001[Music] to have a full conversation ability do I have a motion to approve the agenda with with that item seconded by a green career yeah zero moving on we have items on the floor public comment on agenda or non agenda items you have one blue card and sauce for table sauce - please come up get up three minutes [Music] when I wish that you know staff or whoever's doing the presentation to address tonight it's what is the true interest cost of the bond explain section 5d of the resolution that makes reference to an interest rates not to exceed 8% percentage exhibit a you could feed estimates it provides an estimate of over four point two nine so I'm not sure what eight percent reference the documents means page a to the board cap maximum the
002true impressed greater by point two nine so I again why the eight percent please go over Hall fees and charges to be paid to third parties and the presentation of the public the estimated balance which the district will receive after seven deducting the fees and then how many years the bond sir for what we estimated maturity and also explain the difference between tax-exempt versus axial and why is the board considering taxable bonds instead of 1819 the form of the document okay can you give us a summary of what what the physically sure so right and you're considering the resolution to authorize you and this series would be and and you know I can't address what what the money will be spent on I think others would be able to do that but this would just
003be authorizing the issuance of that series and there are certain parameters built into this resolution and I think it might be helpful to look at but since the district has last since the last time we've issued bonds one thing that's new is Senate bill 415 now provides that part of as part of the adoption of youth you get good faith estimate which is very similar to the type of estimates you received when you're getting a mortgage but the district's financial advisers said if we sold twenty five million dollars principal amount of bonds right now in the marketplace the true interest comes from those bonds is going to be about four point two nine percent now if you understand true interest cost differs from interest rate which differs from yield and as as an attorney it's
004not my job today to kind of I would not be the right person to explain all the differences because that's what the district's actually paying on the bonds the most tax exempt bonds are issued with Linea the chains investors are essentially paying the district a portion of interest upfront to to purchase these bonds and use these bonds for their their life for to maturity and so as a result the interest rate doesn't truly represent the interest you're paying on the bond that's where the true interest cost is what's it which which is the best gauge I would say and so in that paragraph there you'll see that the true interest cost right now if you're in the market would be about four point two nine percent on these the district in this resolution is authorizing
005and not to exceed two interest cost of five point two nine percent which is roughly a hundred basis points it basically if the market moves you have some wiggle room but if it were to exceed the five point two nine percent the we would come back to the board for for authorization so you have a there's a little bit of wiggle room in there for certain market conditions but I'm explaining the process so we're gonna message for the motion tonight and then what happens next sure so the next thing that would happen is it looks like this and this document would be published with blanks because we haven't priced the bonds so the blanks are intentional and then after that happens about a week week and a half later the district's enters into a bond
006purchase agreement with its underwriter the underwriter purchases all of the bonds of the district so the district sells them to the underwriter and receives you know your your rates and everything on that sale date and then about two weeks later you close the sale and that's when the proceeds would hit the [Music] motion passes by zero the consent calendar will be considered by the board and routine considered but in one action unless anybody wishes to pull an item items motion by a pianist [Music] thank you my president as Jennifer gets prepared and situated is gonna pass on some some handouts but I wanted to to begin I just talked to him about a couple of things a couple of board meetings ago we showed a document that was produced by the Los Angeles County Office
007of Education that went out to all of the districts in the county I believe there's something around 80 of them and we showed you the inside cover these were best practices that they were going to share with other districts in Waco and in in the inside cover right there was a special thanks there were county offices of Education and in that group with the Bigelow there was Azusa and so I think that that's a sense of pride that the county is putting on something and that says hey you know what is doing something awesome we want to learn from that so I want to kind of expand a little bit on that because this just happened this past week I happened to be at a meeting and at this meeting the presenter did not know
008that Azusa was in the audience didn't know me I don't know the presenter and the topic was not outcome this presenter is an ex Intendant and was just talking about other topics but in the room there was a new superintendent who during Q&A asked about the outcome and you know do you know anything about the out cap and you know transparency and best practices and she started by saying that she has read a lot of outcomes across the state of California and that according to her some of them are really tough you read them and you still don't know what what they're doing or what they're about and then from her mouth she said but if you want to see something good I suggest you go to the Azusa website Azusa Unified School District has
009a really good hubcap and a really good process a lot of good resources I wanted to jump up and say right here we are but I did it but it was a definitely a silent sense of pride that in a in a conversation where they didn't know that that we were present that they would just say that in public just wanted to you know kind of talk about that the outcome is evolving ever since the El Cap came out it is evolving and it changes and the mandates and the requirement has changed year to year to year this year is no different the new the out cap has a new requirement and these requirements the state is saying we need to do because we are really trying to push everyone for transparency so I'm going
010to give you just one example one example is a new template that is now being required for the El Cap that your template is basically a budget page for parents that's that's going to be magnitude now for district to put out and again just a source of pride like check like before the state said this is what you shall do we feel that we're already living with the out cap and the purpose of the out cap and so we feel really ahead of that one of the things that I always talk about when we talk about the outcome here in Azusa is that we are always pushing ourselves in the cycle of continuous improvement how do we get better how do we get better why don't we get better how do we get better you
011saw the pop tune that's going that's going to be released to everyone and I just want to give kudos to to Jennifer I'm going to share another cycle it could use that we're doing now the out cap that has a lot of moving parts there's a lot in our healthcare but jennifer has been on an outcome live tour where she is personally going to the elements in our outcome whether that's visiting Dual Immersion classes whether that's going to the after school orchestra and talking to the teacher and the kids everything that's in the out cap she is she's taking upon herself to see it live because if we're going to speak to it to parents and to community and to board and to cabinet that we need to understand the impact that it's having and
012so I just want to applaud Jennifer for that and the last thing I want to do is I want to set context for you what today is about so today the purpose of today is to give you an update of where we are with our out Kathleen as of December 2018 last month we do have some surprises that came after December that we wanted to make sure the highlight but this is to give you an update where we are fiscally for the up cap where we are with our actions and services and where we are with our metrics today is a high level so definitely please interfere interrupting say hey I want more about it to someone more about this but we are going to reference this document which comes in English and Spanish and
013it's on our website that has way more detail in it so we can reference that if we need to so with that I'd like to turn it over to I'm excited to see me to walk you through our January update or 2018-2019 El Cap a local control and accountability plan which is El Cap comes to us as a mandate from the state it allows us to outline for for the state or public how we intend to spend primarily what's called supplemental and concentration funds which are funds that are targeted to help out our students who are low-income or foster youth and who are English learners but in our plan we also outline goals that include addressing the needs of every single student in our district and we also show in our own cap how we
014use funding sources beyond our supplemental and concentration funds to support the goals that we have for our students tonight is this opportunity for us to communicate what our goals are how we are progressing towards meeting those goals based upon the metrics or measurements that we're using what actions and services have been undertaken this year and where we are and implementing those and then how much of our our 2018-2019 supplemental and concentration and I'll probably go back and forth between saying SMC and supplemental and concentration as we kind of get used to the acronyms that are funding profession but how much of those funds have been expended as of the December 2018 timeline so just a little bit of a roadmap before I get in I'll walk you through one goal at a time we'll start
015by looking at some of the metrics around that Bowl and examine our progress in those then I'll move into sharing with you how we've been implementing the actions and services what kinds of things you can see happening in our district that come out of this document and then we'll finally look at the budget expenditures for that goal and then move into the next one Suzie Unified's first goal really seeks to increase our students achievement for all of our students and then to specifically address gaps that we have between student groups in the district the ways that we measure our progress towards this goal and seeing something not quite right with the presentation do you want to put it on the PowerPoint as we're waiting for that I'll just also note that the larger report it's
016a lot more detailed into all of the metrics into breakdowns of how all of our student groups all of our schools are progressing this as dr. o said is available in English and Spanish on the El Cap webpage and then also this presentation tonight is available in English in Spanish and it's also posted on the website so let's appreciate that so we have three things that measure our progress towards goal one and the first really is how our district is providing basic services to our students this includes the instructional materials and the teachers that are available the chart you're looking at here shows how we are providing our students with standards aligned instructional materials and shows teachers who are appropriately credentialed and assigned and whenever possible in the presentation tonight I have shared with you
017a previous year's data as well but you can see the 1718 final results and then you can see as of December 2018 are our basic services this year wait on we also look at our s back results for the spring assessment that all of our students take the s back is is a spring assessment that third through eighth grade students take and our eleventh grade students and so here what you see is a graph that shows the previous year 16 17 and then last years as fact results you can see that in this is our ela results and that our students are continuing to to grow especially all students and our low-income students just want to note that this is a little bit different view of s back results than what you might see on
018the dashboard I was here sharing the California school dashboard with you a couple months ago and so this chart represents the percent of students that we have who are meeting or exceeding the standards when you're looking at the dashboard you're you're looking at another way of examining the scores and that is the average distance from you meant that our students are important we do see that we still have some gaps between our English learners and students with disabilities and so again with the El Cap goal one we continue to address that and work to ensure that all of our students are growing and achieving but the growth that we've seen in ela and then you'll see in a minute in Mathis there are two areas that we take a lot of pride in this year
019just as a note for example the the state all students statewide only showed about a 1.3 percent increase and you can see that we have 4% occur and I know that we've gone over as fact scores before you know that we were on a good trajectory at this point our math scores similar we see all students are low-income students English learners and our students with disabilities over the last two years and so this is this represents the math results the final metric that we use for goal one is really looking at our new orchestra program we offer Orchestra after school for grades four through 12 and having visited that program it's super exciting to see all of the different ages when stages those musicians in that class what's fun is to see some of our
020more advanced younger students sitting in a group with maybe some older students who have played before and the older ones mentoring those younger students and it's really performing we also offer Orchestra class question yes um why is it Roman drop from roster to boosters they're like you know they taking other classes different class deserve so the the 37 right now as December I should say when I see now a reference in December 2018 is who we had enrolled both in the after school and in the during school class last year we ended the year with 47 and I'm not sure whether we'll be getting more students in maybe painting if you want to speak a little more to that [Music] it's really not that far though because put you across the street we definitely you
021know through our agents department you know show and showcase some of these musicians and hopefully we'll be able to recruit more students with this so looking at the actions and services and what's been happening this year what we've been doing you see that we have been offering our professional learning for both teachers and administrators we have our biggest professional learning focus this year which is the Cali the California language and learning initiative which has focus on collaborative conversations through complex things fair share and this has been as I said our biggest focus as I visited classrooms again from music classrooms to Dual Immersion classrooms to intervention classrooms I've seen the practices that we are teaching teachers to use and supporting principals and supporting that their sites we've seen those happening and so the results are
022out there with our students and hopefully we're going to see great results and assessments and things like that Cali is the California language and learning initiative I'm gonna give you a more detailed explanation of that so that is a program that we joined about three years ago in conjunction with Stanford University and the partners a group of us that includes administrators and teachers fly up frequently and they work us they they help us think through our data and think through our own solutions they don't have a program they don't have a curriculum they don't say do it this way it's about our team trying to uncover you know how to do that so this year we went district-wide it's the first time that we that we do that and like Jen said there are some
023some major tenets one is academic collaborative conversations where students are engaged in conversing and talking and disgusting and argument in the end up in the okay way to talk about text whether that's a biology whether that's reading language arts or the mathematics or that's PE in conjunction with that we're also another pillar is is complexity aka rigor and how we are upping not only complexity in tasks but complexity in questioning in our in our classrooms and then the last piece is questioning so we're really been working on again how and what types of questions we are launching our students whether that's a performance task whether that's an assessment whether that's a conversation so that's what we've been working on we've had three days of that this school year if I can just jump in for
024a minute I think you're way too humble one of the things that mr. daga talked about earlier throughout the county and with this project Azusa has been recognized throughout the state teachers have volunteered to be filmed using some of these new techniques in their classrooms and those films are being used for other districts throughout the state Stanford selected them press adding on to some of the professional learning opportunities we also have determined [Music] job embedded instructional coaching in the curriculum and an instruction math and ela and special education courses that we're offering this year for the through goal one our middle school Spanish courses ethnic studies courses offered at all three high schools and intervention courses in the district we made purchases such as our supplemental instructional materials and supplies for different content areas we
025did final purchases of Chromebooks and especially focused on our English language arts and our English language development and teachers and grade four five teachers ensuring that they have the technology they need to implement the programs purchased intervention programs eyelid read 180 programs like that that supports students who are struggling we've also initiated the paper cut initiative which is not only kind of centralizing and simplifying or copying but also adding to it cost savings for the district so those are just some of that after the big race of actions and services that are taking place with goal one so I pulled up three metrics are you saying those are the only metric we're using are they highlight one so goal one in the L cap has those three metrics along yes so we have basic services
026which are really three things that is your instructional supplies standards aligned instructional materials and supplies is credential only credential teachers these metrics were decided upon in the initiation of this L cap and we have not made any major changes at this point although we can this is the second of three years of our L cap and then at the end of the next year we'll write a new three-year plan and begin to look at significant changes that we may want to make and it may include the metrics even though it may not be an El Cap metric it doesn't mean that we're also not looking at that but it is not specifically yes yes because the metrics are aligned to the goal and not aligned to specific actions and services and the goal and also
027I don't need to add that many I guess I can say many of the metrics that we use our state require l cap requires that there are some metrics like aspect scores basic services so I think as you move forward into the spring because you know make sure we are going to be donating I'll cop I think it's important for the board too we can find the way to do this but to really delve into all the actions and services so that we can see and really care sort of our evaluation of the impact of these investments because if you know next year we're gonna be making some decisions about where we go and so here the impact that they've had the impact of the metrics on the goal all the items are worth spending
028money so what I'm saying is I want to make sure that as a board we're discussing what the impact of those expenditures have been not just yes we have to be highlighted metrics but there's a lot more in here than just each three minutes yes okay thank you I'm also curious so the goal is to increase student achievement on Common Core State Standards and so when we look at or get report specifically what what those numbers one of the things that research says is that students are exposed to the arts and Fine Arts and historically have shown to perform better academically in school and so I believe when the ELCA path was written and I wasn't here when it was written but one of the things that we probably would track special since orchestra was
029a new program is let's just see how how it's progressing maybe someone else can speak with more detail I'll share a little bit about that if I can help out while we as a board and as a district have these particular goals the state had goals when it adopted the L cap known as the eight state priorities and one of those state priorities was to ensure that the districts offering students a broad course of studies and it comes from a concern under the old accountability system the old test the districts were focusing so narrowly on a language arts program that they weren't doing art they weren't doing science they weren't exposing students to the breadth of what needs to be part of a good strong education so as we started when we started to El
030Cap one of the things we did is we looked at ourselves and said our our students exposed to a fraud base of courses and are there some gaps that we can address and there were some gaps one of the gaps was that we had a music program that was strong and vigorous and banned but it didn't have an opportunity for students who wanted to learn string instruments in the Marty Mariachi program was strong but needed support to really grow another area that we looked at at the time was electives and the question is are all students in the secondary level able to have some electives in their program and we found at the time that in particular students in special ed had limited access the different middle school not so much in high school but
031at middle school the students did not have a strong access to electives so that those work items are depressing the ELCA from the very first year because then they responded to the state's direction that we must in our outcome however we divvy up the goals we have to make sure that we're addressing the state's eight state primaries so we incorporated it under our goal one which speaks about student achievement but initially it came from one of the state's priorities which was to make sure we had a put-on basis then these policies another thing that struck me as I was looking handsome more comprehensive report that includes the list of actions and services that as miss Julian he was talking about thinking through what's the impact one of the things that we can do at some
032point it is look through the actions and services and say you'll see many of them will support students doing well in language arts in other words they're going to support what the outcome will be if we do this well students will continue to progressively or if we do something else well students will compress in that so for example if we profit from the calorie program we implement the strategies we support teachers and professional gentleman students should do better so you'll find that a number of these different actions you'll end up clustering them and saying these actions reasonably together are going to support students doing better in language arts or this group over here together it will support students doing better than that and this group will support students doing having that broader course of studies
033so that will help us begin to make that connection between you know on each individual one to a specific goal but how they're clustered to support the goal and then if I might just add on get into the the bigger report that details out each action and service oftentimes if you're interested in looking at numbers or results you'll see that detailed information in the narrative descriptions and the boxes moving on to expenditures for goal one we have nine point eight million dollars budgeted we have as December 2018 expended adopt little over three million three point three million with remaining six point five dollars to spend and these are remember the supplemental and concentration funds that have been to support students and so we are on track and spending within budget juncture in this year the
034USD second goal is to increase achievement for English learners specifically by improving the academic language and development supporting their progress towards becoming fluent speakers of English and she mean academically we're also focused in on trying to reduce the number of long-term English learners we also often refer to them as L tells and a long term English there is a student who's been identified as an English Learner for six or more years and so we have some things that specifically speak to the needs of those students as well as we begin to look at the progress of all of our English learners so similar to goal one and you'll see this reappear several times is the results from our s back last spring we have all students here again and then highlighting our English our English
035learners for 1617 1718 and then you'll also see added to this chart are reclassified re-designated fluent English Proficient students are vet students and you can see that when you look at the long-term trajectory of our English learners as they are still learning language and then become fluent you can see how those reclassified fluent English Proficient students are performing very very well and continue to grow you can see up five percentage points from the year before from sixteen seventeen to the seventeen eighteen as fax scores that's in ela it's a long term that gives a nice view of how are those learners progress even after they leave the program because that that English learners segment of students will shift because those that do we classify are removed from that category and going to the category in
036math you can see similar similar trends with performance of all students are English learners and then our reclassified fluent English Proficient students another thing we look after gold choose the rate with which our students are reclassifying and kind of showing that they are now fluent in the English language and the way that we assess that is through multiple measures students take a new state language assessment and I'm sorry about this it's called the L pack nominal cap L hat and that stands for English language assessment assessment English language progress assessment so as they we look at their test scores and their progress in their classroom speaking of teachers and so in 1617 we had eighteen percent of our students reclassified by the end of the year 1718 we had fifteen percent and as of December
037we already had nine for some of our students reclassified and that's an ongoing number that will shift and so when I come back to you the report again in April we'll see where we are with the reclassification rates Jennifer could you you learn Dharma talk a little bit about the change from the self test and when that was the earlier test for an English language development it was much easier than this new test effect so when the request vacation criterion used the Celt versus when it's amusing they don't talk a little bit about that so we understand and last year we had a bit of a flux here where we were eight outlines or criteria that Jen explained that the students have to meet the switch from the selves which was aligned to our previous
038standards was very low level multiple-choice not as rigorous young path is aligned to immune 2012 not so new anymore but eld standards which are alignment tandem with the common core standards so the new assessment has to reflect the rigor of those standards so the emphasis of the L path is a lot of academic discourse almost all of the reading is informational based so there has really been a shift for these sort of multiple-choice low-level types of assessing of the students their assessment reading writing listening and speaking to a much more rigorous academic assessment of their language proficiency okay wait on just some general areas of actions and services that we have been implementing this year around support part English learners we have had professional learning opportunities that address English learners instruction again job-embedded coaching and
039instruction targeted towards English learners and then we have had trainings in this new assessment the ELL packs so that our teachers or administrators and our Assessors can all understand what it is our students are being asked to show in their language ability and then specifically you know teachers can use this information to help guide students and ensure that they're giving them opportunities throughout the school year targeted towards some of our long-term English learners in the high school level we've been offering courses we offer we are offering 14 CRWC courses it's a high school English course for seniors and all three of our high schools offer this course and then as you know we have it to an immersion program in the district that is also supported purchases that we've made under goal to include some
040resources that help us track our students and support our reclassification efforts a program called elev that helps us to them and another program called lost links that gives us a way to kind of assess Jimmy's language acquisition in an ongoing way that elpac tests that state assessments once a year and so we want to continue to try to monitor and track the progress of our students throughout the year and we've also made purchases or our Dual Immersion program their curriculum and resources in the our program implementation and support we've that purchase the the curriculum and also some training and professional learning for adult merging teachers there's been coordination oversight in management of our districts early education program and we have supplemental services and academic supports for specifically for our English learners and the district expenditures
041for goal two are as you can see here again about four point eight million dollars budgeted one point three expended with the remaining five million [Music] before we're going to go three I'm quite a quick question could we look into the possibility of going back to slide 11 when we have metrics as of December 2018 can we look into the possibility of when we have an update we may be getting this st. where were we at this stage last year we can do an apples-to-apples comparison to track our progress absolutely I can I can look at that I'm trying to we started doing this in January okay moving on to go free well three or district to ensure that our students are prepared for colleges and careers and the way we measure that of courses
042is the outcomes academically moving our aspects scores again and you can see in this slide our respect for ela and math all students and then also focused on 11th graders and our 11th graders have exceeded standards here to statewide and you can see that they increased in ela by 5% and increased in math by 4% so it what's interesting is that statewide 11th graders actually decreased so our 11th graders are trajectory graduation rates also outcome that we look at this slide shows us the 1617 in the 1718 graduation rate we get slide yeah one of the things I wanted to note on this is the graduation which we use for our L cap is the adjusted so the the for your adjusted cohort week which is different than just a one year graduation rate and
043what this rate is is it takes every ninth grader that interest of high school and tracks how many percent of them graduate at the end of four years of course subtracting out and putting in students who leave school or move into the school and so that's very different than looking at how many seniors you have and then how many of them graduate so this this slide is showing you that four-year adjusted the maybe was the previous one yeah since last year there was a to high school students are behind so the next slide slide 17 and related to graduating so how many of our graduates are leaving their Cal State and UC entrance requirements these are often termed energy requirements and Azusa has exceeded our cap target was 33 percent so you can see that
044laughter we exceeded the target we're at 36% both our comprehensive high schools exceeded that as well again notice Carroll High School really is serving students for behind basic requirements public and private colleges have different interests and requirements as you look across the nation's if a California's public education system their requirements are really considered a good benchmark or whether our students are college ready and we know that many of our students will be attending in the in the targets are going on to the slide 18 this looks at our and our IT program and participation in the programs as well as assessment results keep in mind that I'm showing you the participation rates that are current for this school year but the assessment results that you're looking at are for last spring because these assessments don't
045take place until the spring so our students for this 89 school year we have 26% of them taking at least one student is taking an AP course and just to note we do have AP course offerings and if you get into the bigger report you'll see that the high school that's a great opportunity for those students our IB program persistence seniors who began the program as ninth graders and are still in that that night through 12th grade persistence is that 30% which is this year I shared with you even though it's not outline specifically in the up cap just a lovin for 12th grade persistence you see that last year we had 57 percent of the students who are 11th graders stay in and finish the programs for their senior year persistence the I beat
046classes here they are preparation classes for ninth and 10th graders kind of preparing them for these very very tough and challenging classes that begin there a lot of the free gear and it's exciting to see that under Prater who started the IB program last year I liked it to stay we're going to share the seniors that chosen this is one of our newer programs so this is showing we have 31 units means that when that student goes to college and they start and they get halfway through their freshman year they're about to be juniors and that I've heard some really really neat stories we have every single participant of the region is 31 is because that's the program you know that that's crafted for them the stories that we're hearing from students who you know
047take off from here and go to UCLA you know these other institutions when they when they need the program yes it's like but we have Hearst specifically the amount of money that we have saved their family whether that's loans whether that's you know I have to work now those things are just you know just wow there are other early college programs around but I think if I don't want to say we're the only but that we it's in the minority where this programs with the exception of a fee that we cannot pay because it's against it would be against the rules it's a one dollar fee that the student must take at citris but me psyched that we offer the program for free and that includes the the courses and that includes the supply from
048the Charles in the books so I think that's something because one of the things that we dealt with right away is that students are taking a course the next cohort comes in they're taking the same exact course but now they change the book and so you know the investment that goes into that and so Susan we're really doing diligently with sitters together them with you together that says hey let's get some consistency in books for a while we understand the need to upgrade but sometimes it's just because that professor wants that book or that professor wants that book ok so again I do want to thank Susan little working into me to save us to save us some out cap dollars so I would love to see us highlight some of these students that are
049are telling so many stories and even see if we can find ways for them to come back and speak to this cohort that's starting right now we're anticipating up to 40 so we are the colleges are going to [Music] colleges and the eye problems would help them get there yeah one less thing one last thing to note I mean this program resides at grass on high school because it's the program to to your point outside of the program we are growing dual enrollment courses for our students not just high class with high school but also at Azusa High School and Sierra high school so even though they're not they don't have a pool okay so even though they don't have a full-blood program like this is a program right you jump in and you say
050okay these other courses not going to take this is the program but we're offering other programs I'm sorry other courses there's a high school Sierra high school where they're dual enrollment courses meaning they're taking a course from citrus and they're and they're getting college credit for that but also to high school credit so for instance as Sierra know the upper council 160 so the students go in they take this course BAM it's helped me for before so it's a course that I can take off when I go to to school but it's also helping me with my friends and my graduation here on campus but they don't call it a program because it's not a sequence of certain things but we do have those courses available to us and for years tricky labor that they
051we have actions and services program teachers trained teachers in a kind of a tiered support system that Susan's created for college readiness that includes the College Board's speed of assessments and apex which is an online course we have professional learning for our counselors who are serving our students course offerings you've heard about some of them we also have besides the AP and IB courses and programs courses we have comprehensive summer school program we have a medical pathway and engineering pathway or a peak courses that Rockford students purchased all the materials and we have programmed implementation support for example we have been developed for automatic acceptance of a UST students other things that are going on for free we offer college night financial aid application nights so we provide from the secondary counselors we also offer
052over goal three expenditures you can see we have about four million this goal is probably the goal that has spent the least amount and that's really because of things that our attendance rate these are honest like these are kind of some ongoing metrics share with you our urine rates work for each one but attendance rate as of December 96.4 we ended the year the average attendance rate of ninety six point two so we're on track to meet hopefully exceed that chronic absenteeism is as December was six percent and finished the year at eight percent last year suspension rate is two point two percent and we finished the year last year at three point eight percent and our expulsion rate currently we've had gum expulsion for this year last year we had point zero zero zero
053one percent and again I'll just remind you that it to go with detail so base also help us determine perceptions survey this survey said a biennial so it was done in 2016 and then given last year to students we look at how students understand why I think the students were talking about they see so much first of all [Music] and not to belabor the cycle of continuous improvement but push ourselves so when you see this you say oh my gosh 54% don't say right to judge point no there's this big chunk that didn't go this way this way so this year we decide to take them out to see what happens right so that way you have to have to say do you feel safe or do you feel unsafe again and just a cycle
054continuous improvement we said like what kind of data was really getting from that we have 46 that say I felt saying we have 10 let's say oh I feel you know safe but what about this group in the middle right what is it so so this year we forced ourselves to say okay let's just try to understand better so let's take them ambivalence out and that's that's for say that's for some kind of ranking so we look at that [Music] 16 17 17 18 what a big difference at 176 parents more how did you how did you create we jumped to more parents or more parents participating in their inner school how did they know it is a team effort our principals do a great job reaching out to their their their stakeholders and everybody
055who has staff and then reach out to their staff it's a team effort also sharing best practices so for instance we learned that some principals when they do their community meeting they do in the computer lab and so they do the meeting and they're like hey you know we're gonna take the survey right now and so just sharing some own strategies with everyone so that you know we can learn from each other some of the things that are working at specific sites that's you know that's another kind of having you either [Music] with organizations such as we have our partnerships with they can update we're not doing in-house I remember part of the conversation that we were having back bringing somebody having somebody do some of the stuff in-house and I remember one of the
056things that I wondered was the quality that we were getting from that outside agency are we going to be able to match that quality and I just want to say based on what I'm saying it's it's far exceeded a large portion of us were able to make the services proposed what the governor proposed the big themes were that we had massive improvement in this budget but despite that very little is going into education and the revenues for the state school districts are very little and that's a scary trend being that when things are getting better and better and better and looking really positive for the state you would assume the same is happening in education and if you were listening to the state that's kind of a messaging and the colas are still very very
057low and so everyone's concern is in the out last if you were listening to the governor's presentation he spent very little time on anything other than this big initiative which is going to be early and so we knew that going so we know that that's gonna be something that we're gonna learn a lot about and he's actually devoted money to that exploration so some things that we've heard coming down the pipe and he did put into the budget we don't know the impact yet but there is money dedicated for special education almost 600 million we don't know how it's going to come out to school districts but it is for school districts that are heavily impacted foster kids also have a high percentage of special education students we're definitely high not duplicated as a percentage
058for special ed we're not that high and so it's hard to know if any of these dollars will actually land next he has a difference of opinion from Jerry Brown Newsom believes that we should release bond funds that were that were voted in by electric with the proposition 51 so he has said that he would release 1.5 billion dollars which is good news for us because we're lying to be something where he's also putting money to actually process the paperwork so one of those stop gas that Jerry Brown put in was very limited staff to process the applications to get the school facility to process the gears of the state can get those dollars out next increase the number of districts that offer so from from the kindergarten teacher perspective they started at the same
059time as first but within this day students actually are are are deemed either neighbors or early birds so if you're an early bird you come in at 8:00 we can even our before if you are late bird you know community so because and in these dollars are for construction sure a limit later on we have Jerry Brown was very famous and that's because he was a very fiscally conservative governor he would to the state and because he was under projecting there's guarantees built in see so when he under predicted he needed to make up the difference to what the actuals were and the difference became then separated out into one-time payments so that that is kind of put into the following year's budgets we're always being forwarded this money and it became very difficult to
060budget you know large one time that you're receiving because partners say well it's gonna happen every single year you're going to get these one-time funds but in our office we cannot budget on it's probably going to happen we have to budget on what we know is gonna have to use the conservative model which doesn't allow us to potential our new so as I mentioned one of his big corner pieces to his budget was early ed and exploration of what that's gonna look like he already has allotted some money to burn new dollars going in there not a lot of dollars but you see that you starting to trying to build his expertise in this area and explore Canada in the universal preschool he's allotting the money that I mentioned earlier to build classrooms ready for
061full day he also has taken some of our delegate money to to use those to offer crease so that could be so we're offering peaceful so we are offering preschool and its preschool money it's a new preschool they're planning on taking away some of the night that wasn't to me one of the other pieces was looking at is heavy [Music] but it's these are kind of the next couple of sites are the direct impact for school districts if you look here we have 16% which is our Spurs district contribution I know I've talked a lot about what that is and the impact is it keeps rising one of the things that the governor announced about was he was going to put money towards that for school districts and reduce that rate so we're paying sixteen
062point two eight percent this year it's still going up from what we're paying this year but it's not as much aspects there because in twenty one twenty stirs itself or CalSTRS it's up or down depending on what this is again CalPERS is set by CalPERS and as you see he's not he's putting money into the system but CalPERS is not changing their rates so know that and they've also told us that after this year it's going to nothing so great it hasn't changed so now we're so we're way up here with our funding and our expenses which are next to it don't have more revenue than expenses and as you can see in the following years it gets progressively worse the only thing that you'll notice is there's no cop spirits which is because if
063we go back to side so for the first time again we will be in a little bit better position with our base cost Bates situation and this is [Music] now is our which is matching and we captured roughly seven and so our this is our enrollment known quantity which was 458 last year this is how those dollars apply who to our budget so if you look at this pink line which is what we presented at first in room versus the numbers in this column which is and this breaks down for you what it means for additional dollars to base and increase in supplemental concentration next what that means so I repeated this slide because we're going to talk about what it means for a Zuza but again we're going from 16% instead of next and
064so if you look at our stirs were only a huge amount of increase when you compare that to just and as we've received these new funds again for $110 these are the in that slide showing the matching expense of special ed with the question mark so what does this mean for the district district because it varies so much from district to district so if you look at the expense for the district it has gone to twenty four billion dollars last year and how much have we received in revenue basically and this slide has been updated to reflect if this proposal was was pushed through what it would mean for the district as far as our reserve being that where we have declining enrollment and the same closet up every other district has it's it's compounded
065and so we've had to institute budget cuts last year resolution to do some additional cuts in the future and so this number in nineteen twenty four million it's definitely a step in the right direction but we still have quite a ways to go with that here that trajectory of our meeting so we still and looking at but among our states we are 48 Oh we're in the low 40s all right [Music]