001committee to order. Um the first order of business is close session. In closed session, we'll be discussing student discipline or other confidential student matters, conference with labor negotiators, and public employee discipline, dismissal, release, complaint, and government code section 54957. All right. And we will adjourn to close session until >> Oh, since there are no public comments, we will adjourn to close session. Okay. All right. 22 p.m. We're reconvening to open session. Um we're on item 5A with the flag salute. Um Trusty W, would you like to lead us? >> Yes. Uh please stand and Thank you. And trustee Shin Vasan, would you like to read our district mission statement? >> Yes, Madam Chair. Um, Bria School District provides all students the skills to become lifelong learners and successful 21st century global citizens. >> Thank you.
002And trustee Brewer Brewer, would you like to write read the norms of the board of trustees? >> Yes, thank you. The Berasa Union School District Board of Trustees agrees to focus on the best interest of students at all times. Be respectful. Listen openly, address problems and process, not persons. Keep each other informed. Maintain confidentiality. Work toward the future. Learn from the past. Equal participation from all members. And stay on task. >> Thank you so much. and we did not take any actions in close session. And so now I'm going to entertain a motion to adopt the agenda. >> I'll move to adopt the agenda. >> Second. >> All those in favor? >> I. Any opposed? All right. So now we're on item 5F, the annual board trustees organization. And now we are going to approve
003the following organizational matters. electing a president, vice president, clerk, and appointing the superintendent as secretary of the board. All right. >> Okay. I'll move to elect uh trustee H as board president. >> It would be an honor to second that. >> Thank you. >> And I will Should we do all nominations? >> Yes, you certainly can do all nominations at this time. >> All right. I'll move to elect Trusty Nan as vice president of the board. >> I'll second that. I'll move to elect trustee um Shina Vassan as board or uh board clerk. >> I'll second that. >> And I'll move to appoint uh Dr. Fuentes as superintendent uh as I'm sorry, as secretary of the board. >> Second that. >> All right. So, there's a motion on the floor for all of those appointments.
004All those in favor? >> I'm sorry. We I think we still got one last one. And I'll move to designate the regular board meeting uh to be held at this location 981 uh Ritter Park Drive uh open session commencing at 7 p.m. unless otherwise uh note designated by the board. >> Second that. >> All right. Amazing. All those in favor? >> I. Any opposed? I'm also an I. >> Thank you so much. And also before I begin, um I just want to say thank you so much for um being able to start this process with this. And so I'm really excited to be chairing this meeting as president. And I just also want to take a moment to also say thank you to um our former board president, Thelma. She's going through a really difficult
005time right now. And so I just want to give some space to say that we're giving her a lot of love and prayers right now for her to be with her family. So I just want to say thank you if uh um Trustee Bo is watching. We're all thinking of you. And I first also wanted to say that I'm very honored for this position. This is my first time um becoming president of this board and I take it with a lot of seriousness and honor. One of the things that I'm really focused on for this next school year is making sure that we stay focused on equity in our school district. I said this a million times when I first ran for office, when I became a school board trustee, that equity and focus on
006our students will always be the number one priority. making sure that all of our students who are struggling will continue to get the support services that they need to succeed and we're able to also make sure that our district remains in fiscal solveny. We are coming out of a really difficult time um with school consolidations. We just concluded that process in this next year. There's a lot of levels of government that's going to be feeling a lot of negative reverberations because of the budget issues that we are seeing. But I'm really dedicated to creating new solutions, being collaborative, being creative to generate more revenue for the school district so that we can ensure that all of our students, our staff, and all of our families here in Beressa can continue to get all the services
007that they need to succeed and thrive. And I'm really appreciative for all my friends and family who came out here tonight. I did I did not expect them to be here. So, thank you all so much for being here and for all your support and dedication for watching my journey on the school board. And also I wanted to recognize like our staff being here, our teachers being here and I really just appreciate your collaboration, your constant um attention to all the issues in Beressa and just thank you so much and I'm excited for this meeting. You don't have to stay, but if you would like to say hear all of our presentations, you're more than welcome to. So just thank you so much all for being here and I'm excited to be president next year
008and right now. Thank you. All right. So, next item is item six. We don't have any recognition. >> Actually, you have A2. Item A2. Approve the designation authorization assignments for 2026. >> Is there a motion to approve the designation? >> Move to approve the >> I'll move to approve the designations authorization assignments for 20 2026. >> I'll second it. >> Thank you. All right. Anything on recognition and ceremonial? All in favor? Oh, all in favor? >> I. >> Any oppose? All right. Thank you. >> Okay. >> All right. Moving on. Recognition ceremonial. Nothing here. >> And are there any public comments on consent calendar agenda items? >> None at this time. >> Okay. Seeing none, we'll move on to the consent calendar. Is there a motion to approve the consent calendar? I'll move to approve
009the consent calendar. >> Second that. >> All those in favor? >> I. >> Any oppose? None. All right. All right. Are there any comments from the public on non-aggenda items? Nope. All right. Seeing none, we will move on to item 10. Um, we are on item 10 A, enrollment projections. Thank you, President Hul. At this time, I'd like to introduce to the board Tom Williams of Enrollment Projection Consultants. He uh will be providing us with our annual annual projected enrollment report for the Various Union School District. Welcome again, Mr. Williams. It's a pleasure to see you. >> You got me ready to go. You got my power. Oh. Oh, okay. Next slide, please. Okay, hopefully everybody can see this if they so I don't have to read it too distinctly, but um as with just
010about every other district I'm working with, um enrollment has been really declining here. Declined a lot during the pandemic and more so since then. Not unique to this district. It's happening pretty much all the districts in the South Bay and on the peninsula. So, I'll just quickly read this. Total enrollment in the Berasa Union School District fell by over 900 students during the pandemic, rebounded by nearly 200 students from the fall of 2022 to the fall of 2023, and then declined by another 366 students since then. What's most important though, of key impact for the future, is that the kindergarten enrollment fell from being over 700 students before 2020 to just 489 now. That's from above 700 to below 500 in six years. That's a huge swing. Um, and the latest birth data for this
011community shows that that declining trend in kindergarten will likely continue at a slower rate. Um, with the expansion of TK birth date eligibility now complete and expected continued trend of larger graduating eighth grade classes compared to the incoming kindergarten classes, the district's enrollment is expected to have a significant ongoing decline. The specific projected total enrollment reductions are by 236 students to next fall over 600 students in three years and more than a thousand students in five years. And again, that's not unique to this district. It's going on a lot of districts. These enrollment losses are concentrated at the elementary level in the next two years. The declines forecast for next year are by 178 elementary students and just 58 secondary students. The cumulative reductions to the fall of 2027 are by 367 elementary students and
012124 middle school students. So 75% of the total decline in the next two years is at the elementary level. The proportion that decline then shifts into the secondary level after 2027 as the smaller classes now in the elementary grades start to graduate into the middle schools. Does that make sense to everybody? Okay. Well, some resident by resident I mean where the students live regards the schools they happen to attend within the district. While some resident of student reduction is forecast for every elementary school from the fall of 2025 to the fall of 2028, that's just three years. The largest declines are expected in the Majestic Way and Noble regions. These two attend areas to have 143 and 86 fewer students three years from now. Those are huge numbers, but also having significant projected losses are
013Brook Tree, Ruskin, and Summerdale with around 60 students each in the next three years. Next slide, please. This shows where your enrollment has gone since 1993. Grew slightly from 93 to 95 and has been pretty much in an unmitigated decline since then. Couple minor out pips in the late 2000s and again right after the pandemic in 2023. But uh the rate of decline I'm projecting actually is a little bit slower than occurred during the pandemic but otherwise is continuing a trend that went on for the last 15 plus years. Next slide please. Okay, this is the first half of the table two that's in the report. This deals with the actual numbers. The next slide will deal with the projected numbers. And I want to focus on the kindergarten numbers. Again, you'll see from 2016
014to 2019, I'm looking at the brown shaded column, the numbers were all over 700 in kindergarten. During the pandemic, it fell into the 600s and the high 500s. In the last three years, it's been been in the mid 500s. And this year, it's only 489. That's the big factor here. You've got much larger outgoing eighth grade classes than what's been coming in in kindergarten the last three years. And again, based on all the trends I'm looking at, those lower kindergarten numbers will continue, which means every year we'll have a much larger graduating eighth grade class than incoming kindergarten class. The other thing highlighted in orange is what's happened with TK. As many of you know, but maybe some of the public doesn't, TK expanded from being three months of birth date eligibility uh five years
015ago to the full year this year. Because of that expansion from 2022 to 2025, we added 211 kids in TK. That's because we expanded birthday eligibility to full year of TK kids. If it hadn't been for that increase in TK, we would have had a much more significant total enrollment decline the last three years. If you look at the bottom three rows, you'll see that right before the pandemic, we lost 439 students in those three years. During the pandemic, we lost 925 students. Since the pandemic, we only lost 268 students, but that includes the offseting gain of 211 TK kids being added. If it hadn't been for the addition of 211 TK kids, there actually been a bigger decline in TK5 in the last three years than occurred during the pandemic, which is a huge
016finding because what many of us have thought as demographers during the pandemic was that people were having less kids um during the pandemic would start having more kids after the pandemic. That has not panned out. We're still seeing birth data basically across the entire state going down and that was not what we were expecting three years ago. Next slide, please. This is the other half of the table one. And in this case, I've highlighted the current enrollment. You'll see that the two largest amounts are now in grades seven and eight with 676 and 654. But there are five classes, fourth through 8th grade that all have 600 plus students. The reason the middle schools don't go down by a lot in the next two years is for the next two years, there'll still be three
017classes with 600 plus students. Those rosecolored cells at the middle school level. the elementary level will lose those two large classes in fourth and fifth grade while having small incoming kindergarten classes. So they're having a bigger hit. They're losing those two last rosecolored classes whereas the middle school levels still have rosecolored classes. Then after 2027, all of a sudden that small class that's now in second grade starts to hit the middle schools and that's when the middle school decline starts to go down more significantly once that green colored class reaches the middle school level. Does that make sense to everybody? And that's why for the next two years, the big declines at the elementary level. The last three years, the bigger declines at the middle school level. Next slide, please. Okay. Again, these numbers deal
018mainly with where the kids live, not the schools they attend, except for the leftmost columns. I do all my analyses based on where your kids are coming from, not the schools they happen to attend. So, um, in the case of, uh, Northwood, for example, the number of kids living in that attendance area went down by 35 kids. And I'm talking about the current attendance area, not the old attendance areas. The current attendance here in Northwood has 35 kids, less kids than a year ago. Brook Tree has 45 fewer students than a year ago. And Majestic Way has 60 students than a year ago. So I'm projecting to lost by 143 kids for Majestic Way in the next three years. That's actually a slower rate of decline than what happened this year. And then we had
019Vincy Park go down by 30. And then some smaller numbers. Somedale actually gained a little bit because a relatively small fifth grade class go out. Um, but if you look off in the rightmost columns, you'll see the projected change to 2028. They're all significant declines. Majestic way I'm projecting to decline by 143, Brookree 63, uh, Noble 86. These are all based on what's now in grades four, five in these attendance areas versus what I'm projecting coming in in kindergarten the next few years. And across the board, you got declines, but the biggest two again are Majestic Way and Noble. Does that make sense to everybody? Okay, next slide, please. At the middle school level, um the big change is off to the right. Um based on the the current kids in grades three through eight
020in each attendance area, Sierramont's going to take the big hit. It's going to go from being the having the highest number of students this year, the smallest number of students three years from now among the three middle schools for living in that attendance area. Now, of course, with some special programs, the the Mandarin dual immersion, etc., those numbers change a bit when you actually talk about attendance, but nonetheless, for kids living in the Sieron attendance area, that's going to be down by 134 kids in the next three years because there's much larger numbers graduating from 78 than coming in from the elementary grades. Does that make sense to everybody? Next slide, please. Okay. Again, I do all my analyses based on where your kids live and how that has changed. And then I evaluate those
021trends for their likelihood to continue. Um, and I evaluate each neighborhood for its housing type, not because I care if a kid is rich or poor, because I want to get a sense of where the enrollment is changing and by how much and why, and whether it's likely to continue to the same degree. And if you look in the U rightmost columns that are color highlighted, you'll see that for the relatively affordable inter attached, which refers to apartments, condos, town houses, and plexes, um you'll see that the TK total only went down by 2%. But in K2, in the last three years, it went down by 23%. In fact, if you look at that column, you'll see that three years ago, in 2022, you had more kids in K2 than you had in 35 or
02268. Now you have fewer kids in K2 than you had in three, five or six, eight. That's how much the distribution has changed as these smaller kindergarten classes have come in and larger classes have graduated out. Same thing is true in each of the five categories I'm about to show you. What's now in K2 is the least in at least a decade. If we go to the upgraded attached units, again, you'll see there's only 264 now in K2. That compares to totals over 300 only a few years ago. Um and again um we have uh only a 2% overall decline but a declined by 10% in K2 in the last three years. That 10% loss is actually the smallest loss of the main five main categories. When we get into single family detached homes, next
023slide please. It becomes much more significant. We have an 8% loss in TK8 and a 24% loss um in K2 and the more moderate SFD homes. We have a 19% loss in the middle income SFD homes. And before we leave this slide, I want to point out that that moderate SFD home is is over a third of your kids. In fact, at one point it was 43% of all your kids. And back in 2016, we had 3,100 students in those homes. Now we have less than 2100 students in those homes. So the biggest source of your students has taken a huge decline in the last decade. And what's now in K2 is way below what was in K2 in the past. In fact, if you look at what's in K2 533 versus what's in 68776,
024you can just see that graduating those amounts forward three more years is going to make a big difference and further decline in that category. That's over 200 students, over 240 student. Next slide, please. Then your more expensive detached homes, you're also off 20% in K2 in the last three years. So uniformly across the board, no matter what income level I'm looking at, what housing type I'm looking at, your K2 numbers are really down. It's not I always say that the more consistent the trend is between housing types and income levels, the more likely it is to continue in the same degree, not necessarily the same degree, but the same extent of of change. And K2 is just going down across the board in your district. And you have bigger amounts graduating from 68 across the
025board in the district. So overall for all areas of existing housing, you're down 20% in K2 in just the last three years. And right now we have 1429 students. That bottom blue row, we have 1429 students in K2 and 1822 in 68. So there's over a four almost a 400 student difference just between those two grade ranges. Assuming graduating those amounts forward is why we have a big projected decline. Next slide, please. This is a very complex table. I've explained it to the board before. It deals with how kids in net graduate upward through the grades. The main purpose is to show how things went downhill during the depression and bounced back after the uh pandemic, excuse me, and bounced back after the pandemic. Um you'll notice the leftmost column has got data. We definitely
026had a positive rate gain in the last three years versus during the pandemic. In one category, the relatively affordable intermediate attached, it really jumped. Um in the other categories was a smaller gain. Um but the bottom line is uh we really didn't end up ahead anywhere um except for the modest SMD was still down below from what I would expect in some cases um in the latest trends. So you have improvement from the pandemic but nonetheless if you look in the left in the next left most column you'll see they're all negative numbers from last year to this year minus 16 students in relatively affordable units minus 124 in the moderate SFD etc. So again, it's uniform across the district. What's going on? Next slide, please. This is also a complex table, but it's probably
027the most important data for the forecast. What's in orange is the bursts uh in years relevant to the the kindergarten enrollment five years later. And you notice that when I refer to 2012 bursts, I'm actually talking about the last four months of 2011 and the first eight months of 2012 to correlate to the kindergarten enrollment five years later. You'll see that from uh for the kindergarten enrollments from fall 2017 to fall 2023, they were all in the 400s. For the kindergarten enrollment a year ago, it fell to 399, almost 400. This year, it dropped all the way to 336. And down below, you'll see they're all in the mid300s or low 300s. So for the birth data relevant to the majority of this district, the 95132 zip code, you went from being in the mid
028to upper 400s to the lower 300s for the next four kindergartens. So again, the negative trends in kindergarten are likely to continue. Maybe not as steep a decline has happened in the past, but nonetheless, you're not coming back up by any means. The other thing happened is in the rightmost column um back in 2017 to 2019 you were getting over 80% of those bursts as kindergarteners five years later that ratio fell into the 70 percentile during the pandemic but in the last four years it's only been around 60 to 66%. The reason for that unfortunately is the opening of the Stratford schools in Militus. a significant percentage of your students, what would have been your students are now going to those schools based on data provided by the Stratford Middle School people. Um, and so
029that recent trend of you only getting between 60% and 66% of the bursts showing up as your kindergarters five years later is likely to continue. Bottom line is you're getting a lower percentage of a smaller number of bursts than you did in the past. That's a one-two punch. Does that make sense to everybody? Next slide, please, Kim. Okay, new housing. Yes, there is some new housing going on. Yes, it is helping the enrollment, but it's not enough to offset what's going on in the existing housing. For townhouse developments recently built in this district, we're averaging uh 0.15. That means we're getting about one student in every seven units. That's actually better than in many districts. and some districts less than one in every 10 units. Um, in apartments and condos, you're only averaging one student
030in every 25 units. That again is better than many districts. In Sunnyville, it's one student in every hundred apartments. And in North San Jose, the Santa Clair Unified School District, it's one student in every hundred apartments. So, the problem is is what they're building now. They're building studio and onebedroom and small two-bedroom focused apartments. They're designed for singles and childish high-tech couples rather than families. They have weight rooms and spas, but they don't have any place for kids to go play. So, the problem is that's what they're building for apartments now, unlike what they were building 40 years ago. Um, so even though a lot of apartments are being forecast in this district, they're not generating many kids. And that's true across the board in the South Bay. The bow market rate, i.e. affordable housing
031complexes are averaging essentially one student in every four units. um in some nearby districts, Sunnyville and Oak Grove. And I think that's about right for what's going to happen in this district for what's projected. And that's important because you do have some affordable housing projected. Next slide, please. Okay. For the main market rate town homes and SFD homes, again, averaging about one student every seven units, you'll see they're heavily concentrated in the Northwood attendance area. 231 of um the total uh is in just the Northwood moral attendance area. That's why Northwood's numbers don't go down as bad as some other attendance areas. Then when we get into affordable housing, we're averaging essentially one student in every four units. That's concentrated in the Vincy Park attendance area, specifically the moral part of the Vincy Park attendance
032area. So the two big student generation generators, the town houses and the affordable housing are both in the moral middle school attendance area. That's why moral's numbers don't go down when Sierramonts and Pedmonts do because they've got a concentration of new housing. Much smaller amounts elsewhere. And in the next three years, you'll see that the affordable housing actually is solely in the Vincy Park moral area. It isn't until we get to 2029 that the affordable housing starts getting built in other attendance areas. So, especially for the next three years, um, in terms of student generation factors, it's all in Northwood, Vincy Park, and Moral. And that's why those schools have less of a hit than some. Next slide, please. Questions? I knew I whipped through that. >> Thank you, Tom. Any questions from the board?
033>> Just out of curiosity, I think we might have probably asked you this question before. So, you you you only look at at birth rate data, correct? You don't look at um immigrant population coming and going and uh people moving to other states and things like that. >> Well, I look at two combinations. I look at what's going on in your housing. >> Yeah. >> In terms of what's showing up in kindergarten. Um and that's evaluate that's factoring in turnover. Whatever caused the rate change in turnover in kindergarten from two years and three years ago to now includes those immigration factors and unfortunately including those immigration factors we still went down in K. So at least as the data is showing the net gain there may have been a gross gain from that immigrant turn
034bring in but it wasn't enough to offset the other decline. So I'm looking at two factors what the trends are and then what the birth data is supporting or or contradicting that and is not contradicting that. >> And as far as the private school data, there are multiple private schools in the close vicinity of um of our school district in MPOS. There are three and there's one uh on the other side of San Jose uh towards the edge of our district. Uh do we have data from all of them to find out how many what? They never are willing to release such data. It's point. >> This is a percentage point. >> Point. >> Yeah. Point T. Um, if there's no new private schools or no private schools closed, both of which can happen. But
035if there's this a status quo of private schools, then whatever the ratio has has been that we've lost to those private schools, I assume will roughly continue. When I really want to look at private schools is when either the new schools have opened or existing schools have closed. In Sunnyvale a few years ago, one suddenly closed and now all a sudden overnight they had 200 more kids show up at their door. So it can go the other way. But in this case, what happened was Stratford opened three schools in Militus. And data they presented to the Militus school board in April 2023 said that only 40% of the kids attending their schools came from Militus and nearly all the other 60% came from San Jose. >> There's two things part two aspects of that. that
036San Jose part probably is heavily beressa and in addition of that 40% had militus addresses um since one of their Stratford schools is right next to your part of Mil Pedis that probably included some of your part Milpus addresses in those 40%. >> So clearly Stratford hurt this district's kindergarten population >> and that's likely to continue. >> Yeah, that's likely to continue is a is a challenge that I'm I'm trying to >> Yes. see how we can overcome. Uh, thank you for the data. Thank you for the presentation, Mr. We. We really appreciate it. >> Can I just make a comment? Can you go to slide three, Kim? >> I I know we just got out of a a pretty uh contentious decision that we made as board to uh close three schools, but I
037also don't want to turn a blind eye to your projections. Uh, slide three. >> One more back. One more back. One more back. Right there. Nope. You won't went too far. >> This one. >> No, go go go my slide three. >> Oh, >> keep going. >> H. >> Yeah. >> So, again, I don't want to turn a blind eye to the the significance of this. We just made a a really uh unpopular decision to close schools. So unless you know uh we get some sort of new funding either through increased parcel tax, I just want to put out to the public right now that there there is a very likelihood that we probably need to revisit this issue in early 2030. Um because as you can see and we when we're at our all-time
038high of 9,000 students, uh we had 13 schools is projected for your projections, Mr. Williams, that we're going to be half. So right now it's probably not sustainable with even with the seven schools or 10 schools that we have now. So it's an unpopular decision, but I just want to put that out for the public because I know 5, seven, eight years from now, the public's going to come back and say, "Hey, how come this wasn't, you know, discussed or mentioned?" So again, I just want to put out there. So for those of us that will be here in 5 to seven years, it's a decision that we may have to revisit. And um we'll continue as a board to be uh fiscally responsible with our spending, but at the end of the day, our
039revenue is really uh dependent on enrollment. So unless we get some sort of u you know new funding or increased funding through parcel tax or or other revenue sources that's a real decision that as a board we're going to have to make in about five to seven years to possibly close additional schools. >> Oh you bring that up. Can we go forward uh two slides? One more one more uh one more after that actually to the middle school table. There we go. I want to point out that this is for the current middle school boundaries when I discussed these numbers. Um, some of you, I think including you, Mr. Newen, said a year ago that we did the elementary boundary changes. Maybe you'd want to look at middle school issues this year in addition. Obviously,
040all those numbers I'm showing you there will change if you change the middle school attendance areas. Does that make sense? Okay, that's it. >> Any other questions? >> Yeah, I have a couple questions. So the enrollment projection you have for the dire 2030 is that including the new housing numbers you showed us where we see those bumps. Okay. So that's that's included. >> Um responding to the boundary change. I mean those numbers are going to be the same. It'll just be a different school if we change the boundaries. It's not going to shift the decline. >> No, it's not going to change the decline. But right now I'm saying everything's happening in Sierramont. >> Yes. >> Basically. And if you do change the boundaries at all to be more in line with the elementary boundaries
041or wherever else you want to do, it probably won't be so heavily on Sierramont anymore. >> Right. It'll be it'll balance out across the schools, >> right? So I guess my comment would be probably aligned to Trusty Newan is I think we need to be thinking about the future now and not necessarily setting the public up for that there'll be another school closure which that could happen I guess without extra revenue but really maybe it's on us to start thinking about reinvisioning the district and what it needs and what that could look like in 2030 so that we're not preparing for a bad situation. We're actually getting excited about something new. Um, and I think that that needs to start now. And I think um when we did the appointments, we heard a lot of
042great ideas. So I I do think that those ideas and those solutions and vision exists in our community and on this board. So I just want to say I think I think that's now five years is very quick and decisions get made very slow. So, I'll just put that there. >> Yeah, >> thank you so much. And I I had a quick question as well. Can you go back to talking about the housing developments? You mentioned that one student is in every seven town homes, but what is that for apartments that you mentioned? >> It's one student in every 25. >> 25 apartments. >> We slide forward to that slide. It's the uh table six, I think. Keep going. right there. Okay. Out of 1644 apartments and condos built in this district in approximately the
043last six years, I think it is, you only got 69 students. >> Thank you for that. And I I also wanted to build off of what Trusty Brewer said. That's why I made a remark that we need to start thinking about solutions. Now, we have a lot of district property that is available for lease. So, if people in the community know of folks who may need to lease, we still have school sites available or old district office available. And I would encourage our board to start more seriously looking at these revenue options as we enter next year. And it's my intention to really start planting the seeds so that we can really address what's going to be happening in our district five ten years from now because this process will take a long time in
044order to really transform our schools, transform our revenue stream in order to continuously sustain the services that we provide for our students. So yeah, any other comments or notes from the board? >> All right, thank you so much for your presentation. All right. And our next item is item 10B, the 2025 California data dashboard report. >> Thank you. At this time, I'd like to welcome Dr. McCreary, our assistant superintendent of ed services, as well as our assessment manager, Marisella Cricovich, to give us our update on our California data dashboard um progress for our students. Thank you. All right. So, tonight we're going to do a uh co-presentation um since uh Marisella is new and we're going to just help her along and then next year she could do it all by herself. So, the California
045data dashboard um overview. Let me click on that. I'm going to just review our goals for tonight. So, we're going to understand there's been some significant changes within the California school dashboard, specifically for the release in the 2025 school year, which uh the dashboard just released probably about a month or so ago um in early November. And then we'll look into specifically what our district's dashboard looks like across um our student subgroups and really focus in on then what are our next steps and how can we use this information specifically to help support some of the conversations to um in our schools within our classrooms to help our students who are still struggling um specifically on these um items. And so here we go. We had a video that for the most part is not
046going to be shown because they have some issues here, but basically it's a 90-second little clip that uh shows us um the differences between the bands and how it's uh basically the red, the orange, the yellow, the green, and the blue. It's basically like an adometer, right? So red is uh far below, orange is below, yellow is moving towards grade level and green is at grade level and blue is above. And so in your spare time because the video is not um up and running, you can check out this 90 second video. And then once again, the majority of the data that we look at is um really input into our local control accountability plan. Making sure that we are identifying um what are our indicators to measure performance, which there are 11. Um you'll
047see within the presentation mainly we're focusing on academics. Of course, our school isn't a high school district, so we don't focus on priority five for graduation rates, but we do look specifically at English learner progress. Uh chronic absenteeism, suspension rates, and once again, because we're not a high school district, uh priority 8 career in college is not something that we um look at. And then we do have local indicators that uh we also look at specifically as a uh ed services team. We go through and make sure that we are in agreement that we're meeting basic conditions, implementing the academic standards, um we are engaging parents, um accessing a broad course of study, and our positive school climate. So now we're going to hand it over to Miss Kovich. Good evening. As Dr. McCreary mentioned,
048there were some changes that were made to the California dashboard for this year. Um, one of them was that it actually was released earlier than it has been done in previous years. So, this year it was released on November 13th where last year it was released on December 1st and we are they have already let us know that next year it will be released even sooner. Um, so we can anticipate that it'll be released around October for next year. Um there's three new categories that are showing up on our dashboard now. Um but they are all asformational only right now. So that would be our science points, our teacher assignment monitoring outcomes or TAML results and our student growth as well with the science points. There is a difference in the methodology that they use
049um versus how we look at our ELA or our math. So with our science point, instead of looking at the distance from standard, we are looking at science points um where we're looking at it from a zero to 100 point value. It does also have our status or change values. So where it says um if it maintained, if we declined or if we increased, it does have the same performance colors um of the red, orange, yellow, green, and blue. And there is an equity report on the bottom as well that will show the different groups and how many groups subgroups we have in each of those color bands. Um so for this year just forformational it is um our science points was 61.5 um and we were in the green. Oh and for this is
050measuring our fifth and eighth graders who take the cast or the c for our dashboard there. Um, all students are all student groups are reported on of our dashboard. Uh, it is also broken down by race and ethnicity. So, our African-American students, American Indian, Asian, Filipino, Hispanic, Pacific Islander, white, and two and more races. We are also looking at different student programs such as our English learners, our long-term English learners, our students with disabilities, our socioeconomically disadvantaged students, homeless, and our foster youth. For our dashboard, our ELS are our long-term English language learners. So, these are our students who have been English learners and have not yet been reclassified as fluent English proficient for seven years or 2557 school days. They do have to have continuous enrollment within a school in California without more than
051a 30-day gap of their enrollment. Um, this is following their initial date of US school enrollment or their EL classification, whichever one came first. Um, for our dashboard for this year, our ELELLS are any ELEL students with an initial date prior to 2018 to the 2018 2019 school year. Um, and really when we're looking at our ELELLS, it is our 6th through 8th grade students that fall primarily in this category. for the student groups. For a student group to show data, um we they do need to have 30 or more students in both years. Student groups that have 11 to 29 students have their data displayed, but they're not assigned a performance color. If there's any student groups that have 10 or fewer students, they don't have their data displayed. Um that's to protect their
052confidentiality. There is an exception. So, um, with our foster homeless, our ELTEL students, they only need to have 15 or more students in that group, um, at the ali level or at the district as a whole to receive a a performance color. Now, there's an exception to the exception. Um, and that is at the school level. So, at the school level, we need to have we we do need to have 30 or more students in each of those categories. All right. Sure. So, now we're going to look specifically at some of the academic indicator information. And so, uh, for the next couple of slides, we're going to be really digging into English language arts, ELA, and math. And once again, we mentioned, uh, our students who are taking these tests are third through eighth grade
053students. Um all students are uh required to take the tests and some of our students who um um are in our special education programs take the CA which is the California alternative assessments or in the CAST is our science test and once again that's only for the um information for this year. So with that, we also have what's called, you know, it's not published specifically on our websites, but we also look specifically at this 5x5 grid. And the 5x5 grid basically is looking at our how are students doing specifically um with increasing their proficiency and going from one um status to the next. So it's a little complicated to see it on the slide and we can click on that to make it a little bigger but for the most part when school or when
054our data comes back our students are already doing well and they continue to do well that's your blue level that's highest level. Um green once again is a high performance yellow medium performance orange low and red are lowest performance. So that's just a little more information on that. So overall as a district our um English language arts results are in the green level and um you can see underneath the odometer it says 29.4 points above standard. So uh Miss Kovich and I were kind of talking about how we explain this and you can think about um being at standard as a zero and above standard would be your positive number. So we're above it's a positive gain 29 points above and we've maintained with our overall results at a 0.2 points and so we've haven't
055really grown. We haven't really lost too much. So um data looks at the green level. Underneath that you'll see the cards and they represent the student groups in each category. So you'll see that um if you look at the cards there's one for red, four for orange, etc. And then we'll basically on the next slide show you the student groups that we're um looking at specifically for English language arts. And so here you'll see our students with disabilities are in the red category. Um so that's definitely a category that we're going to be talking a lot about specifically our students with disabilities um and our data specifically from the last school year. Uh we have four of our student groups that are in the orange. Our Hispanic students, homeless, long-term English learners that are elcioeconomically
056disadvantaged. And then yellow, African-American English learners, green, Filipino, white, uh blue, Asian, two or more races. And like we've mentioned before, there are some of our student groups that have no performance colors because it's less than 30 students. And once again, we're highlighting um the red because um just like President Hog had mentioned, we're really focusing on how are we going to support our most vulnerable students. And as you can see, the students are already below standard by 81.7 points and they maintained that number. Didn't increase, didn't decrease. But we do have over 450 students that are are identified as students with disabilities. Our math results are very similar. Um overall we're in the green. Um we're only 8.8 points above standard and we've maintained that as well four points. You'll see the equity report
057underneath. And specifically in uh math, our long-term English learners are in the red. Students with disabilities also in the red. And then you'll see, I'm not going to read each one, but you'll see our other student groups in the other different categories. And so once again, highlighting our students that are really in need of support, our long-term English learners, students with disabilities. One thing I do want to highlight actually is our long-term English learners are doing even worse than our students with disabilities when it comes to math. So, there is definite work to do. Um, and we'll talk a little bit about what does that look like as a district moving forward. And you can see the number of students we're talking about are 167 long-term English learners. And remember those students are usually in
058well for the most part they are in middle school sixth, seventh and eighth grade. And uh our students with disabilities declined by 3.6 points and there's 447 students that took the math. And now our English learner progress indicator. >> Thank you. for our English learner progress indicator. This is looking at our ELEL students who were enrolled with us in both the 2024 and 25 sorry who took the ALPAC in both the 2024 and 2025 school year in grades 1 through 8th grade. It does not count um and look at our students who were reclassified um are FEP. So those are students are not included in the report. And in order to calculate the status, we're looking at the percent of students who moved at least one ELPI level um from the prior year or they
059maintain their ELPAC level of four. For our EL progress, our students are in the orange. Um we have 48.8% of them making progress and that is a decline of 6.7%. So, our English learners are in the orange where our long-term English learners are in the yellow. And again, that's just highlighting where our So, our English learners are 48.8% are making progress and that is a decline and that's looking at 942 of our students in our district. for our progress detail. Um, when it's referring to our EEL progress, it's not just looking at a level if the student was a level one, 2, three, or four. It's also looking at, so the way that it's the progress is noted is a student can be a level two, but a two student can be a level 2
060L, like a lower two, or a 2H, which is a higher two. So, we're not just looking at a student who's going from a two to a three. A student can make progress by going from a 2 L to a 2H or they can be going from a 3 L to like a 3H. And but what we're what we don't want to see is a student who is a 2H who is a high 2 go down to a 2L because that's where we're seeing the progress declining with our students. We can see that 42.2% of our students showed progress at least one ELPI level where 6.7 of them maintained their levels of the one the 2 L 2 H 2 L or 3H. We do have 33% of those students sorry it was 6.7 of
061them maintained their level four and 33% of them were the ones who maintained that level of the one 2 L 2 H3 L or 3H and 18% of our students actually decreased one level with and then we're looking to look at our chronic absentee indicator. Next, chronic absenteeism is these are our students who are chronically absent. If they are absent for more than 10% of is absent 10% or more of the instructional days that they are enrolled to attend. These are including all students TK through 8th grade who are not who are not excluded due to eligibility requirements. The students in order to be chronically absent do need to be enrolled for 31 or more instructional days. For the calculations for the state of California, the following are considered absences. So we are looking at
062excused absences, unexcused absences, nonAD generating independent study days, and out of school suspensions. um with the nonADA generating independent study days, we do have independent study for our students um that it is offered to them, but in order for them to be able to generate the ADA, the work needs to be completed on time when they return. And then that's how we generate the ADA is based on that work completion. So if the work's not completed, we can't generate the ADA. Um and it's looking at out of school suspensions. So if a student had an inschool suspension that does not count towards chronic absenteeism. Our absentee rate um we did have a decline. Now with absentee rates we that's we want to see a decline. So where the academic we want to see going higher
063and we want to see the increase with chronic absenteeism we want to go we want to see the decline. Um we are in the yellow. um with 11.7% of our students are chronically absent, but we do have a decline of 1.5%. In the red, we do have our Hispanic students, our students with disabilities, and our white students. In the orange is our homeless, our long-term English learners, and our socially socially economically disadvantaged students. um with our African-American and our English learners being in the yellow. In the green we have our Asian, Filipino, and two or more races. And we don't have any student groups in the blue. Um again, just highlighting those groups that we do have in the red, which would be our Hispanic students who are 28.7% chronically absent, our students with disabilities
064at 27.6% 6% chronically absent and our white students who are 17.4% chronically absent. >> Just just to go back and highlight that means 10% of the year 180 school days is 18 days. So you think about our students with disabilities. If they're not in school because they're chronically absent, they're not going to be learning, right? So there's a lot of um alignment to some of these trends as we continue to think about how to best support some of our student groups. Um our last indicator that we're going to review tonight is our suspension rates. This is a positive one because we're making good progress. But once again, the definition of uh suspension rates, the percent of students who've been suspended for at least one full school day. A student who uh has multiple suspensions is
065only counted once. Um includes all of our TK through 8th grade students. And so that's very important to understand as well with chronic absenteeism. Just because our little guys are in TK and K, they still are being counted. they're we're getting dinged as a district because the students are potentially not coming to school because it's TK or K. And so the same thing happens. We don't really have to worry too much about TK or K students being suspended, but um this is just information to uh start thinking about how we can support our students. And of course um the rates include students who are suspended in school or out of school. And so as a district, we are in the green um category with suspensions and we have declined which is a positive 7%. This
066is really a big focus that we've had for the last couple of years. And so we're happy to report we have no student groups in the red, no student groups in the orange, our LTELs are in yellow, lots of student groups in the green, and a lot of students uh student groups in the blue. So this is definitely a highlight as we have been focusing a lot on our positive behavior intervention support programs etc. Um once again, uh our long-term English learners here. So there's also this uh identification from the state that we all um as our district um is looked at specifically in some of these categories. So, um, if we look at what's called differentiated assistance, we get, um, a nice little letter from the California Department of Education telling us we do
067have work to do, specifically in uh, groups, u, student groups where we have not met for two or more years and at least two priority areas based on local indicators. So, our local indicators for the most part, we're in really good shape. Um the next bullet is one or more student groups meets the eligibility criteria in at least two priority priority areas based on state indicators or eligibility criteria are met through a combination of state and local indicators. And so for the most part this is going to show up if our students academic performances are in the red and one of the chronic absenteeism or suspension rates are in the red. That's how we get um notified as a school district that needs support with um differentiated assistance. And last year we were in differentiated
068assistance for our long-term English learners. And we actually had um gotten into the uh differentiated assistance for our ELTELS based on math performance and chronic absenteeism. And so luckily our no excuse me not chronic absenteeism suspensions. So our suspension rates decreased. So we actually are out of differentiated assistance for long-term English learners. However, we are back in for differentiated assistance as a district for special education students because as you saw the trend, we are in uh the red category for English language arts and math and chronic absenteeism. And so tonight you'll be seeing um sites uh school single B or SIPs so single plan for student achievement for the schools. And so specifically a lot of this data that we review with principles they look at how we can use their site money specifically to
069help support some of these student populations. So um and as a district we are really focusing in on how we can support our students in tier 2 and tier three so that they can receive the um supports that they need in order to um uh flourish. And as we continue to work in differentiated assistance, we work with um a provider from the county office who we just met with is that yesterday? yesterday to talk about our next steps, specifically now, how are we going to help our students with um our IEPs in both academic and chronic absenteeism, coming up with a plan of action, and then we'll go out to the school sites, do some walkthroughs, have some conversations with teachers, because once again, I I go back to this chronic absenteeism. If the students
070aren't at school, they're not feeling comfortable potentially. They're not going to be able to um access some of the curriculum and their academics. Even our special education students can make progress and can do well. So, that's something that we're going to continue to focus on for the next couple of months. We're going to come up with our differentiate assistance plan, talk with our principles and our teachers, um and move forward with that. So that is our presentation for tonight. Any questions? >> Any questions from the board? >> I have a a question just to thank you first of all for the for the presentation. It's not uh easy to go through all the uh all the data uh for the for our um uh students with disabilities. Mhm. >> Do you have do you have
071do you have more you know like specific data as to which student groups are lagging? Like we have you know like severe to mild categories. Do you have any specific or just a >> So there all the students with disabilities are put into one bucket. I see. >> So those are also students with speech impairments that only have uh speech on their IEPs. It can go all the way to students who have severe needs that take the call. >> Yes. >> And so we can't differentiate which of those students specific to um their IEPs and how they're doing. >> So doesn't that make it challenging for you to come up with a plan? >> Yeah, that's our job. >> Exactly. >> Trying to make it easy for you. And so I think that's part of
072what we're kind of coming up with a plan on like I know for sure we have um uh folks who teach in our special education department who would love to have more supplemental materials to help them in the classroom. And we also have purchased over the years many many curriculum that uh haven't been potentially used to the deep understanding as they should be. So there's definitely some work there and there's also conversations about what's working, what's not working and uh those are some of the things that we're going to be doing over the next couple of months talking with some of our folks. M so I was just trying to see you know whether I don't have any easy way of saying this I'm going to say it. I don't mean any ill will. I'm
073just trying to find out whether we're burdening our um our teachers with you know mandatory paperwork and you know filling out these forms and things like that to us to an extent that you know they're not not able to grasp those tools. you know, we use them effectively because they're too busy filling out this required mandatory forms or whatever is needed. And I I you know, I'll admit ignorance here. I don't know what all is needed, but uh this is too much uh for for uh in a in a day for a special ed teacher to do. Uh not because BISA Union School District is demanding them because that's a state regulation. state is saying that county is saying that you need to fill these forms these 50 forms they start filling out the forms
074and the student comes up with a challenge they try to focus on that but no we have to finish those uh documentation it's just it's just a lot so I'm trying to find out what we can do to streamline some are there uh tools available you know uh software tools available that can >> within those forms are also goals that are being written that are academically based so a lot of the forms that they're filling out have goals specific on their individual educational plan and how they're trying to um increase their academic uh potential. And so a lot of that is filling out the forms on how they're doing academically and then a lot of testing that goes with that to see are they making progress. Not only are they academic goals, but there's also
075social emotional goals, there's behavior goals. And so they, you're right, it's like if you have 12 students in your classroom and each one of them has a specific individual plan, monitoring all 12 at you know, it's very difficult. And so I totally understand what you're saying and how we can support our teachers in understanding what be what tools are best to help support our students who are the most vulnerable gets um more out of the tools that we have right >> and if it's not the tools that we have let's look at other tools. >> Yeah. And you know if there is any anything out there that helps reduce or or make it makes let me put it this way makes makes it easier for them to capture that information capture the data instead of
076having to handw write it or type it up you know uh maybe text to speech or something like that that's faster for them to get that administrative part out of the way uh to free up their time to you know really really focus on those tools that you mentioned and then that would that could help uh alleviate maybe some of these challenges uh at best. So, but no, thank you for your for your hard work. I know this is not um not easy uh to to go through and all those things. The the one thing I did notice and I every time I see this um my heart kind of sinks. We have in the progress in one of the charts we have the progress school progress pro performance level determination and uh the school
077one of the schools that we closed is uh >> is the highest status is increased and you know that that that I feel really bad >> right this presentation is specifically overall as a district >> each school has their own uh set of cards that are very similar to this And so each principal then looks at their specific data, talks with the stu or talks with the staff about their specific data, looking at the same indicators, and I think that's where they really take that data and then they look at their site funding in order to make um purchases. >> Right. But you're you're right. And just to um add to that is to remember that as we were making our committee was looking at all of the data in determining those school sites, this
078dashboard data was part of that review process. So it was something that the committee did did review and take to heart as well. >> Would wouldn't that have been the prior year? >> Sure. Yes. >> I think this this increase was not there in the prior year. were other increases from other sites though each year we have we have those pockets so it's not an anomaly of progress um so so there is that I think the other thing I would add is to know that our data that we do next year >> is going to really be considered more of a baseline data u particularly for our elementary schools because we have whole new student configurations at each site that'll be reflective in that data So we want to keep that in mind too. >>
079Okay. The reason I pointed that out is because one of the uh you know one of the data points that community was presenting when we were looking at uh you know I'll say Cherrywood Elementary is up there as the one that I'm talking about is is you know how the um Mandrin program has improved student outcomes uh in the schools is what uh what they were presenting to us and at that time I did not have all the data in front of me but they said you know they lot of improvements and I can we can see it now that there are improvements now. Um so my hope to be on the positive side is that carries over to its new location and then we see the >> Exactly. So and we we we'll hope
080for the best that it uh the same applies to the new location where the uh dual immersion program is and we see the same kind of improvement um in that. But u thank you for all your hard work. Appreciate it. >> Thank you. Any other questions? Um, I guess one question I have is when you're setting out over the next couple months to kind of establish plans, are there districts that are shiny bright spots maybe that you can that >> to look at? I mean, it's obviously a struggle statewide, but I'm curious. Part of what the differentiated assistance uh is kind of pushing us to do is um we have kind of like little cohorts of school districts that are going to go through this process over the next few months. And one of the
081things that we get to do, which I kind of find a little fun, is talk to other school districts to hear how they are doing. We are going to be with other school districts that are um in the same categories as us as far as uh growth patterns or lack of growth patterns, but also to hear from other districts how they are, what programs they're using, how are they monitoring some of this because that's basically how we learn from each other. Um is there a school district out there that's really knocking it out of the park with our students with disabilities? Unfortunately, I think we're all in the same boat as far as um supporting our most vulnerable students and how we can, you know, put our heads together and really move things forward. So,
082I know for sure that there's also within the dis within the county 30 some odd counties or excuse me, 30 some odd school districts. The last time we had a differentiated assistance meeting, they said over half of the districts were in differentiated assistance, if not more. And so we're definitely in the boat with many other school districts. >> It also strikes me that it's really hard to do one thing well, >> but now you're being asked to close gaps in multiple types of groups. >> And that dilutes effort, it dilutes resources. And so, um, I'm recognizing the challenge. >> And to to that point, um, and you know, I was going to talk about this a little bit in my superintendence report, but we just went to CSBA. We heard from a lot of different
083folks and different good work that's happening across the state, but also some advocacy efforts and one of them is in the area of all of these compliance plans and documents that um districts are having to do. Um when you made your comment just now, it made me think of our CESACE plan because that is a frustration point for me that uh we're required to go through a series of data review and deep analysis which is very informative. I appreciate that that component of the work but then the plan has to be created and implemented within that same year and a new plan and that process starts again the following year. So it really uh doesn't give us the time that we need to really put concerted effort into these targeted areas to truly be able
084to see growth without having to develop new goals so quickly when we haven't really seen outcomes from the initial plan. So those are some pieces that we're advocating for um at the state level with that work needs to be done with CDE to kind of shift uh you know we're not saying we don't want to be accountable. We're saying give us the time so we can show you that we can have success. Any other comments? All right. Thank you so much for the presentation and I also want to say that it's really, you know, heartening to hear that our suspension rates has have also been a highlight for this. Our PBS work is really working and I've been very vocal about my support for PBS and all of our schools rolling that out. So, I
085just want to say thank you for your leadership. Thank you for your work on this presentation. Thank you so much. >> All right. And I also recognize we have two more presentations, but we'll >> Oh, yeah. One more and the financial presentation. So, we're just going to take a quick five minute recess. Uh, at 8:39 we'll reconvene just really quick. Thank you. And now we have um 10 C measure U construction bond program update. Dan, it's your time to shine. >> Well, good evening everybody. I'm here to present on the December measure UU board update. Um got a few things happening. Uh first picture is the most recent one of the de demolition of the little house at 945 Pedmont Road. So that's about as far as we got and we hit the little little
086couple hiccups. So I'll kind of discuss those um down. So yes, measure you project updates and the schedule that we all love to see. So going forward future future projects and design right now we have the TK playground fencing at Somerdale. Um so that's being designed. Um we are also in in a project that's out to bid right now is the the the same type of scope. It's the TK playground at Brookree, but I'll get to that in a second. um school kitchen assessments, classroom o um opening reconfiguring reconfiguration. So at the sister schools, um we want to change the um the entrances to the the pod classrooms at all three sister schools, Brook, Majestic Way, and Somerdale. And project is in design with the comprehensive infrastructure renewal and utility assessment. Basically, we're doing um
087our mechanical upgrades at Majestic Way in in Somerdale next summer. Projects out to bid right now. We have the Vincy Park modernization, and that was um it's going out to bid December 17th, and that's for the exterior door and windows, as well as um the office reconfiguration. We're just going to move a wall and add a door. Also, like I I mentioned earlier, the TK playground fencing at Brookree, we're going to be adding um a lot of new fence around the playground and extending it out into the school or under the turf area for the TK kiddos projects bid. Um we just finished with the site improvement bids for Piedmont. Um and that covers the AC paving. So, they're going to redo the playground. They're going to surface the parking lot and restripe as well.
088And that was uh recommended actually passed um tonight um to and awarded to Silicon Valley for $67,500 projects in progress. All right. So, from future to now USD warehouse. So from that p picture that I showed you, we kind of hit a snag. Um we had some issues with the water line, uh the gas line and our main fiber that came into the district. So we are currently working with AT&T to figure out a different route and that's going to put us behind probably almost six to eight weeks. So in the meantime, we're we're trying to do other things. were trying to run fiber um from a different area. So we're so AT&T's part would be a lot shorter. They would go from the pole to basically the mechanic shop and then from the mechanic
089shop eventually would go into the new office. Um, so in the meantime, we're we're trying to figure out other things to um lighten the the longevity of that uh hold, right? So um we're doing all that um again with the comprehensive infrastructure renewal and utility assessment. Um and I don't know why that's named that, but in long term it means like solar and HVAC for us. So, we still have um solar projects going at the district office, which is I believe we were just switched over here um to AT&T or excuse me, PG& and um we should be seeing those um in or charges coming up soon. Uh Morell, Pedmont, Sierra, Lane View, and Cherrywood are all pretty close to the end. U we're at punch list items there. um very minor things and then
090it's it's a waiting process to get switched over to P Geny. Continuing with projects in progress PA replacements at Noble and Sieront um so um our public address system for those sites it's are like all the other ones were dated and um failing. So, um I believe those are the last two of the 10 sites and the very happy uh secretaries and principles. Um and then security replacement. We're continuing with the remainder schools, Brook, Cherrywood, Lane View, Northwood, Ruskin, Vincy Park, and Sieront. Um and I believe, um Northwood, they just had the training on the on the system already. So, that's they're starting to click off and we're getting down to the end of it. So, that's great. Um the last thing, genderneutral signage at restaurants, restrooms at the sister schools. We talked about this
091last one. Um those signs were made, picked up and they started to get installed today. So next month I will give you the update and then to the present. So completed projects, uh we completed the PA replacement at Majestic Way and Northwood like I just talked about. um Ruskin kitchen countertop and the Noble front landscape. And so the next three slides are going to show you that the the updated uh pictures Noble and and Ruskin. I can't really show you a PA replacement picture. It's kind of hard to do, but uh Noble is looking amazing. Uh we tried to kind of keep the same thing as that we what we did at Luskin. Um, this was an an older picture to get it into the to tonight's presentation, but I've also had that sidewalk repaired,
092so that's no longer uh an issue there. But we we tore out the old junipers and my goodness, it it just it that front of that noble school really pops and that sign just makes it all come together. Here's another angle here. So, this is used to be all covered in the in the bees and we're it was all bad, but uh we're looking good. Um and then this is the Ruskin. The next slide is going to be the picture of the Ruskin kitchen um counter that they put in. It looks amazing. So, the kitchen staff at Ruskin are very very excited about this and it's really helped them out because of the in the enrollment and uh it just makes their job easier. So, here's the uh wonderful schedule that we all like to
093to look at, but nobody understands. But at the end of the day, it's basically everything I just talked about in a construction view of a schedule. Any questions? >> Questions? >> Because I had a question about Tedmont parking lot. You said we're resurfacing it. >> Yes. So, didn't we do some reconfiguration a few years ago of the parking lot? >> Yeah, a few years ago, we reconfigured that whole uh front parking lot so it would be easier to for entry and exit. Um, and we actually added an exit. >> Correct. >> Um, but with this this um um site improvements, basically we're just going to resurface it. So, we are supposed to resurface all the AC like every 5 years to keep it fresh. And so, basically, it's just a a slurry coat that goes
094over the top, >> slurry seal. Okay. >> And then, uh paint or striping. Yeah. And and also with Piedmont, we're doing the complete black top. We were >> last summer or the summer before, um we were able to fix some some major cracks out there to make the surface a little bit more forgiving and playable. >> Yeah. >> For basketball and for PE. Um but this th this summer we're we're taking it all the way down, taking it completely out and redoing it. Um and then um some other areas within the quad and by the the art room and >> those areas. >> The other thing I wanted to point out is uh with with Noble, like Noble looks good. The front end looks good. I'm sure you see it. Uh so with Noble, the
095there's a satellite parking location on the the other side. I don't know what right on the park side. >> Okay. >> Um, so I parked there the other day for some to attend some events. So the parking uh line that's closest to the curb to the sidewalk, it doesn't have those concrete barriers, you know, the stoppers >> and I kept backing up and I think I almost went into the sidewalk. Um, and that can be dangerous, you know, if if someone's not able to stop or >> Absolutely. So, >> so is there a plan to put that? >> There is. And and we're we're trying to get those rounded up and and replaced because they are in pretty bad. >> Yeah. Many of them are broken. Some are missing. >> So, I was like, you
096know, what if I, you know, hit the gas bags and I'm just going to >> Yeah. Right. >> You run over the beautiful new grated granite that we just put in, too. So, that wouldn't be good. >> Okay. >> But, yeah. No, that's a that's a work in progress. We'll definitely uh could get those replaced. >> Okay. Because it's a safety thing. So, >> sure. maybe highlight it. One more thing I have before. So since you're director of I'm going to ask you this question uh also. So so we have colder weather coming up obviously you know it's we have a break uh in December but January February is obviously will be cold and rainy and all those things. So, do we do like are we doing uh maintenance, you know, for furnaces or for
097HVAC systems? Make sure that they're in optimal shape, you know, they're not going to fail. All the CO test and all those things, those good things that you do, make sure we have parts stocked up in case something >> does happen, we're able to replace it quickly. Uh, and any contingency to to get space heaters and things like that. Yeah. >> So, let me Yeah, I can talk about that. So, If we have a a unit go down, we we definitely have a great number of of fans or heaters, space heaters to provide to classrooms to keep them comfortable. Um, the great thing that we talk about during our our bond presentations is that uh that wonderful infrastructure, big long name, right? So, Morell, Noble, Brookree, um they all got brand and there's one more
098um Toyon. Unfortunately, we're we're not using that as a site, but they all got brand new state-of-the-art um systems, package units. So, that's a good chunk of our school district that, you know, we shouldn't have any issues with. Um for the rest, we're we're we're doing our best. Uh like I talked about Majestic Way and Somerdale this summer, they're getting all new package units. When I say that all new, we're going from a boiler chiller system, which >> which is a cost-effective way to put heating and cooling in schools back in the day. Yeah. >> But if you had a boiler go down, >> you don't have cooling for your whole site. >> Package units, if you have one package unit go down, you're talking about one classroom or one little area. So, um, we
099we we are doing our best to make sure and take care of these future problems. As far as keeping um supplies on hand, uh we do the best we can to do that. We have suppliers that are very close to us. Um and typically if they don't have um stuff in stock or parts in stock, it's two or three days, not not weeks. Um and as far as keeping our our um HVAC units uh up up to up and running, uh we have a wonderful HVAC uh technician, Mr. Matt and he's currently doing filter changes and um PMS of all of our units. >> The other thing I'd add to that and I think this is a positive um adjustment from our COVID experience. Our team definitely went into uh a very uh periodic schedule
100of changing filters and cleaning our systems and we've not changed since then because that's what supports our ongoing um maintenance of of those those tools. So that's definitely uh you know an ongoing analysis that's done by the team and they take care of that you know as >> Thank you. Thank you. >> All right. Thank you. >> Thank you so much for your presentation as always. It's always amazing to see the progress and I do enjoy seeing the schedule, too. It's very fun to look at. So, not I I'm a fan. All right. So, next up is the superintendent report. >> So, just a few things here. First, I just want to thank the board for taking the time to attend the CSBA conference in Sacramento. It was a great opportunity to learn from other
101school districts, to hear about common challenges that we're all facing, and also to just kind of brainstorm some potential solutions that we can bring back here to our school district. In addition, knowing that 2026 is a really critical election year for the state of California, we had the opportunity to get a firsthand listen to the candidates for governor as well as the candidates for state superintendent of instruction. So, that was very interesting. Um, but I just want to, you know, thank you for your your time away to be able to take on some new learning and to have some good conversations about continued growth here in Veressa. I know Assembly Member Lee was here earlier. I wanted to give him a shout out because he took some time while we were in Sacramento to talk
102with us as well. He's always accessible and gave us an impromptu tour of the state capital and a little bit of history lesson and took us all the way to the assembly floor. So really appreciated um his time with us as well. In addition, uh we've been highlighting this month um all the wonderful uh music programming that we have across the school district. Uh there's performances tonight from our students at Christmas in the Park. Um we got to hear our advanced orchestra at Siermont perform Monday night at the BCAC meeting. Um, our kids are just incredibly talented and our teachers in the music program have just done incredible work with them. Uh, to take, you know, a student who just has interest in an instrument all the way through to advanced orchestra and band levels
103is just phenomenal. And so in our elementary students, part of the Prop$28 dollars, we've been able to expand that programming down to second grade to start some exposure, including the arts with our TK's and K's. And so, um, lots of, uh, work happening with our elementary music programs, too. And lots of concerts set up for next week. So, if you have an opportunity to step in and stop by and listen, you know, please do because they're they're they're great. and lots of fun especially during this time of year. And just again want to wish everyone a happy holiday. Um next week will be our last week and we'll be going on break for the next two weeks and we'll return um of the week of January 5th. >> Thank you so much. And are there
104any comments and announcements from the board? >> Yes, I have a few comments. So, first of all, I begin by with congratulating Trustee Hub to um for becoming the president of the board. It's a uh you know, it's a great thing. Um there's no better validation of our school district than when our students come back to serve us and uh as to the uh chair of as the president's role. I I congrat congratulate you on your hard work, Trusty Hog. I look forward to your leadership uh in the next year. Um the um other thing I wanted to I wanted to also share uh goes with what uh Mr. Williams um uh shared also looking at the data and the the reason I asked him about the uh the immigration uh counts and things that
105we we are aware of all the challenges that we're facing with u changes in the uh immigration landscape. Um the bulk of our students uh of our families that live in the greater Silicon Valley in the general greater Bay Area are uh you know uh or work visa holders. You know many of them are on H1B uh visas and that visa is um is under attack. I don't know whether if you follow the I I follow that news because I came to the country on a H1B visa. uh Google knows so it keeps sending me those u all those bad news that comes along with it. And uh and the the worry that I have currently as of today is uh the an article that I that I uh read about uh some of our
106some of the not some many of the H-1B uh visa holders they've traveled back to their home country because they have to do that to um get their visas revalidated. uh they have had appointments. So many of them took advantage of the holidays and took their families including children. Um they have they had appointments to get those visas revalidated. Um but those all those appointments got cancelled and they've all been rescheduled to next year in May um because the government wants to uh review their social media uh you know pages and so on. uh you that's not in our jurisdiction but the reason I'm saying is uh those students are not coming back uh there there's no way for them to come back so that's going to you know first of all first and foremost
107going to put pressure on them because they're going to lose those uh learning opportunities and affect our bottom line because it affects our ADA uh it's a completely lose-lose situation I don't know why um there's no not much advocacy I don't see any any of our local state federal representatives speak out more about this um this thing. I don't know why there's hesitancy to defend um uh you know people on work visas here. I you know it's one one avenue of coming to the United States. United States is supposed to be welcoming to immigrants. Uh you know we always hear that but that's one avenue for some reason no one wants to come out and defend saying that you know this is a opportunity. only thing we hear is uh that program is is fraudulent.
108There's a lot of fraud and abuse happening and and I don't know what kind of fraud is happening there. No one is no one has made a you know clear statement about what is what fraud do they see in that system. Uh but the point of it is the the the reason it's important to to our district is because you know we are in the heart of Silicon Valley where there's a lot of uh work visa holders that come through here and you know they have they have their children coming here and attending our school and it's going to put pressure on uh on us with all those changes and I you know I just hope um you know common sense prevails so it doesn't look like from whatever we seeing uh but uh but
109you know it's it's a challenge So I just wanted to highlight those things and I don't want to I didn't mean to add bad news to already bad news that we heard but these are the challenges we we are uh we are seeing but with all that said you know I wish the community very happy holiday season and merry Christmas and happy holidays to uh everybody and to all of you also. >> Thank you so much. Any other comments? Um, I would like to just say thank you to my board members. I really enjoyed last week. Not only did I learn like four days worth of content um, and drank it like crazy. I just a sponge. Um, but I got to know you all better and that made me more excited to be here.
110Um, I'll also say that it feels like every district in the state is going through what we went through last year. looking at consolidations, figuring out how to do it and it and how some and them talking about how they have gone through it. And it actually really validated um the processes that you all actually chose um to to use for our district and I'm really proud of that. It was really hard and I was in one small piece, you know, the recommendation and the the committee part, but I know there was so much work that went before that. And um and in hearing these districts kind of struggle and and think through it and you're like, "Oh, you're like years away." Like this is going to take a while. Like you just realize how
111much time and effort and thought and and discussion go into these decisions. So, um I'm grateful. I'm excited to be here. I'm looking forward to the new year. Um, and yeah, the the doomsday demographers report, it's disheartening, but I guess one thought I had was that it's probably shifted a lot in our district. People don't come here to have a family. They come here after they have families and they they're picking their district. It's I mean I grew up in this district but I did leave and then I came back when it was time for my children to go to school. So I was looking at those birth rates they're very important to look at but I also think there's just different scenarios happening in our district. Um, and so the more we kind of
112learn and peel the onion with our achievement gaps and everything, I think we'll start to see some opportunities on how we can shift and um visualize what it what it could look like as we see the the needs are changing or the numbers are changing. >> So, thank you. >> Thank you so much. And I also wanted to say too that um with the demographers report it was really disheartening to see all those numbers coming into play. But you know as a product of Beressa and living here my entire life it's just a fact that in Beressa it's so expensive to live here and it really has to do with the supply of housing. I'm a renter and I'm trying to find a new place to rent come next March and I couldn't find anywhere
113that was affordable for me and I live with multiple housemates and we're just trying to be able to continue to live here in and be able to like have a family here too and a lot of people my age who are starting families are just choosing to move because it's just so unaffordable and so that's really something that I took away from the presentation and I continue to say and you know at CSBA last week you know meeting a lot of school districts going through the same process It's something throughout the state of California that's happening. A lot of people are moving out because it's so expensive and the lack of housing. But then other things that we learned at um CSBA or AEC, the conference for schoolboard members, for those in the public who
114don't know what that is, we learned a lot about new opportunities for school districts. There was a lot of talk about technology, AI, engineering, and so those are new opportunities that we could look at. that we can look at also creating more housing in our uh district as well to be able to accommodate for families who may not be able to afford to live in the district as a way to bring in more uh students and babies in our district. So, thank you. All right, so nothing in review and discussion, none on public hearings. So, next is review and action. So, 15A1 superintendent, thank you. It is recommended the board um select a board member to vote in the 2026 election for members of the Santa Clara County Committee on School District Organization. And so
115essentially um that would be a board member that would represent our entire board uh at the county level when needed. And uh this will be a name that we'll submit once the board um determines who that will be. I can be I can be on a committee >> if someone wants to nominate me. >> I'll nominate trustee Shrina Vas. >> I can Is there a second? >> I'll second. Okay. Awesome. And we vote on this item. >> Okay. All right. All in favor? >> I. Any opposed? None. >> All right. Congratulations, Trusty Shinasan. All right. Next up is item A2. Thank you. Um it is recommended the board review and approve board bylaw 9310 board policies for a first reading. Um this is an overview board policy and really it's just an update from CSBA
116um adjusting terms because we have board policies as well as administrative regulations. The term administrative regulations isn't in the current bylaw so we need to add that. So they're just updating the overview definitions for all of the components that help structure board policies. >> This is language. >> Correct. >> I'll move to review and approve board bylaw 9310 board policies for first read. >> I'll second that. >> All right. All those in favor? >> Any opposed? None. Motion carries. All right. Next up is B1 20252026 first interim report and presentation. >> Thank you. At this time we welcome Josh Kirano, our assistant superintendent of business services. He'll be providing our first interim presentation. After the presentation, it is recommended the board approve the 202526 first interim report and the district's positive certification for fiscal solveny.
117All right. Well, good evening everybody. I know it's been a a long night. Um, but this is an important subject in our current landscape. Um, so I'll go as thorough as possible and as efficient as possible. So this is our 202526 budget cycle. Um, within a budget year, there are five major financial reports. You have the adopted budget which we reviewed at the beginning of the fiscal year. You have your first interim which is today. It gives us information that has gone up until October 31st. Then you'll have the second interim which is information that goes up until March 30th or 31st. Um and then after that we do the unodudited actuals which is the closing of the books. And then not shown here is our audit or our financial audit which will bring in
118January for the 202425 school year. And that's just basically an third-party view of how we closed the books and how we actually did. So with the first interim, we thought it might be important to kind of review some of the different funding models that are available or not available but that um school districts um currently see. Um and so the first one uh model one is a community funded some call it basic aid. Um, so basically all districts are required to do an LCFF funding level calculation. So you can see the uh little I guess um barrel or cup if you will that says LCFF funding level. So doing that calculation will kind of determine the size of that actual cup. Um with basic aid or community funded um districts um basically they would pour
119in your property taxes. So, whatever property taxes that a district receives from its local area goes to fill that actual bucket. Now, if it fills it up completely and it overflows, as you can see, the district gets to keep all the additional funding, right? And so, a community funded district, some similar districts are like Santa Clara, Saratoga, Loss. So their property values generate a whole lot more money than the actual LCFF funding that they do the calculation. An LCF LCFF funded or a state aid funded district similar to ours in Beressa is you still do that same calculation to determine the size of the cup. um once the property taxes get poured in if it doesn't reach the top level then um basically the state would then backfill the remaining amount right so you can
120see that um most LCFF funded districts are partially funded by our local community based on property taxes as well as a state um state taxes in which um they go to backfield to make sure that our cup is fully any questions okay to clarify Berasa is this funded district. >> So we are a LCF funded or a state aid funded district. Um I won't get too much into the analysis of enrollment since we had the demographer report. Um the main thing that I would like to mention is that um between our projected at the adopted budget enrollment versus what we are currently at or as of census day um we're down about 65 students. So, we initially projected uh 5,783 students. Um our actual number as of census day, which is the first Wednesday in
121October because there's always a measurement date um for your enrollment was 5718. So, in creating the budget, we create certain assumptions. Um so, 2526, these are all actual numbers. Um except for the P2 ADA. So P2 average daily attendance is projected. Um this is about 95% of our enrollment which we have historically been at. Um so 2627 and 2728 we're at 5581 and then in 2728 we're at 5352. Both those ADA projections are still at that 95%. Um keep in mind that we are funded off of average daily attendance and we are not funded off of enrollment. Um so it is important obviously not only educationally for our students to come to school but alo also for funding uh step and column increases is about 1.5% what that basically is is um uh movement along
122the salary schedule. So as you move through your years of service within a district um you continue to de go down on the actual salary schedule which is typically a 1.5% increase. Um we do have attrition. Um so basically you have um you know higher higher cost um employees leaving and then lower cost employees coming in just because they're starting their career. Um but that all accounts for about 1.5%. Uh stirs employer rate um we're at 19% 19.1%. So this is what the district contributes to a stir member's retirement. Um that holds true for the next three years about 19%. However, this can change. Currently, it's at 19.1%. Um they're not projecting any changes coming forward, but it can change. So, um you know, we have to be flexible with that. PERS is the other
123retirement uh program that the district contributes to. Um so, this is more for our classified employees. Uh STRS is for our certificated employees. Um you can see it's a little bit higher. So our current um contribution rate is 26.81% of their salary. Um and then it'll continue to increase in 2728. Uh cola or cost of living. Um in 2526 we are about 2.3%. Um in 2627 we're at 3.02%. However, the legislative analyst office is currently projecting a cola of 2.51%. um we'll get a better number realistically during the second interim time frame um because basically COLA is calculated um by specific economic indicators throughout the year and so I think the last one takes place in April so we'll have a good idea or the exact amount um for the second interim um but these
124are all based off of the indicators that have taken place up until this point um and we'll also discuss discuss um later in the actual present presentation um what that difference as far as revenue, how that affects our revenue going forward in the 2627 school year. Uh 2728 is projected at 3.42%. Um um some other items is the mandated block grant per ADA. Um it continues to stay about $20 going up to $21 and 2728. Um and then we do have site allocations. Um so it's at pretty much $31.50 50 cents per ADA at the elementary level and 32 point or yeah 32 point or $32.90 per ADA in the middle school level. Um some big or not big but some adjustments to lease revenue that has taken place since the adopted budget. Um so
125we currently have about four sites that are leasable or able to be leased. Um so we have entered into contracts um with Kadeno um at our old toyon property or our 995 buyer street. Um and it's a partial site um lease. So they are not leasing the full site. I think they're leasing about eight classrooms in the main administration building. Um so that is actually bringing in um for a full year of about $542,000. We also lease out to the Children's Health Council. Once again, this is a partial site lease. Um, this is the old Lane View. Um, they have not started paying um, leases or rent as of yet. Um, they will start paying as of January 1st. So, that's about half a year. Um, so in this current year, we're recognizing about $324,000.
126Next year, it'll be double that. Um some subtractions that have taken place is so um Milish Christian um which is at a Birchwood property um their current lease for 2526 was $713,000. As we know they're no longer currently leasing from us. So we have missed out on that full $713,000. A matter of fact from the 2425 school year they still owe us about $550,000. The other subtraction um out of the uh budget is Aspenville, which was um initially slated to um lease our old district office or 1376 Pont Road. Um they wouldn't actually have started paying actual lease amounts until 2627, which would equal about $21,000. Um but year-over-year that number would continue to increase. Um, so we did have that initially put into our projections and then we're taking it out in that 25
12726 2720 E school years. >> Just for clarification, Aspenville, the board had approved a lease agreement with them in June. So that projected revenue had been added into our June adopted budget and then in August they pulled out of their agreement. So now we have to subtract that projected revenue out of the budget which is um reflected in this first interim report. In addition with Milpedus Christian School, we um had already in June begun to receive less uh rent from their lease, but we were in ongoing discussions with them in terms of separation. And so that didn't take place until the summer where we had some finality of their uh formal eviction from the site. And now we have to um continue to have uh legal conversations regarding what's owed. Um but uh again at
128the June adopted budget, we still had revenue that was uh that was in place for that current year that we didn't see to fruition because of the eviction process. So that revenue also has to be deducted from this first interim uh uh budget. So when you look at those totals, you can see that the new revenue coming in from our new tenants, which is great to have that new revenue, but that new revenue does not surpass the amount of revenue that we've lost from the June adopted budget. It will get better next year and especially year three when we're seeing that rent in full, but right now it's it's like a wash. It's like we really don't have any new revenue coming in because we are offsetting what we've lost last year from these two
129agreements. >> I'd also like to mention that that 1376 Pont property is being actively marketed. Um and so if you happen to have passed by, there are lease signs on the property. So hopefully that we can get a a new lease in there as soon as possible. All right. So for the actual revenues um for the adopted budget versus the first interim so the total revenues um that we're projecting for 2526 is about $96.1 million. There have been some differences between um these multiple different um uh items. So for example at LCFF it has increased uh by $414,000. The majority of that increase is due to the full imple implementation of our transitional kinder program. Um, and we had a large increase of the number of transitional kinder students enrolled. So we initially projected like
130280 students at the beginning or during the adopted budget. I think we were at around 320. So that actually does bring in additional revenue. However, with that additional revenue and the additional students, there are additional expenses that go into play to actually build up those classrooms. Um, for the federal revenue, it's increased about $14,390. Um, increases are due to site level carryover funds recognized in title one. So, title one is for our low um we receive funding from the federal level for our lowincome students. Um, and so that was the increase in the federal. As far as state is concerned, um we have a program called the classified summer assistance program. Uh basically what this is is during the previous year, um our some of our classified um uh members are able to set aside
131a certain amount of dollars and then the state then matches it um in the summertime. So, um, we don't initially recognize this revenue or this expense, um, because they pretty much offset. We don't really know what it is. Um, but now that the money has actually came in and have went and has gone out, um, to these specific um, employees, we do recognize it here. So, you can see that that increased by $243,000. Um, and then in our local revenue, um, we increased by 20 uh, $257,000. This increase is due to um an rate reimbursement that we received um and actual fund received for site level um donations and fundraisers. Right? So we don't initially budget for fundraisers or donations from the school sites because that can have huge swings and so as they come
132in um during each of these interim reports we then recognize it on the actual budget. Uh so this is just a breakdown of all the revenue that we received in a graph form. Um so you can see that the LCFF revenue um accounts for about 74% of our total monies coming in. Um, the thing that I would like to mention is that little small little circle that's set to the side of the LCF LCFF revenue. Um, basically goes back to the LCFF funded state aid um, funded districts. And you can see that our local property taxes um, account for about half of our LCFF revenue and the state aid then covers the remaining amount. So general fund expenditures uh for 2526 we're at $97.2 million. Um there are some adjustments from the adopted budget to
133the first interim uh mostly increases. Um you can see as a certificate salaries the 412,588 um are due to fill vacant positions. So we initially budget for a position at certain dollar amount. Um it all depends on how much it comes in or how much that actual cost is when we hire somebody. Um so there's differences there. Um and also staffing to support uh the number of TK students that has increased, right? So because we had a larger number of TK students come in, we had to actually hire additional teachers. Um for the classified side of things, this then goes back to the increase of the related to the classified summer assistance program, right? So we recognize the actual increase in revenue, but we're also recognizing the increase in expenses. Um, so that's marketed there,
134the increased cost, the classified certific, uh, the increase for the employee benefits. So with the increases to the certificated salaries and the classified salaries, there are additional increases to the employee benefits, whether it be the medical, dental, but also the statutory benefits. We also have the um retirement benefits, right? So stores and produce increases. So that equates for the increase to employee benefits. Um we have a small increase about $81,000 um for our books and supplies. Um that's just increases from site level allocations and additional TK classroom materials or furniture. Um the largest increase is comes from our services and other operating expenses. Um so it's $875,000. Um this is due to a wide variety of things. Um number one um we have donations and fundraisers that come in. Um like for example the donation
135and fundraisers uh revenue that comes in goes to support um field trips, right? So our field trips are actually expensed under their service and other operating expenses. So we don't necessarily budget the actual expense until we receive the revenue. So you'll see those increases there. Um let's see here. So we do have increased number of contracts due to sped pos sped positions. Um so this is just vacant sped positions or additional subcontracts for our sped positions um in order to ensure we have enough um instructional associates or pair of educators or whatnot. Um and there has been an increase like I said due to additional TK curriculum. uh smallest increase is due to capital outlay. It's about $35,000. Um it's just due to a usage of unused grant funds from student nutrition. Um these particular
136funds are required to be spent out of the general fund. However, um I mean and normally these would actually be spent out of the child nutrition fund, but these particular funds are required to be spent out of the general fund. So this gives you a breakdown of the percentage of each expense in relation to the expenses as a whole. Um so you can see that $84 million um equates to the majority of the expenses that we have. Um so what is that? 43 uh the next slide will actually give you the actual breakdown of the percentage of the expenses. But you can see the majority of our expenses for the first interim budget is coming out of um uh salaries and benefits. So to kind of break down and go even further into the salary
137and benefits. So total salary and benefits are 80 $80 million. Um I know it doesn't match this $84 million. The reason for that is because there's something called a stirs on behalf um entry into our general fund. So the sirs on behalf is basically the state and gazsby which is the governmental accounting standards boards requires us to us being all districts um to recognize uh the liability at the state level for stirs. Um and so we do a book entry into the system. We do a revenue and we do an expense. No money actually goes out. It's just an actual booking. Um I've called it a phantom booking in the past. It's just something that the governor governmental county standards board requires us to do. Um and so because there's no actual money going out
138um it makes sense for us to exclude that from this calculation. Um but you can see that 67% of the total um salaries and benefits is from certificated non-management. 24% is from classified non-management and about 9% is for management. Um with that being said, our total salaries and benefits um is 80% of our total expenses. Right? So average districts are anywhere between 80 to 85%. Um we're at 87%. That's not bad, but we're also a little bit higher than average. So we spend 87% of our total expenses on salaries and benefits. So the multi-year projections um this is a view um of both our unrestricted and restricted side. Um you can see that um in 2526 we have a net result of a negative $1.1 million. Um this is actually mostly in our restricted side
139of things. So, we're just actually spending down restricted money that we received um um and we are carrying over and 2627 that decreases to $71,000 and in 2728 it actually we end up with a net positive amount. More importantly is our unrestricted balances. So for our unrestricted balances our yeah unrestricted general fund balances um we want to keep in mind that we have to maintain the 3% reserve right and so the 3% reserve is of the total expenses um but you can see the ending balances for 2526 um is positive. So we we're ending the year of 2526 at $223,000. 2627 we're even lower at $169,000. But then 2728 we then we are kind of um increasing our ending balance. The 3% that is required includes fund 17. So fund 17 is just another fund
140that we're able to use in the actual 3% reserve calculation. Um so for the 2526 um our required uh reserve is about $2.9 million and based off our projections we'll have about $3.1 million. Right? So we're right about there. We don't have a lot more than our required reserve. Um but pretty much we're still meeting the requirement. So we there's no issues. Um we have decreased in our total expenses. Um so our required reserve is about $2.8 $8 million and available is still about $3.1 million. Uh 2728 our required is at $2.7 million. Um by that time we should have increased um our ending balance and so we'll have about $4.3 million for available reserve. Um so but the majority of our reserves is still coming from fund 17. Right? Right. So, it's about $2.9
141million for every year um that we're utilizing to ensure that we meet the requirement of the 3% reserve. Another thing to note is that remember at the beginning we said that there could be a change in cola or there will be a change in cola. We initially projected at 3.01% and it's actually tracking at 2.5%. Um so this can lead to a decrease of our LCFF revenue by approximately $350,000 both in 2627 and 2728. Um so if it does come in um as cola being at 2.5% we will make have to make some additional adjustments to ensure that um we balance our budget during that time and we'll make this adjustments during the second interim. Um so with that we will have a positive certification uh which means that we can meet all our financial
142obligations in the current year in the two subsequent years. Um there are two or there are two other certifications. There's a qualified certification which means that we may or may not be able to meet and a negative qualification which means that we will not be able to meet. Um so coming up next um we'll have an analysis of the governor's budget for 2627. The governor's budget will be released around January 10th, I believe, give or take. Um, and then we do our own analysis. Um, and then also we have like school services and capital advisors who also do analysis um that can kind of we can kind of compare kind of where we stand as our analysis versus um what they have um projected. So with that being said, is there any questions? Any questions
143or comments from the board? >> Where do I begin? So, can you one of the things with the with the cola um increase whatever that percentage is 3% or two the uh the net increase that uh the districts realize I I I learned this learned about this at the AEC conference. the net increase that the that the districts realize can be a lot less you know as a percentage increases because um the enrollment number so the enrollment number goes down the amount of money that you're coming that you're or the ADA goes down the amount of money that you're >> right so collecting is less so can you can you explain that correlation between the the published cola and the actual realized money that we are uh we could be getting in the projected >>
144that's so I think we had a slide of this in the past, but basically um the cola would be applied to the per ADA calculation, right? So, let's assume that the per ADA calculation is, you know, $10,000, you have a 2.5% increase that only increases that $10,000 by 2.5%. Now, if our ADA or or if enrollment continues to decrease, then our ADA will also decrease at the same time. So basically you're just multiplying the higher number by a lower number because of our ADA has already decreased and so that that net effect right so we may not realize a whole revenue increase of 2.5% right >> the revenue increase may differ based upon our um decrease in ADA >> right and I think that's where a lot of the confusion in the community uh is
145also because you know we get asked that question you know they there there uh there are people that that follow this this budget and say that the government governor said you know 3% or 2 and a half% but you're you're not um you're saying that you know you're still reducing and why is that and that's the reason I wanted to make sure they highlight that that challenge that we have with the declining enrollment how that uh you know net effect uh happens and the bottom line so that that is that is very key um but >> just if I could add one more thing to that thought because In addition in addition to what you've described, it also does not meet when the state continues to fund us at a lowle cola, it's not meeting
146existing expenses that we have um currently that we're obligated to do. And so that's another added issue um to being underfunded by the state. M the other issue I also learned is about unfunded mandates uh that there was a hot topic uh in some of the debates that we that we saw and you know there's uh everybody talks about it but no one commits to getting rid of it. They say we we need to look at unfunded mandate. I can look at unfunded mandates all day but what do you what do you do about it? you know, are are you how do you how do you plan to get rid of those um those needless um uh expenditures? Um but but you know, it's interesting to see the salaries and benefits um that that you
147explained. It's we're at 87% uh you know, of our expenses. are that's higher than um are are the high are they higher than like school districts or how do we compare ourselves with like school districts um like K8 are we >> uh I would have to do an analysis um for our neighbors um I think the 80 to 85% is statewide um and so that's typically what it is um you times are are a little different right now so I I definitely can take a look at I was just curious to see I mean are we I mean it's good that we're spending more uh to pay to pay our uh staff you know uh better salaries and things but I just want to see what um like school districts you know that the LCFF
148school districts are spending as as um salaries instances but thank you for going through the um through the report in detail. I appreciate uh appreciate it. Thank you. >> Any other comments or questions? I have a couple questions. Um, we heard about the solar projects tonight and those coming online soon. I'm assuming that's going to help these crazy utility bills that we're seeing. Are is that captured in the decrease in expenses over that you've projected for next year and the year after? >> Not in the current year. Um, but it will be it is recognized in 26 27 and 2728. Um the decreases also um includes some of our properties being leased out. Um and so we do have those decreases as well. Um we're not recognizing it currently. I know that we have completed
149a lot of the solar projects um being you actually see them mounted everywhere. However, the switchover has not happened yet. >> Um and that's due to >> P Gen's time frame, right? So it's it's up to them to assist us ensuring that that switchover takes place. So when if and when they switch it over at we're at their mercy, we'll see some savings this year. >> We will see some Yeah, we will see some savings. Um >> kind of. Okay. And and the reason why I say that is because um I don't know how many people have solar here, but if you have solar, there's called a trueup um charge. And so true- up charges go through the year. Our true- up charges are happening right now in Novemberish. So, we're doing all the true-
150up charges for the last year. Um, and so we won't recognize the actual decrease until uh 2627 when the trueup charge comes. Hope that makes sense. >> And you may not have this in your hip pocket, but do you know like the percentage of savings we'll see in a couple years? >> I do not. I mean, >> I wasn't sure how >> I don't have solar on my house. >> Energy energy expenses have been increasing. Um and then the um generation of electricity that we have um they're in a different h I forget it's like called like net net energy metering or something like that. Um and so basically they used to provide like I think say like 60% 60 cents on the dollar. Um that number has decreased so I think we're like at
15130 cents on the dollar. So whatever we generate we they only bill us or they only give us credit for like 30 cents I believe something like that >> the what we generate over what we use. >> Correct. Correct. Okay. >> So for res just just as a point of uh listing I have solar. So so for residential properties the general um what is called ROI return on investment is projected to be seven years. So um so you really realize the uh efficiency after 7 years that's typically for residential property with limited um you know square footage to mount the but uh for for commercial properties for school districts we have a bigger uh footprint we have a lot of solar panels so that could shrink uh or increase depending on our usage number of
152uh students number of classrooms operate operational and things like that. So, but just wanted to share that it's usually seven years for uh for residential properties. >> Any other notes? I had a couple questions. Actually, I wanted to go back to the um second to last slide or just the multi-year projections. Can you explain why um we do see a jump in the ending fund balance coming out of the 2020 Yeah, that slide's good. 2026 2027 and then you see the ending fund balance increases in 2027 2028. Can you talk about why that is? >> So at this point we're projecting um to kind of rightsize and ensure that our staffing ratios um so it takes time right. So um even though we have um consolidated schools and 2425 um we're not going to recognize
153um all those savings in the 2526 school year. So it does take some some time. Um, so we're projecting that to kind of take a couple years. Um, also we'll have increases to some of our leases. Um, and so in each one of our lease, both with Kadeno and Children's Health Council, um, we do have accelerators, right? And so you'll see increases um, in their lease revenue um, happening and going forward. And so that's why we kind of start building um building back our ending balance um and hopefully getting to a 3% within the general fund itself and not had having to utilize 17%. >> So essentially it's additional lease revenue that's coming in and savings from utilities um no longer having to have that that obligation for utilities of our closed school sites. Thank
154you for that. And I also wanted to highlight and thank you for explaining what type of district we are when it comes to funding. So Beressa is an LCFF district. That means that we are at that minimum threshold that the state recognizes that we need for funding. And so we don't get extra money like with other basic aid districts like our neighbors at Santa Clara Unified. We don't get additional dollars from our local property taxes. And so I also just wanted to highlight and lift that one up as well. >> The other thing I would add with community funded districts is that their cup can overflow and they still get to keep that and we're at that bare minimum at Veressa for funding levels. Right. Any other comments or questions? All right. Thank you so
155much for your thoughtful presentation. Thank you. >> All righty. Now we are Oh yes. I will make a motion to approve the 2526 first interim report and the district's positive certification of fiscal solvents. >> I'll second that motion. >> All right. All those in favor? >> I >> All right. Now, we are moving on. >> I just wanted to add uh again because we were so engaged last week with uh lots of elected officials and folks across the state. Um because going back to the community funded versus state funded school districts, uh there is a lot of traction right now regarding that disparity and uh the level of need that state funded school districts continue to have. And so we attended several sessions of folks that are looking into changing the funding model and what
156are the best better approaches for that. um lots of analysis going into changing from a uh ADA model that we currently have to an enrollmentbased model. So trying to figure out what are some you know avenues uh to be able to get a better get more par uh public school funding. >> Thank you so much for that. All right, now we're moving on to item B2. Dr. Mendes, >> thank you. It is recommended the board adopt resolution 25508 authorizing signatures for warrants drawn on district funds in the county treasury. And so for uh this warrant we are adding and I just want to introduce you to the board our new director of fiscal services Jimmy Tran. So we are adding his name to that authorized list. All right, I'll move to adopt resolution 25-08. I'll
157second that. >> All right, it's been moved and seconded. This is a resolution. So, roll call vote. >> Yes. Excuse me. President H. >> I. >> Trusty Nuin. >> I. >> Trusty Savvasan. >> I. >> Trusty Brewer. >> Hi. All right. The resolution passes and welcome to Beressa. We're so lucky to have you here. Thank you. All right. And next up is B3. >> It is recommended the board of trustees adopt resolution 25509 appointing a representative to the South Bay Area Schools Insurance Authority Board of Directors and that would be um our representative would be Josh Kirano and our alternate would be Jimmy Tran. >> Move to adopt resolution 259. >> I'll second that. >> Thank you. Thank you. It's been moved and seconded and roll call vote. >> Yes. President H. >> I. >>
158Trusty Newman. >> Hi. >> Trusty Shivasan. >> I. >> Trusty Brewer. >> I. >> All right. And the resolution passes. So now we're on to item C1. >> It is recommended the board approve the proposed revised job description for director of bond facilities and modernization. Um, as we discussed at the last board meeting, Tony Konistab is departing Beressa. So, we're uh seeking a replacement for that expertise. Um, this funding uh this job description was in place years ago, but needed to be updated. And so, that's what we've done here. And the proposed funds for this position come from the bond program as they have in the past. >> Thank you. Is there a motion? Move to approve proposed revised job description for director of bond facilities and modernization. >> I'll second that. >> All right.
159All those in favor say I. >> I. Any oppose? None. Okay. Motion passes. And next up is item D1. >> It is recommended the board approve the school plan for student achievement school site plans for the 2025 2026 school year for all of our 10 schools. you have received um their plans for your review. Uh the principles work um in collaboration with their school site councils um along with our ed services team to ensure that their goals are in alignment with our district LCAP and targeting um the areas of need uh that were presented tonight on our dashboard report. >> Thank you. Is there a motion? Move to approve the subserve for um school sites for 202526 school year. >> I'll second it. >> All right. All those in favor? I. Any opposed? None. Okay.
160School plans are approved. >> All right. Anything for staff followup? >> Okay. Seeing none. Future agenda items? None. Oh, do you have one? No. No. Okay. Sounds good. All right. And so now we're at adjournment. Do I have a motion for adjournment? >> Move to adjurnn. >> Second. All right. All those in favor? >> I I >> All right. Meeting is adjourned at 9:47 p.m. >> Yay.