Board Workshop Meeting | 6/16/2025 - 4:30 PM

001Um I don't think I have to go through and read every single one of them to everybody. But those are just the eight in the little circle bullet points. Um those are the priorities that we have to focus on to get before that designs the outcap for us. Uh those are our goals as far as increase percent of students who are on track to graduate college. It will provide educational setting that is conducive to learning. Goal three, increase engagement levels of students and families. Goal four, increase percentage of student learners graduating college and career ready. Goal five we had to add this year to increase the percentage of CT students graduating college and career ready. Um that one we kind of needed to add which is why we have CSI funding uh to support CT

002budget overview. This is the budget overview that is in the ALCAP um just as far as our our revenue and expenditures. But Jess will get into more detail on this in a little bit. Okay. Okay, so this is just some of the reflections as far as some of this is a little bit of a celebrations page is some of where we where we have done well. Um, graduation rates went from 85.6 to 91.6 for bigger high school and CC combined or from 23 to 24. When I say that some of it there might be I'll let you know some of it's 23 24 some of it's 25 data that we might have. Okay. uh 11th grade CAT scores are moving in a positive directions um in 43% meets meets and exceeds to 52% meets and

003exceeds in 20125. That is preliminary data though uh that that we just received that data. Uh we're trying to get back to where we were if you remember we took a bad dip one year in uh 11th grade one year and it was really really on a high then it took a dip and we're climbing back out of that. um going from 52% and then math went from 18 to 24% climbing out of that one as well. So once once again that 2020 2025 data is preliminary but it usually doesn't move much past what it is at this point. Um yeah so it's good. Uh the percent of students passing AP tests on three or better went from 44 to 61 in 2024. Chronic absenteeism continues to drop um at 29.6 26 in 2022 to

00426.5 in 2024 which is good news. You know the original estimates on this is that we would be somewhere out of CO by two by 2030. Um but I think we're seeing this a little bit hopefully a little bit sooner as far as some of the effects of this. They were just talking about that in the conference today that we were at about the chronic absenteeism but it's just a problem nationwide. 26% is still better than more than one in four. It's still it's still pretty bad. It's still pretty bad. Uh, dual enrollment includes um, self-development biology um, yeah, includes self-development biology 104, physics 101, Spanish 102, art 10, and 102. So, 36 freshmen participated in the cohort that will graduate high school with the Calgetti requirements. Uh, 67 dual enrollment students completed 630 college

005credits in the 2425 school year, which is pretty impressive. I think this students making the statement themselves. Now, like I said, the only thing we we really need to hone into in our infinite campus is trying to figure out which college credits are also coming from other un other um universities or anywhere because right now that's only coming from Sanernino. We have no idea what's coming from Victorville. Like we all know that there's some kids that are taking classes down at DC, but we don't have that figure in. So, but there is but it does show on their transcripts. But we got to figure out how to pull that and run some kind of ad hoc report to be able to pull all those to get a real number of actual how many units. Those

006are only Sanernino Valley units. And like I said, we have one student alone that earned over the last two years earned 38 credits. And she's just amazing. She's just done a wonderful job. And like and honestly, she's not the student that did is not one of our highest students out there, but she is someone that's fighting fighting for every credit, which is exactly why what this was designed for is designed for those underserved. underserved being female, underserved being um a Hispanic female, those kind of things. This is exactly what the dual enrollment is designed for. Um increase youth truth for BBMS. And we'll go through those as we get into um board planning session. We'll look at youth truth a little bit more in depth. Youth truth for BBMS and BBHS went up. CT took

007a little bit of a hit, but that happens sometimes because there's so few students. These are some areas that we really need to improve on. Only 3.2% 2% of English learners considered prepared according to the California dashboard indicators. Um this is we're really focusing on that and once again we'll go through this a little bit more detail in board session um planning session looking really starting to tease out we've always given the figures to the board when we do that whole color chart of the whole or the grade level but we what I have is the same very similar for just EL students or just Hispanic students. We really want to start to narrow it down because this is where we're seeing some of our areas that really need a lot of help. Dr. Crow's

008been a lot of help with that, but we do have a plan on how we want to still improve this. Um, suspension rates districtwide at 5.6, which is pretty high still. Um, foster youth at 20% of that, homeless 7.7%, socioeconomically demanded 6.5, and students with disabilities 8.2. So, we still want to get those down, but um with the behaviors as we've seen them, the board has still been supportive of the fact of trying to get the behaviors in order on campus of being there are some absolutes that we won't tolerate on campus, you know, as far as suspension rates. The rest of students just were not in one of those categories. Yes, exactly. Okay. So, technical assistance, this is our differentiated assistance. Now, our differentiated assistants, one of them are the main ones is the

009ELT, which is our long-term English learners. This is where we were identified as an area that we needed some growth in. Uh, based off of the fact that our ELA um was at 120, the difference from the difference from standard. Do you remember us talking about that at all? I'm not sure. The state is really trying to get us more not to just look at percentages, but the difference from standard. So, the difference from standard is we'll go through that in the in the coming slides. What that means basically difference from standards is if you look at the negative 129.8 that is 129.8 points lower than the lowest figure to meet standards. Okay. The lowest number to meet standards. So ELA was at 12129. Math was at 126. Suspension rates for our ELALs is 9.2.

010Chronic absenteeism at 24.1. and college and career preparedness at 0%. For our ELELS, ELELLS once again is anybody longer than six years in our EEL program. So the D the DFS is our average scores. Yes. Below negative. So well the the average the lowest score for met standard. Okay. So negative that. Okay. So from the lowest score our average is 12.8. Okay. Yes. Okay. Um, this is where they did some work on this. This is where uh, sorry, Leanne took a team down to the she takes a team down to the county. They go through their differentiated assistance meetings and they look at the data that was pulled for individual students. All the the ELTEL students. They do spreadsheets that was created u for teachers to identify critical areas. We implemented summit K12 curriculum uh,

011which is utilized basically it's a computer adaptive curriculum that helps students with their language acquisition. uh English and your site coordinators use elevations for strategies. Um that's a one of our other EL programs that really targets where we can support students um and the dire meets with on a regular basis program specialist at Sanu County schools uh increased communication with the parent liaison. That's been a big help. I think that's the right step forward because we're getting more parents to show up at meetings. We're getting more parents to buy into us with the support of um Dr. Crow. Dr. Pro has really started to create a stronger foundation for us with our EL parents getting them more involved, getting them to let us know what it is they need support with. Uh on the bottom

012says no homeless students are in their second year of differentiate. This is mainly alts but homeless students are in their second year of differentiated assistance showing significant growth from 20 to 24. So they were in math they were -20 uh they've gone to uh -104. So they've dropped there a little bit which is good. A good suspension rate from 9% to 7.7. Uh chronic absenteeism from 44 to 35. And college and career from 11 to 17. So those are all going in the positive direction on all those numbers. Question. Why did you make it green so it's hard to read? Just to mess with you, Dr. Cro. Just to mess with you. So I apologize. We did the other ones red I think if we did other colors. Okay. This is just our stakeholder engagement

013of the different stakeholders that came into play when we got information on the ALCAP. our parent advisory which they're very vocal. Our student advisory which is very good and I say that in a very positive manner um it's been great to have that educational partners meeting uh draft was shared district English learners we shared with the DAC committee on the quarterly meetings um May 14th is when we did that with them uh leadership meetings equity multiplier meetings uh ALCAP parent survey alcap staff survey and then today's meeting which is the presentation of the governing board and the 18th will be the adoption. These are all of our stakeholders to ensure all stakeholders are not sure I'm familiar with the equity multiplier school. That seems to be a new one to it. That's why we have

014a goal for CT because it's it's because they are above 70% of low income and they are so there's two there's um the stability rate is greater. They they have kids. So the stability rate they look at how many kids come to school and stay the entire year. If they leave that that decreases your instability rate. If you have instability rate over a certain level I think it's 25% you automatically qualify for equity multiplier which is money but it also means you have to create goal and you have to have a focused goal and that's why they are the equity multiplier school. It's the only one we have yet but and will always be one. We should have put that in parentheses that that's CT. Yes, it would. Yeah, that that would make more sense.

015That question. Yes. Uh education. This is some of the outcomes of what parents wanted. Uh personal finance classes which those are coming into play. More vocational support, career days, counseling, work experience, internships, uh more dual enrollment classes offered. We are moving in that direction as well. More foreign language classes like an ASL class. Uh parent education nights for English learner parents specifically. I think we probably have enough English learner parents that we can start doing those. Uh more mental health support, hands-on elective and vocational classes, less screen time, uh community service requirement for graduation. Screen time at school or screen time at school. I think uh we're all seeing that even as educators that we need to provide less screen time. I'm talking about Chromebooks now, not their own personal phone. Yes, Chromebooks. Chromebooks. Chromebooks.

016Exactly. Community service requirement for graduation. um family based English tutoring program that's coming into play for next year more bilingual aids uh and more hours more pay we did increase that in when we did the negotiations that was part of it that we did increase the pay for bilingual aids interventions taught taught in Spanish uh more translators on campus after school transportation and onampus intervention at the middle school and most of these things are in place but we just want to discuss a lot of these things some of them aren't quite yet, but most of the things are in place or in the in the process of getting into place as far as what parents are discussing. Um, it's interesting this is becoming more and more of an issue with the less screen time um

017on on the basis that we cannot validate at this point that all the screen time we're spending is truly increasing increasing student achievement. There's yet to be studies that all this screen time is in increasing student achievement. Is it helping or is it hindering? Um, Mr. A and I when we do the instructional rounds are really looking how many times kids are playing those but screen time is not screen time necessarily right I mean if you're doing a worksheet on a Chromebook it's probably not going to be terribly helpful but if you're doing something very engaging and very interactive if it's an engaging okay so it's engagement that you're looking for not just time not just time but exactly where it's where where screen time when we say screen time when sometimes screen time becomes

018a time filler rather than a good interactive process and it was why we're also moving this doesn't say Even Jake has um we put in swanky into place where to show less films um less movies and cartoons and things like that in class uh to really kind of slow that down a little bit cuz co a lot came out. We were given a lot of different resources for free in CO and we were given a lot of different access all of a sudden. We put um Apple TVs and all a sudden we had access to everything as far as every movie out there, everything. And we're trying to re that back in a little bit right now by putting Swank is a is Swank is a company that vets the movies for us pretty much

019and we're only allowed through a certain list and anything still has to be requested. Remember the old times when we used to have to request a movie. Yes. From the live, things like that. It's a little bit going back to that where they request it online and the administrator approves it that they know what they're doing that there's a purpose for the movie. We're not just showing a movie in class. that there's we're going back to really having a purpose for why we're showing movies in class. Y uh and you trying to get when we introduce that slowly, Jake did a good job kind of letting everybody try it slowly and then really letting them know, okay, at the end of the year, we're shutting it down. We're shutting down Netflix, shutting down um Amazon

020Prime, all those different things that they were having access to through the Apple TVs. So, we're shutting down all of that a little bit that way on Swank. Does Swank also provide teachers with assistance that you're teaching a unit on acts? Uh, this might be a a good movie or a not necessarily that I'm aware. It it actually does. They've just updated where it will give suggestions for things like that. And if you're working on a certain subject on the update, you can do that and then you can share um specific sections of movies to students directly in Google Classroom and things like that. So, so it's much more tailored for instruction versus just something like and we're really trying to make sure anything basically anything over a 15-minute clip like YouTube clips are great

021especially for history uh for social studies things like that but or for science but we're really trying to limit and say okay 15-inute clips anything past that we really need to have a discussion what we're showing in class okay this is what sta staff expressed need for more more vocational classes more hands-on experiences um financial literacy, uh internships, work experiences, more CTE and dual enrollment offerings, less screen time, even teacher staff is saying less screen time. Um better manage negative student behaviors, more district-wide family engagement opportunities, parent engagement and education nights, uh more professional development for teachers working with English learners and more English learner aids. uh you can see a couple common themes you'll find sometimes is the behavior and learning to diff uh teachers differentiate not just with e but also with the

022spent population as well with those two pieces that's something teachers are struggling with but the and it's the families too is getting parents engaged in understanding cell phone uses and the harms of cell phones and the whole concept of anxious generation uh which was another hot topic today at the at the superintendent conference better manage negative student behaviors, meaning that we put more things in place as far as I know what I mean. I just what are we doing? I mean, you know, we're trying to get more support from from we've gotten more support from the self coming in with certain some of the behaviors have been fairly extreme at like the first grade level, kinder, first grade level and the earlier levels. It's when we're talking about student behavior, we're not necessarily talking about

023before we talk about student behaviors, we were concerned with secondary level behaviors, whether it was disrespect, whatever. We're not talking about that anymore. So, we're still talking about Yes, we're still but not that's not what's at the forefront when we see this. Okay. We're seeing students with um anger issues at earlier ages at very very very young ages that's throwing you know kinder teachers can and first grade teachers normally will prepare to deal with a certain amount of behaviors but some of it's so extremely and it's not our instinct to just get them qualified on an IEP. That's not what we want to do. We want to be able to work with them but we used to have that period of the first half of the year in kindergarten getting them to adapt to school

024life. Now, for a lot of students, for some students, it's two years of getting them to adapt to school life, structure, school life, because a lot of them have been raised on devices, have been given devices. So, them now that in a structured environment is becoming a challenge for them. And you can speak on that. No. Yeah. I was just going to say the behaviors are more extreme. They're more violent. They're more disruptive to the entire learning environment. So, all kids are missing out on um instruction because the behaviors are so extreme. Is that just us or that was a common theme today as well when we were talking because Laura and I were there. That was one of the things that we were talking about today as well is the behaviors for all schools

025is coming up with some of our kids coming out are some of these babies are the babies born during co things like that that are showing up in schools now and it's now we say that it's not like there's a ton of them but one in each class can cause full chaos but there's more than one. Yeah. Yeah. I was going to ask you what's the percentage. Is there an average percentage? Depends on the class size. But I mean if you have Well, first grade would be 24 or less. Well, right. But I mean, we've had some kids where there's been five or six in one sixth grade in one first grade class and we've had to like separate them. Yeah. We have to move them around a little bit. It's Yeah, that's there's a

026lot going on for for a variety of reasons. Uh it actually was starting before co we were starting to see the effects of just whatever environments the kids were. They're coming from trauma. They're coming from uh disability backgrounds. They're coming from um just socially maladaptive behaviors. And it was you were starting to see it like even before co I even saw down at my other school where um the worst behaviors in a K8 were my TK and Kinder behind were the most violent and disruptive kids in my K8. So it started from the parent I think that's that's part of it. Part of it is when we do the parent education nights trying to tell them no this is not just teenagers we're talking about when we're talking about devices because when we started to

027see the increase in behaviors they showed us a chart today we were in like from 2012 it just takes a spike up with behaviors and it's basically that's really when cell phones and social media really came into play strong and you see kids being handed devices like I remember a a little eighth grade student so you figure eight years ago when he was in first grade I remember every kindergarten. His dad would walk him in every day and he walked him in carrying him in, but he had a device in his hand until he got to the door of the school every morning. It's trying to educate parents at this point going, "Okay, even my own my own children now that they're having children going, okay, read this book." Because even though your baby's only

028one years old, this is where it's it's impacting them as far as their social interaction and like Lehancing their maladaptive behavior. Yeah. So, it was kind of like on the rise anyway, but then co exacerbated it very quickly because then everyone went home and every kid was on a screen because parents didn't. So, it just like made the problem spike really quickly and now everybody's really trying to manage it because there weren't systems in place yet to manage that percentage of extreme behaviors. And we've we've talked to Daniel Cot. We've had meetings with some of our ABAs and from cell phone trying to get as much support as we can. Um using any resources we can from some of our aids who are pretty talented. Um trying to get support from anywhere we can. We're

029looking at we're re relooking at our CCSP money going okay what money can we use for this for behavior because we can't use that for some of behavior. Do we need to hire someone here trying to find a different way to adapt to this to support teachers in the classrooms and getting our counselors taught up? Everybody first grade kindergarten first grader our first first grade and kindergarten teachers are ones taking this because we don't want to overly because our sped numbers are already going to be close to 17% next year. We need to slow that down too as far as our sped numbers. So we don't want to just first instinct is go and qualify for sped. We need to see what we can do to you know kind of shift the behavior a little

030bit. So this is sounds like yeah this is what we um this is what we is required as far as measurable outcomes align with new California accountability measures. This is what we have to measure too in the outcap based off of current and past data designed to show growth and projected to exceed state averages. Not that we're exceeding state averages. This is what we when we develop goals we want to be able to meet or exceed state averages. Everybody can exceed the averages. Everybody. I mean there's fundamental math. Yes. Uh distance from standard. Okay. I'm going to go into this in the next slide because this is a lot of because I've discussed this already as far as what the distance from standard looks like making sure when we look at DFS cuz I'm going

031to have to start developing more. We've always worked on percentages but when I present to the board now we're really going to have to start looking at this more. And this is just what I've already explained. Basically, if our and it gives an this is just an example of a third grade student receives a Y of 2420. A student has a difference of standards of -12 because the score of 12 points is below the lowest possible score in the standard met level which is 2432. So that means they're distance from standard. So we want to close the gap on that distance from standard. We want it to be a positive distance from standard rather than a negative. And this is what the parents are already seeing when they get their reports. um they're seeing the

032different difference from standard. So they they're not just seeing a percentage, they're seeing how far their child was off from where everyone else is. So it does make sense when it from a parent standpoint. I do like this. Um it's just a little bit of adapting to the way we do things in district office and the board. Yeah, it's a different way of thinking about it, but I think it's a good way. Yeah, it it really is. Lisa had to convince me that for a while, but yeah, it is. Um and then this is but also our average was 169, not 12. Yeah. Yeah. Thanks for pointing that out, Dr. And this is just where it just all this is just telling us how we're going to come up with the average of difference of

033standards. When we look at our scores as a school, as a district, as a student group, when it comes up with the averages, this is just going to average a different distance of standards. Okay. Um, goal one, this is what the annual, this is our measurable objectives for our goal one, which is our acade requirements. Um, I don't have to go through each one of these things, but these are all everything that can be measured. This is what we're measuring to look at for the LCAP. All of those items for goal number one, how we see if we're meeting that goal. Goal two, these are our measurable objectives. School climate surveys, suspension rates, expulsion rates, and our fit reports. Uh student engagement, how we measure it. uh student dropout rates, graduation rates, uh district attendance,

034chronic absenteeism, uh engagement survey for parents, uh percentage of students college career ready, and percentage of students completing CSU and AG to G courses. Chief, do you happen to know the state average for chronic absentism? Not it's pretty it's Yeah, it's like 25 26. We're basically average when it comes to chronic absenteeism. We're nothing out of the ordinary when it comes to unfortunately. cuz there's some schools that are really We actually giving results back on the engagement surveys for parents. Some Yeah. Not not a ton. It's tough. We've gotten or less about I don't remember off the top of my head. We did not get that. I think it was maybe like 64 75 somewhere around there. Oh, not a percent. That's a number. That's a number. Yeah. You love that to be a percent.

035That's a number. Yes, that's a number. Um, okay. Um, this is just our English learners and college and career uh indicator everything we need for them. The reclassification rate uh we did on the last board meeting we did change that. They when we had the FPM audit that was interesting they said we were making it far too challenging for our ELS to be what can we sorry I interrupted my here. Um, it was some of the was it was the CASP and then the the grades and because as long as they were on four killing us Yeah. the grades are what was killing us. So the grades they we dropped the grades as far as being able to get a certain grade and so as long as they were still four but it was just

036coming to the other items. It was grades that they were making. They said they said our standards were way higher and that's why that may be why we have too many else that our standards when we did the FM audits. One of the things they found interesting. Yeah. uh percentage of long-term English language, percent of long-term learners showing progress in English language proficiency indicator. Okay. Uh percentage of CT students college and career ready. We look at graduation rate percentage of students design college and career ready and suspension. I think when we get into this, one of the things we're really trying to focus on with all the changes we're making at CT, uh there's a lot of changes coming to CT next year with the new principles, new staffing, a lot of support, everything coming

037in. One of the things we're really trying to look at is getting them more college classes designed for them, getting them to try to take more college classes, which they can do. Do we have enough um A through G classes available to them? And they can take the classes at the high school. They can still take them. Yeah. Yeah. Okay. So, this is all this is everything in there. This is this is all of our um actions for each goal. Uh not all of them. Try to fit what we can on a page to go through all the different actions for each goal to meet goal number one to increase the student achievement. Questions to read each one. Uh we have increased quite a bit with our for professional development. I know uh Mr. Ak

038is even trying to increase it for next year offering offering to pay over summer things like that even to get them to come in. I don't like you've got to administer life track survey to seniors. That's a there's a follow-up survey I think is just as important if not more so followup service. There is life truck survey and followup and followup. We can add and follow up. um provide educational setting as conducive to learning. Uh the only thing we're that what's in red is what's been added as far as the Dina students at Baldwin Lane. Um that's been a big help with Scott Herd there right now as an as an AP, but I believe that's going to be a big support now that we're going to have somebody there because Scott, even Scott Herd

039wasn't there consistently all year long. Um I think that's going to be a big support to that school. We we still are employing the counselors at each site. We've been doing a lot of this stuff for several years now. Yes. And we're not seeing great progress in the numbers. That's discouraging. Yes. And that's, you know, it's interesting you say that, Dr. folks and it is true because the one of the FPM things is really they were very very helpful in refocusing certain things and looking at going re-evaluating looking at the things and re-evaluating what we've done and how we move forward and and being able to have those honest conversations okay did this work even with even with CT um even looking at CT and it wasn't a personal against anybody okay what has worked

040and what hasn't worked no we need to look at that and Katie Son was great with We had a great conversation and Katie sort of sat down and and Tina had asked Katie, "Hey, pull data. Let's see what's working." And it even made her reflect on what's working and okay, maybe this isn't working. Switch it. And it and sometimes when you start asking those questions, sometimes it tends to make people a little uncomfortable. No, we're not coming after anybody's position. What all we're doing is trying to make sure we're doing the right thing. Do we need to switch gears? Do we need to do something differently with positions? That's the whole point of the LCAP is to reevaluate review and evaluate and modify what's working and what and what's not working you know and like

041even the you say maintain social emotional learning for the curriculum for TK39. We did switch uh midway we did switch the curriculum because we felt like the curriculum was not working uh a couple years back or a year ago um and we went to a different one this year. This is when we switch to the curriculum for the social emotional learning for the secondary and that's having its bumps as we're going through but it does give us a lot more data as far as how kids are doing. Go through increase engagement levels of students number one is kind of contradicting with your less screen time still there that it's available for them. It's a matter we are having that's one of those ships that's things that's got to turn that ship slowly because we went

042so far in we got to take take accountability for honestly as a district and me heck I was one of the ones that was really strong that technology coming in that we have to reevaluate and go okay where did we go too far where did we go too far and what is actually helping students and what has become a crutch in the classroom all those pieces now we now re evaluate as And Leanne and I are really looking at focusing in on our instructional rounds, but not just with not just with us going in, but also teaching teachers to go in instructional rounds as well. So getting them more involved and Brian's really going to be a big support in that as well. and all the teachers like when I talked to all the newer

043teachers about it I went and had in individual meetings with each newer teacher that was their first year talk about what went well and starting with them trying to develop that culture of just because you have two teachers and administrator in there I need you to think of it as a positive experience that I want you to be excited hey what' you see in my classroom or what can I do better um is really trying to look at that a lot more and trying to shift the culture on that where you're not getting nervous just because M and I walked into a room or we walked in with an administrator and two teachers that we really want our instructional rounds to not just be us. It should be a greater picture of who is your

044teammate. Hey, we'll get you the subs you need. We have money and teacher effectiveness money. We have the money for these things to be able to develop that a little bit better to making sure how people are using technology, what the engagement looks like, how to judge engagement. So, we're really looking for professional development as well as far as on instructional rounds, what good instructional rounds look like, not just going in and glancing at some things, you know? Definitely not. Yeah. Um, okay. Anyway, this is all I think for goal number three. What's uh college and career program? It's it's an online program at the high school that they use in freshman studies and it can help you do some career exploration. help you put together your plan. Has a lot of college information. They

045use it at the high school. Yeah. Is it used a lot? That would be a question for them. It isn't. Freshman studies studies they don't know as the years go on. Um it's available in the counseling office. Oh yeah. Yeah. Be interesting to track how much is being used. How much is actually used? How much the kids think is helping. I think we changed that. We had another program some years ago. A couple years ago, we've had Zello for a couple years. Before that, there was one that it was coin and they just stopped. It just wasn't work. I mean, they don't use it anymore. We need to constantly evaluate. Yeah. To see what's working, what's not. Cuz we've discontinued. There's a couple things we discontinued this year just based off of the fact that

046they weren't being used that often. They were costing a lot too. Sometimes involved and not enough teachers are using it. uh percentage of English learners maintain disord coordinator. Um Dr. Crow will be our English learner learner coordinator for the coming year which will be a huge support because right now the teachers have been doing it um and that's been hard. Sam and Amber have done a wonderful job with it but it's really hard when you're a teacher in the classroom to be a district coordinator. That makes it challenging. So that's shifting over to Dr. Crow. Um maintaining English are the coordinators. They will still be coordinators on site. uh quarterly ELAC and ELAC meetings. We we're having those on a once on one site, but through FPM audit and everything, they're telling us don't pull

047it back to the sites. Pull ELAC back to the sites. Um the ELAC meetings back to the individual sites, but the ELAC meetings are the ones that you're supposed to do in the individual sites. We're kind of doing them together, but to create the culture within the school, they're advising that we pull that back to the sites. Um but what the reason we did that because we were having trouble getting a showing getting parents to show up but I think with Dr. Crows having so much engagement um with the parents I think we're going to get we're really going to start to see a better showing of support for that supplemental instructional materials uh maintain elevation software and English learner parent community something we are looking at as far as as well with the English

048learner parent leaison we're looking at a student leaison because districtwide the only really have one counselor that speaks Spanish. So, a district is being a classified position, but somebody with a degree who's been through college um that can support students um our secondary students, mainly our secondary students through the CCSP program that's going and looking at their grades and speaking to them and being able to speak Spanish to them and being able to support them academically, call it a pseudo counselor to be able to really be a support to them social, emotionally, academically to make sure they're getting their resources really and having the more one-on-one meetings small group meetings as a counselor would, but being able to support our English learners. I think that's something that we when I talk to the principles, everyone

049agrees that we need to put more focus as our as our EL population has grown so much. We need to put more focus into that. Uh, and then this is what percentage has it grown in the last year or two? We've gone we've grown by at least 5% I believe over the last since we we experienced that growth two winters ago. not this winter but the last winter we really experienced that growth and we probably grew by at least I would say we probably grew by about 60 students or so and that was a lot for us yeah that is a lot but just all these students kept every site kept kept coming in and those are and those were newcomers non-English speaking coming mainly out of that one via Guerrero out of that one

050area that we were getting most of them out of the one village town um so this is our our CT Uh once again creating a wellness center providing ELA instructional coaches and esports cuz we have all that CSI money and if you know we we approved that we have recently approved one of the positions for student support services there as well. Sounds like a lot we keep throwing people into there but we have the money to spend. These kids need individual life support. So we have all that CSI money for 45 students. That's that's two years three years CSI money. It's ongoing and in the past we would get around 120,000 which we were using for salaries for staff that we have in there supporting that has recently gone up to over 400,000. Wow. So

051that's why we're trying to increase staffing there just to say okay let's support these students through their through their challenges with some extra intervention support whatever we can do for them uh to get the no more buy in and even we're looking at is egenuity even the right thing for them because of the fact that they're not getting the buy in because they're just on the computer. So with the new staff coming in, the new principal, they'll be reevaluating that as well. So what's going to get the kids to come to school to finish their to finish their academics? Seems like there's a lot of software out there. We should find something that's engaging, something more engaging. But the problem is moments it's software, then they can just do it at home, then they don't

052show up. That's the problem. We're trying to find something more engaging that they can be a part of in class. Um okay so this is some of our more indicators appropriated on teachers access to curriculum um this is just from the LCSF LCFF priority number one now which is we're going through that just now which is different than the eight uh we have a 79.5% rate of teacher misassignments um percent of teachers teaching percent of California standard we have so 100% standards based and those are all of our fit reports and everybody is on a Williams visit this year. All schools are on a Williams visit. Um, we just had the couple schools over the last two years, but now it's it's not now this isn't just us. This is county statewide. For some reason,

053they're just sending everybody out. Almost all districts who isn't getting it's not who is, it's who isn't because most schools are getting them now getting Williams visits. And the 79.5 missed assignments, those are just credentials. So, let me explain this. We found out that this is the way we have to represent it. So what is it? 79.5% of our teachers have fully credentialed. They have their full credential to teach the subject they're teaching. That doesn't include our brand new teachers because they're not tenure debt. It doesn't include any teachers that are on a waiver, which I know we have several that don't have credentials, but there's waivers that we can get just because of the teacher shortage so much. They provided a lot of ways to get people in there that aren't credentialed but are

054working on it. Pips, stiffs, interns. I mean, there's so many different things to get teachers in. And honestly, it's been a good thing. We've gotten some really good young teachers coming in, it's encouraged people because what's happening now is instead of teachers having to go through and pay for the credential program and pay for their whole, which is good. I mean that they have to do the credentiing program, but they have a job and they're feeling more confident about what they're doing and they're learning along the way while they're in their credentiing program and it's actually been a good thing. Yeah. And it's encouraged them more to we're getting more people going into teaching, you know, uh with the recent additions of Quaid Mcllin and and um Alyssa Joe and these really good young teachers.

055Um we are very fortunate to have them because otherwise we wouldn't have been able to get them. We would have had to wait another two years for them. And the benefit of that too is when in those programs instead of having to work for go to work every day for student teaching for 12 weeks, you're actually doing your practicum time getting paid to teach in a classroom instead of going into student teaching and saying like, well, because people won't go into teaching because like, well, how am I going to support myself and pay my rent for three or four months while I'm student teaching? Right. Because you go to work every single day and do the work of a teacher, but you don't get paid for it. Yeah. So that and that's what was turning

056some people off to some people like I just can't afford to program. So that 20% should be dropping. Yes. Yes. It's actually getting better. It was higher. It was lower last year. So more of our teachers are fully credentialed that are in the classroom than they were last year. Um implementation of the academic standards. This is everything we're looking at for our LCF priority two adopted curriculum. We piloted and adopted Sabbath. Um created ethic studies curriculum. So just the different things there. What is SAS? Savas. That's the one we just adopted. That's the science curriculum. Oh, the science. That's the publisher's name. The publishers name. Yeah. Oh, okay. I publish. Yeah. And then this is from the teacher administrative survey regarding curriculum, materials, professional development. Uh scale from 1 to five. We got 64 responses

057for professional development provided that they if they like it, it's 4 point. We got four, which is decent. U materials provided for teaching standards, 4.5. They feel like they're they have everything they need. That's good. uh parent engagement priority three we have eight parent advisory eight student advisory uh two alcap stakeholders quarterly district uh English learner advisory committees um parent and family engagement reflection tool uh trust and respect relationships um when we looked at the parent and family engagement tool trust and these are some of the highlights a little bit when you the scale from 1 to five 75 responses respect for relationships we got a 3.8 3.4 in 2024 so we're increasing there welcoming environment 3.8 8 3.6 in 2024. So, we're a little bit slightly on the upswing there. Opportunities for partnerships with

058families, uh, school site councils and advis all the DAC advisories, uh, parenting advisories, booster clubs at each site and survey sent. We've got roughly 3,000 parents and we got 75 responses. It's tough to get them to respond to these things. comprehensive health uh counseling survey administered in 2025. Um so when we look at the out of the 331 students TK um 76% 80% in 2024 students said they liked coming to school. So is that's the up correct because it was that the the 76% that was a 2023 number. No no 80% in 2024 76 survey. the one we just did. So, it dropped. It dropped a little bit. It dropped. Students said they felt safe in school. 76%. Uh 3rd through fifth strongly agree agree or strongly agree 61% uh 42% in 2024. So that

059went up 69% and then 73% in 2023. You know that that TK to second that drop that could have something to do with what we were talking about. I'm curious about that. Like, do I feel safe at school? Like, do I like coming to school? Well, if you have a kid who's violent, scary in your class. I think the challenging part is when they have to see their teacher become elevated or having to, you know, become aggressive with a student. That's the challenging part. Nobody wants to see their teacher do that. I would always feel bad when I, as a teacher, when I've had to get discipline a student. It's not good morale for the classroom. And when it's happening on a daily basis, every single day, that's tough. Yeah. School climate at Big Bear

060Middle School, um, strongly agree. 33% enjoy school, 70% have academic support they need, 84% feel safe at school, and 71% are comfortable talking with their counselor. Yeah, they changed the questions. They changed the questions on me, so I couldn't compared to last year, but these are new questions for this year. And I'll go through that. I had a really good meeting with the people from that uh the YouTube survey and it was really interesting to hear their perspective. No, you're we were kind of looking at it more in a negative way when she was trying to say no, it's actually better than you think when we were going through that. So, we'll go through that a little bit more. Counseling survey administered in 2025 for at Big Bear High School. Um 33% felt they needed

061more support on connecting with friends. Uh 28% 2024. So that's a little bit the negative direction I should say. Need more support for getting along with family members. That went up. Uh need strategies for dealing with sadness and depression. That a little bit um and not virtually the same. Express the need for strategies to deal with anxiety and stress. Anxiety and stress. Once again, we kept seeing the increases on that since 2012 on up. That's when we start to see that just go up and up and up with the increase in social media. CT um need support uh connecting with friends. That went up quite a bit. And it's this is a hard one because with with only 15 students, anything can change. That's such a low number of of students as far as your

062target students. It's it's tough to say cuz like If you look at the 8% 53% that's depends on the year depends on the students and what students were there and everything that day. So that's a tough one to even judge access to broad course of study. All students have access to uh to their studies high school graduation rate master schedules AP enrollment classes annual four year plans. Those are all the things that go into play for this. Middle school master schedule ensures students have core curriculum. Elementary schools class enrollment is balanced meaning the number of students per class. Students adopt the court curriculum provided and we still have rally virtual academy available and that's it. Okay. All right. Thank you. Thank you. and Jess. I just my questions along the way. Does anybody have any

063other any questions? No, I'm not. No, go for it. She just go for it. I need a snap, too. Okay, so we're going to item 5B, the budget propos. The budget proposal gets Rollins. Yes. Well, Mr. Marquez did such a great job. I was think he could present. So, I'm getting this pulled up right now on our on our big screen, but I just wanted to point out that we have our fiscal services supervisor with us here today, Michelle Bogner. She was right by my side getting all this information um together. I didn't tell her I won't make her present just yet. So, she is here to to join us for this. It's taking a It did that with me. It's taking a minute to Yeah. attach. Oh, it showed that it was You were

064so close. Why are you doing that? As much as I love to say. Sure. Thank you. Appreciate it. Appcate. For some reason, decided to pause. Stare at Jake. Stare at ston Jake's voice. Kind of like if your car is doing something, you take it to the mechanic. Mhm. It doesn't do it. Works just fine. Okay, here we go. So, this is our our presentation on budget year 2526. We're starting out with our comparison of estimated actuals. So, this is the 2425 year that just ended or that is ending now. This is a comparison to what our our projections were at second interim versus where we left off at estimated actuals. So I can kind of zoom in so we can see this a little better here. Thank you. Yes, it's a little hard to see.

065So at second interim, our uh our enrollment was at 2193. As of P2, our enrollment is now at 2160. So we did have a decline there, but that is kind of a normal fluctuation that we tend to see. Our ADA uh at P1 was 1997.31 at at P2 is 1976.5 but as a percentage of enrollment it did slightly increase from the 91.1 to the 91.5. So we're looking at the comparison of revenues. So our LCFF revenues we had a slight decrease there. That's in relation to the loss of enrollment in ADA that I just talked about. our federal revenues, there was a decrease there, and forgive me for going back and forth here, but our there was a decrease there of $538,000. The majority of that was our CSI funds. So, that's what we were

066just talking about, that large uh aortionment that we're receiving now of over 400,000. We have been partnering a little more this year with the transition with our business advisors through IEL and their strategy or their you know at at second interim I believe it was first or second interim um they chose to allocate that full amount to our budget whereas realistically we're not spending that all this year and certainly at this point we're not spending it all this year but because it is an unearned revenue we can only record those revenues when we expend them so that just we're shifting it basically to future years. The same with there's 113,000 of that number is title one for the same reason we're shifting that to the new year. Part of our FPM audit part of the

067result of that was finding um we we had administrator salaries being charged to title one and as well as title two and we learned that really it's not necessarily appropriate to do that. So we did ship some things out of title one and title two. So that's you'll kind of see that reflected throughout as we're we shifted that out of the current year. We'll be looking at different strategies to expend that money that that really is going to be more um effective as well. So in the end it'll be a good thing. That's a good thing. Yes. And um state revenues we had an increase there of 155,000. Uh much of that was the equity multiplier dollars that we talked about earlier which is focused at CT and then 49,000 is the stirs on behalf.

068So that's a a payment that the state makes on behalf of the district towards the stirs expenses and that would came in higher than um anticipated. We have our local revenues. There was an increase of 163,000. Much of it was $110,000 of that was just a change to our fair market value adjustment. So when we see these adjustments at the end of the year, um the end of last year, the total adjustment was over 200,000 I want to say. I don't know the exact number, but there was an opposite adjustment to this year's books to make sure that we weren't overstating our revenues basically. And the this is kind of trueing that up. So, it came out as a positive adjustment to our budget, but it's really just kind of a it's it's just a

069back end of this is where we're kind of looking like we're going to end at the end of the year as far as our market value adjustments compared to where we started with our original projections. And then the 30,000 of that increase is LEA bot revenue. So, that is uh part of what the district receives for administration on behalf of the medical program. So getting families signed up, you know, getting them access to services through medical, the district gets reimbured for that. And they see that um that program has been doing some clean up in past years and finding where they're owing districts more money. So we've been getting increased revenues the past couple of years from that. And 23,000 is our Mahalo grant. We don't we don't ever budget for that until we receive

070it because it's pretty variable. We're never really exactly sure what how much that will be. And those always come in at the end of the year. That's just reflecting our Mahalo dollars 23,000. So overall with the um the ins and outs, there was a decrease to revenues of $56,000. There was no change in our transfers in that has to do with our fund 17 um that offset to health and welfare costs for employees. That hasn't changed yet. We'll be updating that at unodudited actuals with our true numbers once we know those. Then looking at expenditures, certificated salaries and classified salaries, there's an increase to both. Um, it's mostly to do with extra duty and sub cost as a little stipens because those weeks kind of start to see those true numbers at this time of

071year. There was no real change yet to to health and welfare benefits. We'll see some of that. We have our new cap amount that increase, but that won't take effect until July 1st. So, we'll see that in the next like at first inter. And then our uh excuse me supplies. So we had a decrease to our expenditure for supplies of $860,000 which is 33%. So much of that is that CSI grant because as I mentioned it's it's unearned. We have to match our revenues and expenditures have to match. So when we're dropping out revenues we're also dropping out expenditures shifting that to future years. the 251,000 of that was the arts, music, and instructional materials grant that is expiring um at the end of 2526. So, we do have a strategy to get that spent

072down. That's going to be offsetting some of our expenditures uh for the district. We'll have that spent by the end of 2526, but that's again just shifting those revenues forward. And then, as I mentioned before, some of the title programs, we had to make some changes to the way that we're spending things. So there were some decreases in expenditure on uh in the supplies area as well. Then services we had a decrease in expenditure of about 288,000. 130,000 of that is the educator effectiveness grant. That's another one that's expiring at the end of the new year. And so we have some plans that we're putting into place to expend that. looking at how we can best utilize that and how we can best support our teachers and increase the effectiveness of our staff. So, we've

073got a we've been meeting on that in cabinet and and putting together a plan for that. So, that'll be expended in the new year. And then 76,000 the learning recovery evaluate the effectiveness of the effectiveness. And that's just that's what we were talking about a little bit was trying to do the instructional rounds, different things to get teachers. This is this is shifting a culture of getting better, right? And then the learning recovery emergency block grant um just we didn't utilize as much of that as we had originally uh budgeted and a lot of it is just shifting other things that needed to be spent first. So that one we have until the end of 2028 to spend. So we'll be just pushing that forward as well. And then we had quite a big increase

074in capital expenditures. That is our ELO playgrounds for the most part. We when I when I say ELO program uh playgrounds that's the rubberized surfacing that's going in or has gone in already at some of our sites and that is um you know twofold. In one way it's it's vastly improving the play area at our playgrounds which is a great thing but it's also helping us expend those EWOP dollars we have to give them back. Yes. So we successfully um spent everything that we needed to for the current year so we don't have to give anything back this year. and Craig Burge was a big help when he really did the leg work on that to make sure we we got everything set up and everything that's valid under the EOP program. Yes. And then

075under um this is our transfers out I believe. So our other outgo excluding transfers and the change in that is our excess cost to the county. So it actually came in a little lower than we had anticipated. The excess cost to the county is that the district has to pay for any the cost of um services provided to our students that are out of you know being serviced outside of our district after all available revenues have been applied whatever is left over that that is an excess cost the district is responsible for. So as you can imagine it's very that changes a lot from year to year. So we tend to go with last year's numbers and those are thankfully coming lower this year. And then indirect costs we this is what we can charge

076to um restricted programs like the title programs and other other restricted um funds we can charge back um to and have that benefit our unrestricted dollars because of the cost of like administration and things that are shared with that. So there's a certain percentage that we can credit back to our unrestricted and we were able to charge back a little bit more than we had planned with indirect costs. So overall expenditures increased by 248,000. And then looking at the bottom line here. So this bottom this bottom line is our deficit. We're still in a deficit. Um at second in a row we were projecting a $534,000 deficit and we're now looking at $1.2 million deficit. And just as a reminder, we are in a state of planned deficit spending still. And a lot of that

077is like those ELOP dollars and things that we had that we had already received and we're just spending them down. And we'll go into more detail on the deficit spending as well. So any questions on this slide before I move on. All right. This is our non-recurring section of what we just talked about. Um the uh just looking at some of the bigger changes here. the homeless grant 5632. At second interim, we were planning to spend uh or to receive $1,000. We did not receive any. So, that that is just another one of those un um unearned revenues that we're moving forward into the new year. Um the biggest change here is the CSI revenues, which I already talked about. Um the full allocation had been budgeted earlier in the year, and we're dropping that

078out to what we're what we're actually spending for the year. That's another unearned revenue. We can record them when you spend them. So, we'll be spending those in future years. We have two to three years to expend each round of CSI funding. I don't remember exactly how many, but it's more than one year. And um let's see. So, the non-recurring, as shown here, um revenues decreased by 381,000. Looking at expenditures, um the CSI kind of matches what we talked about up above. for moving those expenditures to the new year. Um the learning recovery emergency block grant there was a deep or an increase in expenditure there. Um mostly to do with Chromebooks that we had shifted into that into that resource. Um this is resource 6762 the arts music and instructional materials. As I mentioned

079earlier we dropped some funds out of there to be expended next year. And uh the another big change is the 7032 which is the kitchen infrastructure grant. So Rena, our our child nutrition supervisor u purchased some some dishwashers using that funding. And then our educator effectiveness grant resource 6266. As I said before, we're dropping some of those out and we'll be extending all of that next year. Um as Dr. folks pointed out when he reviewed this for me. Um I did Oh, no. That's on the budget screen, right? Twice. So, we'll get to that later. So, the non-recurring expenses um actually decreased by 595,000. When we're looking down here at the bottom line, the beginning and ending fund balances and I already talked about the increase in the deficit. So, our ending fund balance at

080second interim was projected to be 12.6 million and we're now projecting 11.9 million. Before you go off this slide, I just I have to point something out. Expand it again, please. At the bottom, the nonur Okay. The recurring surplus deficit. I mean, we have a a difficult negotiations this year. Okay. And there's a $4,500,000 recurring deficit this year, which is which is huge. And it gets that's one of the reasons I bring it up because one of the reasons I want to see that line here because it gets masked by the non-mccurring surplus. Um, and so if you just look at the bottom line, it doesn't look too bad. But I want to commend the staff. I want to commend the negotiating teams from our employees because that's a tough nut to crack. Okay? And

081so that made it tough this year, but we came to an agreement and I think it works. And so I want to thank everybody and that number tells me just how hard it was. It was very hard. That's a good point because the it was and I think that both both negotiating teams were really understanding of the fiscal That's cool. you know, situation. Yeah. Both both both associations. It's not over yet. We'll get the budget, right? We'll be looking at the NYP and we'll see that it's not over just yet. But I appreciate that. Thank you for saving that up to folks. So, we'll move on to it'll let me click. There we go. This is our detail of fund 25. And this is only looking at the RDA portion of fund 25. So, this

082is resource code 9812. This is there was a a big decrease to the design build stadium sports field line compared to my last presentation and the reason for that is we had an audit adjustment which we didn't talk about when our audit report was um was approved and that was just allocating um invoices that had been attributed to the current year they should have been in the prior year. So there was just a shift from this year to last year. Um and when I say this year 242 when they had originally been they should have been charged to 2324. So there's the reason for the change there. Um a lot of these other numbers last year's rule was a lot worse. Yeah, last year's blue and now it does. We corrected that. But it looks

083like now our stadium sports field doesn't cost much at all. So when you look at this screen, see see the positive. Yeah, look at that. Look at the no turn left. And so a lot of these numbers, these other numbers haven't changed much since my last presentation. It's just some showing some things that were purchased um from this from this fund. So we have we purchased a golf cart for the stadium. And that is we we found that there was a need for because of the lack of parking, especially um disabled parking. We found a need to be able to cart people back and forth and make it accessible for people. So, we purchased a golf cart for that reason as well as to haul like trash and things at the end of of the

084games and that kind of thing. Um, there's also a tractor that was purchased and that's to help um um maintain the turf and there's, you know, there's certain attachments that we attach to the tractor that do like the comb through, you know, the the filling and that kind of thing. So, that's that was the reason for that tractor purchase. And then we have our our portion of RDA dollars that were contributed to the science classroom renovation. It's about 2.4 million. We had our IP wall clocks at Northshore. Is that a number been cleared now? Uh the science labs the um Hback has the science labs are still waiting on the seismic bracing going out to formal. I thought seismic bracing had to do with the I thought that had to do with the HVAC. Oh,

085you know what? You're right. That was Hback. I thought we were clear on the science because the science classroom is just that little 2 in under the screen. You are correct. The science class has been clear will be this summer. Yes. Okay. Well, we're going out to bid on that now. So, however long that takes. The one that's this summer is the track transition at the stadium. So, that should be coming out anytime now. I was told it'll be after graduation. So, here we are. I mean, for Helis to come and do it. Yes. Because it had to be a certain temperature outside. Keep on there may not be motivation. Yes. I'm happy that we're getting this much communication. Oh, okay. That's good news. You know what I mean? That they're doing at least this

086much. Is it the same people? No, it's different people. So, well, thank them for me. Yeah. Um 59,000 of flooring at Northshore that was put in. Um, we've got our inspection and architect fees for those various projects, debt service. So, this debt service number, we'll continue to see that for the next few years until that's paid off. That was the loan for the the lease back for the stadium. So, that is going to be paid off here pretty pretty shortly, but that's um that's that'll be in the budget as well. Um compensation for part of the year for the project manager and then two grounds keepers for the full year. Um there was a drain installed under the sped found at Northshore. We found that there was the project manager. I understand the grounds keepers

087were just to assist him or what the grounds they're actually they are a permanent position. So those are utility two workers. There was recently a change in their name um through negotiations to groundskeeper but they are they are going to stay on but after this slide we won't see any more of the project manager compensation that'll fall off. That was a temporary position that had the grounds keep I mean so they're I assume grounds keepers mean they're maintaining outdoor um right the fields and the landscaping and all the schools are just high schools all the schools all the schools yes okay yes but it's um it's payable under RDA revenues because it's it's basically it's maintaining our facilities in a different way than like our utility workers do so it's the actual buildings themselves and

088the um well it's the grounds so it's kind of a fine line there they did a great job with the stadium yes the fields are maybe need a little more they've actually put a lot of energy into it and that's why we like with the high school field they stopped letting for a moment they just shifted to another school use soccer because so soccer just tends to kill certain areas of the grass real bad high school was continuous for years between spring football and soccer. Nonstop. We're trying to let we're trying to give the field a minute to heal. And now we'll be better able to do that now. We have another field in play and we can we can let areas of the grass grow back in between. Uh I expect great tanks. I'll

089let version of that. There was the removal of the fuel tank. We had a above ground fuel tank at the transportation yard that we um you know it was deemed at at one point that it was really not needed anymore. So that was removed during this year. And then although buses are natural gas, right? Yeah, I think we have two diesel buses left, but there wasn't the need for that old giant tank sitting there. And then um 88,000 just in miscellaneous purchases, supplies and rentals. So total of 4.7 million overall. more than half of it besides right so this is our other funds this is all funds besides fund 01 for 2425 the ASB reporting that fundo8 at the top left this is um one more time we're not updating that yet at unodited actuals

090you'll see the actual ins and outs because we've got to have a full year of bank statements to be able to show that um fun 13 for child nutrition services they are they do still have a bit of a growing I need fund balance there. Deferred maintenance. We had our transfer in of the 300,000 and there was also $3,800 in uh interest revenue that came in. Our total expenditures there this year were $221,000 and that included some paving projects at Baldwin Lane and HVAC as well, plus the flooring that went in at Falls Veil. Those were kind of some of the big ticket items. Everything we do this summer is going to come out of next. Yeah. Anything that happens basically after after July 1st. Yeah. Yeah. July 1 and onward will be next year's

091budget. Then fun 17 for the uh employee offsets. That one as well we're going to it'll be updated again and audited actuals when we have our two numbers there. The um RDA that's actually growing. We we expected that to go that way. Yeah. And actually both um both bargaining units this year were able to significantly increase what is being their offset for their people for next year and still have a growing ending fund balance. So that was really positive for everyone that was a good outcome from as we went through that difficult negotiations time. There was that knowledge that there will be a a help to the staff to their out of pocket expenses on on medical, you know, as those things always seem to go up. So that was a positive. And then the

092RDA money that we just talked about on the last slide, we just went over that in detail. The ending balance is projected to be about 1.3 million for this year. Then the developer fees portion of fund 25. The there was about 160,000 in revenues by the time we can get to the end of the year is what we're projecting. Expenditures of a little over a million dollars. That was that was the science lab project. And so we've got an ending balance of just $5,000 left there. It's a good thing to see a little balance there because that's the most restricted fund that we have, right? That could be used for the housing and rehousing of students. So that one It's nice when we get to use that up. Yes. Yes. Then fund 40. So we

093have two kind of branches of fund 40. We have the special reserve for capital outlay here. There were no expenditures there. We just had um interest revenue. And then the fund the portion of fund 40 that's for tech sustainability. There was the transfer in of 300,000 and then 966,000 in expenditures this year. So, um, Jake's really utilized that money this year. So, we're it's got an ending balance of 97,000. And then the bond interest portion of fun 51 that's related to our go bonds is handled by the treasur and we just report that out. Try to move to the next slide, but it's okay. So, now we're looking at uh the new year. These are just a couple of notes on the governor's may revision for the state budget. Um, this is on our on

094a slide every year, but just a reminder that's only the governor's proposal because he still has the opportunity to make changes after we adopt our budget, which is really helpful. Um and then yes it's crazy but yes uh but the the cola u landed at 2.3% for the new year and that is down from where it was it was showing at um the 2425. So basically a year ago it was being projected at 2.93. So it is um it is up from where I believe it was 2.1 is what we had projected because we were being conservative based on uh you know advice from our county office as well as experts. And so we we budgeted at 2.1. So 2.3 is a little nicer. Uh but it's certainly nowhere near where it started out. And

095the cola numbers used in the two subsequent fiscal years. For that reason, we're using again conservative cola numbers. We're just um we're we're coming in about 20% lower um than well, not 20%, but we're coming in just a couple of points lower than what is being projected right now, just in case there are some changes there. All right. And this is a a budget tobudget comparison. So this is um it's kind of hard to it's like apples and oranges sometimes from one year to the next. So there's going to be pretty big pretty big differences here from our adopted budget at 2425. So what we started out with originally at 2425 and what we're projecting to start out with for 2526. So we'll just kind of look at some of the changes there. Um, at

096original adopted budget for 2425, our enrollment was 2155. We're now looking at 2160. We're just we're just projecting flat enrollment numbers and we're currently at 2160. So, we're just carrying that forward to the new years. Our ADA was 1964. We're looking at 1998 right now. U before we move off the enrollment, have you seen I mean given what's going on in this country in regard to immigration, okay, and the large fairly large percentage of English learners that we gained. Okay. Two years back. Uh have you seen anything in the in your sphere that says what the impact on enrollments like? We have yet I genuinely thought we would start to see a decline of it. Yeah. We have yet to see that. I thought cuz it tends to be a transient population sometimes that moves

097in and out. I thought with as many as we got in all at once that we'd start to see a decrease in this population, but it has not. they maintain still. Is there any anything out of the Department of Education that's making any kind of projection? No, nothing like that. Nothing like that at this point that's really impacting our area. Nothing that's impacting our area yet of everything that's going on has not. Okay, good. Yeah, I'm surprised by that when I say surprised by that myself. And so our our percentage of ADA of as a percentage of enrollment was at 91.1% at the original adopted budget for 2425. For 2526 I'm projecting a 92.6. Um based on a lot of what Mr. Marquez talked about in the LCAP presentation, a lot of the new supports

098that are coming into Shiakwa this year and a lot of the new the new revenues, the CSI revenues and the LCF multiplier equity multiplier revenues. I think there's no way that that ADA doesn't increase this year for for Shiakwa. Wait a minute. I'm going to write that down. Um, love the positivity. Yes. So I think it's very reasonable to say that we'll see an increase there. And when you separate Chicago's ADA from the rest of the district's ADA, it's a huge factor. So what's what's what percentage of the what would it be without CT? Uh I believe last time I checked we were at like 94 something like that without without those numbers. So with the changes that we're making, especially getting trying to steer more away from egeneuity and look at more paper and

099pencil in classroom, um all of those changes that we talked about earlier, I really believe that we're going to see an increase in our ADA. So um that's that's what I'm projecting here. I just want really engaging teachers. Yes, really engaging teachers, new staff there is really passionate and I think it's going to be a great change for those announcement was just made as far as having Miss Drake there and then also the shower going over to over to the CT as well. And so we can kind of see based on those projections that I just talked about um there would be an increase to the LCFF revenue. The um there's kind of increases all around to like our state and federal revenues. This this large jump you see here on local that's our RDA

100revenues. In the past we would not budget for those at all until they were received. Um what I've started to do is to budget for them based on the projections that I have from our firm that we use u for that. So it's just a matter of are we putting it on paper yet or not. But those those will always be transferred out of fun into fund 25. Those are only to be used for capital facilities projects. Thank you. Thank you. I I I argued with your predecessor about that for a while and just gave up. But I think this is the better way to do it. It doesn't affect You're right. It doesn't really affect the the bottom line because the code goes in here and goes out there, but it's still I mean

101I think it's good to show it what we estimate it to be. Right. I'm glad you agree. You know, it's it's we we have a pretty good idea of what that'll be. So, we won't have those big swings back and forth. It'll just kind of show what we think it'll be and what we'll get. So, no changes on the transfers in. Um there is quite a big decrease from the 425 adopted budget to the 2526 when it comes to staffing as specifically certificated and that is because of those those projections that we've been making the last few years. We've got to lose this many teachers this year or this many teachers. So that has actually been happening through attrition. We've been looking at what positions we don't necessarily need to fill and and kind of

102increasing those class sizes unfortunately but just to make sure that we're remaining solvent. And as you'll see on the my multi-year projection as we get a little further in, we do see that bright size and come back around. But for the the new year and the following is going to be pretty tight still. So we're still looking at keeping those staffing numbers low, but we'll we'll kind of see the the light at the end of the tunnel there in a couple of years. So there's not really changes to benefits and supplies between the two years, but in services there's a big increase in expenditure of 919,000 between the two years. Much of that is ELO is related to the expanded learning opportunities program. So, we've been increasing all of our programs that are related to

103that funding source as we, you know, get aligned with the amount of funding that we're receiving and the the timelines that we have to spend it. So, it's all been good for our students, but it it is showing an increase in uh expenditure there. and the ELOC capital projects. That's another thing on the capital expenditures line that all had to do with spending down expanded learning opportunities program dollars. So the indirect cost I already talked about the increase there. So between the two years there was a a decrease overall in uh expenditures 89,000 and then we see again our RDA transfer out. So, it's just a matter of budgeting it now or later, but we're showing now that we have it in our budget. So, the uh surplus or deficit at 2425's adopted budget, we

104were projecting a deficit of 4.4 million. For the new year's budget, we're showing a deficit, planned deficit of 2.9 million, which is a a change for the better. And then this is pretty Um, there's not a lot to talk about here. This is still the comparison of the two budgets. This is just looking at our non-recurring portion of that. And they're pretty simple to explain. Most of these are just we're getting more revenues now. We're getting a higher info portionment. Um, one line here, that's the um CCSP, our California Community Schools uh dollars. We have it's a new it's a new program since you know we didn't budget it anyway at 2425's adopted budget because we hadn't received the revenues yet. So now we're going to be showing that as an ongoing funding source. And

105then the expenditures kind of mirror what I just talked about. We've got the increased aortionments and the expenditures to match them and the new ongoing funds for CCSVP. And this is the the slide I I started to talk about earlier. Dr. Folks, notice that I actually listed the CCSP grant twice on here. So, just kind of keep that in mind that this um the total of the non-recurring expenditures is a little high here. It's higher than the the real number. Right. Should be around 1.2 million. And then uh you can see higher expenditures on the arts, music, and instructional material. I kind of zoomed out so again. And the educator effectiveness grant. So these are all just those ex we're spending those expiring funds before we have to give them back because we don't want

106to give anything back. I also think that the student the technology sustainability program is ongoing. It's it's no longer so I would delete that as well. Absolutely. That's the thing that that Dr. Books pointed out as well is that about 300,000 for Texas sustainability. when we originally put that on these slides, it's things tend to get just carried forward year to year on these slides, but that's it's it's an ongoing program now, so we don't need to miss that here. So, uh ending fund balance um that was projected at original budget for 2425 was 9.4 million. For 2526, we're projecting 8.9 million for the ending fund balance. I want no free. Okay. I want to point out the nonrecurring, you know, surplus deficit. I mean, it shows 900, but we just as as just said,

107it's really like 17ish. Um, so we still have work, right? I mean, that's a recurring deficit. And so I want to reemphasize what what she said a few minutes ago that we make great progress this year. I mean, great progress this year, but there's still a little work to do um on that. Absolutely. Thank you. And so these are some of our multi-year assumptions. So, as I kind of alluded to before, we're we're projecting u steady enrollment. That's what our numbers have been showing the last couple of years. We kind of flattened out as far as we're no longer declining. Um we're not necessarily increasing either, but uh we're just kind of projecting that we're going to stay the same. And the we've got just the year over year every year we've got our technology

108our tech refresh transfer into fund 40 and our deferred maintenance transfer into fun 14. Those are each 300,000. For our expenditure decreases we've already factored in um the the staffing decreases in the current or in the 2526 year that's already being reflected in what we just looked at. in 2627. We're still looking at another four FTE certificated staff um not being filled in 2627. And we also have um anou, so a a contract with the teachers union that is set to expire in 2627. It's it increases their their work year by one day. So, we're going to be putting that on pause for right now as we get through these couple of years and then we'll kind of we can always look at it again after that. But that's going to be a savings to

109the district of $74,000. And then we have another two FTE being reduced in the 2728 year. And then we also have some classified reductions that kind of go along with that which would be aids in those classrooms where we're reducing teaching staff. I'm a little concerned, okay, with the discussion we had earlier in the day that we've got major behavioral problems in TK in first grade. Um, as those kids continue to grow, I mean, and we're cutting staff basically. We're cutting aids, which would be the ones that would be dealing with that, right? So, we that this kind of doesn't factor in. We have our community schools program grant that is it's more than we had applied for. We still have to come up with new ways to spend that. And as Mr. Marquez was

110talking about earlier, there may be ways we can utilize that funding to help support some of those problems that we're having, some of those challenges that we're facing, I should say. And so that could be we might be bringing in teachers specifically for that reason, but maybe decreasing on the other, you know, with our general staff as we kind of we uh chew up our staff our our staffing to enrollment numbers. So that's kind of what we're looking at here is this is how many how much enrollment we have. This is our staffing. We're kind of just right sizing, but there may be increases to those staffing numbers for special programs through yeah through different funding that we have available knowing that out of our general fund some of this funding we do need to

111decrease salaries out of general fund. But hopefully this is a a little bump that's moving through the system. Yes. Yes. The same. Let's hope so. Not a step, not a trend. Yes. Right. And so this is just a more detailed look at our multi-year budget. Um this is again we've got our flat enrollment that's being projected, our ADA with that additional 1% that I've that I'm projecting and just keeping that static throughout all the all the subsequent years as well. So our surplus line is really interesting. So we have in the in the budget year our planned deficit spending of 2.9 million but you'll see that really decrease even just the next year over 942 thou,000 that goes down to and then in the 2728 year we're back to actually a surplus. So we're looking

112at hopefully like I said the light at the end of the tunnel we're kind of seeing the other side of that funding cliff I think in the 27 28 year and so that uh with our our reserve for economic uncertainties and the restricted portion of our ending fund balance, our unassigned unappropriated balance is only 371,000 for the 2526 year down to 108,000 for 2627. So that's going to be another very tough year for negotiations probably. But 2728 we see that sp up again. We see that that shift back to a more positive ending balance. I just hope that we can seek two or three years out. Yeah, I know it's it's so variable, you know, especially when it's so dependent on the governor's budget. We just kind of have to wait and see, but this

113is what we know now. Yes. And then the uh fund 25 detail, it's pretty simplistic. We've got budgeting based on what we tend to spend. um 80,000 in contracted services, around 100,000 in open purchase orders. Um the debt service again for the lease lease back purchase and then compensation now just for the two grounds keepers and no longer for the project manager. And then this is our other funds as we're projecting um revenues and expenditures in in the ASB um as a you know on trend of what we tend to see in that fund. um cafeteria fund fund 13 we're we're showing that they're probably going to be have another year with growing ending fund balance deferred maintenance we have a transfer in and our interest revenues we're just have an expenditure line of 300,000

114um assuming that we're going to spend all of that for next year as we have quite a a pretty robust you know facility master plan that we're we're planning on making some improvements and then our fund 17 kind of just tracking those numbers that that are um typical. Our fund uh 25, we just went over that screen in more detail on the last slide. That's the redevelopment agency funds. Um we're showing projecting an ending fund balance in that area to be 1.7 million. And then the developer fees, we had our little tiny beginning balance of the 5,000. We're projecting to again receive about 160,000 in revenues and to show an ending balance of 163,000 for next year. I didn't notice we're getting about 160,000 a year in development pieces. Yes. Wow. Yeah. Wow. And then

115uh fund 40 for capital outlay. We're showing our beginning balance 437,000. Um interest revenues and then we don't have any expenditures planned right now. And tech refresh got our beginning balance of 97,000. Our transfer in assuming that we spend about all of that. You know that that's subject to change. that would leave us at at that same ending balance as we started with. And then our fund 51 um that's just kind of based on what we know right now and that'll be updated with actual and that's the end of my presentation questions all questions. That was great. Thank you. Very good. Okay. Okay. I can go back to the agenda.