I know it's difficult to do that, but you you did a great job and it was very powerful. So, thank you. Wonderful. Thank you. Yes, they did do a great job. And I know they weren't very nervous because usually if you've been here in past years, we translate for them, but this year they wanted to try it and um so I applaud them for that. I do too. And I feel bad now, Felipe, because um you and Marita make me feel that I should be speaking to you in Spanish and I haven't made it and we've been together for a long time. So, I'm gonna work. I'm gonna work hard. Good job. Good job. Okay, guys. Any any further questions? Great job. Okay. Thank you very much. Thank you. Okay. Here, Kylie. Do we

086have any public comments? We do not. Uh brings this back to board member comments. Anybody any more board member comments? Thank you. Moves us to public hearings. Conduct public hearing to solicit the recommendation and comments of members of the public regarding the specific actions and expenditures proposed for the 2025 local control county plan for the district. Um, Patrick. Yeah. So, what I thought we'd do, if you want to open the hearing, we could get that clock started and then I can answer board questions and give a quick update during that time. The clock is open. Okay. We have keep it open for Yeah. So, uh, did you get the time, Kylie? Okay, great. So just um I'll give a brief uh background on what you can expect changed from what's posted to what you have

087printed because I have gone through the feedback from our county reviewer and made the changes she recommended. Some of them you're probably have noticed there's some obvious things that things like the numbering um sometimes it's 0201 or sometimes it's 2.1. So having going through and cleaning up things like that for consistency sake. Um there are some additional metrics that have been added within some of the categories. So you will notice that there's lots of abbreviated student groups inside the metrics. In some cases for some schools we have added the LTEL. You heard the LTEL discussion before from Sylvia. some schools needed that group added as a student group for this year and then I what I hadn't done is gone back to the prior year because I didn't realize they had updated the old dashboard

088to include that group if that was an available group. So I can't tell you exactly it happened in several places but that's a student group this for transparency sake should be there. So a lot of times it's anywhere in goal two where eelss were that we also added ls if that student group needed to be called out and it was relevant. So, that's been added and she caught that for me. There's um changes in the way she had me word the four prompts that come at the end of the each of the goals. I was um I I said too much. In short, and so she asked for some some streamlining of the language to be more focused on just answering the questions that asked. I want to tell the world everything. All the great

089things we did, how I felt about it. I get passionate and so she has to like back me down. So she did and so she made recommendations to s just essentially streamline the language and so it's minor changes has nothing to do with the fiscal. Um there are places in the question about material differences where we made sure it was clear that it was always in our district 15% as a threshold for a material difference between what was budgeted and what was expended and if there is that much of a difference to write why. So those those write-ups are still there but I think in one uh equity multiplier role I had left 10% and it should have been 15. So things like that have been changed. Um and then the only other thing is

090we added of course Yakaloma. So there was a couple of student groups for Yakaloma as an equity multiplier school that needed to be added too in the metrics. And so those are the main changes that were made. Um, and so other than that, there's no change to any action numbers, any uh any dollar amounts anywhere, I don't think, from the point it was published for you. Um, of course, these will all adjust at least in the front when we get our actuals. And so Cindy and I work together to make sure those match. Um, but this is our best estimate using the calculator as it was at the on that day. And so I'll pause there and answer any questions for Pat. I I have a couple. Um I know that you have the student

091groups and I'm in goal two and there's a lot of them. Is it possible to get like a little translation? Yes, good point. I could provide a glossery to you. Yes, I can do that because there's pro not just those abbreviations but others because um you know the foster youth just being FY or I got that. Yeah, but there are some like what are those two plus and I'm thinking it's something but I I was like just to be Yes. Is there a particular one I can answer now because I will provide a glossery. That's a really good idea. No, if you can do that that would be great. Got it. Okay. And then my other question it's on page 34. Um it's okay. This is under behavior management and suspension reduction and it's on

092page 34. It's like the key strategy. It says the inclusion of 73 specialized positions such as board certified behavioral analyst or board board certified behavior analysis and behavior intervention technicians provided expertise in behavior management contributing to a more supportive learning environment. Did we add 73? Is that in a combination with that? When did we get these positions? Good question. And are they like how many are like I figured it was like approximately five per site if they're site, but some of them might be at the district, right? I'm not I I wasn't sure. So, I thought maybe you could expand maybe a little bit on that. Absolutely. First, let me say that those none of those are new this coming year. Those were remember this is a three-year plan and this year is simply kind

093of an update on those plans and even last year those really weren't new. That was a carryover goal from a prior LCAP. And what we did this year is make sure and counted every position that was above base. You remember that discussion of above base. So we have three BCBAs. We have 13 behavioral intervention technicians which does equal about one per site, although they're not deployed exactly that way. Sometimes there are two or three of them at one site where and some of the other sites just don't have a need that day. Also included are a great number of pair educator positions who serve for example in a one-on-one capacity or if it's not a one-on-one an additional person in a classroom. Also included additional proctors and campus security. So kind of every student supervision

094person who's involved in helping with campus um support was included in that goal years ago and they continue to be included. that number 73 might go down as we continue to audit this because as we talked about um you know there might not be backfill now that we've some of these positions are considered above base. So that number was correct as of the time but we we at this point have been recommended stop putting the numbers in because they know they change. Okay. So, just to clarify that 73 isn't just the behavior analysts and behavior intervention technicians. They correct? They fall under that category, but they could include a one-on-one aid or a par educator. That's right. Or everyone who fits in that category. Okay, I got it. Yes. There are only 16 of those

095particular two job classes. Okay. Thank you. Yes. And that's all my questions for now. Yep. Got it. Any other questions? I do have questions. Um in on page 7 through 12, which goal is was that the introductory matter? The over Yes. overview the um 2025 local control and accountability plan. Um 2025 LCAP reflections and annual performance specifically. Got it. Um pages 7 through 12. Um, I noticed that we use the 2023 California dashboard data and I was just curious why we have to That's such an odd section, isn't it? It's like why are we looking that far back? The only place it's because um because it's a three-year plan, they want you to kind of say here's in the initial development, here's the data that was used for things like determining which student groups were

096in that original plan. Then when you go to each goal, they and there's some places we have added some student groups as one of the additions I did make, but we add them in that column for year one. And so there's there's a a new student group. I've now added it and put in parenthesis new. And so the every subsequent dashboard will be added, but they don't have us rewrite this entire section each time. They ask us to add in the um metric discussion in the column format. And so it's awkward, I know, for a lay reader to read that and say, "Why are we looking that far back?" But that is the format the state template requires. I had it the other way and had to put it back to my shame and discredit.

097Definitely not shame. You put a lot of hard work into this. Yeah. And it just made sense to me, too, to go forward. But no, I had to return it. Thankfully, I'd saved the copy. Yes. Yeah. Um and on um the 2025 LCAP reflections technical assistance page 13, it talked about a grant awarded from the county. Um does does this grant fully cover the costs of safe and civil? Good question. The grant is the systems of support grant that comes to districts who are identified for differentiated assistance. Like this year, what they paid for for safe and civil was the entire foundation's training cost absent travel. They don't pay for travel. The county just doesn't because they don't do reimbursements in the same way. And so the the lion share of the cost is the

098training cost. Um but they uh so like this year they agreed one more year to fund the final year of training and Apple Valley Unifi pays only the travel costs which are very reasonable and so the grant did cover now they did not cover the cost of classroom management the CHAMPS training that was a district cost we dealt with that at a prior board meeting for next year coming July. Um, this is purely for the foundations training, which is essentially the PBIS structure. Okay, great. And, um, I had a question about expanding the possible reach of the African-American parent advisories. Um, where you specifically talked about the high school parent group. Is that at Granite Hills High School? It is. Okay. And then the large TK through eight site, is that at Phoenix? that sitting

099bull actually is where they've kind of been getting started. Uh and Phoenix is um also heavily interested. So we kind of have both going even though at the time of the initial writing it was just the one. Okay. And then um it talked about a a county support provider and meeting with them every two weeks. Um I was just curious is that who is that between? That's uh Dr. Sharina Betters has been our assigned provider. They asked us not to name her in the document, but she to she's a good uh supporter and we're thankful to have her. She meets virtually usually with myself and Mariana Torres, but this morning she joined all of cabinet. Uh just it was a we actually just missed her, but from time to time she'll join us all. Um

100and sometimes it's in person. So, you know, we were able to meet her at Sanino City for one of the sessions. That's when we got to go visit the UKN event. but she is our liaison and it's myself and Mariana Torres. We've also been assigned a second county person and she's super helpful. Uh Tara Simpson, she's going to help us make a link between our DA process and our significant disproportionality process. And so um trying to keep things to one plan. Okay, great. And um uh on 2025 LCAP support for identified schools on page 16 um do we still have instructional coaches? No. And I did remove that. Thank you. She caught that too. Yes. And um for the 2025 LCAP engaging educational partners pages 24 and 25, it talked about a slight reductions um

101that initiatives experienced a slight reductions. Do you know what that was referring to? Which partner group was that under? Um so page 24, you know how they have a partner group listed next to them? It said engaging educational partners. Yeah, I'm in that section. Okay. I don't have page numbers. I'm sorry. Oh, I'm so sorry. I thought I'm like, oh, I'm going to know page numbers and it's going to be clear. Trusty Tucker has provided me a copy. So, I'm on the right page 24. You said yes. So, page 24 and it talks about specifically um the um slight reduction in certain initiatives. Are you in the box on the very bottom or Yes, there at the very bottom it says um the district faced a need for fiscal stabilization leading to slight reductions in

102certain initiatives. Yes, thank you. I first of all I'm sorry for not getting to the spot in time. Oh no, I just want to talk about how this is structured. So this engaging ed educational partners section what this does is it the question being asked here at the at its root is one did you meet with the required groups and when did you meet with them and what was the kind of the the content roughly of that meeting and then overall what was the impact of that and so this overall statement at the bottom really goes to our final you know session where we asked them to prioritize we'd already gotten quite a bit of feedback from them and kind of um using that feedback act understood that we had to make some reductions in

103things like instructional coaches. Okay. The reading program reductions um you know some of the other uh areas that we we're going to have to add to because there we had so much above base on in the u the reading support on the paras side. Okay. So that includes the reading specialist reduction. They were we were very transparent with that throughout that entire LCAP development process and they were given an opportunity to prioritize you know what was important to them by school by uh kind of advocacy group um and so that was the process by which that decision was reached. Okay, great. And I have like goal specific questions um specifically looking at the reducing suspension rates and the efforts we're making there. Um, I know that I noticed that it was increasing, our suspension rates

104were increasing for African-American community and the two or more races. Um, do we have a plan to address this specifically or? Yeah. Um, this is a this is all tied up with our differentiated assistance and to be quite honest our significant disproportionality work. So, we don't have one single plan. We have of course we've got to look at that school by school and incident by incident because it's actually not that many students you know when you look at the actual numbers the root cause analysis for that really does lead to um the need for the kinds of supports we've been talking about uh things like the mental health supports training adjustment of mindset um and so those are the things we're trying to bring with our DA work bringing the parents in um and this

105significant a disproportionality uh effort that we kind of made brief reference to. Although we're not allowed to begin that plan until January, we it's a long process to get to the plan. I'm being recorded, so I'm going to be very kind, but we are receiving assistance from the California Department of Education to develop this plan. But we are wanting to make this cohesive with the other efforts in the district so that we're not adding yet another thing but doing a better job to do the things we know work. And we've have seen benefit even this year. Our data this year looks better already by doing the kinds of things of you know targeted student groups getting to um students before it becomes an issue. Um the most promising thing has been the student champion work

106at Phoenix Academy and High Desert Premier Academy where we've have assigned mentors working with students checking in every day and working with them um and even their families. So those are the kinds of things we're working to do. Um but they will take they will take some time to yield an outcome. Thank you for that. And I have we had the chance um to visit Phoenix Academy and hear about their champions program and it sounds like they have going on there. Yakaloma will be joining them. Yes, that's great. Um, and then I was glad to see the information that was given to us about the CPI uh training opportunities um for our staff um as as we look to um help them to feel prepared to uh deescalate or or help handle situations in healthy

107ways. Um, as far as decreasing the chronic absenteeism, the same area, um, I know we have our SARB, um, have we thought about how we can further bridge that gap? Oh, boy. We have. Please forgive me, Mrs. Nelson. You're thinking, is he ever going to stop talking? I'm so excited about this. Uh, Jessica was actually here today meeting with um, school site teams to talk about tiered interventions for attendance. So, of course, yes, most of the students we we can catch them with invitations to school, rewards for positive attendance, and the kinds of things that make it so that I just want to be there. But we yes, we know we need to increase our we have in fact this year had more SARBS, but also um doing what we're calling a sort of uh

108abbreviated functional behavior assessment for attendance purposes. What is the root cause, right? What's the barrier? And let's remove that barrier. So in the room today next door in the multi-purpose room nurses, counselors, attendance clerks, assistant principles taking a look at their school's data and and finding out and kind of going through an analysis with some sample kids. What would have made the difference? We will be providing data to principles. We've got a live dashboard now where they can kind of just look at the kids with 10% or more and this let's let's reach into those homes and talk to them. So yes, we do have plans. those al they sound wonderful pat you know thank you for sharing all that with me I appreciate it um I know um the trusty Tucker has shared with

109me the thrive program um too so I look forward to hearing more about that um sometime in the future I can't remember which district is utilizing that Victor is Oh okay and um so I it made me think of that you know okay I don't know anything about that okay um and I I didn't either. It was just brought to my attention as as a wonderful idea. Um I liked uh the idea of the reading goal number two reading and math um to provide those uh structure and that support for our kids. I know we've gotten rid of the reading specialist position. Um it's uh less than it was. Do we have any plans in place to provide uh support to kind of bridge that change in our system? this is this is what we're

110doing on that front and and and we we're seeing some good data already in the recent scores that have come back. We believe at the elementary level every teacher is a reading teacher, right? We that's an important aspect of our program. And so we've been um spending a lot of time on detailing our scope and sequence, making sure that our teachers are utilizing what we believe to be a very strong adoption um and and understanding that with the moment we're going to have fewer um available seats in an intervention program for schools that don't have categorical ways to bring back. Many schools have done that, right? Right. So, there schools that had the ability, they're going to still have sort of um the expanded ability to do that if they have categorical funds to bring

111in extra reading. But for those that don't, we're going to have to prioritize the seats, but also make sure that our classrooms are able to do that in class tier 2, the intensive portion. That might be how we redeploy our pair educators on site to be able to do some small group work. It will um have to look a little different, but we know that um with an intense focus on this and we're like I said, we're seeing this already that we can make a difference here because we had fewer um folks focused in this work prior to COVID and our scores were higher, but they're rec rebounding to this now and so we know it can be done and the groundwork has been laid. Thank you. Um, in reference to goal number three, the

112family and community engagement, I just want to give a shout out to a job well done. We have a very robust and comprehensive program. It's wonderful to see the family centers, the food po um, pantry um, and then also our recently awarded community schools. It's very exciting. So, thanks to all who put work into that and developing that. I think it's going to continue to be a wonderful support to our to our families. Thank you. Yeah. And um as far as like uh the action 3.3 on page 61 um it talks about parent advisory committees. Um have we thought about um the progress of that um possibly being um at school sites um maybe in the communities that we serve. I just wanted to bring it up as an idea um just to make it

113more accessible to parents to be able to attend um because we do want to have their input and I know that's our heart. Um it's an idea that I think might help help them be able to come and give their input. Um, another idea, we thought about the leadership for the parent advisory committee um getting um the support for the community that's being reflected by those parent advisories. Um I I think so and I think what you're going to see here is that the community schools, those seven sites are going to lead the way here. They've got that ex they've got that one that mandate right and they've got that call to do that and now they've got some funding because you see this goal has almost has very small dollars amount behind it. But

114now we've got some school sites with some funding to at least for the next five years really build this out and you're going to be really excited to hear what they come up with. Yes, I'm looking forward to it. Thank you. And that is that are all the questions I had. Thank you for all your time and you feel it's my pleasure wonderfully. So thank you. The time is now 5:13. So para, just for the record, there are no public comments as well. Oh, I forgot to check that. No public comment. Yeah. Um, hearing no further public comment, we now close it at 5:13. Um, the president of the board had to uh step away because he has an emergency to take care of and so um he passed it on to me. So, if

115you hear me talking a lot is because he's he had to take care of a family emergency. Um, now with number two, conduct a public hearing on the proposed operating budget for the 2025 2026 school year by Mr. Schulenberg. Are there any questions or comments from members of the board on the proposed operating budget for the 2026 school year? Well, Miss Opara, did if we want to officially open the hearing? Yeah. Great. Yeah. I now open the public hearing on the proposed operating budget for the 2025 2026 school year for public comments at 5:14 p.m. As soon as the public is done commenting, I do have some slides to share um with the board. Do we have any public comment? I've received none. None. Okay, great. Thank you. Um then I'll go ahead and start

116my comments. Um first off, I'd like to uh bring to your attention, you should have these two documents at your place. It's a copy of the slide deck uh for the presentation and also a list of uh resources uh for Apple Valley Unified School District. Uh there was a uh a request for this information. So, this information was taken off of the California Department of Education Sachs structured structured account code u series page. Uh, which resources Apple Unified you utilizes or receives as a revenue uh unrestricted and restricted and then a brief description of the use of those funds as taken from the CDE web page. So, uh, to the proposed budget, first off, um, we of course utilize a few data points, um, when we're putting together our proposed budget. And before I go

117any further, um, I have to thank, uh, Cindy Conungle, my director of fiscal services, who just happens to be sitting in the audience this evening. She, um, uh, she works extremely hard putting this budget together, um, making it work based on, uh, working with, uh, Miss Depri and Mr. Harrison over in HR for staffing, uh, working closely with Mr. Schlloer and services to ensure that we have all the action steps in the LCAP uh included in this budget. Um so I just do want to thank her publicly for her blood, sweat, tears, more tears, some more sweat um that that went into putting this together. Um I do want to call out that um we use the uh governor's May revision um that's updates to the original January proposal. Um, we utilize the FICMAT LCFF

118calculator as do I I hope all the districts in the state of California use that use that calculator to determine LCF revenue. Um, we use the school services dart board and their guidelines and we also take into consideration the SBC county schools common message which is actually written by a committee of uh individuals across the state of California conjunction. and Tom Cassida uh from county schools is our representative on that particular group. Um so before I get into the proposed budget, I got to set the stage for this year and that's the estimated actuals and I'm going to go into a little more detail uh with the estimated actuals and just to uh remind the board this is an update um a continued update. This takes this is the evolution of the second interim which

119was financials as of January 31st. This is now financials um estimated actual revenues and expenditures kind of as the u middle of May um when we have to set that point and then work from there. So as I put these numbers up there still have been minor changes to these numbers as we continue through this year but this was our best estimate as of May 2005. You'll see we're still estimating on the unrestricted side of the budget about 11.6 6 million in deficit spending, about 14 million on the restricted side, taking our ending fund balance uh combined ending fund balance down to a little under $18 million, a little under 14 on the um unrestricted and a little under four on the restricted. So, I'm going to get into a little more detail on the

120revenue side. So, if you look at I think I'm on slide six now. our estimated actuals as of May 25 with our revenue. You'll see we uh four main sources there, LCFF, federal, other state, and other local. And we're projecting about 193 million on the unrestricted side and about 58 million on the restricted for combined revenues. Uh just just to the top side of 251 million for the current year. So slide seven, you'll see there's some LCFF detail. And this might be more detailed than you want to know, but it's a great breakdown of how in the LCFF calculator, basically that calculator determines what our LCFF revenue is. Now, that LCFF revenue on the calculator is is base grant revenue. There's uh gradspan adjustment revenue. There's TK add-on revenue. There's transportation add-on. There's supplemental. There's

121concentration. But this is actually how the revenue flows to us from the state. You'll see we are a majority state aid district. That means our local property taxes do not fund our allocation under the LCFF. Um we get about 136 out of 184 million in state aid. You'll see the education protection account. That's a little over 25 million. And you've heard me mention that in past meetings. That's the current tax on the wealthy that's set to expire in 2030. That is on CTA's agenda to ensure those uh supplemental taxes or those supplemental income taxes continue to fund the EPA. Um but I want to also clarify the EPA if those taxes do not continue past 2030, the EPA account will my understanding is the EPA ceases to exist. However, that does not reduce the state's

122uh obligation to schools under Prop 98. The state would then need to find another source of revenue to fill that gap. So, the Prop 98 minimum minimum guarantee will still be there, but the EPA, the tax revenues from that supplemental tax won't be. So, that's a problem at the state level. Um u if those taxes are not extended, uh you'll see our uh secured RO taxes about 23 and a.5 million. You hear a basic aid districts many times. That's a term. Uh it's not common up here in the high desert until you go out to Baker, I think, as has been a basic aid district at one point because of the large mining operation out there. Um but a basic aid district means their secured RO taxes um meet or exceed their allocation under the

123LCFF. So they don't get state aid. Anyways, there's the pieces of U LCFF. Next page, slide eight are federal revenue detail. Um, for the current year, you'll see the special ed entitlement, title one, title two, couple parts of title three, the other every student succeeds act. I pulled that right off the sax forms that lumps about 15 different federal resources, some very small, um, lumps them together on that line on the SAS forms, and that's that 1.7 million. And then small career technical ed. So we're estimating about uh 14.6 million on the federal revenue side this year. Other state revenue details you'll see mandated costs lottery um state sources uh that is uh pass through funds you'll that is our career technical education that's we're the consortium and we're the administrative unit. So we get

1244 million and later on you'll see an expense for 4 million. we get it, we we send it out. Um then our career technical education, one of the biggest of course is the ELOP, you'll see that there about 13.7 million in the current year for a total state revenue of 42.2 million, a little under five and a half on the unrestricted side. And then our local revenue, what we're estimating for this year is about 10.2 million. Um, are we getting 1.5 million in interest, Cindy? Is that coming through in the county treasury? Good. Excellent. Even better to hear. Um, the community redevelopment funds not subject to LCFF deduction that comes in as another state revenue restricted revenue. And many times I've talked about the transfer to fund 40. That's that fund. So the 1.8 comes

125in, the 1.8 8 goes out as a interfund transfer. That's our estimate that will be tred up when we get to unodudited actuals. Um and ultimately trueing that up doesn't doesn't impact the bottom line of the budget because whatever comes in also goes out in the inner fund transfer. So um slide 12 some expenditure detail. This is unrestricted, restricted and combined expenditures for the year as of May. This is our estimated actuals. And before I bring up the next slide, um the next slide is a little pie chart and it shows percents of expenditures. And what I really want to talk about is there's several different ways to compare expenditures as a percent of your budget. Um the county letter compares our unrestricted salary and benefit expenditures to our unrestricted expenditures. I believe we're in

126the high 80%. Um, some districts compare um, expenditures to revenues. Um, my next slide basically just takes that combined column and I'm looking at the pieces of our combined expenditures as a percentage of our total combined expenditures. So you gota So when we're comparing uh budgets of like ourselves in past years or what we're looking at doing in the future or even comparing our expenditures against other districts, we want to make sure we're using the same metrics in those comparisons. Um so this particular slide looks at our total expenditures and each of those pieces as a percentage of our total expenditures. So you see certificated salaries um this is both unrestricted and restricted. Uh it's 32% classified salaries 16 and employee benefits 26. So if you put those three pieces together of our total combined

127expenditures um if me yeah that's about 74% of our budget going um to people. um 9% in books and supplies, um 11 in services and other operating expenditures, 3% in capital outlay, which is probably a little inflated this year because we did use some of our ELOP funding to buy some buildings. Uh typically we don't have large capital outlay out of fund 01, our general fund, and then other outgoes. Um so moving on to slide 14, there's our certificated salaries detail. You'll see it's broken into teacher, pupil, support, administrator, and other. So, you can kind of take a look at um each of those particular line items. Those are broken out by the object codes on the SAX forms also as part of form one. Classified salaries is broken out in a um few more

128pieces. Again, that's broken out in the SAX forms. Um under form for form one, you'll see we're looking at a total of 43.2 2 million across unrestricted and restricted um instructional support technical and office and then other classified salaries uh employee benefits of course stirs stirs pers are Medicare or health and welfare benefits uh unemployment insurance workers compensation insurance our oped allocated um that's oped is other post employee benefits. Um that is the allocation for the cost of benefits for our retirees because we budget on a pay as you go basis and our other employment benefits down there. The lion share that is our pars payment. This year was payment four of five. Uh books and supplies there's the detail. You'll look at unrestricted and restricted. I'm on slide 17 now. Um the majority of

129the materials and supplies there, 4.7 million is uh money allocated out to school sites um to support their operations for materials and supplies. And that's anything from pens, pencils, tissue paper, toilet paper. It's the gamut of the supplies to run a school site um in the books and supplies. Uh on to slide 18. That's the detail for our 5,000s. Our services and other operating expenses. Call out operations and housekeeping about 5.6. Most of the operations and housekeeping is utilities. Um you'll see insurance uh 1.7 million. Uh that's our uh property and liability insurance. Um we experience uh annual increases in our property and liability insurance. And we also experience um Cindy and I received an invoice recently from self. That's a uh a JPA that we belong to years past. It's like one of the

130reinsurers layers of insurance and liability. And with the uh AB218 um claims that are rolling in for past claims when the legislature eliminated the statute of limitations, they're experiencing increased costs. So, we're getting we're getting build um as many school districts are for past claims as part of that pool. Um we just received another bill for um uh Cindy, correct me if I'm wrong, was right around $600,000. Yeah, Matt. And those are not claims made in our district because we're part of the pool. I just want to make sure those are not claims on Apple Valley Unified. They're claims as we were part of a insurance pool. So the pool shares the risk. Um slide 19, a quick little look at our capital outlay. This is um again I mentioned earlier this is a little

131inflated. You'll see buildings and improvements of buildings. We purchased some buildings for our TK project using ELOP funds because those rooms will be used in our ELOP program. Um next slide. other outgo um transfer of pass through revenues. You see I mentioned that earlier that state source the $4 million there's the expense um other outgo transfers of indirect costs. Um we're allowed to capture a certain percentage of categorical programs for administering those categorical programs. Those are called indirect costs. So you'll see on the unrestricted side, it's a ne negative expense. So it's it's actually um I'm not going to call it a revenue, but it's actually money that we're able to capture on the unrestricted side of the budget um by charging the restricted programs, those indirect cost fees. And then last but not least

132in the expenditure detail for the current year, you'll see there we did have a transfer in into the general fund of $2 million from fund 14. That's a one-time only transfer because that depleted fund 14. Uh those were funds previously committed by the board to support deferred maintenance projects. Um but last spring during budget development we recommended to the board and the board did approve to uncommit those funds and we transferred those back to fund one to support operating expenses in the current year. And then you'll see the transfer there RDA to fund 40. That's that $1.8 million. Again that will be tred up at unudited actuals um as we move forward. So now on to the proposed budget for 2526. I'm on slide 24 now. Just a quick rundown of our assumptions. We are

133assuming uh we're budgeting at last year's P2 because this year's P2 is projected to be slightly lower. So, we're allowed to use the previous year guarantee in our LCFF calculations. The cola of 2.3 is in there as we as um excuse me, listed on the dart board and recommended. So, that gets us total LCF revenue of about 189.4 million. Federal revenues we're budgeting in about 11.6. and the state revenues. I do want to point out um it depends on which organization you listen to whether it's school services, capital advisors, CSBA about the discretionary block grant. We are including that revenue in our budget for 2526. Uh TK and K3 gradspan adjustment. Um grades K3 of course are now staffed at 24 to1 where TK is staffed at that says 20 to two. That's a teacher

134and a parent educator in a transitional kindergarten room. That's what we're assuming. So, we are based on those staffing assumptions, we're assuming we will receive the full gradespan adjustment for TK through 3. And we are assuming the TK add-on as proposed in the governor's May revision, increasing it from 3,200 per TK8A to 5,500 per TK8A. So that's another thing in the enacted budget we'll have to watch along with the discretionary block grant that we're assuming those revenues in our budget. We are budgeting the 3% to routine restricted maintenance. And again down there there's there's those add-ons. I already mentioned the transitional kinder add-on. There's also a transportation add-on as part of the LCFF. On the expenditure side of the budget, of course, we include step and column for all units, any negotiated impacts, and of

135course the switch to CalPERS and the tiered rate structure. Um it did um we negotiated in all three of our units management, classified and um certificated we'll be moving to a tiered contribution structure and our our our best estimate of those costs moving forward or in the budget. Understanding that because of that significant change, we may still see some impacts when we come back in the fall after the dust settles and enrollment and people pick their place in their products. uh people that opted out may come back in, but American Fidelity is a great partner and they're working their data file. They're cleaning up their data file, getting ready to submit that to PERS on our behalf and then we'll be able to kind of take a look at those numbers over the summer and

136and get some good idea of where that goes in the fall. Um, oh, and just to remind the board, um, and anybody watching out there, because we jumped into PERS mid year, we will have another enrollment in the fall for a January, January 1, 2026 effective date. So, we may experience some adjustments midyear also when it comes to health and welfare depending on where people go. They got married, had kids, kids aged out, all sorts of things happen throughout the year. Um, as a result of these assumptions, um, you'll see down there where it talks unrestricted reserve, the board policy states a 5% unrestrict unrestricted reserve. And you'll see on the next page, um, the proposed budget, assuming making those revenue and expenditure assumptions, um, we are at about a 3.2% unrestricted reserve at the

137end of next year. And here's the overview of the proposed budget. This is a summary slide uh which is a result of um those assumptions and I do have detail coming after uh but you'll see our ending fund balance of about 8.3 million that leaves um 7.6 is the required 3% and little over 450,000 over and above that required 3% is what we're projecting based on these assumptions at this point. So on the revenue detail, this breaks down again. There's the LCFF, the Fed, the other state, and the other local. And I'll move right on to the LCFF detail. Um, again, this is that same detail slide. It's just now for next year based on the LCFF calculator. You'll see our LCFF revenue. We're projecting about a little over 189 million. Um, it comes as

138again mostly state aid. Um, our property taxes actually went down a little bit. Um so uh and the transfer to charter schools in lie of property tax down there on the down there on the bottom that's AE we make that transfer into in support of AE federal revenue detail again our special ed entitlement um discretionary grant very small one we're assuming title one title two title three both parts will be funded at very similar levels to to their funding this year. So that's something we will continue to monitor. Again, there's the other every student succeeds which lumps those 15 resources together into one line. And then of course our career technical education, the federal grant which I do believe as u part of President Trump's great big beautiful bill. I can't remember what it's called.

139I believe he has uh proposed eliminating that federal grant. For us, that's about $200,000. Our other state revenue, you'll see uh mandated cost reimbursements. That's the mandate block grant that we apply for on an annual basis. Uh lottery unrestricted and restricted. ELOP uh career technical education incentive grant. There's our Prop 28 and then all other state revenues. The lion share of that unrestricted all other state revenues u of 6.3 million. There's two major pieces to that. One is the $4 million we're assuming for the discretionary block grant and the other is a transportation reimbursement uh allocation we get based on our actual transportation expenditures minus the transportation add-on that's in the LCFF then they pay us 60% of whatever's left or they reimburse us 60% of what'sever whatever's left and the lion share of that

140all other state revenue and the restricted side is what's called the stirs on behalf you may have heard me mention that before it's an accounting entry where we recognize in our books revenue based on the state's contribution to stirs on behalf of our employees and then there's also an expenditure in the employee benefit section. So it's neutral to us. It's an accounting entry. Local revenue. Um again there's our estimate of the 1.8 million the community redevelopment funds. Um interest putting it up a little another 100,000 hopefully. um projecting a local revenue to about 6.2 2 million and expenditure detail. There's a summary slide and I do have detail to follow but again you'll see it's broken out commonly in the ones, twos, threes, fours, fives, sixes and then two categories of sevens. Um projecting about

141$253 million of expenses as we move into next year. And as we look at the breakdown, you'll see currently in our proposed budget, our certificated salaries and our classified salaries and our employee benefits, the ones, twos, and threes, all of our people in our system, we're projecting that at about 80% of our total budget. This is combined. This is unrestricted plus restricted. So slide 37 is our certificated salaries detail. about 84.3 million combined. Slide 38, classified salaries detail, a little over 43.5 million combined. Slide 39, there's our employee benefits. You'll see we're projecting a little over $27 million on the health and welfare given our best estimates based on our assumptions and our participation moving into the PERS health program. Um I do imagine we'll see some changes there as as the dust settles in

142open enrollment and we move into August. Um you'll see our workers compensation. we are experienc an increase there in our workers compensation insurance and again our other employee benefits you'll notice that is um almost twice as much as it was in the current year because in next year we have two PARs payments the fifth payment of the previous PARS that was issued in 2021 and the first payment of the PARs we just entered into so we we doubled up for a year uh books and supplies Supplies detail again um slide 40 materials and supplies a 3.7 on the unrestricted side again the majority of that is school site allocations um in unrestricted funding and lottery funding on the restricted side you'll see materials and supplies the majority of that is going to be title one

143ELOP those monies that are budgeted out to schools that are considered restricted Slide 41 details the the 5000s services and operating expenditures. Again, our operations and housekeeping. We're experiencing increases in our utility costs just like everybody in the community. So, we have to budget and plan for those. Um, I do want to call out on the top line there, sub agreements for services, 5.3 million of restricted expenditures. Those are our non-public non-public schools uh expenses. So those are students that we have placed at nonpublic schools uh that we're projecting capital outlay slide 42 uh that is more in line with our typ typical capital outlay expenses uh historically because we are not planning on buying any more buildings next year out of ELO. The lion share of these expenses fall into our resource 8150 which

144is our routine restricted maintenance which is our M department. Uh they operate on the restricted side of fund 01. Um other outgo 7,000s estimating about $3.1 million in combined expenses in uh transfers of indirect costs. Again, I had mentioned those earlier. We're capturing as much of the indirect costs as we can from our categorical programs. Um and then slide 45. This is my last detail of the proposed budget. You see that $2 million transfer in in the current year from fund 14 does not exist in next budget year because that was a one-time transfer. But the RDA to fund 40, that's that's a perpetual as we receive that RDA revenue every year and we transfer it to fund 40 um for appropriate use. Now into the multi-year projection. So this is outyear number one or

145the second year in our three-year budget cycle with our assumptions. Um the LCFF calculator helps us determine which is the best ADA to use. And in 2627 we're actually using the prior three-year average. Um just that's how it worked out. um with our slight decline in enrollment, we still had one good year, so the average is slightly higher than the than what we're projecting for this year. And I know I'm that's a lot of words. Um but it's illustrated on the calculator and that's the best ADA scenario. The calculator automatically chooses the best ADA scenario. And to arrive at those ADA numbers each year, we're actually utilizing a FICMAT tool called Projection Pro. It's a multi-year projection tool. Um we're using that for our enrollment and ADA estimates over the budget cycle and we are

146um in the process Cindy is in the process of working in within that projection pro software to bring it in and use that for our full multi-year projection for our revenues and expenditures. Also, it's a very nice comprehensive tool um online hosted and maintained and um edited and moni and monitored is not the right word, but um um Fikmat takes care of it and they they adjust it based on needs. Um and of course, it's it's uh it's going to be a learning curve for us because it's a little more comprehensive, but I think it'll be a great tool for uh better transparency moving forward in our multi-year projections. Um you'll see a comment there. Federal revenue it pretty much we're we're assuming normal federal revenue and outy years. Again we'll have to make adjustments

147u based on any federal action. And I do want to point out on the state revenue side we are assuming elimination of that 4 million discretionary block grant because we're recognizing all that revenue in the budget year. So that is no longer revenue in the second year. So we have to remove that revenue from our multi-year projections. On the expenditure side, uh we budget for step and column. We are not budgeting for any negotiated increases. Of course, we do budget for stirs and pers. Uh we budget the LCAP expenditures and we are projecting the need for about $5.8 million yet to be identified reductions in expenditures in the 2627 year. Um two major players making that assumption. It's the elimination of that discretionary block grant revenue of $4 million and the board's desire to work

148toward a 5% unrestricted reserve. So, you'll see my last bullet point there using those assumptions of backing out that discretionary block grant revenue and moving toward that reserve. Um, all of the expenditure assumptions and the revenue assumptions we make get us to about a 4.4% 4% unrestricted reserve in year two. So we were 3.2 in budget year, 4.4 in our second year, and you'll see in our third year in a moment. So our budget projection here is actually showing a slight budget surplus on the unrestricted side uh of about $2.6 million. That's how we're able to increase our unrestricted ending fund balance and move that towards the board policy of 5%. I just give you a moment to look at that. In 2728, and I promise I'm almost to the end. I apologize. Um the

149third year, uh we're budgeting at the three-year average. We're budget we're budgeting the school services recommended cola. Uh we're assuming TK and K as projected uh with the add-ons. Uh we're not adjusting our federal revenue at that point nor our state revenue. We do budget for step and column. We haven't budgeted any compensation increases. We of course include all the LCAP expenditures. And based on these assumptions, we get our unrestricted reserve to about 6.2%. with a projected unrestricted excess of about 4.6 million in year three. Highlights and concerns. Um, we have to continue to watch our enrollment. Um, I'll be very interested to see how many transitional kindergarten kids show up this fall. Um, we're Jeremiah has staffed us and we'll have rooms ready as I cross my fingers with construction. We'll have rooms ready

150to serve 24 TK classrooms at 20 students a piece for a total of 480. That's the number that we have been using in our enrollment projections. Um, I hope more show up and we have we have that problem. I hope we have the problem of more um our LCFF funding. Um the legislature still has the opportunity to not fund COLA um as we move through these budget cycles. Now, they have pledged to fund the statutory COLA um this year, which is good. Um we'll watch those outear colas. They're estimated at three and I think the second year was 3.4. So, we'll continue to monitor those as we move through our budget cycle um and raise or lower them as recommended by school services on the dart board. Um the prop 98 maneuvers uh you know,

151Governor Nuomo has proposed to underappropriate Prop 98 in the current year. Uh he says it's out of abundant caution with the state revenues. Um, it'll be interesting to see what what that comes with the negotiations in the budget trailer bill. Of course, stirs and pers um those those are in our budget in our projections. Um, and what's going to happen between now and June 15th? I know the legislature has come out with a a proposal and them the the the two houses up there are arguing back and forth to uh to get their proposal in front of the governor. Um and I assume I'm I'm going to assume they're going to adopt it by June 15th so they continue to get paid. The governor of course has until the 30th. Um we'll see what that

152pans out. uh the biggest what if um the Prop 98 maneuver and what they call a growth recession were growing but not as fast as everybody had hoped. Um and of course budget adjustments. I I am anticipating that um based on the enacted state budget will have some uh changes uh to our budget. Um, on the revenue side, um, the discretionary block grant is one of the more concerning revenues. Um, will that come unrestricted as we're currently assuming? Will it come with strings attached? Uh, will the allocation formula change? Those are all some things you've probably heard school services mention, uh, capital advisors, CSBA mention that will have to watch, uh, the trailer bill language and how that money flows to school districts. Thank you for your patience and attention. Thank you so much. Uh

153any questions from I'm going to do I close it first or have questions? Okay, if there's any questions. Any questions from the board? Thank you. First of all, I want to thank you so much for preparing this and I I really appreciate you making this slide and I know that had to take a lot from from Cindy and you to do that, but it makes it so much easier than going throughundred and how many pages the budget. It's made it so much easier. But I just have one question and I apologize. You went through it so thoroughly and there is a lot of detail and I understand I did go fairly fast over a couple slides. So if you if you have a question on a particular slide, I can navigate to that slide. And

154I'm I'm not sure which slide it is, but when you were talking about the reserve, yes, it's 3.2 um for the budget, the budget year, which is 2526, right? But then the next year is 4.4. Yes. Projected projected based on our current assumptions. Okay. So are we and I missed how we were making that extra how we were going up how you worked your budget. Well, we got we got two things at play there. You know, we we budget for expenditure increases with step and column utilities. Uh but we have to back out on one-time revenues. And I did mention in the multi-year projection, we're we're assuming about $5.8 million of expenditure reductions moving into that year. So, we're we're taking a hit on the revenue side, but we also have to spend less, which

155facilitates about a $2.5 million um excess revenue over expenditures in that budget year based on our current assumptions. Okay. So, then you're kind of taking that extra and putting it in there for for that increase. Yes. In the the reserve and then again the same for the next year. Yes. Okay. Thank you very much. Made me very happy. Certainly. Yes. You know me, I love questions. Um, I'll try to keep it brief. Thank you for all the work you put into this. Certainly. And I thank Cindy for her work. And thank you to Cindy as well. Months of effort building the building the budget. Yes. It's lots of numbers and lots of details. So, um I can only imagine what you guys went through to get put it all together. So, thank you. Um I

156had a question specifically as I was looking through it. You can see my sticky notes and my notes all throughout and highlights. Um my thoughts were I know we're in deficit spending. Um how specifically when you were looking at this budget um were you looking at addressing this deficit spending? Well, the board took action earlier this year to there were a couple layoff resolutions we had to reduce certain positions um based on our pars and our participation in that pars. Um I know HR has been working hard in ter determining positions to back bill positions of need in our current year. Um, so we've been able to reduce expenditures as we've been moving through this spring and those uh reduction in positions are reflected in the proposed budget. Um, there's also things that uh we're

157looking at all of our consultant agreements and student services that we necessary to provide the services. I know we've recently um we've had some on the agenda. We'll continue to have some of those on the agenda to make sure we have those services in place. But I know student services is working very hard to make sure that um we're we're budgeting accurately and projecting those expenditures as we move into 2627 with that $5.8 million of unidentified reductions that's in my multi-year projection. That's a discussion that we're going to have to start in earnest in August as to now from budget year from 2526 to 2627. What can we do as a system to make sure that we are being as efficient as possible while serving the needs of our very diverse and eclectic student population.

158Um, and those details will come in the fall through many discussions, I'm sure. And I know we were talking about um possible enrollment declining. um how is that um reflected in um your moving forward for next year and looking at spending? Yeah. Well, that's really reflected in our ADA estimates because our ADA estimates are uh a reflection of our decline in enrollment. Yeah. What's happening to us? Um and it's I wish I had a I'm going to diagram with my hands. Um, on the high school end, our high schools are actually projected to grow over the next few years by our uh, demographer. As we currently have a bubble that's uh, down to fifth grade and up to about 8th grade. So, as that's moving through, our high schools are going to grow, but our

159elementary cohorts are shrinking. Our fifth grade is about a thousand kids right now. That's the last year we experienced what we had typically experienced over the years in terms of uh elementary uh cohort. Our kinder is 800. So we've seen from fifth to kinder a decline each year. So our demographer has actually projected um our kinder next year at 800 holding steady based on birth rates and data that they use to compile um to compile that information and those projections. But because that smaller group is coming in on the bottom and you saw the number of graduates we had was a thousand graduates when when you lose a thousand and gain 800. Yes, that's a net loss across the system. So using those enrollment numbers in in a in that projection pro software looking forward

160and then applying our ADA percentages um that's how we account for that in our revenue estimates. Um and of course I know HR in their staffing um for teachers um is utilizing is utilizing those projections or similar numbers in terms of projecting for staffing needs. And as Trina has mentioned we're we're staffing thin for the fall. Um, so depending on students that show up, um, we may be opening rooms, hiring teachers, um, making sure we can serve the students. Okay. Um, and if we make a decision to hire any additional staff, um, what is a plan for funding those positions? Will it increase our deficit spending? Oh, yeah. The plan for funding those positions would be dependent on what type of position uh we're hiring, whether it's uh but generally speaking, when we're serving students

161that show up over and above our enrollment estimates, that's going to be an unrestricted general fund expenditure. And yes, that would increase our deficit spending in the budget year, but more kids also increases the revenue. So hopefully there's a hopefully they balance out. Yeah. Yeah. Unfortunately, kids don't come in 24 packs in the elementary school. They come ones, twzies. Yes. Manageable sizes. Yeah. Um I had a question specifically in regards to um the it would talked about um there are staff um receiving 100% employer paid health benefits. Um, so I was just curious, are we able to get any numbers on those as far as how many classified or certificated or management um or other staff and retirees like just numbers wise? And is that OPED? Well, yeah. Uh, any retiree benefit is budgeted as

162an OPED expense? Yes, that's other post-employment benefits. And I do not have those specific numbers in front of me at this time, but that's okay. I didn't expect you to have it on. Is there any way I could get those numbers? Uh, yeah, I believe those are those are numbers that we can find. Yeah. Okay, great. Thank you. And um Kylie, did you take note of that request? Thank you. Okay. Yeah, that too. Oh, I had did have a question about the reserves. I know that um we had um or if I'm reading it correctly um and correct me if I'm not reading it correctly, but back in June 30th uh 2024, our reserves were at the 17,964,7947. Correct. Sorry. Are you looking at a slide from the presentation? Um I was looking at the

163the well decorated budget. The well decorated. Yes. Sax forms. So it's about if you were to look at it one, two, three, fourth page in certainly. And it's uh section 1 2 3 fourth section down. It's under total fund column A and B which equals C all the way down to F fund balance reserves. Yes. Okay. So that's you're looking at the ending ending balance June 30. Yes. 17,964,79. Yes. Yes. That is that is our estimated ending fund balance as of the end of this month, the end of this operating year. Okay, that's our that's our that's our best estimate as of the a few weeks ago. Okay, very good. And again, that is combined. You'll see that is the unrestricted which is 13,973 108 plus the restricted of 3,991,61. That's a combined. Great. Can

164I can I butt in for one second? So that means that between now and Monday more bills will be coming in and if they do that number will change. Correct. It it's going to change slightly because the estimated actuals but the estimated actuals are based on expenses that we know. So payroll is estimated through the end of the fiscal year. Many of the purchase orders are estimated through the end of the year. We've liquidated purchase orders which which were not totally used which has actually reduced the deficit spending in the current year from the second interim report. Um many of the bills that we see that we received Maria are already budgeted. So so they're they're planned expenditures up there in section B expenditures. Um but as as those bills come in, they may be

165a little larger than what's budgeted, they may be a little smaller depending on different circumstances. And so that 17.9 will change between now and unodudited actuals which I would be presenting to you in September. Yeah, I asked that question because sometimes when we come up with this numbers and we're stuck in the number and if that number if it changes then there's a question about why didn't you give us you told us something yesterday and now something is new today uh that we need to keep in mind that um these numbers are just fluid you know some things may happen and we just need to be cognizant of yeah just like it says the these are the 2425 estimated actuals they are not the actuals Yeah. And even when we get to unodudited actuals, those

166aren't the actuals until they're audited. So, it's it's the cycle. Thank you. Yes. Thank you very much for entertaining all of my questions. I appreciate it. Certainly. I have one quick question. Um I know that the kindergarten is going to be a real issue. Um the TK coming. Um, will it be possible to give us an estimate in August and or maybe September to let us know how the numbers now look? Oh, yeah. Now that we have seen their eyeballs. Yeah. I I would imagine at our August board meeting, we'll have an enrollment report that we can get the excuse me, we can have the actual TK enrollment numbers um that show up. That would be great. Thank you. Absolutely. I'm going to send a call of my friends to show up. Um any other

167question? Okay, we're going to close this at 6:03 p.m. and um discussion action. There's um it is recommended that the board of trustees discuss and take action on the following items. receive, discuss, and provide direction regarding Trustee Long Shores request for the generation of data or information regarding the May 8 2025 2025 consent item number 26. I need a motion. So moved. Second. Uh we will take a vote seconded by Mrs. Ter. Um Mrs. Tucker um I Mrs. Longore I A Opara I Banan is out and Mr. Raley had to leave for an emergency. Adopt the declaration of need for fully qualified educators. I need a motion. I is so moved. I'll second that. Any discussion? Um, I just have one one question. Excuse me. This is not necessarily what we're going to do. It's

168a just in case. Is that correct? That's my understanding. That's correct. We That's what I thought. I just wanted some tiles on the board. Uh, this is required so that we can show proof that we have we've gone out and and made the request. um so that if the situation presents itself then we can at least say to CTC we've made the board is aware of it that we don't have fully qualified so this is where we're going thank you um we'll take a vote via roll call Mrs. Ter I Mrs. Longshore I miss present and I Mrs. Bean is out and Mr. Raleigh is out. Number three, approve the certificated and classified personnel action as listed. I need a motion. So moved. I'll second it. Any discussion? No. We will take a vote roll

169call. Mrs. Tucker I. Mrs. Longore. I. Mrs. Okara present. I Mrs. V. Mrs. Cannon is out and Mr. Raleigh is out. I approve number four, approve the recommendations for uh for requested lease as noted. I need a motion. So moved. I'll second it. Any discussion? We will take a vote via roll call. I Mrs. Stalker I Mrs. Longore I Mr. Far I Mr. Mrs. Buchanan absent. Mr. Rley absent. Number five, approve the recommendation of administrative hearing chairperson effective immediately. And and I'm going to read uh the expulsion case number 24 20 20 24 2025. In expulsion case number 2425 to amend the hearing panel recommendation to read as follows. placed on suspended ex enforcement to um to the high desert premier academy for 2025 2026 fall and spring semesters. Student is to complete the terms

170and conditions of the rehabilitation plan prior to the end of the 2025 2026 spring semester. Now I need a motion. So moved. Second. Any discussion? We will be taking a vote via roll call. Mrs. Tucker I. Mrs. Longaw. I. Mr. Squara. I. Muchanan is absent. Mr. Raleigh is absent. Expulsion case number 25 2025. Um and I'll read uh in expulsion 252425 the is to amend the hearing panel recommendation to read be placed on a suspended enforcement of expulsion to high desert premier academy for the 2025 2026 fall and spring semesters. student is to complete the terms and conditions of the rehabilitation plan prior to the end of the 2025 2026 spring semester. I need a motion. So moved. I'll second. Any discussion? We will take a vote via roll call. Mrs. Stalker. I. Mrs. Longore.

171I. Mr. Par. Mrs. Buchanan absent. Mr. Royale absent. And if you would like to expedite the other items, you can um do them 11 through 15. AR 11 through 15. If there's um if there's no correction no corrections um um AR 11, 12, 13, 14, and 15. I need a motion. So moved. I'll second. Any discussion? We will be taking a vote. Vote via roll roll call. Mrs. Stalker I. Mrs. Longshore I. Mr. Squara I. Mrs. Buchanan is absent. Mrs. Ryley absent. It is re item J. It is recommended that the board of trustees consider approving a number of agenda items as a as a consent list. Consent items are routine in nature and can be enacted in one motion without further discussion. This procedure conserves meeting time for a full discussion of significant issues.

172Consent items to be approved in one motion are items numbered 1 through 27. I need a motion. So moved. Second. Any discussion? We'll be taking a vote via roll call. Mrs. Stalker I Mrs. Longshore I Mr. Aquara I Mrs. Vikanan absent Mrs. Mr. Rolly absent. Okay, I go to future items. Does any member of the board have any future items? The only item that I have is the item on the um and I know that it was um we got the handouts and it had to do with the CPI um paperwork and we didn't go into greater detail with it and and I wanted us to take a few minutes to look at the that particular document because as I'm looking through it, it shows that there are quite a few of them that have

173expired. So, a few of them uh expired as of June 1st to June whatever it is they did just this week. This this week. Yeah. And out of those few, I only show 15 people who are certificated. 15 certificated teachers uh who currently hold the CPI um um certificate and um 30 are already expired. So that much we can take out of the expiration. But is it possible that those who are who are close to expiring um will be reminded quickly when they return in August that that training is available so that they can get on and and get it done? That's my first concern. And the next concern is I see that there's a whole lot of classified in this list and very few teachers on the list. Um and my experience as a

174teacher that has had classified is that sometimes the classified person is waiting for the teacher to give the go ahead to do take care of business. Uh and so I would prefer that we have we also encourage the teachers to do this training so that they will know when to instruct the classified personnel um to be able to handle it. Um, my worry is that if we don't get all of our special ed people and the general education teacher who might have a student who is exhibiting the behaviors that may cause you to use your CPI services um that we will be looking at a possible lawsuit and we don't want to go there. So, we need to be very very prepared to provide those trainings for our staff. Um the other concern that I'm

175uh that I am showing is that uh if we're going to do that that we provide this trainings during school day. Um for the most part there are no guarantees but for the most part to provide it during school day so that the teachers will now see the need that this this needs to happen. If a teacher comes to us and complains or comes to administration and complains that the student is out of line and the student continues to be out of line but the teacher is refusing to get a CPI training, then the teacher is basically saying, "I am about to give up my rights to be a teacher and I'm turning it over to somebody else to be to be the um the person to be respected." So it is important that we

176give the tools that the teachers need so that when they now come to us they they would have exhausted all of those tools to be able to bring the uh issue to the district to the uh school um administrator. Uh I do know that there are some people on this list because I know some names that are in the know transportation. So uh transportation is perfectly great because they are the ones that see our kids before they go came to come get to school. If they should encounter these issues then the transportation person would have known what to do. The challenge that we will have in that situation is if the child is acting that way early in the morning and the bus driver is the only person that is CPI trained. What does the

177bus driver then do in order to now make sure that the rest of the students make it to school? So, that's those are all of the little uh things as I'm looking through this list that I I am I'm impressed that the district has this many, but we do have a lot of people in our district that could use this services and we just need to be able to have a continuous training going on in the district so that those who are about to expire, we tell them, "We're about to expire. You want to do this training again?" uh you know we you know we're ready to offer the training to be sure that they get it. That's the only thing and obviously I asked this question in the last board meeting so I'm glad

178that you all you took the time to give me the response. Thank you so much. You do have we do have some future trainings set up um in July so teachers that want to go before returning to school have that access. We are fortunate to have in-house trainers. So, um we don't have to rely on getting a trainer from someplace else. So, if we can schedule during the day for people to be released with a subcost, we will do so. Um and we'll continue to offer as we have needs. People as long as people will sign up, we will offer the training. Um, can we send something to staff to let them know because I see you have two trainings, the 28th and 29th of July and the 30th and the 31st if there's enough

179for an overflow. We always notify We always notify staff of all the trainings that are happening during the summer for them to sign up. Perfect. Thank you so much. And I had a quick follow-up question. Are are there any trainings um that are scheduled after our teachers and uh classified staff and counselors return from uh summer break? So that's what I just said. If if there are needs, we have in-house trainers. We can do those trainings during the school day at any point during the school year. So is there any way to set up those dates? We will do that based on what the registration is and then we'll start doing rotationals as you know we'll find those dates because there there are our board certified behavior analysts are the people. So um we will

180work with Rene's department um student in student services um child welfare and attendance and get those scheduled based on filling the class. We don't run them if we if we don't have people that are coming and unless we require it. If it becomes a requirement, then we will just rotate through every single teacher and require it. So, how will you know that there's interest? Is that if people are showing up to the summer sessions? We have a sign up system. Yeah, we have a signup system. So, so what I'm thinking about is there might be interest for teachers who don't show up for summer sessions but would be interested in the beginning of the school year, right, training session. But you're not going to know that if they're not showing up for summer session. Not

181necessarily. We know that it's a desire based on the podium comments. um we have um offered at school sites and we have not had certificated staff attend necessarily. So we will go back to getting some scheduled and running them out to people to sign up and then we'll we'll put a max on them and when we hit that max then we know we need to get another training scheduled because they're backtoback. Wonderful. because you I speak as a teacher having received this training so important understanding deescalation um in in helping our students to navigate their emotions um it was invaluable to me something I'll take with me always so thank you for going to the work uh to offer this to our staff appreciate it yeah we it we're fortunate to have in-house trainers we

182there have been many years um prior to it being CPI um we had to pay consultants and people to come out and do the training and they did it on Saturdays and Sundays and it was very difficult to get people to give up a full weekend to do the two-day training. So, thank you. Um, any other future item? This wasn't even a future item. This is a this Okay, there being no further business to come before the board of trustees, this is recommended that the meeting be adjourned. I need a motion. I move. Second. We will be taking a vote via roll call. Mrs. Mr. Starker I Mrs. Longore I Mr. O'Aara I miss M Mrs. Buchanan absent Mr. Raleigh absent and the time is 6:18. Thank you so much.