LMSV Board Meeting ,March 3, 2026

001Okay, it is 6 o'clock p.m. We will reconvene our March 3rd, 2026 Lamesa Spring Valley School Board meeting. Um I have some announcements. Oh no, mine's going to freeze up. >> Yeah, you can use mine. >> Um please be advised that this meeting is being recorded. If you'd like to make a comment, please fill out uh the pink card on the back table and give it to um the superintendent or executive assistant. And participants on Zoom who would like to make a public comment must submit the public comment form by 6:10 p.m. I'm just to keep I'm going to refresh. >> Okay. So find the whole time until you go. Okay. Which then brings us to our pledge of allegiance led by students from LMA Elementary. My name is My name is >> My name

002is My 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. >> Great job you guys. >> Great job. Um, which brings me then to the approval of our minutes of our previous meeting. >> I move to approve the minutes from last meeting. >> I'll second. Any questions regarding those minutes? All in favor say I. >> I. Opposed. Awesome. And that brings us to the approval of tonight's board agenda. >> I'll move to approve tonight's board agenda. >> I'll say again. >> Any questions regarding this agenda? All in favor say I. >> I. Opposed. >> And that brings us to communications where we're starting our spotlight on LMA Elementary. >> All right. So we have a video

003that first we're going to show you all about LMA and >> you could welcome to come up here >> and then Carol will show more about the school. We >> all know what it feels like to not belong to walk into a place and wonder, do I fit here? Do I matter here? At Loma Elementary, we make sure every student knows the answer. You belong. There are no outsiders here. Students from all over the world, different languages, different traditions, and all of it is welcome. This year, our school held a multicultural festival. The campus was transformed into different countries. There was music in the air, food, cooking, arts and crafts everywhere you look. Families shared their stories. Students shared their culture. It felt like the whole world came together in one place. That's what belonging

004feels like. Someone wants to hear your story. Someone listens. Someone says, "We're glad you're here." My family's from another country and at LMA, I feel proud of it. We make people be welcome by being kind, be responsible, be safe, and have fun. >> Everybody is kind and respectful to every teacher. That's why I like this school. >> This is a great school and it's fun and it's excellent. I love the teachers here. >> Students is the best. >> Sometimes everybody just needs a friend. And here at Loba, you will find one. I love LMA so much. It's the best school. >> It's like family here, but the family you like, >> no one stands alone. LMA is part of California's community school program. That means our school cares about the whole child and the whole

005family. Students do better when we feel connected, when we feel cared about, when we know we belong. My teacher checks in with us all the time, not only about homework. She asks how we're doing. It makes me feel important. I've been here seven seven years and since I've been here, it's always been amazing. At LMA, I don't feel like an outsider. I feel like I'm part of something. People are actually happy I'm here and that makes me want to be here. >> And the first time you step in the gates, you feel welcome. You feel loved. It's just a loving school that everybody likes. So parents, if you're watching this, please bring your kids here cuz it's amazing school. I would be here a thousand times if I could. >> There are no outsiders here

006at L Elementary. now share and spotlight our school. The cooks did an amazing job just showing the essence of our school and the community that we have. When I think about LMA, I really I think about the connection. Students walk through our gates each morning knowing they're welcomed and valued. Our teachers care deeply about their students, not only as learners, but as individuals. and our families actively partner with us because they want the very best for their children. Together, we function as a team. As a community school, we understand that student success doesn't happen in isolation. It grows from strong partnerships between home and school. When we communicate openly, collaborate intentionally, and support one another, our students feel the unity, and they flourish because of it. Our mission guides everything we do. At Lom Elementary

007School, we are dedicated to creating a welcoming and inclusive learning community where respect, ownership, acceptance, and responsibility guide everything we do. We are dedicated I'm sorry. Belonging is our foundation. We want every child to feel safe, seen, and excited to learn. Strong relationships are at the heart of that work, and we're intentional about building trust so students know they're supported and they're believed in. We also recognize that every learner is unique. Our teachers regularly analyze student data not simply as numbers, but as insight to how each child is growing and what they need. They collaborate, reflect, and adjust instruction to meet the needs of our students. Whether a child needs additional support, a greater challenge, we are committed to ensuring each one continues to grow. We believe in educating the whole child. Students are encouraged

008to take ownership of their learning, set goals, and understand efforts lead to progress. At the same time, our staff holds themselves to the same standard. We continue to reflect, learn, and refined our practices to provide the strongest possible learning environment. This week, we're especially excited to celebrate reading in honor of Dr. Seuss. Our family read day is Friday, and we look forward to welcoming families onto campus and read alongside their children. Moments like these highlight the power of shared literacy experience and remind students that learning extends beyond the classroom. LMA is filled with curiosity, dedication, and heart. Its teachers go the extra mile, families show up, and students support one another. It's a community working together to ensure every child feels welcome, supported, challenged, and celebrated. I am incredibly proud of our school and deeply

009grateful for the board's continued support as we carry this work forward. We are small but we are mighty and together we roar. >> Mrs. Bernol can Mrs. Bernol, can you uh introduce your students that led the pledge? And also um just you can ask your LMA staff to stand so we can recognize everyone >> and we'll get a picture um with you guys. We have some certificates for the students too. Yeah. Yeah. Would you? Thank you. >> We have Lily, we have Venice, we have Simeia, Rose, Emory, and Sophia. They all they're part of our student council. >> Oh, come on, guys. We're gonna move over here. Yes. >> And the knees come back more. Come back into the center of the >> semicircle. The most important pictures don't get taken by the one. >>

010Okay, we're good. >> All right. Yeah. Um, and we appreciate the room being full and everyone being here. We're going to take a quick break. If you would like to go do something other than listen to our budget report. Um, you can leave uh now. We'll pause so it won't be disruptive. So, if you want to stay, you're welcome to stay. It's nice to have such a cool house, but Thanks everyone. >> Thank you so much for having us. Student council works really hard on a weekly basis. Which you did the side one. Oh yeah. Bring that up here. No, I got it. It is slow going tonight. Okay. In close session, the board unanimously approved student expulsion file 252616. They approved the appointment of Liz Lther to HR director. They approved the appointment of

011Jessica Margia to purchasing director and the resignation and separation of employee ID 630096. >> Thank you. And that brings us to 4D, public comment. During this time, individual comments are limited to three minutes per person. Please refer to the timer displayed on the screen. While board members are not permitted to engage in dialogue or respond to questions during public comment, please know that we value and appreciate your input. Questions or comments requiring a response will be referred to the appropriate staff member for followup after the board meeting. If you would like a response, please be sure to provide your contact information on the public comment card. And we will start with inperson public comment. I have Laura Dana. >> Good evening board members, and thank you for your time tonight. My name is Laura Dano,

012and I'm a parent of a student at Rolando Elementary. I want to start by saying that we're not here tonight to assign blame or to create conflict. We're here because we love our school community and because our children deserve better than what has been happening on that campus currently. What I'm sharing tonight is not one family's experience. It reflects the lived reality of many students and families, some of whom are with me here tonight at Rolando. And it centers around four ongoing concerns. Those of safety, stability, transparency, and resolution. Students at Rolando have witnessed teachers being punched, kicked, hit, and having chairs and desks thrown at them. Students have been assaulted in classrooms and shared spaces. Some have been told incredibly violent things. Families were not notified by leadership even when the incidents of almost

013daily violence were ongoing for months. We found out because our children came home and they were terrified. Under district policy 0450 on comprehensive safety plan, students and staff have the right to a safe and secure campus free from physical and psychological harm. We are asking how is that right being upheld in practice and not just on paper. In addition to safety concerns, there's been significant instability. For two consecutive years, teachers have left before the end of the school year. This year alone, one classroom will have had five teachers. Five in one year. This is not sustainable for young learners. Stability is not a luxury in elementary school. It is essential. We have also seen regular police presence on campus, including three separate days in a single week in February without timely communication to families. What

014is the protocol for informing families when law enforcement is repeatedly present at an elementary school? When families raise concerns, we are told to be patient and trust the process. Some have been told that they are the only ones experiencing issues, which is simply not the case, as seen here tonight. Many families have already transferred their children, including myself, because they no longer feel confident in their safety at Rolando. We are not asking for information about any specific student. We respect and understand privacy protections. We are asking for transparency about the systems that are supposed to keep all children safe. What oversight is in place to ensure Rando's safety plan is being implemented with fidelity. What accountability measures exist when repeated incidents continue yet meaningful progress is not being made. Trust is built through consistency, transparency,

015and follow-through. And right now, that trust has been deeply shaken for many families. No family should ever have to weigh physical safety against educational opportunity. We're asking the district and the board to act with urgency, clarity, and accountability so that families can once again drop their children off at Rwanda with confidence. Our children deserve to simply be children who feel safe, supported, and ready to learn. Thank you for your time, and we look forward to a meaningful partnership moving forward. >> Thank you. Next, we have Michelle de August. Good evening. My name is Michelle De Augusta. I'm the director at Sparrow Academy, one of your charter schools. Um, two years ago, I came before you to ask that as our authorizer, you allow us to continue our program. You agreed to a memorandum of understanding

016that has given us the opportunity to improve while continuing to provide our Waldorf inspired public school program to our families. I wanted to come tonight to thank you for your support of our school and to formally invite you to our biggest event of the year. On Saturday, May 2nd from 9:00 a.m. to 3 p.m. we will host our annual spring festival. The Waldorf Spring Festival or Mayfair is a joyful outdoor celebration that honors the renewal of nature and the arrival of warmer weather. It typically features dancing around a decorated maple, flower crown making, spring themed crafts, live music, and shared outdoor games. We begin the day at 9:00 a.m. with our maple dance and then transition into the festival. I will follow up with written details about the event, but I hope you will save

017the date May 2nd from 9 to 3. Thank you again for your continued support and please feel feel free to reach out if you would like to schedule a campus tour. Thank you. >> Thank you. Um, Mariah Bardmouth. >> Dear members of the board, my name is Mariah Barmas and I serve as the school social worker at Murdoch Elementary. I am speaking to you today to express my concern and ask for transparency regarding the district's sudden removal of our principal Megan Young. In my professional capacity, I witnessed Principal Young's unwavering dedication to our community for the past four years. She was a comforting presence. She greeted every student by name and at at the bell and personally supported families navigating um significant hardships. In all, Principal Young's leadership was defined by empathy and action. This

018sudden removal occurred last Tuesday when staff and families were notified after school hours. I'm particularly concerned about the social emotional toll that this abrupt change has taken on our staff and our students. Last week, I observed firsthand the confusion and distress among the students. Many students cried and expressed a sense of guilt, fearing that they or other peers were responsible for her departure. Thus far, neither staff nor families have received a clear rationale for the midyear midyear removal leading to a vacuum of information filled by rumors. Therefore, I am asking for your support to ensure transparency, accountability, and clarity. Our students, staff, and principal Young deserve a dignified process that respects her legacy and prioritizes the well-being of the Murdoch community. Thank you. Thank you, Nicole Nevin. >> Good evening. My name is Nicole Nevin

019and I have been a parent at Murdoch Elementary since 2019. I have volunteered hundreds, probably closer to thousands of hours on that campus, in the classroom, and as an executive PTA board member, uh, working alongside many of you up on this panel today. I have held a seat at your table as a liaison to smooth over parent tensions in the past. I care deeply about this community. I have had a front row seat to everything that our school community has endured and we have not had it easy over the last 5 years. Last week, you pulled the rug out from under us. Once again, what is baffling is that this happened during a time when our community finally felt settled. staff, parents, and students all aligned and working together to the best of their abilities

020and with the few resources provided. Miss Megan was the pillar of that culture and the many people here today and online in support of her should just how much she meant to our school community. She deserved better. Her kids who were students at Murdoch and abruptly had to be pulled deserved better. And our school community deserves better. The actions taken by this district were traumatic for students that thrive on continuity and the parents and staff who have already been through so much at this school. The lack of consideration shown towards our school community reinforces just how detached this leadership is from the community you claim to serve. This all happened four days into our PTA's biggest fundraiser, which I lead, which supports many programs at our school and often fills the gaps in things provided

021by this district. Your handling of the aftermath of this decision was insensitive and lacked the care and consideration our community deserves. Your communication has been nothing but boilerplate and lacks any transparency, only made in an attempt to plate parents. I've witnessed the lack of proper support on our campus for several years. And as behavioral issues increase, somehow you've managed to pile more expectations on the administrations while cutting support and resources. You should know that parents are paying attention and we don't forget. We are watching the moves that this district is making and perhaps we've reached a place where some of the leadership in this district is also no longer a good fit. Thank you. >> Thank you. Um, Susan Montiku. Good evening, members of the board. I'm speaking tonight as an education specialist, but also

022as someone who worked closely with our principal in a leadership capacity. I served as an admin design, and I was part of both the intervent intervention team and the instructional leadership team. Because of those roles, I had a regular direct insight into decision-making, student support systems, and school operations. I am also the longest serving certificated staff member at Murdoch. I have seen this community change over the years. Our students come to us with increasingly significant academic, behavioral, and social emotional needs. Yet for a long time we have been expected to meet those growing needs with essentially the same personnel um personnel and resources. From my vantage point what I observed as a principal who who was student centered and deeply invested in collaboration. Our work focused on improving instruction, strengthening interventions, supporting staff, and responding

023thoughtfully to student needs, often while navigating limited resources. Since the arrival of the interim principal, there appear to be additional personnel supporting our site, including what we understand may be an additional office manager, a health technician, and two site substitutes. These are positions that staff have advocated for over the years. However, there has been no clear communication confirming these allocations, outlining their scope or explaining whether they are temporary or permanent. When significant staffing decisions affecting our school are not formally communicated, it reinforces the very uncertainty our community our community is already struggling with. The sudden removal of that leadership without exam explanation has had a significant impact. Staff morale has been morale has been shaken. Families are confused. Students are sensing the instability. And in the absence of information, speculation and fear have filled the

024gap. I want to be clear. I understand that personnel matters are confidential. I am not asking for private details. What I'm asking for on behalf of staff and families is transparency about the process, values, and next steps. When a principle is dismissed without context, it sends a message, whether intended or not. It creates uncertainty about what is valued, what is acceptable, and whether strong leadership is supported or at risk. For those of us who step into leadership roles to support our schools, that uncertainty is deeply unsettling. Our community is hurting. Emotions are high, not because people want conflict, but because they care deeply about this school and its students. Stability matters, trust matters, clear communication matters. I respectfully urge the board to consider. Thank you for your time. Thank you. Um, Mary Rutled. >> Good

025evening. Um, I'm here as a parent and I'm also here um with the other Murdoch um staff members um deeply saddened by the decision of Paul Megan from her role as as a leader of what I consider a wonderful school filled with wonderful teachers and students and I I attribute it to her um and the collaboration of the whole school. My daughter is in third grade now. She started when she was in kinder. And so I have two children there now, first and third. And as my first grader sitting here listening to what is being said, she says to me, "I miss Megan." And and this decision has really traumatized my family. And I know I've heard from several families were affected because she was a strong leader and she was loving and she was

026connected to me as a parent to my children as students and I knew that she was she was going to do what was best for them academically and also supported them their social emotional well-being. And so I am shocked myself and I'm I'm asking also for transparency with what the reason was. It sounds very suspicious and I don't believe for one moment that she deserved this and she gave us four years at Murdoch as as everybody has said. It's very shocking and it causes me to distrust as a parent. It really does. And I've heard a lot of rumors and it's really sad. It's really sad because she does not deserve that. And we as stakeholders, we deserve to know the truth. And the blanket statement was shocking. I felt it as a parent. So

027I would appreciate some transparency as your stakeholder. Okay? because I I really do believe that we all deserve to know what the truth is and what the reasoning was because to me it wasn't worth it. We were we were doing really well with her as our leader. Thank you. >> Thank you. Do we have any hands raised online? >> So, I'm going to need you to echo what I say if that's okay. Um, so good evening, Julie Jones. Please unmute your microphone. >> So, Julie Jones, um, you can now, u make a comment. You can unmute your microphone, please, online. I'll say it one more time because we're having audio issues in the back. Julie Jones. Um, you are a Zoom participant who submitted a form to make a public comment. Um, you can unmute

028your microphone and make your comment. How about we go to the next one, Matt, and then we can come back to Julie after that. All right. Um, Casey, Donna, you can unz sorry you can unmute your microphone on Zoom and make your comment, please. >> Good evening. I love this district. I've been an educator for over 20 years. My daughter attends Elmac, which is our neighborhood school, and I've been lucky enough to have taught at Murdoch for the past two years. It has been a warm and welcoming community. As other community members have said, last Tuesday was devastating for students, staff, and families. And we showed up at school the next day, shocked, confused, and struggling to explain to our students why Miss Megan had suddenly disappeared and to reassure them that it wasn't anything

029that they had done to cause it. Um, I can't say anything better than everybody else has already said. Um, so I'll just leave it at that and thank you for your time. >> Thank you. Matt, can you give me the name one more time of the first Julie Jones on Zoom? If you can um if you're able to unmute your microphone, you can make a public comment now. Okay. So, we're going to assume that there's a problem technically. her mic. >> Okay. Um, Julie, please uh send us an email. Um, you can send an email to superintendent at lmsvschools.org and that will be provided to the board members for public comment. Thanks. >> Any additional people online? Okay. And we have another one more in person. Thank you. We have Isabella Solis. Good evening everyone.

030My name is Isabella Solis. I have a son in kindergarten and I have a daughter in first grade at Braftoft Elementary. I am here tonight to request on behalf of other parents and staff that are here from Braftoft that we keep Jodie McCarthy as our S Soom, our site office manager. We have recently found out that they are transferring her because she is not bilingual. At Braftoft, we have a Spanish-sp speakaking principal. We have a Spanish-sp speakaking health tech. And we have many other members on our staff that also are bilingual. We also have Google Translate, which makes being bilingual not strictly necessary for this position anymore. Jod has been at Bankraftoft for several years. She knows our kids. She knows our parents, our community members. She is one of the backbones of our staff

031and our families. She is a welcoming face who diffuses issues and builds connections with all of our community. We have worked so hard to build a community at Braftoft. As a PTA president, I've been there firsthand the last three years that I've been on this campus and also the last two years that I've been the president in growing this community and building a stronger foundation not only between families and teachers, but also our community in general that so desperately needs love. We have worked so hard to build this community at Bankro. Taking away someone that truly wants to be here is only harming our children. They need consistency. And in the past couple of years, we've had so much turnover and so many changes of new faces that they need to know that they are

032seen and loved. And with Jod there, they know that when they walk onto our campus, it's really important for them to be able to see familiar faces. And that keeps changing every single year. So, as parents and as staff, we're worried about what that causes for our entire community. Please reconsider this decision which was made without consulting our staff and without careful consideration of how it wouldffect affect everyone on campus. I also personally want to add that I've worked tirelessly as the PTA president to be able to build a beautiful community that we didn't have before. There's so many things that have changed and there's so much love on this campus and Jod was a part of that for me. She is one of my biggest supporters, especially on the PTA. She's there for me

033in every single event that we do. Um, behind the scenes and in front. So, I know speaking as myself, that if we lose her, we lose a big piece of the puzzle. And she may be only one person, but this is just the one person that really matters to everyone in so many ways. Thank you for your time. >> Thank you. No additional cards. No additional online? Nope. Okay, that will move us to our second interimm budget report. I just ducked underneath that TV as I as if my head was tall enough to hit it. >> That was pretty funny to myself. Um, okay. Tonight we're going to go over the um second interim report for the current fiscal year. I say that because we're getting close to year end. So we're almost in another

034fiscal year as we're preparing for our budget. Um so ultimately, as you all are aware, the budget really is um something that we're required to do. We have to show a three-year projection really just to make sure that we can share with the board um and the county office who does our oversight that we're able to meet our financial obligations over a three-year period of time. Um and this is the second interim report. So it's where we are right now um with actual financial information. So actual revenue that we've received, actual expenditures that we have made through January 31st. Um and um we're presenting um that information here this evening. Um we are certifying positive with the caveat and I'll share um posit there's three certifications that a school district can um do. Positive means

035that you're able to meet your financial obligations over the course of the next three years. Qualified means you you um might be able to meet your obligations over the next three years and negative means you cannot. Um, we are only certifying positive because we have incorporated budget reductions into our multi-year projection for the 2627 school year which is next year and the 2728 school year which is the year after that. So our year 2 and year three are going multi-year projection. without the incorporated um budget reductions, we would be negative in year three. And negative is not a place we want to get because that's when the state comes in and takes us over. Um so what we are in the process of doing now and what's different from first interim is the governor's budget

036came out in January. His proposed budget came out in January. What is different from first interim to now is we've incorporated those assumptions into year two of our multi-year projection which is our budget year. So that is what's different from first interim. Again it's a proposed budget. So typically that um in May what happens is the May reise comes out um and that's the revision to the budget at the state level. we make any adjustments at that point and then they have their final budget that gets adopted but typically that budget is adopted after we've adopt our own budget. So, we've updated year 2 to reflect those changes that we know of from the governor's proposal. And then when we come forward in June with the budget adoption, we would be updating it again based

037on any changes from the January budget proposal to the governor's May revision. And that will be incorporated in our um June budget um at that point in time. And I just talked about all of that. Look at me. Um um uh we we are um as a point of reference um we have incorporated slight enrollment projections in the next two years. And I say slight like this year we declined by one student. So really we remain flat this year. So we've made some adjustments there. Um in the next subsequent two fiscal years we're projecting that we're probably going to lose about 50 um students per year. Um, the reason why we didn't decline as much this year is because we've added 15 new TK classes. So, yay for all those TK students that are coming

038into the district. Um, because that really helped us um stay flat in terms of our enrollment. Okay, this is a it's a smaller picture. Um, and this is the SAX documents, but there's a C. This is probably bigger on the screen than what you see in the board packet, but these this is our Sachs reports. It's the required format that we have to use to submit our financial information to the state. Um, you've seen this before. uh the um board approved operating budget. Column B is our first interim budget and then column D our projected year totals is our revision with the second interim budget and then what you'll see there in column E is the difference between the two um and what the changes um were from first to second. So you can see

039we have had some changes LCFF um all going up in those areas. Um and I'll share with you that the increased um LCFF was adjustment in ADA. So you know that we've I I can't say we but our schools have been working really hard on um attendance recovery and that those efforts have been helping. And so while we've projected lower attendance rates and that's ultimately how we get our revenue, we get our revenue when the kids show up to school, not just because they're enrolled. And all the efforts that have been taking place at the school sites have been really helpful in increasing that. Um our actual funding is based on a point in time in April. So at this point in time, it's still a projection until we know what that certification of our

040attendance is. And so that's why you see the changes from one period to another because they're all assumptions and estimates until we actually have that certified in April. Our federal revenue increased um and part of that is um as you recall we had some mental health funds that were um um stopped earlier than what um we had anticipated. Um and then um we did get information that they were going to give us some of that money back. So that we do have an increase for um a portion of those funds and then our title one allocations get increased as well. So we have some mental health grant funds that um have increased. Um our state revenue has increased a little bit with um we've we we've talked a lot about grants that we get from

041the state, one-time funds that we get from the state. So we've had some increased revenue due to these the bigger pieces. There are some smaller pieces, but we're just looking at the bigger numbers. um our LCFF um equity funds grant um has come to us um that's about $500,000 and then a reading specialist grant um that we now have um solid numbers on in terms of the actual allocations that are coming to us and then >> can I just pause really quick the um going back to the mental health funds just because I know that that's something that you know a lot of people care deeply about >> um just to clarify >> the amount of money that we've received back from that is about a month's worth of allocation. Yes. >> And not something

042that we anticipate receiving on an ongoing basis. So there there hasn't been good news on that front. It's just been I just want to make sure in case anyone thought there was like news that you know hadn't come out. >> It was Yeah. $250,000. So we're not talking, you know, millions um which is what we had anticipated, but $250,000. Um and then our local revenue increased because of um some increased donations. We only budget donations once we receive them. Uh because we don't know from one year to another what our donation revenue is going to be. And then um again a lot of this is all estimates at this point in time. Um we were um anticipating a smaller amount of money coming back in terms of medical billing and so we'll make some adjustments

043um based on where we are right now. it looks like we're going to be getting some increased um medical uh billing collection. So, we'll keep adjusting those revenues until we get to the end of the year. So, just sharing how um the cycle basically changes from one period to another because we have additional information that we didn't have at first interim or that we didn't have at adopted budget. And then this is just a snapshot of our expenditures. Again, column B is first interim, column D is uh where we're projecting right now at second interim, and then E are the differences. The odd thing here, I say odd, it's a funky nuance of the SAX documents. You'll see for line one, um, certificated salaries, one would say because it's a number that's not in parenthesis

044that it is an increase in expenditures. It's actually a decrease in expenditures. It shows up differently. It's the way the SAX documents works. I just wanted to point that out. And then the um numbers that you see there in parentheses are actually increases to the budget from first um from first uh interim report. Um and then those changes, we've had um changes in certificated and classified salaries. And that's really just due to adjustments and personnel. Um we have positions that are vacant that we haven't been able to fill. We budget the position as if it is going to be filled all year and then when they're not filled we reduce the budget um to reflect how much how many more months basically we have in that time period. Um we've also had decrease um cost

045in terms of substitutes decrease cost for extra time. Um so those get adjusted um based on the information that we have right now. and then books and supplies, services, and other operating expenses. Um, those two, um, there's a lot of changes that go from one period to another. Just basically, uh, school sites or departments thinking they were going to spend the money that they had in their budget on books and supplies and then maybe um, they use that money instead for something in operating expenses. Um, so there's typically those adjustments that happen once we know where um, people are actually spending their money. We'll make those changes. Um, and then capital outlay um, that actually is very specific to um, a project that we are looking at doing um, at SVA and we thought we

046were going to be doing some work and starting some work this year, but we're actually that decreased because it probably won't be happening until the 26th 27th fiscal year. So again, you can see we we at first interim at budget adoption, we bring forward what we know to be our budget at that point in time and then it just gets adjusted each period depending on what we know then. And when we bring forward an audited actuals, which is what we when we close the books in August, that's the one point in time that we actually know what we've spent and what we've received. every other time is um a projection based on what we know right now and the information that we have right now at each of the reporting periods. Um so in terms

047of a multi-year projection, this just kind of shows some key planning factors. Um when the governor released his budget for 2627, the COLA decreased by a little bit. The 2728 COLA also decreased by a little bit. So, we have to make those adjustments um into our multi-year projection as well. Um I show you here our enrollment. You can see where um where our projections are there. And then um we're at about 94% or projecting about a 94% attendance rate. Stirs has stayed steady. So, that's a good thing. At one point, it just kept increasing and increasing and increasing. And PERS is now starting to flatten out a little bit. Um you can see some slight adjustments. um I remember when that number was in the single digits. Um so that's just kind of where we

048are with some of the key assumptions that we built into the U multi-year um projection. And this is really small. Um and I Yes, I know. So hopefully um you can see it better zooming in on a computer. Um, what I really kind of want to point out is now that we've made some adjustments to the multi-year projection for the budget year and some of the assumptions that have changed with the governor's budget with the um, cost of living adjustments for the outy years. We've updated our multi-year projection based on that. And what I want to point out here um in very small print but you can see circled there in red focusing really on the unrestricted side of the budget. You see we have unrestricted and restricted. And the restricted budget is really the

049dollars that we get that come in with a very specific purpose and we can only use it for those specific purposes. So a lot of our one-time dollars they have a very specific purpose. We have to spend it on um very specific things. special ed, title dollars, etc. Um, I'm I'm not focusing on that. Um, I'm really focusing on the unrestricted side. And and why I'm doing that is because, um, we know we have to spend those dollars on what we have to spend those dollars on. The unrestricted is our local control funding formula funds. Um, for the most part, that's the bulk of where our revenue comes from. And you can see here that that where I've circled in our current year, our deficit spending. So, we are spending more money than what we

050actually are bringing into the district by $12 million. And in year 2, 26 27, it's still $12 million. Um, and um in year three, it's um 13. And we just have normal cost of increases that happen. So, our gas and electric bills go up, our insurance premiums go up. So, there's a slight increase. we pay for um what we call cost of step and column but people moving up on the salary schedule from one year to another based on longevity. What I really wanted to point out here is that bottom line in yellow, oops, I'm sorry. That bottom line in yellow, this summary does not include a um reduction. So, I point that out because when the county office looks at our documents and they send the board a letter, it tells the board that

051without any budget reductions, you are negative. And so, I wanted to point that out so you can see what that looks like. Without incorporating the budget reductions in this document, you can see in year three, we're negative by about $2 million. So, if you look at our deficit spending, we're deficit spending by 13. You can imagine what year four looks like, right? if we do nothing else. So, I just want to point that out because we're not seeing year four yet. We will in June when we bring forward budget adoption. Um, and then this is what it looks like with the reduction. So, we have the $5 million reduction that we've talked about for 2627. And then in 2728, this doesn't mean an additional six. These this means an additional one. So, we're looking at

052$5 million in year two. an additional $1 million um reduction in year three. And that keeps us positive um over the course of the next three years. You see our ending fund balance. Oh, I made a boo boo. That um you can see our well you can see our deficit spending. I didn't really make a boo boo. You can see our deficit spending decreases obviously because we're reducing by five and an additional one in year three. That deficit goes from 12 million and 13 million down to eight. Right? So it's helping. And then you can see in year three with those reductions we have basically $9 million left. Um and if we're spending seven million um you know if we're deficit spending by 7 million you can see where we potentially will be um in

053year four. So I only share that from a standpoint of this is a projection of where we are right now. Once we bring forward the budget adoption in June, we'll have an additional year. we'll kind of look at where um we are at that point in time with that additional year um and then um we can make that adjustment um for um whatever that might look like in terms of um reductions if there's any to be had. And um ultimately what I really want to make sure is you understand is what we've been really attempting to do is we are trying to eliminate that deficit over time. We don't want to make a $13 million reduction or $12 million reduction in one year because that could be drastic. And every it's a three-year multi-year projection.

054Anything can happen in year three. Anything can happen still in year two because we still don't have a um adopted budget by the state yet. And so what we've been trying to do is really just make the reduction that is required of us in order to make sure that we can meet our 3% reserve in that third year out. Um, and so I just kind of wanted to share that with you so you had some context because when the county office sends their oversight letter, they're really only just looking at unrestricted for that purpose. And then um this is just a snapshot of our ending fund balance and what the those components of the ending fund balance is. Um and really if you look at this from the um perspective of we have you see

055in year um one in the current year we have an ending fund balance unrestricted of about $24 million. We have our um 3% reserve requirement. That's the 6.5 million. We have to have that. Um we'd like to target an additional two. Um, so you see that 4.3 and then you see the declining enrollment. I thought I needed better glasses, but I I can actually read this from here, so maybe I don't. Um, the declining enrollment really is um what's above and beyond. Um, and that that has really been um helping us not have to make drast more drastic reductions than what we have been making. Um but you can see as you go into the outy years that in that third year it's depleted. Um and so um that's just you know kind of the

056financial picture of where we're at. So you can see how we've been leveraging that um additional reserve if you will um to carry us forward from one year to another and minimize what we have to um reduce over in any one um year. Um, I've already talked about all of that already. Um, so what do we do now? Um, we continue to watch the governor's budget. We see what comes out with the May revise. Um, yes, the revenues, you have all heard. Um, the revenues are coming in higher than anticipated, which is which is fantastic for us. Um, the cola still was adjusted downward. um they the state didn't have enough money to pay for the current year. They're using one-time solutions to pay for our current Eurola, which just shows you the state that

057the state is in. Um in addition to like we have shared before, we're not getting nearly as much revenue that we need to cover our programs, our really big programs like our special ed program um from the federal government. So, all of those are kind of playing into where we are now. Um we'll continue to monitor um where the state budget is coming in. Our sites are doing a great job of um attendance recovery um and getting kids connected um to schools um and making you know getting them connected and engaged so they want to come to school. So that um has been helpful and really just kind of looking at things from that three-year lens of sustainability. Um so when we bring forward um the next uh the next budget to the board, it'll

058be in June and at that point we'll have some information from May revise and we'll be bringing that and incorporating that into our budget for um that year for the next year with the additional year um out for the third year that we haven't seen yet. Um but you can make some assumptions on what that might look like. Again um it's still it's all assumptions and three years is a long way out, right? which is why we've been taking the approach that we have. Um what do we need to do just to sustain that third year out um without going any deeper than we have to because we don't know what that third year is going to bring questions. >> Uh thank you very much again for your presentation as everyone can see your cycle.

059you know, we go is a pretty routine part of the year and I think you and your team, Seth and the rest of the team do a a great job of uh walking us through, you know, complex issue. Um, obviously I think I think David has highlighted you both are very involved in larger bodies, round tables of of different leaders. What is kind of the advocacy or efforts when it comes to working with the state and and and making sure the concerns of the district? So, this is not a Mesa Spring Valley issue. It's a state issue. So, what what has kind of been done behind the scenes to kind of get this to, you know, kind of spotlight this issue and what what all school districts are being impacted by? >> Yeah. Um, I

060think you've seen even just with newspaper articles and things of that nature that have come out, there's a lot of school districts that are it's it's almost like the same song, right? Just from one district to another. Um, I think specifically in terms of what we've been doing, what David's been doing. Um, I'm actually going up to Sacramento um later this month um with CASBO, California Associations of School Business Officials, and there's a group, they have a legislative committee. Our talking points really are fully funding special ed in the way that it was intended. I think I shared at one of the previous meetings, the intent behind um IDA, which is a big piece of the federal funding that we get for special ed, was that they fund 40% of the cost in our district.

061They fund 7%. So if we were to get all of those funds, we would not be in the situation that we're in. So that's one of the big um uh advocacy efforts that's happening right now, I think, in Caswell and other organizations. Um and really um uh the other piece that really has been a talking point for us is um giving us money that is flexible um and not restricted so that we can use it on things that we know at a local level. That's all what local control was supposed to be about, right? Was give the money to the school districts, let them figure out what is needed. Every school district is different. So, the other piece that really has been a talking point for us was around um or has been around um

062providing us with dollars that are not restricted in nature that are more um unrestricted that we can use based on what we need at our local level and increased dollars to the base program. So if there's increased dollars to the base program with local control funding formula, every school district gets that. Um we are fortunate that we have um additional funds on top of that base grant. Um so we get base funding for every student and then you get additional funds based on the student population that are the students that have the highest need. And because we have a higher population of those students, we get supplemental and concentration dollars, we're really looking at um and the advocacy efforts have really been around increasing that base program so that everybody gets money. So those are

063like I think the three really big things that we've been advocating for and additional bond dollars at the state level to help fund facility um uh needs in school districts because that's the other piece. We don't get enough funding to do what we need to do. you you've seen our aging facilities been grateful for the bond. Um but th that's the other piece. Without those dollars, school districts are having to use money out of their unrestricted general funds in order to do things like that across campuses. So those I think are probably the four big talking points that we've been doing. And I know that there are um I know that David and some of our board members are also going up to Washington to do some advocacy efforts as well. >> Thank you. Um

064and then obviously I think when I first came on the board we we did have a little bit of overview uh I think with the the former your predecessor about what the impact is when the state actually takes over right and so obviously that we were in a much rosier financial times u and now that we are getting closer and closer >> having to do the reductions to keep us away from that state control but what does that I got to imagine there are school districts that have had to endure that what does that look like and what you know what's the impact obviously control taken away, but they they would still have to fix the issues of the financial struggles of that district. What what does that look like? And obviously we're trying to

065avoid it, >> right? We're going to avoid it. Um, typically what happens in that regard is >> most often than not the CBO and the superintendent are out. Like that's that typically is what happens. And then ultimately at the end of the day, the board no longer has authority. They send in somebody. Um, that's why they call state receiverhip. basically they send in somebody who now has all the power to do what it is that needs to be done in order to get the district out of financial distress. Many times that comes with the state loan that has to pay be paid back over a certain period of time. So again the district is incurring additional cost. Um, so I mean that ultimately in a nutshell at a high level is typically um what happens

066and it's it's a lot of um I I think um harder to come out of that um of course and try and build back like trust and just things of that nature um within the district. Um it's that's a I mean I don't ever want to be in a space like that, but that's a it's a really hard thing, right? And I think that it's it's really a struggle in the years after just trying to like build back um you know what programs and just things of that nature trust with the staff. It it's it's difficult. >> And I get it. This be my last email. I will move on. Obviously you'll be talking about reduction. Obviously if the state takes over the reductions are going to be far more draconian, far harsher. So it's

067so it's uh without that part which out of your hands, right? what the budget looks like, what the N the cola increases, what the funding looks like until we you get fully funded or at least >> better funding you're getting now. It's really going to be hard to get out of that whole uh in general building that reserve that was when I first came on in the $30 million is almost the way it's currently looking almost impossible to get back to without without that increase of funds coming from the state federal and others. So, >> yep. And you're right, it's not just a La Mesa Spring Valley issue. Like it's something that has happened across the state. >> Yeah. Thank you very much. >> Um I have a couple of I guess followup questions, adjacent

068questions to this. So we've talked about how a lot of the funding, lack of funding is from the federal government not giving us all of the money that they're said that they were going to give us or or whatnot. Um, and at this point, and I know this is what other school districts are doing too, like we're advocating at the state level, can you give us the money that the federal government is supposed to be giving us? Um, what have we I mean, I have we've been successful on that kind of end at all? Because I know that some of the conversations that I've had with folks have very much so seemed like, well, like, yeah, go talk to the federal government. tell them to give you your money. Um, that's not our job to

069be, you know, as a state to be giving you money that the federal government is supposed to be giving. >> Um, so I guess what where where are those discussions? >> Um, have we been successful? I will say that I would personally say yes only from the standpoint of while it's not necessarily um their bill to take on. Uh we have there has been advocacy over several years and there was a time where we weren't even getting COLA on special ed revenues and now for the last several years we have and that was something that the state has done. We're not getting the cola from the federal government that's coming from the state government. There is a um piece in the governor's budget proposal um specifically to special ed. We don't know if that will

070stick. We don't know what that necessarily means, but some sort of augmentation that they are um proposing that they include in the budget that could potentially bring us more revenue, but we don't know what that looks like yet. We have no idea if that's something that might be taken out um during the May revise. I think that all remains to be seen. Um, so yes, I would say to a certain degree the state has listened and has been helpful in providing COLA where we weren't even getting COLA for years on special ed revenue. Um, they do have a proposal in there. Um, but whether or not they would be willing to fund what the federal government should, probably not. But I do think we have gotten some things from the state because of that advocacy

071that I don't think necessarily was their thing to take on. But we've all been very grateful for it because it's all helped. Well, and I think also just I would imagine that going back to what you said before about the restricted versus unrestricted funds, like if we can get more unrestricted funds, then that allows us to move some of that to, you know, use some of that in special ed or in some of these other programs that aren't being fully funded. >> The clarification I would make in terms of federal versus state is it's both. And so on the one hand, special ed has been vastly underfunded by the federal government despite commitments to do otherwise when IDA was signed into law. And um and so that's significant. If that gap were closed by the

072federal government, we wouldn't be we wouldn't have we wouldn't be in the no districts in the state would be in the situations that they're in. Um but to add to that is also California comparatively to other states funds education per pupil um on we're always in like the bottom 10% of states. Um and in just the way that the um education funding works in California, it's very volatile and it it es and flows with the stock market and with capital gains, which means that schools and school districts, you know, that the the um the budget is impacted anytime there's anything like bumpy in the economy. Um that is the piece where the advocacy is on full funding but in comparison too. And the thing that I think I wish that we could get back to

073as a state in in 2018 um there was an effort by CSBA, AXA, CASBO and CTA um that was called the full and fair funding initiative. And the bills that were put forward at that time were just that California needed to be adjusted for um cost of living um in the top 10% of um per pupil funding which is a totally different target you know than we've been. What what I would add in terms of what makes it especially difficult in California when we're talking about restricted unrestricted the way I look at it is think about my house. Okay, if my house um leaks every time it rains and there's termites and the walls are going to collapse, right? I'm not going to then build a new TV room or like refurbish a man cave

074or what, right? Like I need to get the termite situation under control. I need to get What happens in California that is so hard is that we have a system that has been in the bottom 10%. We are so struggling and yet and especially under the um current administration um there has been new initiative after new initiative. So you know there's been increased requirements for SPE for um mental health supports. There's been um TK, which is wonderful. Don't get me wrong. I'm not nothing against the initiatives, but TK um community schools, all of these things take from the pot that's just the pot that funds education in general. And um and its additional requirements, you know, on on top of so I think the argument obviously we're asking a lot, right? But that if we

075were just if we could have it the way that it needs to be, the way that it should be, it would be like make sure that schools are adequately funded first before you're adding new requirements. And that's where the restricted piece comes in because then we don't have the flexibility. For instance, we have um the uh ELO dollars that are the um extended learning that came about since the pandemic. And like we it's very restricted in how we can spend those monies. Um so it when you look at all of the new initiatives that have happened over the last five, six years, um it's really has had a significant blow on just like the base program of education in the state. >> To kind of piggyback on what David's saying, I I went back to

076this slide in particular, but if you just look at where we are with um the unrestricted side, it shows we have negative 12 million in the first year and then like 3.7 million in restricted in the first year. Our deficit is only 8.3. If you look the next year, our deficit is 2.8 when you look at it from a combined perspective. So, if we were able to use those restricted dollars on on all of the other stuff, we wouldn't be in as much of a situation as we are now. And that when you look at it from that perspective, I think that kind of ties nicely into what David's referring to. >> Yeah. >> And I just want to emphasize the fact that this is I probably 80% of the school districts in California are

077have the exact same story. We're definitely coming to a place as a state where something is going to have to shift because schools can't continue to provide the services that they've been providing um based on the level of funding that we're receiving whether it's the federal government and again if special ed were just fully funded we wouldn't be where we are. >> It's definitely something that I hear when I talk to other school board members from other school districts. Um, one last thing just I'm going to tell you something and then I just want to make sure that I understand that you know I'm saying this correctly. So with the budget, so with the budget, we have the January, the governor puts out his his pie in the sky ideas in January. Things get kind

078of finagled and he puts out a revised version of that in May. But that isn't the budget. the legislature still has to go through and pass bills to decide what they're actually going to fund and what programs. So even in May when we figure out what the governor says his pie in the sky revised pie in the sky idea is there's still the legislature still puts together what the actual budget is going to be. Correct. >> And so that could be some of the same programs, that could be some of different programs, that could be more or less programs. And so that's why we won't know until June after we approve our budget what is actually going to be funded. And I know like some of the times we'll you guys have talked about there's

079onetime dollars that we didn't know were going to be and so there's some program that >> ended up in the budget that we didn't know about because it wasn't in um the the May revise. Um, I did ask the question at one of our budget meetings because we go to several after governor's budget gets released. Uh, because they kept talking about um, the way that they kept talking about it made it sound as if there might be some changes in the May revise. Um, and for the last several years, the May revi the final adopted budget has been fairly close to the May revise. There hasn't been anything like major that has changed. Way back in the day, it used to be drastically different. um to the point where school districts after they had already

080adopted their budget because it was considered to be um you know such a big change a material difference we would have to redo our budget and then bring it back to the board. Um my worry was is that there would be some of that that was kind of the vibe that I was getting. They do think there's going to be some some changes for sure but we nobody knows what that looks like right now. Um, so we couldn't get any solid information on whether or not they think it was going to be drastically different, only that it will be different and we don't know what that looks like. But you're absolutely right. That's exactly right. >> Cool. >> Thank you. Any other questions? >> Thank you. >> Questions? >> Um, okay. So, that brings us

081to item 6A, which is our board policy updates. I'll second. >> Any question or discussion regarding these policy updates? >> I have a quick question on this. Um so this is specifically just want to clarify these both um of these updates are specifically related to response to immigration. Not we're not updating these based on um the Supreme Court decision yesterday because >> yeah the board agenda just came out. just just responsible. >> Fantastic. >> Any additional questions? All in favor say I. >> I. Opposed. >> Okay. And that brings us to item 6B, which is the annual election of representatives to the California School Boards Association Delegate Assembly. >> Yeah. So, um I was reviewing this and it looks like this year we have a lot of um if you look at the ballot, there's

082a lot of folks that or not enough nominations were received. So, there's a lot of blanks. Um one of them I know I believe is in the list that's in the board agenda of um the candidates. Um so, I would move Where did it go? I would move for Maria Bettin Courtetta to be added um as one of the writing candidates and then us to put forth um Eddie Jones and things are in two different orders. I'm just going to go in the order that's on my that I wrote down. Giwa Mock, um Rehea Stewart, Eddie Jones, and Don Perfect. Um, and then, um, since there's extras, I if we would like to put me forth, I wasn't able to get my, um, information in in time. um we can put me forth and I

083can send my I can send a little blurb over to a couple of school boards that um I I know members at and um they might be able to have their meetings before um or if I can get information over to them before their meetings um they might be able to put me forth. I'm all good if >> we can we can write down yeah we can write down up the night theoretically all of us could be we could write in So, that was a motion. Do we have a second? >> Um, any questions or discussions moving forward? All in favor say I. >> I. >> Opposed? Okay. >> Can I I should ask this beforehand, but just to clarify, so Melissa Crow is another person on the list. We're not um we're not nominating

084her name. No. Right. Okay. Great. >> And we'll put you as a write in. And then Maria. Um, >> yes. >> Yeah, she's on this list. Um, but maybe she's not on the other one. So, >> yep. >> Okay. Which brings us to item 6 C, which is our annual employee appreciation weeks. >> I'll move to approve item 6 C. >> I'll second. Any discussion, questions regarding these weeks? I think it's great that we continue to do this. Yes. All in favor say I. >> I. >> Opposed. Okay. That brings us to item 7A, which is our business consent items. >> I'll move to approve our business consent items and um thank the National Foundation for Autism Research and Price Philanthropies for their donations. >> I'll second. >> Any questions, discussion regarding this? All in

085favor say I. I >> I opposed. >> Okay, that brings us to 7B, which is the 2025 2026 second interim financial report that we just had. >> Approve of item 7. >> I'll second uh B. >> Oh, sorry. >> Bene is meant. >> Gotcha. Any discussion questions regarding that? We already had in case anything popped up. >> Reiterated. Thanks to the finance department for putting all of this together. It's a lot of work. Okay. All in favor say I. I >> I opposed. Um and now we're at 7 C which is um establish a self- insurance fund that is called fund 67. That should be noted. Yes. >> It's the first thing I thought of. like >> um >> would you when you work with six and seven year olds it's never going away. So

086>> Tina is just trying to punk all of us. I think that's what's happening. >> Could you give a little uh blurb on what this is for um everyone here? >> Yes. So um last year uh when we were looking at um some budget saving opportunities, one of the things we did was we looked at um medical options. Um and during that uh course um when we were looking one of the options was moving out of a pool and going into I shouldn't say moving out of pool moving out of VIBA and moving into like a self-insured type of um program. Um which provided a little bit of of savings to the district. Um and so ultimately that's what we did. Um we moved to self-insure our dental and our vision. And ultimately what that

087means really is anybody who participates in this program, there's a deduction from their check. Um the district, you know, it's it's optional, so it's not something that's required. And then we pay all the claims and take on all of the um liability basically under um our self-insured program with those funds. So establishing a fund outside of the general fund, those funds are pre-tax deducted. they can only be used for benefits and rather than keep it in the um general fund, it's easier and um we can have full accountability outside of that um so that we can monitor it easier. So, we're moving it out of the unrestricted general fund. It's money that we've collected already from employees that participate into a separate fund so we can account for that um outside of the general fund.

088>> And just to clarify, the district remains in viva for health. It's only the the correct line and vision. >> Correct. And the dental envision is still a self-administered program under VIBA. Um, but it is really just a self self- administered program on our own now. So, it's not pulled. We had enough. We looked at like our our claims and our usage and things of that nature. And it looked like it would benefit us to come out of the pool and do it on our own. >> Okay. So, we'll need a motion and I'll move to approve 17. >> I'll second. Any additional questions? All in favor say I. I. >> I. Opposed. >> Okay. So now we're into educational services. Um this is the authorization to adopt classroom mathematics California by I Ready for

089grades K through five. >> I'll move to approve item 8A. >> I'll I'll second. I have I do have a couple of questions um on this. Um so I got to our our curriculum is out in the lobby. I got to take a look at the curriculum and it's I'm very excited for it. It does a couple of clarifi just clarifying questions. Um it looks like it's very much so like workbook focused. It's not going to be like um it's not textbook necessarily. It's workbook and like they'd be doing the problems in their workbook. So we would be getting new workbooks every year for students. Is that correct? >> Yeah, that's part of the adoption. So when you when you adopt, you adopt for certain number of years and then that's part of the replenishment

090for every year that you extend it. >> Yep. >> Okay. And then um with the manipulatives, is that also part of the replenishment of like if a classroom loses manipulatives or we need more manipulatives or is it a like with the manipulative side of things, we get one and done or how does that side of things? I I I want to say this. Every time you do an adoption, there's always a standard like here's what you get and then they also show you like and then there's also all of these other things, right? So, they'll get there's a standard what you get and then we we always try to make sure we inventory all the things that are there and keep track of all those things and make sure that they stay with the school

091and ensure that the teachers have all the materials that they need. So, we have a a process where we work through all of that. So over the years things tend to find their way to different places so that we can but we want to make sure that we have the materials that we need to ensure things get there. We keep improving our processes. I can't say it's perfect. Um it never is but we do work really hard to make sure that the materials that are required to be able to provide the instruction are there with the with the adoption. And how does that work if somehow magically we had an influx of a certain grade or whatever and we had to like add like we didn't have enough materials for when we started >> have

092a process where we always have we call it prudent reserve >> um a reserve amount that we keep so we have in our like warehouse where we keep extras and then we do a lot of forecasting at the end of the year which with our projections and think about things like that and then we would order what we needed if we needed it. >> Okay, cool. Um, those were my questions. I'm It is looks like a very great curriculum. It was very cool seeing the hands-on um pieces to things and the like we had talked about in last week M's meeting the like the real world um examples and so many different cultures being you know represented and um all of these different fun things. It was it was really good. >> Yeah, I think

093our committee did a really great job of piloting and selecting good materials. I'm very thankful to them. >> Yeah, I was going to say the same. Just thank you for the teachers. We had a motion in a second. Okay. Anything else? >> No. >> All in favor say I. >> I. Opposed. >> Okay. And that brings us to our human resources consent items. >> I move to approve item 90. >> I'll second. >> Any questions regarding these consent items? All in favor say I. I. Opposed. Okay. And that brings us to our closing communications. There we go. I'll go first. Um, just thanks again to all the families who came out to support your schools and share your concerns with us. Thank you for taking the time and um, I hope you guys have a

094wonderful month. >> Yeah, I'll second that. Um, great involvement by uh, teachers and parents from all these schools and thank you for staying for the whole meeting. I think very informative. I think we usually have a small crowd to to learn about the the the financials. I think it's an important thing to understand some of the struggles of the school district and what what res limited resources they do have to meet the needs of all schools. So, I think it's great that you guys all stayed uh late on a on a work night. Thanks. >> I'll echo that. Thank you for speaking up. I think it's important for um everyone's voice to be heard and to you know, when there's concerns, we don't we're not constantly at school sites, right? like I try and get

095to school sites as much as I can, but we're not you guys are the eyes on the ground and boots on the ground. And so it's good to hear how different things, you know, affect the school sites in actuality. Um um as well, a couple of things I have been able to get to a couple of school sites in the last month. Um CDIO had a Valentine's dance that was very well attended. I went last year as well and last year it was raining on the Valentine's dance so it was not very well attended but this year it was there's so many families came out and it was great um seeing all of the kids get all dressed up and um and the opportunities that that PTA has been able to do for that school

096to make sure that everyone all of the students are able to participate. Um and so that was really cool to see. And then um today I got to be at La Pressa Elementary School this morning for their read across America day and um got to read with some students um their kinder and first grade class and got to learn about their secrets. Um their secrets are the sounds that different letters make. So, like I got to learn about the sh sound and how it's um s and h go to the library and when you're in the library you got a shh and um so it was it was very very cool being with that classroom um >> and wares >> yep um >> I was in TK >> and yeah I think I saw um

097both David and Dian's names on the um list of where who was volunteering >> um and Then I'll be at CDIO again this on Friday for um for their uh community reading day. And very excited. There's always so many cool community members that come out. There's alpacas that also visit that day. Um and I did say alpacas. Yes. >> Yep. >> Real life alpacas. Um and then I am also going to be at Murdoch for a jogathon. Um, I heard that you guys have done some great fundraising when I was at PTA, um, last week and so, um, there's some, it's good seeing the cool things happening in our schools. Um, and yeah, uh, we won't see you before spring break, I believe, right? So, um, have a good spring break to everyone as well

098and hopefully get some well rested. Yeah, our next meeting's going to be later in the month in April so that every once everyone is back from the spring break. >> Um, I just want to thank everyone for joining us today and definitely Tina for putting the simplifying the budget for us. I understood it, >> right? Um, and then I also I was at Kemp for their glow dance and it was it was funny because they didn't anticipate that many kids showing up and um the principal Miss Sosa had put a cap on how many kids could attend and we said she said 150 and literally 150 kids showed up but it didn't look like there was 150. So I'm like looking at her I'm like is there really 100? And there was there was 150

099kids in at the glow dance. So I had fun. Um I know the PTA uh did an amazing job with the glow dance and um and I actually stayed there the whole time. So that's how much fun I had. Um and uh the other thing that obviously with everything that's going on in the world right now, um I know we are a heavily um military um city and we do have a lot of kiddos that have families in the military and I think those are the kiddos that we definitely need to watch out for um just to see if they're having good days, bad days. Uh my son's in the army. Um he's currently on standby. So hopefully cross our fingers that he doesn't go, but if he does, we're ready. Um but just to

100keep eyes on the little kiddos that definitely have a family member in the military. >> Thank you for bringing that up. I was thinking about that, too, because kids, whether their families are in the military or not, are hearing snippets of things or there's images that pop on the news that are without a warning label. Um, and so, you know, being at a school site every day, my own school site, not in this district, um, you hear just snippets of things that kids are saying and, um, just kind of nonchalantly, but it is really jarring, I think, for the adults and it's just important to like have a read on everyone's experiencing this in a different way, whether of course military families, but just um, and and there's some instances of kids kind of just

101being desensitized to the violence, and that's kind of hard, I I think for the adults um to not just feel mad right away of like what that's not okay, you know, just realizing um that everyone's taking it in and in their own way and expressing it and with little kids that's doesn't always look the way you would imagine. Um and happy spring break season we call it at my house because it's um none of it lines up. So there's you never know who's coming and going for a while. >> Mr. Superintendent. >> Um yeah, I was going to share a couple things. One, just in terms of what you all are sharing about the news and um the war. Um it it's something has shifted like in media um in the last I I don't

102I don't know how long but um certainly since like the advent of social media and all of that like the way that we're getting our news is is different um in terms of I I think desensitization might be the the word for it because it really is like there are images that are just like on the morning news broadcast and there's no like pre-warning or it you know it's almost just like commonplace or something and it really takes kids in your home or kids in your life to see that how much it impacts them. you know, like um as soon as uh you know, it was announced that we were bombing Iran, um uh you know, my 8-year-old, my nine-year-old asked, "How old are my kids?" My nine-year-old asked me if there was going to

103be World War II, if this was World War II. And um and you know it is so important to remember like how scary these things are for kids and just some of the things you know just that morning that they showed just on the news you know um I don't even want to repeat it here because it's I don't want to disturb any of anyone that's here but it's just um yeah it really does impact our kids. Speaking of military families, um, Laame Mesaale uh was just announced that they've been recognized as a California Purple Star School for their service to um military students. Laame Mesaale, we have the highest number of um military families there. So, we're really excited about that and um just huge shout out to Laamesdale for um receiving that recognition.

104Um, I also want to give a shout out to Tina because Tina is being recognized by the California Association of School Business Official Officials receiving the Sky Joiner Award, which is which is a big deal and a cool >> It is. >> Well, hey, next time tell me if it's a secret. No one No one pays attention to our board meetings. Um, yeah. The other thing that I I wanted to say too is um I want to just thank all the parents that came out and um that's that's what this is for. That's why we have public comment at board meetings. We appreciate it. Um I want to say something um specifically to our Murdoch staff and families. Um and I just will say first off that um in student matters and in personnel matters

105um there are times when we can't be transparent and that is uh extremely difficult and the only thing that we can say to people is that we that the um what has happened over the last week we had we would never want for a principal to be pulled from a school in the middle of the year. We would never want people to abruptly be told that that's happened. That would only happen if we had no choice but to do that. And I know that that's not enough information for people. I know that it's not um satisfying for people. Um, but that's all I can say to people is that um that it's a personnel matter and it's something that we can't share information about, but it is not something that we had any option but

106to do. Um, and I'm even being cautious with my wording because I don't want to suggest um who the doers are or anything like that um because we always have to be really careful in terms of um um confidentiality in in these things. Um but I absolutely know I have children in this school district. Um, Nathaniel has kids at Murdoch. Um, Meg's daughter was at Murdoch before middle school. Um, it is I I would be upset too to come in and and learn that the principal is no longer at the school. And um, again, all I can say is that it's the last thing we would ever want to do. Um the additional support that people have seen on campus there in the office um is to provide support to that office staff because of

107the increase in calls they're getting and parents coming in and that sort of thing. It's to support that school. And whenever we have something where there's a leadership transition that is unanticipated and is um essentially an emergency, um we do everything that we can to be there and support, which is why we had our cabinet members there the next day. We've had our um director of special ed out at the school to support. We have Mrs. Sterns there. Um we absolutely want to provide all the support but there are times when we can't be transparent about the specifics of the situation. We can only um share with people as much as we can share and say that we would never do something um unless we had to do it. Um and that's just the the

108reality of the situation unfortunately. But um I just want to thank everyone for being here tonight. Appreciate you all. Appreciate you sharing um your uh lived reality with all of this and um and hope that we're moving forward to a good place at the school. So thank you all. >> Thank you. So I think Oh, I closed my computer. It is 7:37. We can adjourn tonight's