001Testing testing testing. Testing 1 2 3. Marías de Chula. The view. Welcome everyone. It's a closed session. All members are present, except for Vice President Tamayo. And now let's try the agenda. There is a motion. I request a motion to approve the agenda. I second that. Please, secretary, call for a vote. I. The motion passes four, one absent. Absent. Oral communications in the closed session articles and the part of this of the board. It gives him the opportunity only to talk about this closed session. People who want to be heard must fill out an application to be heard and give it to the board secretary and can speak for 3 minutes and speak in a respectful manner with consent. The board can grant more time depending on the people who want to be heard. Nobody
002wants to, there are no speakers. Government Code, section 3459.1D 1D and 54957. Employee negotiations LLP, LLP Adam Silva and Chula Vista Educators Employee Organization and Government Code 54957, employee discipline. conference with Legal Counsel regarding a lawsuit and they will also be making an appointment for an employee. There are responsibilities both for the district mayor and also for the board of directors. Fiscal responsibility means maintaining a process and physical obligations. So it could be this year and the next two fiscal years. And this is to maintain the minimum 3% reserve for economic uncertainties and also ensure that we have long-term physical stability, and this means finding ways to maximize the sources and also at the same time eliminate spending, economic certainties, and also ensuring responsibility as a board of directors. I am looking at the online
003agenda where it is published and I don't see the presentation. Thank you. So, the fiscal responsibility of the board of directors, first of all, is to adopt a balanced budget and also ensure solvency, implement actions when necessary, but many times it is the responsibility of the board of directors to make decisions and also avoid spending, and if there are many expenses, then the board of directors has to change it. And the other is to maintain adequate reserves, as we mentioned, which is the minimum of 3% and ensure compliance with tax mandates. And this is for tonight, it's about understanding the budget and how we're going to maintain our financial solvency. And with that, we'll begin the cycle. So, it starts with the state budget and from there with the "You hear me well." Yes. And
004in February and March there is an assembly, and by May 14 the governor sends his budget with his revision, and finally the legislature on June 15 meets to propose a unified budget. The district aligns with the state's calendar. So, in January we have the enrollment projection, and then in March we have the deadline for the reduction of classified and certified personnel, and we have to ensure in April that we have all our goals as well, and in May we have to update the projections from the May review and also have a meeting for the ELCAP budget, a public hearing, and in June the ELCAP budget is adopted, and in August the budget is reviewed and adjusted if necessary based on a state budget. The district has a statutory budget. So, in June the team is
005working on the estimates and they are also working on the proposed one for the following year and there will also be adjustments from the May review and we will be working on closing the books for that fiscal year. And on September 15th. That's our deadline to do a report of the current ones and in December an interim report and the first one with our expenses until October 31st and that's the opportunity to see the budget. And then in March we have the second interim and those are our expenses until January 31st and it has to be submitted by March 15th and then the cycle starts again. So, the district has to certify its financial status, and we had a positive financial status, which means that we can meet our financial obligations for the following years
006and the two subsequent years, and also that we are rated, and when the district is rated it means that they cannot meet their financial obligations, and when it is negative it means that they cannot meet their financial obligations. So, our positive results have been for the last 3 years. Yes. Uh, I didn't know. We have always been positive. Could you please repeat when we receive these certifications in each interim report, and also on March 15 and December 15? Thank you. And now let's go to our income. Let's delve deeper. In our adopted budget we had approximately $400 million and we have already mentioned that there were some changes at the tables in the May review and there will be an item on the agenda for them to be approved later. So we had an income
007of approximately $23 million and then there was an adjustment in this budget adoption and then we're going to be receiving $1.3 million. I have a question, does that money come from state-level reserves? It 's not specific, but it won't say which program. And there are also some funds that are only a one-time payment, it's 6,000 and we'll talk about these funds later. And also the money for the expanded learning opportunities program, which are after- school programs, there was a change where it went down a little. So, previously it was an economic disadvantage, and that percentage of the district was 75% or higher, they gave you more. So now they're lowering that to 55%, and our district has it. So, once we complete this program, we'll be receiving a projection of 15 million more. But we
008have to offer this to all students, and before we only offered it to students who were counted just once in their category. I have a question. So, when we open the program to all our students, this is the first year that this is going to happen. Yes, yes, they reduced it. So, in this case, once we open it up to all our students, are we going to go beyond 14 months or are we going to stay at 14? No, we're going to work on that budget. These are all restricted programs and cannot be used for other unrestricted expenses . If you can explain the 3%, please. You're not going to talk about the restricted one, but the unrestricted one. I have a question. Uh, with the money from extended learning opportunities. This is money that
009will only be received once. Good question. This is money. Uh, the first two are one-time, but the extended opportunities program is a continuous program. Thank you. And when we look at our overall income here, they're talking about LCF resources, which is 69%. In our federal funds, which is approximately 4%, approximately 4% comes from the federal government and this money is used for specific students, English language students, special education students, or economically disadvantaged students, and then also the state programs which is approximately 14%. This is where the state supports initiatives, and for example, the money called the lottery, that's one example, and the rest are local resources that are for special education. donations and interest. To be clear, uh, if they give us money for special education programs, is it federal money or local money? We
010know how much of this comes from Celpa. They're donations from Celpa, and what else? And also interest on public revenues. Mr. Pong, can you please tell us if the money we have for education, which is allocated for special education, is enough for all students in general education and special education? No no. The district has to provide extra money for this. Then we can see how much of our general fund we are using to pay the difference with special education. Okay. So, when we look at state funds, there is a basic one, a supplementary one, and a concentration one, a subsidy, that's what it's called. And we also have the cap and there are requirements for this. And all of this also goes towards the initiatives we have in the district, and also the supplementary subsidies,
011and also the SCF . This is for students who have only been counted once in their category. Can you explain what this means? It is approximately 6%. We have a negotiation that from 15th grade to sixth grade, and it is that we have to have 10 students for every adult. Mr. Pong. So, the ratio of 10 to one, so this is moving to a transitional kindergarten to another ratio. I just wanted to... well, write this down. So, we already saw the LCFF and also the base which is an amount per student and also the supplemental concentration grants and adjustments, the grade level and the suspension of supplemental concentration grants is based on eligibility determination. These qualified through the LCSF or universal meals and also through household surveys to meet eligibility. These are the English learners.
012And finally, students in foster homes. Question for English learners. We 're not doing it in transitional kindergarten, are we? We waited until kindergarten. Correct. Last year there was a law and it changed the requirements for transitional kindergarten students to take the cap. Transition kindergarten students do not take it. Each time they fill out a home language survey and indicate that another language is spoken at home, those students will be classified as TBD or to be determined. And the test that is done to the Kindergarten students who have been in Kindergarten, who were TVD, but have been in school and are just now taking the initial test. So, but in transitional kindergarten they still have to provide language support to all students, even if they are not identified as English learners. And in kindergarten they take
013the initial Elpack test. Thank you, Mrs. Perez. Okay. We receive supplementary grants of 20% for each student. Yes. Our average is 61%. for our federal funds. We have Title II, Title II money, and this greatly supports our professional learning. And we are also using it in conjunction with the second federal funding resource, which is Title III for English Learners, and this also supports new students or students who are learning English. Where do I attach the microphone? Okay. Title One is the federal funds available. You have to put them in from the beginning. Where is this money? In the General Fund of Public Revenue. It ca n't be heard. It's already on page 13, it's part of 51 million dollars on page 13. Thank you. Say it again. 51 million. It is medical and title one
014is the federal income. I know you asked this question and you gave me information when I asked you in November, and I want to make sure that no money is left over, that there is no leftover money that wasn't used for our children. Title One is based on a different formula and is based on the demographic part of the school's students or the school population. How many of those students meet that criterion, and how many of them do, right? So, that means there are more funds available for each school, right? You have to follow the money. And we also have here the expenses of the general funds and they are 451,210,810. That's the total. and they are in salaries and benefits. That 's approximately 220 million. I'm going to give you some examples. So here,
015most of our expenses are on people. That's why potential reductions would also be a bit difficult for us. Mr. Pong, could you please give us examples of what is restricted and unrestricted in spending specifically? For example, if our special education program is a restricted program and our facilities are part of the general fund and any of the state or federal funds are restricted. LOP, title one, all of those are restricted. And it should only be used for specific purposes. And the unrestricted ones are what we use to try to manage the other programs. Yes. Our basic general education program , our BAPA program. Thank you. So when we look at these different spending categories, which are salaries and benefits, we divide it into four major categories. Certified staff, salaries, teachers, principals, coordinators, psychologists, counselors, social
016workers, nurses, and district administration. Classified personnel, which includes many instruction assistants, operations staff, supervisors, transportation office staff , janitorial staff, operations staff, gardening staff, and also child nutrition staff and district management staff. And we also have the benefits that are above wages, which are the two pensions that are Thursy Perse, social security, Medicare, also unemployment and also workers' compensation and absences. And the last category we have is health benefits, which we use SIC and Beba, and dental insurance, vision insurance, and life insurance. And when we look at the cost for all employees, it's 2 million, and then for all the employees, which are 100, it's an additional cost of $100, which is $85,300. So, if we want to increase salaries by 1%, the cost would be $3 million. constant cost and if we want to
017increase the cost of benefits by 100, then the constant expense would be $85,000 . And when we look at the materials and resources, our textbooks, consumables, computers, technology equipment, [Music] office and school supplies and also security and also the maintenance of our facilities and materials. For this, when we look at the services category, some examples are service contracts, perhaps software, excursions, and also garbage. And we also have another category, and also our vehicles and our trucks, the heavy equipment, the modernizations and also the camera projects. These are examples of what is also capital, investment capital, and also we have other students that we have to send to other facilities, such as the Davila Day School which is at Allen School, that's when we have to place students outside of this district. Uh, I have a
018question. Before taking a break, I should have asked about it on slide number 23, the unrestricted salaries and benefits, this is for teachers or administration or things like that which are special education, they are paid with those funds and the unrestricted ones are paid by those funds, because I have seen that the certified staff that says salary and benefits and then says uh unrestricted salary. There are restricted and unrestricted funds . They are the special education teachers who are paid from part of the restricted fund and also our maintenance staff, but other things like principals, administration, office staff, all of those are generally unrestricted. And that's what I wanted to make sure of too. Thank you so much. Well, you ask questions. Okay, we have 7 minutes. Jorge. Yes. Okay. Break came back again. to
019revisit one of the questions that were asked regarding special education and the role of the funds. Can you hear me? Sure, to answer one of the questions regarding special education and title one, the contributions and the entire contribution. When we look at our expenses, or rather, our income for the 2324 school year, we have 53% local contributions and 12% from the federal government. and the state was 35%. The appreciation that says this and below IDEA the goal is 40%. They are not fulfilling their part of the grant. It sounds much better now. Okay. When we look at our historical data and can see our income and our expenses, we can see our expenses, not the change in unrestricted funds. Our enrollment and daily care data, as well as external factors, pensions, salary increases, the cost
020of daily living, the consumer price index, premium insurance, hearing assessments, and our special education program. So, when we look at our historical income, here's the blue and purple part that represents federal and state income. So, in 2019, it was before COVID, and then for the next 4 years we were during COVID and coming out of COVID, and then there was an increase in federal and state money, and here we can see the increase in school district 2223, which is where the state gave more funds for recovery, and so yes, federal and state. You can also see here that purple and blue are from the 1920 school year and then 2425 you can see how it has already gone down to normal and they anticipated doing one of the last years ah to receive money for
021recovery from COVID. In our expenses. I would like to highlight the blue bar. These are the benefits for students. You can see that this bar grows over the years, and this is due to the increase in pension and the cost of insurance. So, when we look at our changes in our unrestricted balance and we look at the 1920 school year, we have the funds all at once , but now leaving code ya Amos, when we look more closely at the numbers, which are our expenses and our income, you can see the change where it is in parentheses and in red is where we are expecting a deficit and to the right of that where it represents more than 100%. So we are spending less than we receive, and also in the 2526 school year we
022are spending more than 10% of what we are receiving. When we look at our enrollment figures, when we look at the county versus the district, in recent years the county has been 6% and the district overall we have noticed an increase in enrollment of 4%. that hasn't happened to him. This is in comparison. The left side belongs to the county and there are three per year. Already. And here it is, José. I would like to revisit this at some point, perhaps an increase in district enrollments. Okay, we can get more information and the districts have had an increase and are projected to increase over the next 25 years. How many transitional kindergarten students do we have? Approximately 12,200. So, something to highlight, although our neighboring districts are having a decreasing experience, that's why I'm fat
023on transitional kindergarten programs, teachers who want to enroll their children, but can't because it's too full. Can you talk about that, please? How many do we have? and also what a replacement would be and what protocol we follow to ensure that we serve our students. At the moment there are about applications and we only have 16 available. So, when there is no availability, we cannot accept transfers, we cannot accept transitions from other schools. So, when we're looking at these venues, we want to make sure our staff gets priority. So, Wanyen, for our transitional kindergarten students you mentioned that there is more need than we can supply at the moment. What are we doing? We are offering students a list of spheres. And what about next year? We're going to say that they're going to enter
024Kindergarten, they're going to go to another school, or they're going to return to the school they belong to. And we are offering transportation for kindergarten transition students. We cannot see the legal aspects of transportation and what is being offered. We offer transportation for certain students because that's the policy, but students who live far away are preferred. If the students are on this waiting list, we are planning to do something so that they can attend, so that they can attend the residence school, and there are approximately 300 or so on the waiting list. How does that work? So, it is required that children with special educational needs undergo an evaluation. That was my concern because I know that special education students have to be placed in a certain place and given the resources they need. So
025there is a child who has disabilities. Thank you for sharing the microphone. So, if we look at the numbers here in the district, we can see the children who are attending, we can see that there were during the COVID relief, so how we are recovering. So we go from 92% back to 95%, so there is growth. So this is the attendance ratio and we want to recover the attendance this year. So now we're going to look at some of the external factors that contribute to the district's high costs . When we look at retirement costs for certain employees, we can see that it is 12.6% 6% and that is above the basic salary and a certain amount is contributed more. So, for the classified employees, for the instructional staff, you can see how the rate
026goes up and down. So, this has been a large portion of our increase in income, so we would be in the orange part, but because of pensions, we have those expenses in the blue part. blue. That's where the costs go up, and they are high. When you look at this graph, you see the yellow line; that represents our salaries and the increases in recent years. The green line represents housing and also costs as they increase over the years. The yellow line represents annual salary increases, and the green line represents the cost of living adjustments, also known as the tail. So, that's what it gives us, they give us every year, and the blue line, uh, and this is related to inflation, I mean, like the kind of things, gasoline as a measure of inflation. So
027yes, we have to see how the queue and queue also need to be able to finance the increases and help cover those increases each year. Coo of the media. Uh-huh . Okay. So what does it cost you to say then? The cost of living this year was 7%. So, before it seemed like it was at around 8%. Yes, it was at 8% and the district increased by 3%, but previously it was looking like it was increasing more, but that's with information we had at that time and we based it on that information. In 2425 we see the consumer price, the consumer price index . We want to make sure that our salaries are competitive with others. They were n't before, but now they are. in the green. However, things changed for us. Then the cost
028of living is lower. So the district is paying to level that out. Here we have property insurance, security, and below that is what's called Sam, a type of insurance, and Mrs. Romero will give more information about that and how that has increased significantly from two point something million. Oh, above that we have what you can see as assessments and this is paying for past incidents and you can see in 2024 we had to pay 5 pun something million. You need to be able to explain what happened and why we had that increase. If in 2019, law 218, which is called the law of the paramilitary sexual abuse. So, the law allowed anyone who was 40 years old or within 5 years, that something had happened to them in those years could and said that those
029who had that were Moreo has caused insurance to increase. due to child bullying, and there have been seven cases that the district has today. Verification. These are for cases in the 1970s, 80s, and 90s. None were recent. When we look at the special education program , if we have an increase in the number of special education students enrolling in the district, and we can see here that we have an increase of about 9% in recent years, that equates to a higher level of service for these students, and it's the cost that we continue to monitor to ensure that we are providing that free education for these students. It's the graph you had before that was below 50 million, and I'm seeing that special education is almost at 80 million. I did some quick math and
030I'm not an accountant. So, based on what my colleague just asked , we have to pay the difference of what is not being federally funded. Can you explain what special education means? Yes. Ah. We need to see that whatever we spent on special education last year, we have to spend at least the same amount this year. So, as special education expenses rise, there are ways we can reduce that, such as when we have students who are graduating from sixth grade, or who left their previous district before graduating, or who were placed in non-public schools. Therefore, these can also be called high-cost students when compared to next year. I also wanted to mention that we have n't negotiated the percentage for certain students, so we are required to pay those costs. Do you have any concerns
031or anything? Are you worried? Are you worried or what? Okay, we have another break. Now we're going to look at the projection for several years, and this is from the budget adoption in June, and we have 451 million. In those programs, we often receive the money all at once and then have several years to spend it. So, that's what we're seeing now. That's why this is a little higher than what we'll see on a slide later, because if we committed to buying those devices for staff and students, then when we look at the cost of living in 2526, we're at 2.00 and the next year we go from 3.5 to 3.0, and that's like a 3.00 reduction in millions, and the cost of living is almost 2 million, and we're projecting. So, the cost of
032living, one of the things we do with our union, most of the time we use the cost of living indicator to know what we can afford. In 2022-2023 we anticipated that the cost of living would be higher, and when it arrived and was lower, then the cost of living is very important. So, when it comes to workers' compensation insurance , for workers, then medical costs have been rising rapidly after COVID. So, what was a certain amount is now x plus, like up to 25%. So we continue with employee insurance, but as living expenses and living costs have risen, this insurance has also increased. Compensation. So we have an average of 60.8%. And here we have the projection for several years. And here you can see how it goes down from 2 billion or 24 million
033to 13 million, and you can see how it goes down, but to finance that deficit and also in line with the commitment, we put funds aside for things like employee devices, some security measures, and other expenses that we've been supporting, but now with this deficit, those funds, also books for subjects like math and social studies, in the future we wanted to save them for that. But you can see that overall the reserve is around 5% to below 3%. Here in the graph we note that we can, we have to make a reduction of at least 2.4 million dollars and that is where the board adopted that resolution of at least 5 million dollars. What happened? We are reviewing the budget. So again, this is about expenses, the cost of living, and how they can potentially
034increase. So, what we're going to see next are some budget solutions, but as we see, that's a question to ask. So, what are the strategic objectives that the board would like to protect during these reductions? So, as we're taking these reductions out of rigorous learning in that plan, we're focusing on high-quality instruction, and we believe these proposals really help maintain that rigorous learning and what we're doing for students. So, we're making those plans. Number one is part of the solution. We are not only looking at reductions in gas expenses, but also at what things we can restructure. with the aim of keeping things the same or better. So, we also saw that we're not the only ones who have to make reductions, or that districts all over California have had to reduce their services. So,
035just to buy some notes on what some districts are doing as well. So, before we even go over the reduction, here are some of the revenues; we are part of the Children and Adolescents Health and Behavior Initiative. It's something we started this year and it's going to help us in the squad. And we had training in the first few days with the staff to explain the services and also the software. And we're seeing these numbers, which are conservative, like 500,000 in revenue from this program. And as I mentioned earlier, we are also looking at the independent study within the program to increase daily attendance, which would directly affect us and help us. So, we're seeing 1.5 million with that, and we can also see the sale of renewable energy certificates, and these are based on
036the entire solar system. So we have certain commissions and we can sell that to companies like certain companies so they can publicly promote that they are spending so much on energy and we can sell all the rights to our savings to that to make sure that their requirements are being met. And who's watching all that? Yes, we have all our utility receipts that we monitor, and we would also work with a consultant who would go out to market to sell all of that. representatives. So, there are people who specialize in this, and we can also convert our trucks into electric vehicles, and we can sell that too. It's on commission, and it's something we can monitor, but it's also something that certain companies specialize in, and we can partner with them. We're seeing that would
037be like 100,000 in revenue. So when we look at the expenses, we first look at the district offices, then there are going to be certain positions there where certain responsibilities can be taken away and reductions made. So, the cost would be about 750,000 at the district level. What would some solutions be? What we're talking about today isn't set in stone; it's just studies we've done internally, but also based on studies of solutions that other districts in the county have carried out. So, this isn't something fixed, it's something potential. Ideas and we see the deputy directors. Ah, directors, principal, the deputy directors 360,000 1. So, there is an increase in crime in a certain district that was so alarming that I don't know if you expected it, but it affected a lot and I would like
038us to pay more attention to that, to pay special attention to these areas that had not been like that before. So, when we look at school resources and see this refers to the safety of all schools, then we have a system that we implemented and we also have an after-school response team . We have cameras that we have installed, that's when we see the program, we are seeing it holistically and that's why we are considering this resource and then now we don't have points. The question in this area, of the $190,000 that is being reduced, how many officers? So, it would just be one less officer. Yes. So, instead of 43, it's going to be 42. I can hear it here. Shut me up . Why won't it let me edit this? Instead of 4
039and 5 it's going to be 3 and 5. First they sent it to me on camera and when we see our independent study program it's 100% of the independent study year we see a potential to reduce [Music] the acrobat staff when we see the program. Ah, that means they can study independently for up to 15 days. So that's the potential to reduce the need for a teacher there by having one position with one registration and just one teacher. So, when we look at support staff, this is where we'll be looking at all the positions as vacancies, and if that position can be assigned to some other obligation. So, in order to save us 250,000 that a descalla transportation is going to cost me . We are looking at transportation from home to school, the routes,
040the distances. So, there are many things we can look at to save on transportation, and yes, we do need to provide transportation for special education, but not for general education. So what we 're seeing right now, we're not going to see the miles. When we look at our preschool program, at how the transition from kindergarten progresses, then an evaluation team is needed . We are seeing savings of $800,000 if we reduce the assessment team and the staff that is on the team is a psychologist, general education staff, special education staff, speech therapists. And when we look at our station experiences, sorry, when we look at software, we look at the software we're using, whether it's for instruction, whether it's for student achievement. or if it is some other software for station experiences. We would potentially
041be looking at reducing the number of visits to those stations, or seeing how we can restructure that program as well if we were to reduce a station. Can anyone share with us how they plan to measure their success as teachers, what they are doing, and what they are using? We can see if the software or program is delivering the results we expect, and if we're seeing what we're paying for versus what we're receiving. No. To do that, the first thing is to look at the measurement of use and then we also look at the progress that the program has brought, how much has been achieved, how that progress is being seen, and how the students who are participating in this program are progressing. And then another important factor, we already have something in our adopted
042curricula. We want to make sure that we are making the most of the programs we are buying. So, you're looking at usage based on how much the student is using it, or also what certified staff are sharing with you. It's possible that one, some, some staff members use it in a certain way and others in a different way, and maybe one is getting better results than the other depending on how they are using the program. So, let's see how the data compares. A great example of this is making a decision, and we decided not to continue with that contract this year. What we found is that the students, the teacher, had to focus on different things in the classroom, and they demonstrated that the students could work efficiently without that program. Let's say that for
043the Achieve program we spent $420,000 on Achieve. That's an annual thing. Yes. So, what we have to do, if we're no longer going to use it as a district, at this point, the schools will have the opportunity. I read in recent months, I think it was Clovis, that the district 's demographics were more intense than here when learning English. He explored a very, very deep area, and his success in reading it was incredible. So I'm also wondering if you can look at what other school districts in California are doing, what they're doing, or how they're using what they have so that we can incorporate some of those skills and give them to the teachers or staff and do a question and answer session. And I know some products that are used differently by a school
044because they teach in a certain way, and now that teacher, if you take away the program and she was having success with that resource, and you take away the resource. So, what would I do? And what would you do? programs that are purchased digitally. We always want to improve, we have a lot of room to grow, but with regard to reading, how is it being implemented? That's the school district that stands out in my mind, and I think I even brought the article to read it because they stand out, and like I said, nobody hears words like "a child was stopped in a grade," and in certain parts, they keep happening. students are in grade level and still don't read at that level. Then, the next step was the reduction in school staff. If we
045reduced it by 10%, that would be like 600,000, a reduction of $600,000 to the budget. All of this is seeing what is not restricted. Then they would be funds under the alcap. In that area we would be working in terms of physical education. That's one area of our vape program that we don't receive funding for, and we'll talk a little more about vape in a bit, but for supplemental physical education we would be looking at 1.8 million. So, partnering with a vendor in negotiations, with a contractor who can help us see what we're spending and if they can help us reduce some of our contracts—some of which are for several years and often they don't want to see us as partners—so some vendors lower the amount, but we need an expert to help us negotiate.
046The next article will discuss closing schools or giving them another purpose. Then we would no longer have this school, then we would no longer have the director, the office staff, the utilities. Ah, then those students would go to neighboring schools around them . So, with all that, we would reduce our contribution to these budget solutions. So, that would be $2,000 less for those contribution accounts. We also have one-time use money. So, based on last year, we see the need for school behavior so that instruction can be given. So, we have supported this year. We have counselors, social workers, behavioral supports, ah, additional instruction, additional psychologists, which two two are being funded by this funding once and some of this funding is carried over to the next year, but next year would be the last year
047we can use this funding. So we want to reduce those behavioral problems. Yes, I know we had a speaker and received several emails, especially from Rogers, Rogers Elementary, saying they were comparing another school and the psychologist, and I don't know if this is being taken into account in order to know the numbers before COVID and what we have today. So, before COVID, we estimated the number of psychologists needed on staff. Each campus has its psychologist, and it was founded and financed with that money all at once, and our contract is based on the number of students; all those things are a factor. Now that school has just started, we are looking at everyone's numbers to make sure that formula is applied equally to all schools; yes, the entire student count is being looked at since
048March. Oh, can you tell me how many psychologists and counselors there are at Rogers? Right now at Rogers we have 2.5 counselors, two full-time and one part-time, and two psychologists. And how does that compare? And I know it's a little different because Rogers is a bit specialized, but how does she compare, say, to McMillan? Let's say that in Rogers they have what's called one and a half to prioritize Rogers for what they need. So when we're seeing the psychologists, would this affect them? No, because this is for additional psychologists, that's not it. We were all excited because we had the funding and we knew that once the money was gone we were going to have to be here making these decisions. So, please, to understand the one-time funds, it is exactly that, one-time funds. This
049is going to be a one-time thing, for one year. That money was spent last year, right? I have a question. My question is, what helpers can assist with behavior? There's another position called behavioral technician, and you mentioned that we might have funding for it next year. So, we still have enough money to cover until next year, not the entire amount, the remaining amount has to come from the new funds because it's more than 5 million. So, basically, we're short on that 1.9 million for the first three. The first three are indeed being funded on a one-time basis. The last one here is artisanal and interpretive. Yes, it's one of the biggest programs. So, when we look at the visual and performing arts program, we see drama, music, dance, and when we look at the revenue
050that was approved in November 2022, we receive about 3 million dollars annually, and this is with the budget, and those are numbers based on the schools, on enrollments, and also on economically disadvantaged students. The schools are adapting plans for them because it is one of the requirements that they have to have a plan so that they know how they are going to use the funds. So when we look at the total cost of vapa, it's like 9.88 million and of those funds, 4.2 million are from Proposition 28, 3.3 million are generally unrestricted funds, 1.88 million are from the Title One staff, and the 500,000 cap. So, as we can see, we obviously cannot continue spending at this level because if we continue, we will not have those funds. So what we're seeing right now is
051a potential restructuring and how it will be offered in after-school programs, either before school starts or after school. Everyone already knows how much money they have available for this year. 2526. So , we worked with many of the schools before giving them the deadline and we tracked the expenses. From that November deadline, we still had 7 more months of salary costs. Do we have a school council? Each school has a [Music] budget. So, with that, let's look at the next steps. In December we will present our final completed solutions and also the preliminary reductions, and in March, that's when we have the final reduction notices. the next steps and moving forward. We will be working on giving recommendations to the board, and some of the recommendations will be soon, while others will have to wait
052until February. Are there any other questions? Yes. Sometimes you ask, and the people who are actually there can tell you what's necessary and what is n't, but sometimes there's something we're not seeing, something we're missing. We can ask the leadership and even go to the school because one school is different from another. So I'm wondering if we can also watch it there, and also in our own homes. Yes, I have another one that's about grants, because we hadn't hired anyone for grants. I do n't know what each department has. Let me review them one by one because they are different comments, different questions. First, regarding the comments on subsidies, the decisions are not based solely on fiscal events. Of course not, because we work with children and we want to ensure that the decisions made
053and the people providing them with education are sound. So, 90% of the time is spent at the training facilities talking to people. that is doing the work with specialized groups, specialized teams. So, yes, I have to do it, of course, not because we hear it from someone in particular. I love this program and I think we should continue it. We need to see the whole picture. Yes, but also ask the staff. Maybe they give us ideas, something we haven't even thought of. And I do think that the collective contribution is important. Another point is that regarding grants, we continually receive new grants worth millions of dollars in different areas, but I also know that other departments have their grants. Grants are restrictive, but money is money, so sometimes they are not restricted, and we can
054use them for other things if we need funding or to help with funding. And I know we have our own communications, but I think around March or something like that we hired another agency, I think it was like 3,000 a month. I wonder if that's necessary. I also mentioned it about two months ago, because since you're looking at different contracts, maybe it is something that can be negotiated, and we are looking at other contracts that are being paid because we have the parental involvement component. That was a committee we needed in order to be able to access and sell property. So, I know we talked about that with the leadership, what they're doing. I know that today she had an ambassador program, ambassador parents, and there were many people, it was very fun, and the
055parents participated, the parents were connected and were motivated to return to their schools and share with more parents. I know she's doing a really good job with this. So, again, when we have groups like this group of parent ambassadors, they are great opportunities, I mean, yes, to ask questions about different programs and have them contribute. And in one of the slides we mentioned conversations with the company and basically they looked at what were like 50 contracts and they looked at how they could negotiate those contracts, not only to maximize them, but to reduce the cost. I'm happy and content, but I imagined this would be different, like the communications agency thing. Because we have the experts in-house. I didn't think we'd have to hire outside help. Thank you. Therefore, approving the review of 20 25
05626 based on the changes. Mr. Pon. Thank you. President Ugarte. This is the one we had written. It's for the 23 million dollars. These are all restricted programs, and we will review the income from these programs and the expenses in the future. And I thought it had already decreased, but with that money we just received... These are restricted programs, and what we are seeing today and what we are focusing on is what is not restricted, because they are giving us all this money at once and we spend it over the years. So now my question is, the money we just received, which we weren't expecting, but we're very grateful for because we need it. I'd like to see how a report on how to use the money we just received can relieve some of that
057stress about unrestricted things, would n't you? In these areas. So the money we receive doesn't actually change the deficit, right? Any other questions or comments for the panel? Second, please, secretary, the votes. Me, me, Camacho, me, the motion passes. We have a motion to conclude. Everyone in favor. I. Thank you. It ends at 7:13.