8/7/2025 - English - Chula Vista Elementary School District Special Board Meeting

001I'm calling to order the special meeting of the Chila Vista Elementary School District Board of Education. It is now in order. Welcome everyone. All board members are present except for Vice President Tamayo. We will now approve the agenda. Is there a motion? >> Motion to approve. >> Second. >> Secretary, please call the vote. I >> I I >> motion carries. 41 absent. Oral communications on close session items. Oral communications on posted items. The oral communications portion of this special meeting provides the public with an opportunity to address the board on items included in this special meeting agenda only. Persons wishing to be heard may attend in person and should complete a request to be heard card and submit it to the recording secretary before the start of the meeting. Speakers are requested to limit their

002remarks to three minutes and speak in a respectful and professional manner. The board shall limit the total time for public input on each topic to 20 minutes. With board consent, the president may increase or decrease the time allowed for public comments depending on the number of persons wishing to be heard. The board of trustees cannot legally take action or respond to matters not posted on the public agenda due to government code, but will refer the matter to the superintendent for review and report. There are no speakers. We will now adjourn to close session in accordance with the following government code section 3549.1D and 54957.6 Six, Collective Bargaining Employee Negotiations LLP and and Adam Silva and McNal LLP employee organizations Chiliv Vista Classified employee organization Chiliva Vista Educators non-represented employees and administrators association Chill Vista Government

003Code section 54957B1 public employee discip discipline dismissal release conference with legal counsel Anticipated pending litigation pursuant to government code section 54956.9 subsection D21 case and government code section 54957 public employee appointment employee title director of fiscal services. We now reconvene to open session with all board members present. Please note that Vice President Theo arrived at 4:30. Close session announcements will be made by the clerk. Government code section 54957, public employee appointment title, director of fiscal services. On motion by member Deia Dominguez Advantes, second by member Jessica Tolston, the board approved Bernardet Fino as director of fiscal services by the following vote. The A's were four and absent was trustee Francisco Tamayo. Thank you. The open session of the regular meeting of the Chula Vista Elementary School District Board of Education is now in order. Welcome

004everyone. All members are present. Mr. Romero, if you will lead us in the pledge, please. To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. We will now approve the agenda. Is there a motion? >> Motion to approve. >> Second. >> Recording. Secretary, please call the vote. >> Dominguez. >> I motion carries. 5. >> Oral communications. Oral communications on posted items. The oral communications portion of this special board meeting provides the public with an opportunity to address the board on items included in the special meeting agenda only. Persons wishing to be heard may attend in person and should complete a request to be heard card and submit it to the recording secretary before the

005start of the meeting. Speakers are requested to limit their remarks to three minutes and speak in a respectful and professional manner. The board shall limit the total time for public input on each topic to 20 minutes. With board consent, the president may increase or decrease the time allowed for public comments depending on the number of persons wishing to be heard. The board of trustees cannot legally take action or respond to matters not posted on the public agenda due to government code, but will refer the matter to the superintendent for review. There are no speakers. Item 8A, we have a budget workshop presentation. Dr. Reyes. >> Okay. So, first I want to welcome welcome. Can you hear me? >> Hello. There you go. >> All right. Can you hear me? >> Yes. Yes. >> Um I

006want to welcome everyone to our budget workshop. Our the goal of our workshop is to provide and we'll be going over the the learning object objectives but basically is to provide the board and also the public with an overview and information detailed information on our budget uh where we stand fiscally and uh steps that uh we need to take to remain fiscally solvent. And with that um start with the first one we have for your >> I'll take your mic's working a little bit closer >> it's going to be able to hear >> okay we have for your information a bunch of workshop So um first the learning outcomes uh by the end of this workshop the board will be able to u identify and understand the district's revenue resources. Uh the board will be

007able to recognize the impact of the decisions on maintaining district solveny. The board will be able to understand the district's programs and their corresponding funding sources. and the board will be able to review for new information, develop a road mapap for current and future solveny. So on tonight's agenda, we will um be reviewing what the district and board fal responsibilities are. We'll go over the budget cycle. We'll take a deeper dive into our revenue and expenditures. We'll look at some historical data and how we got to where we are right now. We'll look at our molecular projection and then we will look at some potential budget solutions that the the district administration has been looking at and finally >> President Ogarte uh what will be the protocol for this workshop? Can we jump in ask

008questions at any point? what what's the >> so the protocol for the workshop um we can ask questions um I don't know if the presenters prefer for their sections to wait until you're through your portion of presentation and then questions in each section >> so so we can do the following uh for example we can ask uh happy to to answer questions on a particular slide instead of waiting till then otherwise you forget >> uh either the question or might not be relevant in the next slide. So feel free to we want to make sure that this is a a conversation it's a workshop. So feel free to uh as we go through it if there's uh if there are questions on particular slide please feel free to ask them and on our side what

009we're going to be doing is we're going to be taking turns um for example there might be a question that pertains to specific departments so I may direct the question to that department specifically it's not going to be just it's a punk show it's it's all >> and another question and I appreciate that we're doing this workshop to help me understand how the budget's working, but most importantly because the community needs to have a better understanding as well. So on that note, was this um presentation also posted on the agenda for the public to see? That's great. So public go in pull down the document so you can follow. Thank you Mr. Pong. Thank you. >> Right with that. board responsibility. >> Well, I think it's important to go over over the the responsibilities for

010both the district but also the board's fiscal responsibility. So, we're going to start with the district's fiscal responsibility and it is to maintain a positive certification and meet its fiscal obligations in the current and two subsequent fiscal years. So, in this particular case would be this year and the next two fiscal years. uh for that to occur we need to maintain a minimum reserve of 3% for economic uncertainties and that is per state requirement. Also the goal is to ensure that we have long-term fiscal stability. In addition to that is uh to find ways to increase and maximize uh sources of revenue and at the same time eliminate deficit spending in regards to the board's responsibility. uh your responsibility as a board. >> Sorry. Um I'm I'm looking at the at our agenda online where

011it's posted and I don't see the presentation included. >> Okay. >> Reports. >> Okay. Thank you. So as part of the board's fiscal responsibility is the the first step of course is to adopt a balanced budget. Then you certify fiscal status and ensure solveny implement corrective actions when recommended. So, so um and we'll talk more about this, but uh many times it's a board responsibility to be able to make those tough decisions when fiscal respon fiscal uh uh unbalancing budgets. Another one is uh obviously avoid deficit spending patterns and if there's a deficit spending situation then uh the board is needs to u change it and and avoid that spending that's the spending. The other one is to maintain adequate reserves as we mentioned it's a minimum of 3% and ensure legal compliance with fiscal

012mandates. Thank you, Dr. Reyes. And again, um, one of our main outcomes for tonight is for the board to gain a deep understanding of the of the budget and how we plan to maintain our fiscal solveny. So, with that, we'll start out with the budget cycle. So, it starts out with the state budget cycle. Um, every January by January 10th, the governor has to release their governor uh the governor's proposal. Um, from there the legislative analyst office or the LAO or nonpartisan office, they review the budget and they prepare their own analysis. Then in February and March, the Senate and Assembly have their legislative hearings. And then by May 14th, the governor releases a revised budget with information that they received between January and May. And then finally, the legislature by June 15th. They have

013to work together to propose a unified budget for the governor to sign by June 30th. So the district aligns itself with the budget development calendar of the state and we begin our preliminary budget preparation in January also. So we really focus in January on our projected enrollment and our staffing needs and then in March based on our staffing needs we do have a statutory deadline for reductions in staff. And then in April, we're collaborating with our instructional services on the LCAP and making sure that we have all of our goals and actions budgeted for. And then in uh May, the board um holds a public hearing on the LCAP and the budget. And then in June, the district um board adopts the LCAP and budget. And then the um in August if there's any changes

014from when the um from the mayor revision to the June adoption at the state level we would make some revisions. The district does have some statutory budget and interim deadlines. So um the budget team led by Bernardet Fastino um they're often working in two fiscal years. So in June the team is working on the estimated actuals for the current year and then they're also working on the proposed budget for next year. In August uh we're making any major adjustments from the May revision again to the final adoption and we're working on closing the books for that previous fiscal year. On September 15th is our deadline for unodudited actuals. In October, we're working with our auditors to finalize the audit report for a December reporting. And we also have our first interim report in December with

015our expenditures through October 31st. And that's really one of the first opportunities for us to update the budget for the year. Then in March, we're working on our second interim. and that has um our expenditures through January 31st and that has to be presented by March 15th and then we start the cycle all over again. So at each of interim reports the district does have to certify its financial status. So historically Chista has always had a positive financial status which means that we can meet our financial obligations and the current and subsequent fiscal years. Uh other districts may become qualified. That means that they're only able they may only they may not be able to meet their financial obligations in the current or two subsequent years. And then the last one is negative or those

016districts will not be able to meet their obligations. >> Excuse me. So our positives have been ratings have been for the last three four years. How long? >> Yes. >> Longer than that? No. >> We haven't. >> We we have always been positive. >> Question. >> Can you repeat when we get these certifications? Have you said yet when we >> Oh, at each interim report. >> So March 15th at the >> December 15th. >> Thank you. >> Okay. Now we'll take a deeper dive into our revenue. >> So at our budget adoption back in June, we were at a total revenue of about $400 million. We do have um as I mentioned before there were some changes from the main revision to the final adoption. So we are proposing a 45day budget revision which we'll

017have an agenda item after this to um approve the to review um those items. So the main change was in the state revenue. We have an increase of about $23 million. There were three major programs that had an adjustment from the budget adoption. The first one is the learning recovery block grant. We are receiving an additional $1.3 million and this is where the governor is fulfilling on his promise to backfill um his previous reductions to this program. We also have >> question and that money is coming from the reserves at the state level. Um they are you well it's not specific overall they're pulling from reserves but they don't say which program they're pulling from the reserves to support. >> Uh we there's a new onetime discretionary block grant of 6.6 million and these are

018funds that um we'll talk about later that we're setting aside. Um and then the ELLP program, the expanded learning opportunities program for before and after school program. There was a change to this program where they lowered the threshold for a higher funding rate. So previously if you're unduplicated pupil count, which is your um economically disadvantaged students, most of youth and English learners, if that percentage of the district was at 75% or above, you would receive a higher funding level. Now they lowered that to 55%. And our district is at 60.8%. So we meet that new threshold. So this program um we're receiving a projected $15 million more with the caveat that we have to offer the program to all students now. So previously we had to offer only to the unduplicated students, but now we

019have to open it up for an offering to all students. >> I have a question. So when we open the program to all of our students, is this the first year this happens? >> Correct. This is uh they lowered the threshold. So this is the first year that we qualify. >> Okay. >> Under that question level. >> Um so in this case once we open it to all of our students, does are we going beyond the 14 million or are we staying within the 14 million? >> No, we're we're within the budget. >> Okay. >> So again, these are all restricted programs. So there's specific purposes that they can be used on and it can't really be used to support the unrestricted side which is what we're mainly concerned about today. >> Mark, can you

020uh I'm not sure if it's you're going to cover that but uh if you can explain that when we talk about the 3% reserve, it's still talking about the not the restricted but the unrestricted. >> Correct. Yeah. So when uh one state reserve that's also based off of the unrestricted budget or unrestricted reserve which we'll see on a future slide >> correct >> sorry sorry I forgot to ask the question um just on the again on the ELP is this a one time um funding >> good question so the first two the learning recovery and onetime block grant those are one time but the extended learning opportunities program is It's an ongoing program. >> Okay. So, we are assuming we'll have this money for next year or just >> Yes. >> Okay. Thank you. >>

021Yeah. When we look at our overall revenue, uh 69% comes from the LCFF sources, which we'll um learn more about in a couple slides. uh federal re the LCFF sources that contains our property taxes um the education protection account which is a tax on high income earners um that actually sunsets in 2030 so there's already some um some advocacy going around um to extend that tax on the 1% and then it includes the LCFF revenue in our federal funds about 4% of our revenues are coming from federal federal funds and this is where the federal government gives us money for specific demographics of students. So um economically disadvantaged students, English learners, special ed students, those are um different demographics of students. And then the state um categorical programs is about 14%. This is where the

022state supports initiatives under that the governor supports. So like that expanded learning opportunities program is an example of the state revenue. uh the lottery. Um that's another example. And then the rest 13% comes from local revenue which is from our SAP which is our um special education um um sorry our special education cohort here down south and then donations and interest revenue. To be clear then that we get uh money for our sped programs from both the uh federal uh revenues and the local revenues. >> That's correct. >> Do we know how much of this special uh education support comes from SULPA broken up? Then we've got I got donation SULPA and what else did you say? donations and interest revenue. >> Interest revenue. So, do you know how much is coming from SULPA? >>

023I can uh get that information over one of the >> Okay. >> And uh uh Mr. P, could you uh share if the money that we get for special education, was that cover is that enough to cover all our special education costs? >> No, the the district has to make a contribution from our unrestricted over to the restricted program. So there's a line in the size. It's not only special but there's a line called contributions >> called what? >> Contributions. >> Can you also get us the percentage that of money that we get from the federal that supports us? That way we can see how much of our general fund is paying for special ed. Thank you. Okay. So, when we take a look at the state funding under LCFF for the local control funding

024formula, this fun TP through 12, there's a base grant, a supplemental grant, and a concentration grant. Um, and we'll see more about that in a future slide. Um, with the implementation of local control funding formula, there's also a requirement that the district has to adopt a local control and accountability plan or known as the LCAP. And this is where we detail out all of our goals and action steps um for a lot of our district um initiatives. And then we also show how we're using our supplemental and concentration grant funding in that report. Also on the LCFF there's an unduplicated people count or percentage and again that's for economically disadvantaged students, English learners, foster youth and again our um three-year average is just below 61%. >> Can you explain what that means that it's uh

025above 6% and what happens if it dips below 65? We have that on. >> So we also receive the grade span adjustment add-on since we have a TK through sixth grade negotiate collective bargaining agreement and also we offer transitional kindergarten and there's a requirement to have a ratio of 10 to1 adult to student ratio. >> Excuse me Mr. Paul. Yes. So the 10 to1 ratio but then they move on to kindergarten. What's the ratio there? >> It's our we have a collectively partnering agreement, >> right? So it's more than 10. >> Yes. >> So then that's moving the TK population over to a different ratio requirement that's set by the negotiations. So I just wanted to make that note so later we can talk about it >> negotiations and states. >> Okay. So with the

026LCFF then we have our base per student amount. Then we have our supplemental and concentration adjustments and all of our student demographics adjust to our uh funding target. So, as mentioned previously, um the unduplicated students, it's all based off of um an eligibility determination. So, our economically disadvantaged students, these were um formally um qualified under the free and reduced meal applications, but under LCFF and universal meals, um we're no longer using those forms. So, we send a home income survey to determine eligibility. our English learners. Um we do a home language survey once they come to the district and then based off of that they determine if they have to take the LPAC and determine their English proficiency at that point. And then finally a foster youth student is a student that's part of the

027foster care system. question uh for the English learners. We're not doing it in tin, right? >> Are we waiting till kinder >> first? So just last year um there was an assembly bill and it changed the requirement for TK students to take the LPAC. So >> TK students do not take the LPAC. So they any students who fill any parents who fill out a home language survey that indicates that another language is spoken at home, those students are identified as TBD or to be determined. >> Okay? they remain in that status until kindergarten. So, for example, right now we're um giving the ELPAC test to kindergarteners who have been with us in TK. They were TBD, but they've been in school for a year and right now they're taking the initial ELPAC. And so, but

028in TK, we're still um required to provate provide language support for all of our students, but they are not identified as English learners until kindergarten after they take the initial ELPAC test. for us. So Dr. I mentioned earlier under supplemental the supplemental grant for every student that is above or that unduplicated student they receive 20% of the base um for each of those students and then once we go above the 55% threshold so we're at that 61% that additional 6% uh receive the additional 65% of the base. So if we go below that 55% then we would lose out on that concentration funds and any other funding that's specifically related to those thresholds. So for example, yellow is one of them. Again, our three average is 61%. So I don't envision that. >> For our

029federal funds, these were um some of the federal funds that were previously frozen, but the administration um has released them based on some legal pressures from multiple states. We have um title two which is about 800,000 and this supports um a lot of our professional learning that occurs. We do have some other um similar sources of funding that we're using in partnership with this fund. So our educator effect and our title one our second source of federal funds is title three for English learners um and immigrant students. So that's about 950,000 um and this supports um all of our English learners, our new our new students um coming in uh transitions, they have immigrant aids, things like that. Um if these were to go away, we would have to offset our EL and immigrant funds

030through our unrestricted funds. And then finally, the other one that was being held was Title 4, which we receive about $400,000. And Title 4 goes to supporting our station experiences and our innovation department. Then we also have some other funds that work in collaboration with those funds. So our DOIA grant, which is a federal grant, we do receive quite a few local donations. And then our unrestricted general fund also supports it. question. Mr. Palm and I were going off to expenditures, but in regards to funding, where does Title One funds, where is that? And medical reimbursements, Medicare. >> So, the title one funds would be part of the federal revenue um and 4% of the budget that we receive. And then funds are a mix of unrestricted and uh local locally restricted funds. So part

031of that local revenue is kind of funds. >> What where so where where's that fallen? Where's that money on this general fund revenue? Okay. So, if we look at page 13, it's part of the local revenue that $51 million. It's all part of that. >> Page 13. Okay. 13. So, I'm sorry. Say that again. So 51 million >> and the local revenue. >> Yes. >> That's where we receive those funds. >> That's the medical. >> Yes. >> And the title one is up in revenue. >> The federal revenue. And u Okay. I guess I'll ask here later as soon as one of the questions I want to see is I know that I've been that I'd asked and you provided me some information last year in November and I want to make sure that we

032don't leave any of the money on the table that the the parents and uh children expect to be receiving. So then does that increase then if we've met the medium the mean at 60.8% 8% does that mean that title one money increase to go out to the schools? >> So title one is based off of a separate formula. Um it's based on each school. So it's based off the school's demographic, not the total district. That means the total money that goes to the district is based off of our district wide, but the way we allocate it is based off of school, >> right? And how many of those students meet that criteria, right? So then does that mean then that translates to then more funds going out to being available to each school? Correct. Want

033to follow that money. >> So as we look at our general fund expenditures budget, we were at 450. When we looked at our general fund, about 82.3% of our salary benefits or 373 million is part of our salary and benefits. If we look at just the unrestricted side, we're at 86 and a half% or 223 sorry 228 million. Um we'll look at some other examples of those expenditures and the other categories but we are a service business so we are in the business of educating students. So that means a majority of our expenditures are on people. Um it's different than if we were to be creating a product and there's other like raw goods associated with product making. So, um, as we looked at potential reductions, it would be hard for us just because we're

034a people business and how much we spent on salary and benefits as a percentage of the pie to not stop as as a potential reduction. >> Mr. Paul, could you give us all and the community that might be uh dialed in examples of what is restricted versus unrestricted >> and expenditure specifically? >> Yes. >> Okay. So, um our special education program is an example of our restricted program. Our facilities program that's part of the general fund is considered a restricted program. um any of the state funds or federal funds, those are all restricted programs >> like the title one two title three title four those are all restricted programs so they have to be used on specific purposes >> ask okay >> and the unrestricted is what we use to try and manage some of

035these other programs >> correct so our uh our base uh general education program, some of our BPA program, some of our station experiences, fisher administration. >> Thank you. So when we look at these different expenditure categories, I kind of broke down some example expenditures. So in salary and benefits, we break it out into four four main categories. We have certificated salaries. So this includes teachers, principals, directors, coordinators, psychologists, social workers, our nurses, and district management. Then when we look at our classified employees, which is really a lot of the instructional support and operation side, it's our instructional aids, our new duty supervisors, our office staff, transportation, custodial, child nutrition, and district management. The next category under salary benefits are all of our French benefits. So these are on top of our salaries, the percentage. So

036um we have our two pension systems. So stirs and purs, Medicare, unemployment, uh workers compensation and employee leaves. And then the last category that we have in this is our health benefits. So we have two GPA that we participate. So GP is a joint authority. We pull all of our um benefit risks with other districts. We're part of what's known as CIS and Viva for our health benefits. And then the district also offers dental, vision, and life insurance. When we look at uh the cost of a 1% increase district for all employees, it's just under $3 million. and a cost of a $100 cap increase to the benefits cut for all employees, it would be about $85,000. So, so for clarification purposes, uh that's negotiations. If we are to increase salary just by 1% the

037longer >> the cost will be $3 million. the ongoing cost. If we were to increase the cap the the benefits cap by $100, then the ongoing cost would be $85,000. When we look at the materials and supplies category, some examples of expenditures are are textbooks, all of the consumables um that go into the classroom, computers, other technology equipment, um school and office supplies, all of our safety supplies, and all of our facilities and maintenance supplies that we uh purchase in house to repair our facilities. When we look at the services category, the main examples are all of our service contracts, our softwares are part of the services, field trips, and then our utilities, the electric, fast, water, and trash. And then all of our facility repairs when we contract them. We have a capital outlay

038um category. So this is mainly for projects that are or equipment that's over $5,000 that we depreciate every year. So items like our vehicles and buses, our heavy equipment um for landscaping, modernization projects, and our camera projects are kind of examples of what a capital would be. And then we have other transfers out. So this is when we have uh we have to pay tuition for students that are placed outside of our district because we don't have the program for them here. So one of the major programs that we send our students to is school which is run by the SULPA and that's a school for the deaf and heart of hearing. All right. Well, with that, we have our first break. So, if we don't have any other questions, take >> Are there any

039questions before we take a break? >> I have a question just to um Sorry, I should have asked it on slide 23. Um unrestricted salary and benefits. So anybody is does that the teachers or administrations or anything that are sped or part of facilities or anything are they paid under those funds and the unrestricted are paid under the unrestricted funds as I'm seeing on your pie it says certificated sal wait with salary and benefits and then it says unrestricted salary and benefits. Can you explain that a little more? >> Yes. So m so can you well provide an explanation and maybe give a couple of examples of when we would use a restricted fund talk about maybe ELP funds uh when we when we would use a restricted fund versus an unrestricted >> for salary

040and benefits. So a majority of our certificated staff is under uh you know teachers and so for our general ed program they do fall under that unrestricted. Okay is the special education teachers >> that are paid >> would be part of the restricted part of the salaries. >> Okay. Um and then our uh maintenance staff, so all the HVAC workers, um painters, those are also part of the restricted um >> okay, >> restricted salaries. But other things like principles, >> um district administration, office staff, those are all generally unrestricted >> unless they're um if they're part of the after school program, that's another the expanded learning opportunity. That's another restricted program. Okay, that's what I wanted to make sure. Thank you. >> Any questions? >> Yeah, seven minutes. So 7 minutes >> 50 We're back.

041Historical data. All right. Next, we'll >> just to revisit uh one of the questions that was asked in regard to special education and the percentage of the funds. Can you hear me now? >> Sorry. Just to answer one of the questions in relation to special education and the federal and state contribution and the local contribution. Um when we look at our expenditures or sorry our revenue um for the 23 24 school year we had about 53% coming from local contributions which means our unrestricted general fund. uh 12% was coming from the federal government >> and the state was 35%. >> So um >> appreciate >> and under IDA um the federal government their goal is to fund 40%. So you can see how they're not meeting their their share of the um funding. Okay. When

042we look at our historical data, we'll again look at our revenue and expenditures. We'll take a look at our unrestricted fund balance and how that's changed, our enrollment versus ADA data, and some other external factors that have been um that the district has experienced rising costs in. So, pension rate increases. We'll look at salary increases uh versus the cost of living adjustment versus the consumer price index. We'll look at our insurance premiums and additional assessments for some of um some items that are insurance related. And then our special education program. So when we look at our historical revenue, the important thing to focus on on this slide is the bottom blue and purple bars which represent the federal and state revenue. So um back in 1920 we had um that was kind of precoid and

043then during the next four years we were um in COVID and coming out of COVID with some learning recovery needs. So there was increased federal and state money given and you can see the increase especially in the 22 23 school year. We can see that large portion of the blue which is where um the state gave additional funds for learning recovery coming out of co um and now in 20 I broke down federal. >> Yeah, both federal and state. >> So you can see the purple also grew. Um, so the blue and purple both grew from the 1920 school year. Um, and then in the 2425 school year, we can see the federal back to more of our norm normal. And then um 2425 was um anticipated to be one of the last years for

044uh learning recovery money for >> CO on our expenditures. I wanted to highlight the blue bar, um the more neon blue bar. Um this is our employee benefits. So we can see that bar um growing over the years and that's mainly due to the pension increases and our increased cost for health insurance. So when we look at our change in unrestricted fund balance, we did have a deficit in our 2019 2020 school year precoid. Then we had all of our one-time funds which helped us to offset some of our unrestricted expenditures. Um but now coming out of co we're noticing that we're back into our deficit spending. When we look uh more closely at the numbers here, our revenue and expenditures, you can see in the change column where there's a parenthesis and they're highlighted

045red, those were um where we're expecting a deficit. And then in the column to the right of that, wherever it uh represents over 100%, we're exceeding our revenue in those years. So we're spending more than we received. So in the 2526 school year, we're projected to spend about 10% more than we're actually receiving. When we look at our enrollment, uh we looked at it county versus the district for the past couple years. So the county has been experiencing a slight decline of about 6%. Whereas the district um overall we've noticed a slight incline increase in enrollment by about4%. >> Is this in comparison to the county or comparison to our class? >> This is in comparison well both. So the left side is a county enrollment and then there's three years of enrollment data there

046for the county and then for the district enrollment um it's also a three-year look back to revisit that at some point maybe um but I heard we had a decrease in enrollment disment >> from which here >> just in comparison to the last year of the the last two years. >> Okay. Yeah, we can um bring back more information. >> Thank you. >> Yeah. Um so neighboring neighboring districts are experiencing a decline, but we're one of the few areas in San Diego where um projected population is projected to increase over the the next 25 years with all of our development. So, >> how many did this include the TK that we've >> correct? Right. So, the how many TKs do we have >> right now? Just over 1,200. So, so a couple things that I

047think it's important to highlight is that although our neighboring districts have experienced or are experiences experiencing significant declines, uh we are actually not in that not in that boat and we are receiving many students new students from other areas. So, so, uh, uh, there's interest of, uh, people coming into our districts, which is a good thing. Is that the different grades? >> Different grades. Different grades. >> I'd like to us to keep that as a note, especially when we've had to turn away uh some of the children that TK that parents that are teachers trying to get their children in and they can't because we're they're over capacity. So I swear those schools if we're bringing in from another district they can't see us doing that to any of our staff with their children. >>

048Yeah. So Miss Casey, can you speak to that? Um so what is the criteria to you know how many how many u interests we have but also in regards to placements what is the the protocol that we follow to ensure that we serve our students first. >> Absolutely. So I got to pull my numbers real quick. So, right now, um, there are, when I put this in one year board updates, there's like 1,900 new registrations. Um, and we only have capacity for 1,600. And so, when we have a capacity that that for our resident students that we can't meet, we actually do not see any kind of interd district transfers or zone transfer requests even for our own staff members at this time until we can meet the needs of our resident students first, which

049is our obligation under our code. So when we're looking at that these impacted classrooms, we absolutely um have to take those things in consideration. We like to make sure our staff have priority. Sometimes we just can't only grade level right now that that's happening and besides our site at Wolf Canyon. So what can all grade break levels are? >> So for our TK students, you mentioned that there's more need than we can supply right now. What are we doing? >> So we're offering our resident students weight lists and also place them in other campuses that do have a few openings right now. So they might not have space at their resident school, but they might have to stay somewhere else. >> And what happens for next year? So let's say they're going to go to

050kinder. Are we going to keep them at another school or do they get a chance to go back to the resident school? >> They have access to the res school because our ratio higher. >> Okay. And are we offering transportation for the TK students that we might put in a different school that is not the resident school? >> We are not. We're not. >> Can can uh are you sure regarding the legalities of transportation for TK? Are we required to offer? >> No, we're not required to offer. >> I know we offer it for all our other we offer it only for special education students because that's required under the under the IDA. If you move a student from their home school into a specialized program have we have to give them transportation and then

051we offer for some of our overflow students where they longer distance. >> Yeah, that was referring to that. Yeah, when we when we do that. Um, so for our student, if if they stay in this weight list, would they go to school this year or is it just are we planning to do something in order for these students to be able to come into a school? So, we're taking three yet. So, not until age six, but we are hoping to get them in. So, as people leave and things change, we're calling back students on a regular basis to try to get them into programs on the camp. Yes. >> Okay. And it's about 300 mentioning 308 38 students that are listed right now. >> Okay. And if they have if they need special needs um

052you know how does that work? So we're required to do what we say child finding. So if there's a parent that has a student special needs we would go for an assessment and then if they qualify for special services we have to find them in spots. We're required service. >> Yeah. That was my concern >> because I know that our special needs students have there's there's those blocks in place that they need to be placed somewhere. >> Absolutely. >> And given the the resources they need. >> Yep. >> So we are doing that actively. If you have a special ed student that requires services. Yes. >> So if a parent come and says my TK student is weight listed but he has he has special needs, we we move immediately. We would look at what

053we find. Thank you. Sure. Thank you for sharing the mic. >> So when we look at our district 88 percentage ratio, uh precoid back in the 1920 school year, we were at 97% of our students um attending every day. Um the next year we can see there was some um COVID relief. So they held us harmless from any reductions. So we were at almost 100%. Um then we can see the impact that CO had and that we are recovering from that. So we're going from 92% back up to 95%. And there's still some room for growth. So, the way that we're working on improving this attendance ratio is through the offering of independence short-term independent study. And then we're also um going to be piloting our attendance recovery program this year. So, now we're going

054to look at some of the external factors contributing to the rising costs that the district has experienced. When we look at our pension costs, these are uh the retirement funds for uh both of our classified and certificated employees. Um STRS is the bottom blue line um which is typically for certificated employees. We can see back in the 1617 school year we were at 12.6% and this is um on top of the base salary. So if someone was to earn 100,000 then we would contribute 12,600 towards a pension for that. So that has increased up to 19.1%. Um and that has leveled out um there on the purse side which is typically for classified employees. So like operational staff or the instructional support staff uh back in 1617 you can see that the rate was 13.9%.

055um and that has gone up to um 26.8% in the current year with 27.1 being being the peak of it. So this has been um a large portion of our increase in revenue has gone to fund this difference over the years. So in this chart you can see if the rate were to stay the same from back in six 1617 then we would be at this orange um the orange part but instead we've had to pay this blue part as a rising cost of pensions. So the reason why the pension costs had increased, there was some pension reform and the pensions were very underfunded and so both pension systems and the state had committed to um trying to fully fund those programs. So that's where um the rising costs in those pensions are coming in

056on this graph. Um when you look at the yellow line that represents our salaries and the increases over the past couple years. Um the green line represents the cost of living adjustment. And the cost of living adjustment is what the state gives us um to cover our rising costs year-over-year. And then the blue line is the consumer price index or CPI. And that's um sorry >> and >> can you repeat it again? >> Okay. So the yellow line is our salary increases each year. The green line is the cost of living adjustment which is also known as the COLA. Um and that's what the state gives us to cover the rising cost um each year. And then the consumer price index or CPI is that dark blue line. Um and consumer price index um is

057related to inflation. So it kind of tracks some of the core um commodities like gas, milk, those kind of things. So it's really um an inflationary type measure. So when we look at these um ideally all three would kind of meet um but we do have to look at cola and um that cola is supposed to also help fund some of those increases. So as we look at those rising pension costs year after year is supposed to help cover that. Um when we look at some of our step and column what's known as step and column um the full is supposed to cover that. So, um, ideally the cola needs to be a little bit above the, um, salary increases, >> so that drop to 1%. Am I reading this correctly? It's a drop to

0581%. >> For the cola, yes, this year's cola was 1.07%. >> So, that's the state 1.1% where before it was at looks like 8%. >> Yeah, correct. So it was at 8%. Um the district did offer a 3% increase but previously uh the state was projecting a 3.9% pull up. So a lot of this is kind of dependent on the information that we have at the time and um we plan based off of that information >> and just for to further explain this in regards to why there's such a before uh significant percentage discrepancy between the blue line which is the CPI and uh and salary and so what we try do is we try to make sure that we match it by providing a salary increase to make sure that we meet the CPI.

059And so right now, if you look at the yellow line and the blue line, they are pretty much at the same place, which means that our salaries not only are compatible uh to others and competitive, but also that they're matching the CPI uh whereas before they weren't. Now the the green line uh we were expected because that's what we were told that the green line was going to be a little bit above where the two lines intersect which would have been a good thing. However, they changed it enough and he actually beca became uh significantly lower. So that's why there's a that a deficit. So basically since the cola is lower the district is paying the difference. Yes. So here we have um our insurance premiums for our property and liabilities. So, insurance for all

060of our um facilities, cyber security insurance, um liability insurance. Um under that is what's known as SAM or sexual abuse and molestation insurance. So, that's been um a rising cost, which Mr. Romero will give more information on, but we can see here that um the cost in our premiums have gone up significantly from about 3.2 million up to over 3.8 million in the current year. Um this is to fund future cases against sexual abuse and molestation cases. And then we have on top of that at the bottom of the slide you can see these what's known as um assessment invoices. So these are paying for previous cases um or cases that are going on now but for previous um incidents. So you can see back in 2024 we had to pay 1.5 million. >> Mr.

061Roberto, do you mind explaining why we have to take that into account and what happened that made us have that increase in regards to the >> Dr. Yes. Uh so in 2019, Assembly Bill 218 uh which was subtitled the California Child's Victim Act uh was enlisted which changed the statute of limitations for sexual abuse cases uh that took place with public entities. So the law allowed it to be uh anyone who is up to age 40 or within 5 years of uh psychological uh injury where their psychologist brought out incidents that happened in their previous in their earlier life whichever is later. So it removed the previous statute of limitations for people to file claims with u with uh public entities. The tort process specifically said that public institutions such as school districts and counties

062had the biggest liability. The assembly bill 20452 which is the justice ser for survivors act which was effective January 1st 24. It removes all statute of limitations for any case 2020 January 1st 2024 and ongoing. So there is no longer going to be for public schools or any public entity the ability to claim statute of limitations on sele sexual molestation cases. So, this has caused our insurance premiums to rise um uh for these cases. And our our next closed session, I'll be detailing seven cases that the district currently has ongoing. >> Just for clarification, these are ones that have many, many >> clarification. These are for cases. These are for cases back in the 1970s, 1980s, and 1990s. So, none of us were ritualist at that time. >> Yeah. >> Okay. When we look at

063our special education program, uh we do have an increase in the number of special ed students that have been um enrolling in the district. Um we can see here we're have an increase of about 9% over those years um which equates to higher service levels um for these students um and this is a cost that we're continually looking at um to make sure that we're offering a free and appropriate education for those students. >> Mr. and looking at what we and I was comparing graphs from the graphs you had from before the bar graph of the federal funding that was about under 50 million and I'm looking that the special ed costs are creeping up to over 80 million and I know that the federal funding goes to title three goes to title two goes

064to title 4. I did some quick math and I'm not a mathematician or an accountant, but could we in an update get the percentage of special education that is funded through those funds the through the federal funds because just like with what um my colleague just asked, we have to make up the difference of what's not being federally funded. >> Thank you. Another question that I follow for sharing. Uh can you explain what the maintenance of effort is for special education? >> Sure. So um there is what's known as maintenance of effort and we have to go through this at each of our closing um of financials and the maintenance of effort means that whatever we spent on special education in the prior year we have to at least spend the same in the current

065year and moving forward. So um as our special education expenses rise then um we're creating a new maintenance of effort requirement for ourselves. Um there are ways that we can reduce that um when we compare year-over-year. So for example when we have high-cost students that are leaving um out of sixth grade or uh they might have left the district earlier such as like residential placements or um non-public school placements. um those are considered high-cost students or um if they have a one-on-one aid um those could be considered high cost students also. So we can lower the maintenance factor um if we write those off if they're leaving sixth grade um comparing it to the next year. Anything else you want to add? I I >> think this is fine. >> I I also want to

066just call to your attention that the cost of doing business with special education is also going up. So our rates so when you see our contracts come through from nonpublic agencies and support services for our students those rates are negotiated with the county office of education in North Sappa. So whatever rates they negotiate we have to honor those rates have gone up significantly this year. So for example, we have a negotiated rate for independent educational evaluations which used to often come through. Last year the cost of a cycle education evaluation is 42 4250 on average. Now it went up to over $5,000. And so we're required to pay those those costs when you're awarding an education evaluation. So just being cognizant that we're seeing a rise in cost. We're also seeing a rise in business

067for those types of services. All right. Here we have scheduled in another break if feel like you need to take another break. >> Yes. Anybody? >> Good. >> Okay, then we'll continue. >> You guys, >> we're good. So now we'll look at our multi-year projection and again this was from our budget adoption back in June. Uh we had a total expendit revenue of 400 million total expenditures of 451 million and that um gives us a decrease to the fund balance of just under 51 million. Again, when we look at this decrease, we really want to look at the unrestricted versus the restricted because with the restricted programs, um we expected this decrease in the fund balance because uh those those programs oftent times we receive the money up front and then we have multiple years

068to spend it. So that's why there's a deficit there. But then it's the unrestricted side where um that's what we're looking at today, a decrease of 24 million. This one is a little bit higher which we'll see on a future slide than uh future years because we did commit to um purchasing those uh device refreshments for the staff and student devices. So when we look at some of our assumptions in the multi-year projection, um we do look at that cost of living or FOLA adjustment um in the 2526 school year. This was where we also had a decrease if you remember from um the January proposal um to the May revision. So previously we were at 2.9% and we went down to 2.3%. So about a6% reduction. And the next year um we're going from

0693.5 down to 3.0. And that's about a $1.3 million reduction in our revenue. And then in we're going down by 0.2 in the cola from what was originally projected which equates to almost a $2 million decrease. Um we have our average daily attendance here projected. And then um we have our workers compensation which we're projecting to go from 1 and a.5% up to 2%. So um a couple things related to this. So the cost of living adjustments, one of the things when we enter into good faith bargaining with our unions, uh a lot of times actually most of the time we use the cola as the indicator of what we can afford in the future. Uh so uh in 23 24 school year we made a fair uh raise for our unions anticipating that the

070cola was going to be a little bit higher. When the cola comes in lower then we're that's a multi-year deficit that we're going to be planning on. So the colar is really important when it comes to workers comp increases. uh it's not the increase in claims although we are seeing a small increase in claims the percentage of increase is because of the medical cost increases. So medical costs have been rapidly growing over the past postcoid years. So what was normally an x amount of cost is now an x plus you know 25%. So, we fund, we're self-funded for our workers comp, but as the cost of of medical expenses have gone up rapidly, so has the cost of our workers compensation. So again, when we look at that unduplicated pupil percentage, we have our average

071of 60.8% 8% and we expect our supplemental and concentration grant funding to be around 36 million. So here we have our multi-year projection and on that first line you can see that decrease from 24 million down to the 15 million because again we're um removing that expense for those computers. So that's why there's a decrease um in the deficit. But then we can see it slowly creeping back up the next year. Um to fund that deficit, we're having to pull from the unrestricted ending fund balance and our commitment line. So if you remember that commitment line, we had set aside funds for um for example those those devices, our vehicles and equipment, um some safety and security measures, and some of our other onetime expenditures that we we've been supporting. Um but really now with

072this deficit um those commitment funds are going to fund the deficit and not what um we would need. Sorry, also um textbooks. So we're looking at a mathematics um and uh social studies adoption in the future also that we were setting aside funds for. So you can see that our um overall restricted um reserve is going from 5% in the current year down to below 3%. Here in the graph, we noted that we have to make at least a $2.4 million reduction in order to just meet the 3% in the third year. And that's where the board adopted that resolution back in June that um they would commit to at least $5 million. Um because if we continue the way that we are um the 2829 school year, which is the next bullet point out

073there, um we would just be even further into the deficit. So >> if you want to become for the following year, we need to need to make reductions, >> correct? >> First. Yeah. >> Yes. As soon as possible. So we've been um reviewing the budget and um you know we have some ideas here and there's been some other things that we've been doing um in the current year. So again also this is based on the current cola which um from this past experience we know can decline or can also increase potentially. So what we'll look at next are some of our potential budget solutions. But as we look at those um kind of a question to think about in the back of your mind would be to think about what are the key priorities and

074strategic objectives that the board would need to would like to protect during these reductions. Um so as we came up with these reductions um at the forefront was our rigorous learning for all plan and um in that plan we're really focusing on high high quality instructional practices and we believe that these um proposal proposed reductions um really um help maintain that rigorous learning for all plan and the work that we're doing to increase student achievement. So we tried to make production proposals that were as far away from the classroom as possible. >> So a couple of notes on that is one is that uh as part of the fiscal solution we're not we're not only looking at the reductions in expenditures but also potential additional sources of revenue. So how can we increase the revenue

075and at the same time what are some of the things that we can restructure slash reduce with the objective to keep things away from the classroom as possible as much as possible. >> So we also looked at um we're not the only one having to make reductions so all districts throughout California are having to make reductions. So, we also um kind of compared some notes to some other districts and what they're doing also. So, before we even want to look at um budget reductions, we want to look at maximizing our revenues. So, these are some uh potential revenue sources that we're looking at. So, uh we are part of the children and youth behavioral health initiative or CBHI. um that's a source of revenue that we are starting to look at for this year. We

076um have a software through Healthy Campus that is going to help us make some claims and we had a training at um the first couple of days of startup with our staff on how to record the services that are reimburseable in that um in that software. So, we're looking at um and these numbers are conservative. We're looking at potentially about 500,000 in revenue from that program. As I mentioned earlier, we're also looking at our short-term independent study and attendance recovery program to be able to increase our average daily attendance, which would directly affect our LCFF. Um, so on a conservative level, we're looking at about 1.5 million from that. also um were able to look at selling our renewable energy certificates and our low carbon fuel standard credits. So these are um they call them

077wrecks. Um that's based on all the solar that we've input. um we're offsetting a certain amount of um uh emissions and we're able to sell that to companies like uh you know like Pepsi or Coke or things like that where they specifically advertise um publicly that they're saving like this much in energy. So we're able to sell our rights uh of our savings to them um to ensure that they're they're meeting their requirements. How is that monitored? Who's watching that? >> So, um we do have all of our utility bills um that we monitor. Um and then we would work with a consultant that would go out to the market to sell those racks. There's people that specialize in this. Um and then the lowcarbon fuel standards as we've been converting our buses and fleets

078to um electric vehicles. We can also sell that car um those emission offsets um and that's also something that we would need to track. But there's also companies that specialize in this also that we would partner with and we're projecting that to be at about 100,000. When we look at our um expenditures, uh first we look at our district office and we'll be uh reviewing current positions there and seeing where we can potentially have where there's overlap in responsibilities. Um potentially making reductions there, but we're projecting about 750,000 in reductions at the district office level. Just uh for a point of clarification regarding potential budget solutions, what we're going to be presenting today, it is not set in stone. These are potential budget solutions. And like Miss Bon said, these are based on the study

079and analysis that we have made internally, but also based on the studies that uh or the the solutions or the that other districts in in the in the county are proposing within their their own districts. Uh so again, this uh are not set in stone. These are potential >> ideas. When we look at our assistant principles, uh, we're looking more at a potential of a shared model between school sites. So, we're looking at a potential reduction of about 370,000. Um, next we have our school resource officer. I was at the city council meeting on Tuesday and Chief Kennedy made a presentation and it's an increase in crime in uh a particular district that uh was so alarming that they just I don't know if they didn't expect it but they just saw this huge impact.

080So, I'd like us to take a closer look at that because they're going to have to pay a special attention to some of these areas that have not been that high before. >> So, when we look at the school resource officer, what we've been looking at is our overall security program as a whole and what we've done um since implementing the security uh school resource officer. So we have um our raptor system. We've implemented EIX. We have our um Acert which is our um after school emergency response team. We have our cameras that we've installed. So um when we look at our program, we're looking at it holistically and that's kind of why we're considering um the reduction of a school resource officer. And when we look at the SRL program also is taking it

081back to the precoid uh number uh the reason why we were able to increase by one officer. This is going down by one officer uh were able to go increase it by one officer was because we had money and we had one kind of funding and we were able to keep that for three years. Now that we don't have a fun anymore, that's why this came back. >> So my question in this area is the $190,000 that's reducing how many officers? >> One. >> So we would just be one officer left. >> Yes. >> So instead of the 40 >> three, we'll have 42. So instead of a >> Yeah. So Jacob, why don't we keep that one off? >> Wow. >> Thank you. >> It's your color. >> All right. So instead of a

082four and a half, it would be three and a half. When we look at our full-time independent study program, um this is where we have um this is 100% of the year on an independent study program. We're looking at the potential of reducing that by one staff, I think, because that one went off. Oh, no, they can't hear me. But it's cuz we turned that off, right? >> Okay. Can you hear me now? Okay. So when we look at our full-time independent study program, this is where um students are on independent study for the entire year versus a short-term program. They can do up to 15 days on independent study. Um we're looking at the potential to reduce um by one position based on the enrollment. Um we only have a need for um one

083teacher there. When we look at support staff again as um >> if you can keep moving my closer to you. Yeah. >> Is that better? Okay. Thank you. When we look at support staff, uh this is where we'll be looking at all positions as um the positions are vacated, whether or not um that position there's any overlap with another position that we can um assign to that other role or if it's truly a needed position. Um so just thinking about that before we backfill those positions. So we project about being able to save 250,000 with that. So we're going to we're going to be looking at the decisions through a natural attrition as they become like a natural as they become vacant. Then we'll be doing an analysis of each one with transportation. Um we're

084looking at the home to school transportation program. So we're um reviewing the routes and the usage of the routes um and the distance of the routes. So, there's a lot of things that we can um look at to potentially have some savings in our transportation. Um we do we are required to provide special education transportation, but we're not required to provide general at home to school transportation. So, that's why it's kind of a range um between between the two numbers. Uh however in regards to transportation land I want to share that what we're looking at right now is restructuring not necessarily but restriction but again we'll be looking at pipelines etc. When we look at our preschool program, um we have as we've as the date for transitional kindergarten has been moved forward, we've been

085having um less preschool students. So there's um less of a support need for the assessment team. So, we would be looking at a potential savings of about $800,000 if we were to um reduce by an assessment team. So, the staff that are on an assessment team are a psychologist, a preschool genet staff, um a special ed staff, um instructional aids, and occupational therapists and speech pathologists. So, that's what a a team would look like. Uh when we look at our station experiences, uh we would look oh sorry uh when we look at softwares um we're looking at the overall effectiveness of those softwares. So are the softwares that we're utilizing um contributing if it's an instructional software is it contributing to um achieve student achievement or um you know are we not seeing results from

086it? Um or we if it's some other softwares we're looking at all of them. Um our station experiences we would be looking at the potential of possibly maybe reducing the number of um visits to those uh to those stations or um kind of looking how we can restructure that program. Also, if we were to reduce one of the stations, what might that look like? >> Could someone share with us how we intend to measure the effectiveness of softwares? Are you going to look at classrooms or teachers that are successful? What they're using? What are you doing? So I'm going to ask Morales to talk about what we're doing and what we we have been doing last year and this year to be able to evaluate whether or not a particular software or program is is

087yielding the results that we are expecting and uh you know whether we have the the right ROI the return on investment based on what we're paying and what we're getting. Okay. Um, so what our team is in the process of already doing is going through this process of assessing the results of the different software programs that we're using. So to do that, what we first do is we look at the metric of usage. how much usage is actually occurring in our classrooms with that product. And then we also look at the progress the program for example like achieve if it gives us progress data how is that progress being um measured or transferred over to our final task scor. So are we seeing that students who are participating in that program is yielding progress and

088you know higher scores on the test. Um and then another critical factor is do we already have something in our adopted curriculums and programs that serves the state? Because over time programs can be added for different reasons to support needs and you have to take stock of those. We just did a very extensive adoption of benchmark that has a lot of components and so our team is critically looking at each of those programs to make sure that we're maximizing the usage of the money that we're spending. So those are the factors >> is that based on I think so you're looking at usage so you're measuring the usage based on the data you're looking at how much the child use how much the student uses or are you including also in that measurement uh what

089the certificated staff are sharing with you because there could be a certificated staff that uses it in one way and another one uses it in an entirely different way but gets a better result than maybe somebody else who is also using it but using it in a different manner. I think that's going to complicate how clean that data comes out. Well, actually we have a great opportunity to look at what we find on a district level versus what the school decides for a teacher or a grade level team in terms of supplementary resources. So a great example of this outside of necessarily reading and writing is we made the recent decision after doing an analysis of the pride week program that we spent money on and um we had to make the difficult decision to

090not continue with that contract this year and that was the strength assessment that our students did the four stations and what we found is that students were not maximizing a large component of that program because the teachers needed to focus on different things in their classroom. And then when our innovation team met with the station teachers, they agreed that they could run the stations effectively without using that resource. And that freed up some title one money for us. So all decision, but in that case it was with a supplementary program like achieve. Let's say if uh we do make the decision that we made our final analysis to end our contract with the chief at the district level, we spend $420,000 on the chief the district. And so what we need to do >> is

091that is that an annual cost? >> Yeah. And so what we need to do is we need to identify if if we are no longer going to continue as a district which we are committed to at this point in time the sites would have an opportunity with some of their site funding to continue that if needed and if it is a viable resource for that teacher. I've uh read uh just in the last couple of months for instance, I believe it was Clovis uh that uh elementary school district out there uh their uh demographics were incredibly even more intensified than what we have here. the uh learning English learning English period uh uh deep agricultural area a lot of migrant moving there so even more emphasized than what we have here and their success in

092uh reading academics was incredible so I'm also wondering if we can't also look at what some of these other school districts uh they're not even nearby you know what they but they're still in California what they used or how they used what they have so that we can transfer some of that skill set over or at least share it so the you know the teachers union teachers and certificate it so they get to participate and do a little Q&A and um I just because I know of some products that are used differently it's the same product but used differently by one uh school or one even in that same school different way of teaching that uh you'd hate to lose it. And then now you have that teacher who was excelling not being taken away

093a resource that they were able to really maximize and be successful on. And so we'll we'll look critically at it and uh decisions that we make for our programs that are purchased at the district level are always run through our consultation process with our youth groupers >> and and with our we always want to do better. There's always we have tons of room for growth. But uh as far as uh reading and how uh how it's being implemented and like that's the school district that stands out in my mind right now. And I think I even brought the article uh so that we can take a look at that they were a standout there because um like I've said before nobody hears the word a child was held behind the grade. So what we're doing

094is just moving them on, promoting them to the next grade and they have not achieved the standard for the previous grade or even the previous before that and it's just having a uh terrible snowball effect and then we're sending them off to middle school nowhere near being able to just one child is one to win. Thank you. Okay. Um the next one that we looked at was um the potential reduction to school site allocations. So if we were to reduce school site allocations by um about 10% then that would result in about a $600,000 uh reduction to the budget. >> Is that title one money or what kind of >> So it wouldn't be title one money. it would be from the unrestricted. Again, all of these are looking at the unrestricted side of the

095budget. So, we allocate um site control funds or site discretionary funds and then funds under the ALC gap. So, um that would be the area that we would be looking at. In terms of physical education, we that's one area of our VAPA program that we don't receive direct funding for, which we'll see a little bit more on VAPA a little bit later. But if we were to reduce the physical education um supplemental LP, then we would be looking at about 1.8 million. And then finally, we are um looking towards uh partnering with a vendor that would help us. Um they specialize in contract negotiations. So um we would want to work with them to look at like our top 50 contracts that we're spending on and um potentially see if they can help us reduce

096like some of our contracts are multiple years. So um and a lot of businesses they don't want to lose Chilabista School District as their partner. their educational partner. Us being the largest GK through six district in the state, our reputation goes very far. So, um some vendors will lower their rates. Um but we just need that expert to help us negotiate for us. The next item is um looking at potentially the closure or repurposing of a school site or school sites. Um this would mean that we would um no longer have the overhead um for one of these schools. So, um the overhead would be the principal, custodial staff, um office staff, um and the utilities that go along with it. Um if we were to close or repurpose the school, then those students would

097go to neighboring schools around them. And then with all of this, um we would reduce our restricted maintenance contribution. So, based on all these um proposed budget solutions, uh we would contribute about $200,000 less to our restricted maintenance account. So, we do also have um some onetime monies that we've been utilizing to fund um some of our behavior supports. Based on our input tour last year, we heard very heavily that um the schools uh need behavior supports um in order for the core instruction to happen. And so we've been supporting that this year with our um the learning recovery emergency block grant. Um, so we have counselors and social workers, uh, behavior supports and additional instructional aids, um, and additional psychologists that are all, um, being funded through these one-time funds. So, uh, we do

098have some funds that will carry over into next year, but, uh, next year is the last year that we're able to use these funds. So we'll uh we'll be measuring the effectiveness of of these positions in lowering those behavior problems um this year. >> Mr. Punk on um the psychologist. Is there a I know we had a speaker and we've received multiple emails uh from specifically from Rogers Elementary and calling out the uh the formula being used and they're comparing another school and the psychologist and I don't know if there's a formula. I'm wondering if that's being taken into account when we're considering these monies. >> Excuse me, sir. Would you uh talk about uh because I think it's important for the board that I know that several of them were not here pre-COVID. Uh

099so for the board to know um the pre-COVID numbers and how we were managing all the schools in regards to the counselor, social workers and psychologists and the pre-COVID now that we have them and how and why we we increase it based on what funding. >> So we would be precoid we would we would estimate the amount of psychologist time based on the number of special education students on that campus and then the total population of that school site. Um when COVID happened, we got these onetime funds. And so when we were looking at mental health supports, we determined that each site have a fiveday school psychologist. Um and so they were funded with that onetime funding. And when that when the projections happened or these onetime funding started running out, we worked with CVE

100and with CVE in our contract, we have formula that's set up that's been bargained for us to have a particular allocation for school site based on the number of students in full attendance, the number of special education students, the number of SEC classrooms on campus. All of those things are a factor when we um supply the the site allocations for school advice. So are we now that school just started are we reooking at everyone's numbers to make sure that that formula is applied equitably across the schools? >> Yes. So every school site we looked at individually before and we look at it in March so that it's the full number of students that are on campuses towards the end of our school year. So we look at it from March to the following year to

101start the new school year. So the allocation is actually higher for the new school year. Can can you tell me how many psychologists and how many counselors are advising right now? >> So at Rogers we have two and a half psychologist. So two full-time and half time psychologist and then we have a half times social worker. How many more? >> About 200 26 general. >> How does that compare to And I know it's a little bit different because Roger is a very specialized school say but compared to another >> so say Volcan has programs in a higher number of study students than Rogers in their classrooms and they have one and one and a half school psychologist. So we actually have prioritized Rogers because of the the unique system of the school. >> Now when

102we're looking at one time funded positions since we're looking at the additional psychologist would Rogers be impacted by this. >> No because this this is site additional site allocations. This is not these are extra psychologists that we have that are employed to different sites as needed. These are not the base allocations for HSA. >> So, this is what was happening in 2020 when we were here and we were all excited because we had the onetime funds and we were getting to use this and then we knew once that money was gone, we were going to be here having to make these decisions. >> Yes. Not these are extra support staff that we're using at sites that are in need, not the base allocations for sites. Right. So I think it's very important for for the

103board to understand that the one time funded position is exactly that one time funded. Uh we have made it um gone above and beyond to try to do it an additional year or years with one time funding instead of being just one time and one year. We've actually had additional counselors as an example for colleges and others for several years. Uh but because they're onetime funding and they're not ongoing, we we literally that that money was uh spent last year. Correct. >> So I have a question. I don't want to turn it on. >> My ears still hurt. Um, so my question here is the behavior support and instructional aids with the $6.9 million, is that the position we voted to create like the behavior support um staff that we just implemented? >> It's it's

104those and we also have the position called um behavior registered behavior technician. >> So um it's some of those staff also. >> Okay. And you mentioned that we might have some funding for it next year. So we have money to cover it for the following year. >> Not the whole amount. So the carryover the carryover amount um we're estimating to be with that new funding because we're going to get the 1.3 backfill. Um just over 5 million. >> Over five. So basically specifically on that one we're short 1.9 million. No, for all >> for the first three. >> Okay. >> Those first three are being funded through those onetime funds. >> Okay. So >> about 10 mil the total. >> Okay. I see. >> So we have close to $12 million and we only have

105around 4. >> Okay. The last one on here is our visual and performing arts or VAPA program. Uh so uh this is where we're funding this year about 4.2 million out of one-time funds also. Um and we'll have more information on that on these next slides. But this is an area that we're looking at as one of the biggest um programs outside of our general ed and special ed programs. >> Mr. Where do school site plans fall in the bigger scheme of things? >> We'll see some of that on a future slide. >> So when we look at our visual and performing arts program, um we do have various disciplines. We have visual arts, digital media, music, drama, and dance. Um and these are um school site decisions which programs they have at their school

106site. When we look at specific revenue sources, we have Proposition 28, which was approved back in November 2022, and we receive about $3 million annually. Um, and this is based off of uh 1% of the state's uh K through2 budget. Um, and these are school sitebased numbers. Um, it's based off of their enrollment and the percentage of the economically disadvantaged students. So um the higher number of economically disadvantaged and the higher peral allocation um that school would receive. Um the school sites um at the end of last year and the beginning of this year are adopting plans because that's one of the requirements that there has to be a school site plan on how they plan on using the funds. So when we look at the total cost of BAPA, we're looking at about $9.8

107million. The breakdown of that is about 4.2 million from those onetime funds, 3.3 million from Proposition 28. On the unrestricted side, um there's about 1.8 million. And um the school site funds um trustee Dominguez Cervantes, this was the part where um I think you're asking about the schools fund about 500,000 through their title one and LCAP funds. So as we look towards FAPA, obviously we can't continue um spending at this rate because those one-time funds, if we do continue, are going to have to be backfilled by the unrestricted general fund and we we don't have those funds in the unrestricted. So, um, what we're looking at right now is, uh, potential restructure of how the delivery method to VAPA and, um, the potential of ELOP picking up some of that, um, also in the after

108school program. Um, being able to offer more BAPA enrichment opportunities uh, either before or after school. Also, >> the principles or school side councils already know how much money they have for this school year. >> For this year, yes. >> 242, excuse me, 2526 school year. >> Yes. >> Already have their numbers. >> Well, we're waiting to close the books. Um, so at the end of August, we'll have our carryover for the school sites and some of that gets considered by the school site council. >> So, so they have the numbers >> preliminary. Once we close the books, they might get some additional carryover >> because of what was carried over. >> We close the books then there's extra money left over. Yeah. But they they already have the budgets, >> right? Because last report

109that I that I saw in November showed that they had leftover money from even two previous years. And I I think I heard you ladies correctly that you would be providing training as uh I don't know what kind of training that might look like for them. uh what they can use it on and what the time frames might be so that they don't uh risk losing it at the same time approve things not this mad rush to get things >> right. So we did work with a lot of the schools um before our ordering deadline to you know um follow through with some of the expenditures that were in their site plans and then a lot of the either staffing costs or substitute costs were added since that November timeline. So we had another seven

110months of salary costs that were on top of that. >> Will we get a report as to how much each of the schools got or do we just do we have a school site council reports? I don't think I've seen one that we get. >> Well, each each school has a budget in their um site plan. That's what the school site council approves. So with that then we will look at next steps. Um we have in December um we'll be presenting our first interim and our finalized budget solutions. Uh in February we do have to issue preliminary layoff not uh preliminary reduction notices. Um and then in March uh that's when we have our final production notices. So to to uh sort of bring this uh back to the next steps we move forward uh

111we're going to be doing this cabinet and departments and along with school sites >> again >> we're we're going to be working on making recommendations to the board and then we'll make the recommendation uh and as we make the recommendation conditions that we're bringing forward for your your approval. Now, just so you know, some of the recommendations will be soon, others will have to come uh through February. Questions? >> Do we have any other questions? >> Yes. Input from um No, it's the boots on the ground that knows what's needed and not needed. I've worked through my agency and the eligibility worker to management and sometimes you wonder if the um administration with the boots on the ground could really tell you like what's needed and what they see as u unnecessary. It may still

112be mandated, but you know, you want to consider that input. It could be something we're overlooking. Uh I I don't know. Are we doing that? We're asking the groups on the ground, you know, the the unions, their leadership and and even just the school sites because it could differ from one school to another what they see as necessary or unnecessary. I'm just wondering if we look there also. and then looking inside our own house and seeing what's uh something that can be absorbed by uh another individual or a part of a job description. I do have another one grants uh maybe about a year ago or so. Uh I thought we hired a a grant writer. So how I I asked for a report a few months ago and I haven't seen yet. Uh how

113much I know I was told that each department has their own grant writing kind of thing. So then why did we hire a grant writer? >> Is that still? >> No. So we did not hire a grant writer. Uh so let me go one by one. So you had different comments, different questions. So first of all, let me go back to the comment that you made regarding boots on the grounds. Uh absolutely correct. uh when we make decisions the decision the decisions are not based only on a from a physical uh lens absolutely not because we work with children and we work with education and so we want to make sure that the decisions that are made are not not only physically sound but educationally sound and the people providing the education are teachers classified

114everyone that's in the classroom and at sites. So uh having the input from uh teachers crossed by uh principles absolutely important and you know I know that Jessica's team they do an amazing team working not just with principles but also with teachers are being in the classroom and and um uh getting continuously getting input. I mean basically all all her senior directors are 90% of the time are is in at school sites talking to to the people that are doing the work. Uh in addition to that I know Miss Casey is continuously working with special ed groups special ed teams and that by the way also includes parents. Uh and so but I do have to make it clear that not because we hear from someone in particular, you know, I love this program and

115I think we should continue it. >> Are are we possibly going to continue it? We we got to look at the whole picture of the whole district, >> right? Which is why I'm asking ask the staff also. They may give us ideas of something we didn't think about >> and and the input the collective input I think is what you're talking about the collective input we value it and absolutely >> evaluate and see if it's something that's feasible or just absolutely not >> the the other part is that in regards to grants we're continuously uh getting new grants I know Mr. Romero has gotten many grants for millions of dollars on different departments in different areas, but I also know that other departments uh their grants now grants usually grants they're very specific and they're

116restricted, but money is money. So, so it wouldn't count towards the unrestricted, but we can use it to help fund other things that we may be funding with unrestricted money. Uh go ahead. Thank you. And I have I know we have our own communications director and uh I think it was March or so we hired uh another um agency to support another firm to support us up. I think it was 3,000 a month or something like that. >> I'm wondering if that's necessary. I know I brought it up last uh two months ago. So, I'm wondering if that since you're looking at different contracts anyway, I have to see if it's something that could be negotiated, maybe looking at some of these other contracts that we're paying that we're not seeing that we need because

117we have our own experts that can do that. And um and then we have the parent engagement component that I've seen some good stuff coming out. We had 711, which is part of it. All right. >> Correct. Well, the 7-Eleven is separate that that that is not part of current engagements. That is uh the 7-Eleven committee that we needed for for >> to be able to access and sell some property. >> However, um I know that uh uh Miss Castro's uh department and with her leadership uh she has uh truly she's going to be doing a presentation uh in the coming uh board meetings on what she's doing regarding parent engagement. I know today she um she had uh the first ambassador parent ambassador program where we had representatives from every single school uh of

118the district and it was very well attended very engaging. It was fun and most importantly parents were truly connect connected and they they walked away motivated to to uh go back to their sites and engage more parents. So I know that that uh she's doing a great job with that and and we're going to continue it. So again, when we have groups such as the parent ambassador group, those are great opportunities to do just what you mentioned is uh ask for input uh regarding different programs and um in regards to the contracts, we mentioned uh in one of the slides that we're going to be looking at uh conversations with the company that basically they look at all the top was it 50 50 contracts and look at um how they on our behalf can

119renegotiate those contracts to not just maximize it but also to have a reduction in cost. >> That's good. I'm I'm glad I'm happy but I I thought this might have been different the that other communications uh agency that I think we have our inhouse can and if not then let's provide the support we need but to pay that that's just another 3,000 how many IAS is that per month that could get >> you know like million duties and that sort of thing. So we have the money to prepare for that and maybe and we have our own expertise in house. Maybe use that money for something else. Thank you. All right. The next item is an administrative item to approve the 45day budget revision to the 202526 district adopted budget based on changes to the

120final 2526 state adopted budget. Mr. Pong. >> Thank you, President Mgorte. And so this is the one that we had um referred to in the revenue for those three programs that had major changes since our budget adoption. So it's for that $23 million. Again, um these are all restricted programs that we're looking at. So the learning recovery emergency block grant, the onetime discretionary block grant, and the expanded learning opportunities block grant. So it's just to revise the revenue for those programs, and we will update the expenditures at a future date. I was under the impression that our deficit has had been reduced because of the money that we just accept that we just received. Is that >> or? >> So again, these are restricted programs and what we were looking at today and focusing on

121were all unrestricted. Um, which is the part that we really need to look at when we look at the deficit. um because again we're receiving all this money up front and then we spend it over multiple years. So the restricted deficit uh we kind of expect. >> Okay. So my question is with the money that we were just received that we weren't expecting and we're very thankful for because we need it. Um how about like I want I would like to see like a report of how using the money we just received can free a little bit of our unrestricted right because I'm sure the unrestricted spending for some of restricted space. >> Um not in these areas >> not in this area. So the money that we got really doesn't change our deficit right

122now. >> No, it doesn't. >> Any other questions or comments from the board? >> Move to approve. >> Second. >> Recording. Secretary, please call a vote. >> Dominguez. I >> I motion carries unanimously. Do we have a motion to adjurnn? >> Motion to adjurnn. Second. >> All those in favor? >> I thank you. >> Turned at 7:13.