001Unified School District will recite the pledge of allegiance and we will receive the colors from uh the Bulmont High School JOTC. All rise Detail present. Go. Ready. Begin. I pledge algiance 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. Order. Go. Colors boat. Left, right, face, arch, host. Present arms. Order arm return right face forward arch. Thank you everyone. Agenda item 9.1. Riverside County Office of Education will recognize schools for their outstanding achievement in positive behavioral interventure interventions and supports PBIS. Good evening, President Brown, Superintendent Kish, and members of the board. Thank you for the opportunity for us to visit again this evening. My name is Jasmine Fincher and this is my colleague Denise Granger. We
002represent the student and engagement wellness unit at the Riverside County Office of Education. We are committed to supporting every student in Riverside County so that they graduate ready for success in school, career, and life. Tonight we celebrate the Belmont Unified School District for outstanding implementation of positive behavioral interventions and supports or PBIS. This year all 14 Bowmont schools have received recognition which is up from 11 schools last year. Agreed. So these schools have consistently built positive inclusive environments where students can thrive academically, socially and emotionally. This success reflects the dedication of teachers, staff, administrators, and families working together to model and reinforce positive behavior every day. On behalf of Dr. Edwin Gomez, the s the Riverside County Superintendent of Schools. It's our honor to present this banner of recognition to Bumont Unified. WOW. And at
003this time, I would like to invite up Dr. Bobby Bernett, the director of student services, as as we would like to honor each of the schools to come up and take a photo. All right. I'm so extremely proud uh to invite up our bronze award winner, Bumont High School. So, if you have an administration for Bowmont High School, come on up. We'd also like to highlight Our silver award-winning schools, Anahos Elementary School, Brookside Elementary School, Sundance Elementary School, and Tournament Hills Elementary School. Like to proudly acknowledge our gold recipient winners, Three Rings Ranch Elementary School, as well as 21st Century Learning Institute. And finally, I am proud to acknowledge our platinum schools. Bumont Middle College High School, Glen View High School, Mountain View Middle School, Palm Innovation Academy, San Gregio Middle School, Starlight Elementary School,
004and Summerland Trails School. Congratulations to all of our amazing schools for this acknowledgement. We're going back here. Just got out of control quickly. Yeah. Thank you. I see it. I'm on the wrong side. Get up there, Drew. Get up there, Drew. Okay. One, two, three, one, two, with me. Just let me just double check that. Yes. Yeah. We'll get all of the board of trustees. Superintendent Petra. No, you guys did all the work. Yeah, that's what I said. President of the board will be stand come on. Thank you for letting us take the credit. There's a lot of people. I'm assuming everyone's in this photo. That's supposed to be. Okay. Something's there. One, two, three. Perfect. You guys look great. All right, now we have to get it back. But at least it's easier than
005the other one now. Can we make a comment right now? Yes. I just want to thank you guys all for being here and all your hard work doing PBIS. So, because I know you guys are going to leave, so I just want to say congratulations on your awards. Thank you. Thank you, Susie. All right. Item 10.1, um, public testimony. We have none. Uh, item 11.1, report out of close session. We have no items to report out of close session and 11.2 receive a report from our student board member Petra Wrathfelder. I believe this is your last report. We will miss you Petra. Thank you. Not by way too quick. Yes. Good evening board members, cabinet, and community members. We're excited to share our about our elementary school sites great events, activities, and accomplishments. Anahos Elementary
006School started off November with a presentation from Step-by-Step Cultural Arts, which was backed by Proposition 28, which provides additional funding to California public schools for visual and performing arts. The character strong focus of the month of November was gratitude. Thank you to the parent teacher association who helped raise funds for the school by sponsoring a staff event that student house leaders hosted. The guiding coalition for the Anahas professional learning community attended a work conference in Pasadena. Brookside Elementary students uh previewed Bowmont High School's district-wide production of Shrek. Students celebrated the 67th day of school with activities at lunch, a reference to the popular 67 jokes. Great work to the fifth grade class and their performance of mastery math, a teaching approach emphasizing depth over speed and using regular checks to address the needs of each
007individual student. Palm Innovation Academy elementary students have been fully engaged in academic challenges, character building events and athletic competitions. The school had a student spelling bee and hosted its second annual amazing shake competition for fifth graders who will go on to represent their school at the district level. The school held its first ever turkey trot and had a great turnout with students showing great teamwork, effort, and sportsmanship. Starlight Elementary School celebrated newly reclassified students, English learners who have met the criteria to be considered fluent in English in November during the English learner advisory committee. Congratulations to all who achieved this milestone. Staff PR staff pranked students on the 67th day of school, a number that continues as a running joke. The reading lab team posed for a photo, proudly stating that students should read at
008least 6 to seven days a week. Tournament Hills Elementary School celebrated having the best attendance in the district for the month of November. Each student participating in this year's site spelling bee was celebrated and are planning to compete at the district spelling be in February. The Bowmont High School choir performed songs for each student. There was a balloons over Tournament Hills Elementary parade bringing imaginate bringing imaginative art to life. Oh. Um, okay. I think that was wrong. These are out of order. Sorry. Um, okay. Keep going. Okay. Um, you're good. Okay. They'll they'll follow you. Um, okay. Um, for Three Rings Ranch, Yeah, sure. For Three Rings Ranch Elementary School, they held their first award ceremony of the year. Moved to Three the Rings Ranch. When she says the name of the school, if you
009can just go to that because it's out of order. Yeah. Okay. Um, they held their first award ceremony of the school year by celebrating first trimester award recipients. Students are pictured with Mrs. McCclure and Mrs. smile spending time at the principal's brunch with their principal award winners. Congratulations to the top five students of the amazing shake. These students will be a part of the top 15 students that will represent the school at a district-wide competition. A trimester 1 awards assembly was held on the same day as crazy hair day. The amazing shape competition was a success. The top three finalists are Jackson, Sarah, and Hezekia who will advance the district competition. Congratulations. Science fair winners who will be moving to the district science fair were recognized with fourth graders winner including Christian Zavala at first
010place, Cole Ryan in second, and Holden Newborn in third. Fifth grade winners include Sydney Star in first place, Grayson Jamie in second, and Sophia Zuliki in third. Congratulations to everyone. The annual spelling be was held during the first week of December. Congratulations to Drew Giles in first place, Janelle Tison in second, and Olivia Farrell in third with Gavin Red serving as an alternate. All finalists will move on to represent their school at the district spelling be in February. Sundance Elementary School celebrated students in each grade who showed the most growth at the top scores on their most recent diagnostic ch tests. Congratulations to these students for their hard work. the school um the Sundance School children's choir performed at the Grange for Winterfest. The school hosted a Grinch day for the week spirit day. The
011third annual amazing shake was a su success as students completed the gauntlet and work the room challenges. The amazing shake competition will be selected this year. Um did I do um three wings? Mhm. Okay. Then I'm missing a page. Um I did tournament hills. Yeah. Yes. Um okay. For summer wind trails elementary school teachers. Oh okay. Is that all of them? Yeah. Okay. There it is. You're perfect. Okay. Oh, sorry. Summer trails elementary school teachers had fun celebrating the 67th day of school with custom shirts and activities that students enjoyed. Fourth graders performed in Alice in Wonderland and we are proud of their hard work. First graders had their balloon over Broadway parade and steam night family was a big success. Thank you to Mrs. Jerard for the team for putting this event together. As
012always, thank you to all of our parents, family, students, and staff. This concludes the events and activities taking place at our elementary school site. And I apologize. You're good. Good job. Thank you, Petra. So, we will now receive a report from the superintendent and review the district calendar. Thank you, Mr. President. I want to start by acknowledging our risk management team and the emergency preparedness overall uh team because Bulma Unified School District applied for and received a grant from the US Department of Justice. The funding allows us to upgrade our emergency radio communication system. Um Channel 3 News covered the story on the evening news showing that we're leading the way and being proactive when it comes to safety efforts. So congratulations to the team. And then we had the honor to be there for
013Principal Hurk in um Brookside and he received a major award. Um it's called the Milicanin Educator Award. The award was delivered with $25,000 check for his discretion. Only 35 people will receive this award this year. He's the only one from California. The recognition was handd delivered in a surprise by Milican Family Foundation. In attendance were numerous special guests including City of Bulmont Mayor Mike Lara, City of Bulmont Council Member and BTA President Julio Martinez and Bulmont USD board member Susie Lara, Assistant Superintendent of HR Jennifer Castillo, Assistant Superintendent of Instruction and Support Services Dr. Brown. Um, and then California CSA, California School Employee Association President Frank Hernandez and BCNEY President Dr. Michael Brier, NBC Palm Springs, and several other news agencies covered the event. Very proud of them. Um, we also, um, had the whole
014farm to students over the break of Thanksgiving. Um, and that's a program run by expanded learning opportunities programs and they usually also provide breakfast, lunch, and dinner. Um, child nutrition services invited Jacqueline Stewart from Old Grove. Uh, farmer Jackie talked about life on the farm and how to pick healthy foods. Students took home their own organic fruits and veggies. And thank you, Thomas, for covering the event. We also had, of course, the December students of the month. Trevor Shelton attends Bulmont High uh Middle College High School, plans to pursue a career as a personal injury attorney. And the other student was from Bulmont High School, Micah Su, and he plans to pursue a career in welding or mechanical engineering. And thanks for his experience in CTE programs. And of course, the amazing shake is um
015coming to a conclusion at the site level. And all of the elementary schools and middle schools that have participated have um finalists that will move to Saturday, January 24th, uh which is actually also concluded on Saturday and Sunday. And so the finals will be announced on Thursday, January 29th. We're looking forward for who are the winners. ers are going to move on to go to Atlanta after that. That's the next step. I do want to give a shout out for Shrek the musical. If you haven't attended, please put it on your calendar. There's still tickets available. I know several of us are planning to attend on uh December 11th. And so um looking forward to another amazing amazing uh play. We also wanted to highlight that this is the winter holiday uh calendar. So we
016will be closed uh December well the schools will be closed December 22nd through January 1st. Actually I thought it was January 7th. Yeah. Can we get a confirmation on the date of the closure please? And um of course the district office will be closed on Christmas Eve and and Christmas Day and New Year's Eve and New Year's Day. As for January, we um have our next student of the month would be on January 14th. We will have the district science fair awards at the ESF on January 15th. And we will have another holiday on January 19th for Martin Luther King. And at the last slide, I do want to give a special thank you to Petra for your service as the first term as a student board member. You did amazing and thank you for
017your service here. As you see here, she has a lot of interest and she serves on a lot of service um oriented organizations. And so I'm sure now that she has a little bit of time and not serving on the board, she will pick up something else. So we're very proud of you. We will acknowledge both of you in the June in the second May meeting before you go on a break and we'll have nice graduate before she graduates. Yes. Yes. And I also want to wish everyone here a very merry Christmas and a very special holidays and happy holidays and a happy new year. So we'll see you all in the next year. Thank you, Mr. President. Thank you, Superintendent Kishh. Uh item 12.1 is to approve the consent agenda. Um, I usually have
018a speech prepared here, but I don't see it. But items that are considered normal and routine in nature are approved through consent agenda. Um, unless a member of the board would like to remove an item for individual discussion. I think that's a decent paraphrase. Yep. Good job. Um, so would any board member like to remove an item from the consent agenda? Hearing none, I would like to remove item 12.3 and item 12.8, please. Can I get a motion to approve items 12.4 through 12.7 and 12.9? So moved. Second. Okay. Any discussion hearing? None. Call for the vote. I'm sorry. 12.3 which is the POS the POS purchase orders and contractual agreements list. And the motion carries. Moving on to item 13.1 which um item 13.1 and 13.2 will be the items pulled from from the
019uh consent agenda. So on 13.1 which was contractual agreements right? No POS 15.3 13.1 Oh you did you switch it. Okay. Okay. So contractual agreements. I had a question about the agreement with data impress DI technology group. Um, so reading over the contract, it appeared that they were going to be providing um technology support for our Chromebooks. They were going to be repairing in warranty Chromebooks and out of warranty Chromebooks, but I wasn't sure about the pickup and drop off fees. It there appears to be a um pickup and dropout fee for every time they pick up and drop off, I'm assuming, out of warranty Chromebooks. Um, I'm just want to know why we wouldn't coordinate that so that we were picking up the in warranty and out of warranty at the same time. Um,
020$3,000 a year to pick up and drop off devices when there it appears that they would normally be coming here anyways. And I know that this is a not to exceed. So, I'm not holding up. I'm not saying let's not approve this. I'm just saying let's be very mindful of when we have them come when it's on our dime and when we have them come when it's on their dime. If we can load them up when they're already here, awesome. So, that's just kind of um uh and again, I'm I'm not trying to pull it because it the contract language is not to exceed. So, um that was really all I wanted to say about that one. And then do you want to get We need a motion. Oh, yes. So, and then can we
021have a motion to approve item 13.1, please? So, so moved. Second. Okay. Motion by Susie, second by David, and discussion. Thank you for that. All right. And call for the vote. and the motion carries. And then on to item 13.2, which is the purchase orders. Um, again, a technology question. Um, this is kind of my wheelhouse. So, the um the two Apple purchases for about just south of $40,000. I know that as a district we don't buy a lot of Apple product, but that seems like a pretty big thing for a district that doesn't buy a lot of Apple product. So, who are these for? And like what's the plan for these? I believe I believe these devices are ordered for um Sangonio Middle School. They have a lab a Mac lab there that we're
022refreshing and and that's what these devices are for. Okay. We do have limited Mac devices throughout the organization primarily in special education for for iPad devices, but there are a couple oneoff uh sort of pathway courses where they they do justify the the use of those devices. Do they work with our they don't they're not the same as like the Google and all that, right? So, we have a different management solution for our Apple devices. So, they're all enrolled and they're all protected with our uh cyber security um suite and they do enroll in Google and and use all of our Google Workspace applications. What do we use to what's our MDM for that? We're using Mosul. Mosal. Moz. All right. Okay. Thank you very much. Move approval for 13.2. Second. That's where we're at.
023Sorry, it's rushing. No, it is. Any discussion? No. Hearing none. Call for the vote. And the motion carries. All right. Item 14.1, special legal and discussion items. Receive a midyear update on the 2526 local control and accountability plan. Good evening, Superintendent Kakkesh. Congratulations, President Brown, members of the board, and our cabinet members, colleagues, and community members. Tonight, we are um receiving the information on the LCAP midyear report, which is a legal mandate. And so, here we go. Um the due date for it is actually February 28th, but we're actually pretty ahead of the game because we um were able to close out the first interim. it gives you um what we had adopted in the second column it's what we adopted and then in the third column it's there's a slight adjustment from the first
024interim numbers um based on the panorama survey and the alcap advisory committee um we had um analyzed the input and the feedback and the top five areas based on all of the data in in addition to the feedback um was that there was number one substantial improvement in attendance metrics as well as student engagement which is goal one and that number two there was huge strong academic growth and favorable bank benchmarking in ELA and math which is goal two and number three as we recognize the awards positive elementary student social emotional metrics and sense of belonging in goal one and the fourth item was that um there was high staff efficacy, job satisfaction and meaningfulness which is goal three and then the last one increased college and career readiness outcomes for foster youth which is
025goals one and two. The top three areas for growth um was number one secondary student sense of belonging and emotional u regulation which is tied to goal one and number two consistently has been a need which is English learners and long-term English learner academic progress and then finally the a throughg completion and overall secondary math proficiency which is something we'll continue to work on. Um, as we look through the tables, you're going to see that it's either planned and we haven't started the implementation or it's in partial implementation state or we have fully implemented um the action item. And so I'm going to um review the five goals that we have. The first goal is all about positive school climate and culture. And as you can see in the metrics in um goal one metrics
026slide, I did put in green items that we've already met. Um just as a refresher, LCAP is a three-year cycle. Currently, we're in the 2year, the second year. Um and so the data we're looking at is from um the 2425 school year um data quest as well as dashboard. And some of them are from local assessments such as the panorama data or Aries or internal systems. And so expulsion rate and pano panorama um target has been met with 0.1% expulsion rate. And you can see u for the panorama data there has been um greater than 2% increase. And then here are all of the um action items. Some of the key items that you can see are like 1.5 where we've made a concerted effort um to engage our families and communities and put on
027additional um outreach events. Um and then here you have the rest of the goal one action items. One of the areas that we have um increased support is 1.14 where we have mental health support because that continues to come up in our feedback and our data. Goal two is all about the success of academic, behavior, and social um areas. And so this shows that the academic areas, we've actually already met our three-year target. And so you can see um that our target was to be about 9.1 below standard from 18.1, but we're already closer 2.5 um below standard. Um, goal two, um, as you can see, has a lot of, um, funds allocated for instructional support and its staffing, its professional development, um, it's instructional materials. Um, and we have specific line items for ELTEL,
028um, supports as well. Um goal number three is all about um recruiting and retaining cultivating that highly qualified staff in addition to creating a safe learning environment. And so for this one, a lot of it is local indicators. Um, and we have met um all of the areas. And you could see um the different action items supporting the staffing and the training of new teachers um as well as access to technology and and constantly revising and updating our um software needs, our supplemental software. Um goals number four and five are actually new. We added it at the middle of last year and that was because new data was released and new grant funding was provided for equity multiplier school. And so equity multiplier school has two um criteria and one is 25% non-stability rate and
029that basically means in a nutshell students are not staying the continuous 245 days um within the school year. And then the other factor is a 70% socioeconomically disadvantaged um benchmark. And so one of the schools for that is 21st century. And because their area um where they had the red um indicator was chronic absenteeism and we're required to set a focus goal based on the red area. And so we worked on chronic absenteeism. And so thankfully they've already met um their goal and their funding was allocated for attendance support. And then goal five is a focus goal for Glen View High School. And because they were read in the college and career indicator, we have set that goal. And so funding was allocated for this purpose. Um we have um professional development as well as
030seal by literacy because that one actually um weighs heavily on that as well as um professional development opportunities. That's it for the midyear update. Any questions? There was a point on I think it was goal number two that you said you met the standard and you said it was 2% but I saw 67%. Is that the is that the amount that was increased or is that the total amount? Sure. Um so when we are looking at the data right here um what you're Wasn't that one? Go back. Go back more. Go back to goal here. Oh, for goal one, you have the panorama. Mhm. Right. So, for the panorama data for the 64% that you're referring to, that was the baseline data um of 64% agreed that they felt a sense of belonging. Um and
031then we our goal was to increase 2% so that would have been 66% but we got 67. So we met that goal. All right. Yes, sir. Mhm. Page 12 or slide 12. There you go. Yes. Um we met the question. Are we allowed to adjust our target? We don't typically um adjust a target because when we're coming up with actions, it's a three-year action plan. So, we have our target for that action when we're setting the actions and then we progress monitor every year and determine where we are. But that's not ever going to deter us from hitting higher and we're going to continue to move on. Um, and then next year, um, we'll, well, this year we're going to work on our third year, and then next year when we start our new three-year
032cycle, that's when we'll set new target goals. Okay. Because we've already surpassed the ELA target. Yes. And so, we want to continue that upward trend. Yep. Can we go back to slide 20? I don't think I understand this completely. So what is an equity multiplier school? I'm still not clear what this is. Yeah. Um it's something new for us last year. So equity multiplier school is where they have a lot of movement within the school like students are leaving not staying the full at least 245 continuous enrollment days within the school year or and their SE sed rate is higher than 70% that means they need additional support and additional targeted support because their absenteeism or their um stability isn't high and they have um a high SED D population and so that means the
033state is going to provide us extra funding and using that extra funding we look at what areas are these schools red and that's what we target. Okay. Thank you. Of course that helps. And one more question. Yes. Um, I'm not sure if this is the opportunity to ask question on page slide eight one. Thank you. Oops. Slide eight. Goal one. On the on the attendance, what do we have in play or what is being planned to help us increase attendance? There's actually quite a few um that we have. So when you look through the actions 1.1 for example counseling support that encompasses a lot of factors that support students because if you look into the different studies about why students are absent. Sometimes it's because they don't feel a sense of belonging or they're too
034stressed out or various factors where they need additional academic support. So counseling support is part of that support piece. We also have student support service coordinators that is working with the team. We have assistant principles reaching out to families if students are absent holding SAR meetings that takes them to SAR. So there are many factors that are built in and there are also very specific ones like 1.7 where it's an actual incentive program um for attendance. Um and there's targeted attendance support if you look at 1.15 but many actions in goal one actually tie directly into um the attendance factor. Okay. Because I did see everything that was fully implemented. Um it just doesn't seem we're getting the the bang for the buck over the last two years because this is from 2022 is when
035we started correct. Okay. Um but I didn't see anything and again again I don't know if this is the appropriate part to say it but there will be plans to modify or new goals at the end of next the end of this this year. We'll create a new three-year plan. But the districts that I've seen success with attendance is part of recovery through Saturday through Saturday instruction for students. And I've seen great success throughout the pass area, but I didn't see I didn't see something listed like that here because I had seen a a fun funding for te teachers to show up on a Saturday. So am I am I wrong in my assumption that Bowmont is not offering a Saturday program for credit for attendance? Right. Um Bumont is offering Saturday school and credit
036recovery. Um it's different funding for the LCAP. Um and so for this portion we're not necessarily addressing credit recovery or attendance recovery. Um I should say sorry attendance recovery. Um however um I will also say that um chronic absenteeism over the past years has been significantly dropping. Okay. Did you want to add anything? Okay. Thank you. Say I get notifications about Saturday school pretty much every day. Well, probably Saturday some people day is just a punishment. But not because if you have a kid that's showing up every single day, which I'm sure your students are my kids are at school, you getting that message to us, right? But it's going to everybody, you get a benefit at home because And I would just add our Saturday programs are not punitive. They're all for enrichment or
037recovery. Um, and they're very intentional and and most of them are now funded out of ELO P. All right. Thank you. So, hold on. I if everyone else has asked their questions, I have a a quick question on goal four. Um, it looks like we have met I remember when we did this, we created like either 2.5 positions or a full position. We created a position to support this and if we've met the goal, do we still have the position and do we still have the funding for the position? So that's a great question. Um for goal four, um so equity multiplier is identified yearly and so unlike the LCAP which is a three-year commitment, right? Equity multiplier is in terms of the definition of the program, it is a one-year program. However, um we
038are given several years to use up the funding and so we strategically talked about if we hire somebody or open a position that means we're committing to it. So what we said is 21st century um learning institute is prone to a population that kind of comes in and goes out as needed because it's an online school and so by definition we're going to have additional needs in terms of reaching out to students for attendance. So it was an area of need and so what we did was instead of spending all of the funds that they gave us, we only spent a less than a quarter of it so that we can continue it knowing that eventually within the next four or five years we'll probably be grant granted this funding again. But if not, we
039have enough time that we can try to get to a point where um it it's a position that's often um open and so it it's a natural fit for supporting the attendance and it's been working well. Okay. So, we still have someone there. Yes. Okay. All right. Thank you. Of course. I just wanted to say thank you. your presentation was um refreshing and as as far as this as far as this can be um and you know it was a great overview of everything um I think just what at the level that we would need it or that I would need it um and it was very professional and well done so much appreciated. Thank you. Thank you. All right. Uh 14.2 receive a presentation and certify the 2526 first interim report. Alrighty. Good evening,
040Superintendent Kich, President Brown, members of the board, cabinet, colleagues, and community. My name is Nathan Chimera, and I serve as the director of fiscal services for Bumont Unified uh school district here. And today we'll be discussing our first interim report. So, our first interim uh report, what that is, that's our first check-in from our adopted budget and from our year-end close. Uh so, we just have a timeline here. So, first checkpoint, um anytime that we're budgeting, we always build a budget with a series of assumptions. Those assumptions, they drive our revenues and they drive our expenditures. This slide here has our assumptions for our first interim and it's comparing it to our adopted budget. You can see that uh we starting with our cost of living allowance or cola. There's no change there. Moving to
041district enrollment, our adopted budget assumed 2 and a.5% enrollment growth and what we're seeing at first interum is a little bit less than 2%. Our enrollment to ADA capture ratio which is uh determines our ADA and that goes into our revenue calculation that remains the same. What we are what we are assuming is a 93.7% capture rate. Uh same at adopted. Moving to our next category there that is our unduplicated pupil percentage that has a direct impact with our LCAP revenues. And you can see that at adopted budget we were assuming 70% and at first interim we're actually seeing growth in our unduplicated pupil percentage. So that's 71% a growth of 1%. Our stirs and our PERS costs those remain fixed between adopted budget and first interim. Question for you is our attendance our enrollment
042or ADA ratio different for 2526 than what was presented in the uh so this yeah so this right here so coming into the year for our adopted budget we assumed 94%. So that was the projection used for the LCFF calculator. So LCAP shows about 92%. But what we are looking at right we're going from the our LCFF is funded on P2. So what we are saying with this is assumption is by P2 our attendance will recover to that 93.7% rate check in during you have multiple interims. Yes. But this is our first check-in and I'm assuming both reports were checkin for this time period. Yes. So going forward going into So the reason why it hasn't changed from adopted budget to first interum is because we haven't filed what's called our P1 and our P1
043is going to take our attendance from the beginning of the year to that it's going to be like a winter date. Once we present second interim, that attendance, that capture rate, that enrollment to ADA ratio can change depending on what we're seeing. Just we haven't got to that P1 report yet. So, we have not changed the capture rate assumption. Is that Yeah. Now, was the LCAP based off of our October reporting? So, what the L So, what the LCAP's using, right? The LCAP is using this cap. So the LCAP revenue is using this capture rate with this 71.3% unduplicated count. That could change right as we go throughout the year and say our ADA does not materialize to what we are projecting. There's also Nathan that the period for first interim ends at October 31st.
044Correct. But the major report is a true major report for the LCAP. So it is it is longer and it projects differently. This one is as of October 31st. Okay. No, I just want to be able to explain it. If I someone ever asked me why are the two reports different, I'd like to be able to have an explanation. Yeah. Yeah. The major report is true major report. The I'm trying to give myself an explanation right now. So, yeah, the this the first interim is outdated almost because it's as of October 31st. Yeah. Yeah. So those numbers can change depending on what we see with our attendance trends, but we will update that and bring that back to the board. Yeah, good. Thank you. Of course, no worries. Uh moving to our next slide here.
045This here is our general fund summary and this is presented in a combined format. That means this is unrestricted and restricted combined. Uh you can see that there's been changes from adopted budget to first interim. Starting from the top, the beginning balance carryover has increased by about $8 million. That's because we closed the year ending with $8 million greater than what we were projecting. So what we are doing at first interim is we are taking that adding it to the first interim budget and that's included in our multi-year projection. Moving to our next line here, you can see that there's been a change to revenues and also a change to expenditures. Uh so comparing adopted budget to first interim we were projecting to end at 27.2 million while at first interim we were projecting to
046end at $36 million. Now the $36 million is split across of different categories there. You can see revolving cash restricted funds our reserves our commitments and our assignments. And you can see that our largest growth to our ending fund balance is in our restricted resources. So our next few slides, we're going to start talking about what's changed since adopted budget. This first slide here, we're going to start with revenues. Uh our left column, that's the adopted budget. We started the year with $216 million and at first interim revenues are projected at $229.6 million. Uh you can see starting from the top our LCFF resources they have changed a little bit. Now we have our enrollments materializing a little bit less than what was projected. However, the increase in unduplicated pupils is increasing our LCAP funds.
047Right. Moving to federal revenues. There's a small change there because increased medical LEA BOP dollars have come in. And for our state revenues, you can see that there's a a sizable change in our state revenues. Uh and I have that on our next slide. And then also in our local revenues while there's no change in our transfers in. So on this slide here, this is going to uh line out kind of the changes that I'm talking about here. to jump to our state um changes. You can see that the expanded learning opportunities program, there's an increase to what we are expecting to receive from that grant and that's due to assembly bill 121 which essentially takes the district from one rate which is a per pupil rate in ELOP to we're going from rate uh
048is it two to rate one. So, we're seeing considerable growth in what we are expecting for ELOP. Still in the state category, we have a one-time block grant um that was not included in the adopted budget. That's the student support professional development block grant. That is one time. Additionally, we also have the learning recovery emergency block grant which was uh it is being restored that was pulled from districts. It stems from a COVID grant, but that's being restored to districts. Now, additionally, in the state state um revenues, we have state grant carryover primarily for CTE. Our CTE grants will carry over year to year. And locally, we have an increase to our interest revenue. And we're also seeing a rate and a small uh violence prevention grant there. Moving to expenditures, you can see that
049we started the year with $239 million in expenditures and that's grown to $251.7 million. On this page, you can see that there's about $1.3 million in certificated salaries, a decrease to classified salaries. Uh there's a large increase there for our um capital outlay, that is our most notable increase, and our services and other operating expenditures. So the reason for these expenditure adjustments uh for salaries and benefits, what we're seeing is that there's an increase for substitutes, extra duty, and stipens compared to the budget that was adopted. Moving to our books and supplies categories, as items are transferred from last year to this year, you're seeing a one-time increase for that for that transfer. Additionally, with the reimbursement for the -ate program and the safety prevention grant, we have one-time revenues with one-time expenditures. Moving to
050services and operating expenditures. The district has seen increases for insurance, utilities, repairs, computer services, software, legal fees, and professional services. And my last category there is capital outlay. the and that represents a a po a big portion of our increase in expenditures. Uh and that is due to the expanded learning opportunity construction that we are exploring. We are exploring uh adding access to sites throughout the district to increase access to the expanded learning opportunities program. Lastly uh is the child nutrition project which was transferred from last year and will be completed this year. Now that we've covered revenue and expenditures, uh we'll talk about contributions here. And you can see that comparing the adopted budget to first interim, there's been an increase to the contribution to special education. Now, districts receive money from the state
051to fund special education, but the states do not provide enough funding to fully fund our special education services. What's our current 6,500 a lot? Uh it's about just under $10 million I believe about9 $10 million. So we have an approachment of 20 million uh 33 million. Well, if we get said 10 Yeah. This this right here is just the contribution. Yes. Then now that's a contribution from unrestricted to restricted. Um and then there's an increase to the routine restricted maintenance because that is a 3% of all expenditures and as all expenditures have risen that contribution has risen as well. The next portion of the of the slideshow will cover components of the ending fund balance and we'll be starting with our restricted resources first. You can see from this slideshow that there's been a change
052in what we expect to carry over for expanded learning opportunities. And you can also see the student support and professional development discretionary grant that is one time. Moving to our next slide here, you can also see there's the equity multiplier. Uh so what was carried over? Um the reason that's changing is because we had an increased carryover from last year to this year. Um and we're also seeing the learning recovery emergency block grant which was not included in the adopted budget but is being added at first interim um and increased medical lea option due to increased revenue. So all in all our restricted resources were projected at $5.9 million at adopted budget what we would end at and at first interim that's increasing to $14.7 million. Can I ask a question? Of course. What is
053fair market value dragging? Yeah. So fair market value, what that is is that's an that's a required audit adjustment that we have to make when we close our books. The reason why it's being separated here is we made that adjustment at year end to take it out of general fund so that we don't spend that dollar so that we don't spend those dollars. Thank you. Yeah. Continuing on components of the ending fund balance, you can we're comparing adopted budget to first interim and you can see that our total reserve for economic uncertainties has decreased by some amount by about $700,000 from the adopted budget and that's due to the ongoing pressures on our unrestricted fund. While the district can still continue to commit $1.3 million for textbooks, our final piece of the ending fund balance
054is our assignments. Now, these are not required by a state. Um, these are local decisions and this primarily is made up of our pools and our vacation liability. You can see at adopted budget we were projecting 3.6 and at first interum we're looking at 4.4 for for our assignments. How many days do we allow classified to build vacation? Yeah. So for for our vacation liability uh what we are currently doing is there there was aou agreed to. Did you want to speak to that Jen? We in the past we didn't have any um limitations. I'm sorry. Limitations. Yes. In the past we didn't have any limitations. Last year we negotiated with the CSEA that um we would limit the liability um for the first year those that had over 200 hours they needed to use
055up um an additional 40 hours and then the this next year they would have to do the same so that no existing employee has any more than 200 hours in liability and by the third year we would pay out the difference. And then um for any new employees that started as of July 1 um they would only be able to obtain up to 10 days worth of their FTE. So 10 times whatever number of hours they contract. Thank you. Okay. So this slide here, what this slide represents is it's a summary of all funds for Bumont Unified. Up to this point, we've been focused on the general fund, which serves as our operating fund. You can see that we we started the year in that general fund with $58 million and we are projecting to
056end with $36 million at the end of at first interim. Uh Bumont operates a total budget of $293.6 million across all funds. Uh we are projecting to end the year with 109.6 six across all funds, but again, $36 million in that general fund. The last section of this slideshow will cover our multi-year projections and our multi-year assumptions. So, just like first interim, our budget is always built on a series of assumptions that drive revenues and expenditures. This slide here has our assumptions for our multi-year projection that we'll get into. Uh a couple a couple things to point out here is that uh the first interim is assuming the 2.30% COLA. Next year we are assuming a 3.02% cola and in year 3 2728 we are assuming a 0% cola with enrollment materializing at less than
057just 2%. The multi-year projection is now assuming a 2% enrollment growth in our outy years while that funded average daily attendance remains at the same ADA capture rate at first interim. Are the three years pro are in-house projections or school services? Uh the cola correct? Yeah, those are that's uh statutory right. So school services is using those numbers as of first interim Except for year three. Yes, that's about three and a half I believe. So it's in house. Yeah. For that. Yes. Um also to highlight here is our unduplicated pupils. What the multi-year is assuming is that the 71% that we are seeing at first interim continues in year two and and in year three. Our stirs rates are projected to remain flat while our PERS rates will see an increase in our outy years.
058And as a reminder, the reason why for the in-house decision for the year three is that we've made a commitment that until we bring you parameters for negotiations, we don't book that cola because otherwise we will have to deduct from expenditures to do anything. Oh, I know. I'm just breaking them in since it's not Carmen anymore. Oh, okay. But I don't want people to think we're underestimating the budget for no reason. There's a You're right on point though. Good job. Yeah, I appreciate it. I appreciate it. Okay, couple more slides here. Uh, so multi-year projection. What we're starting with is this is the combined multi-year. This is unrestricted and restricted combined. Now, I mentioned we started with $58 million. We're ending with $36 million. You can see how that $36 million at first interim becomes
05931.6 and becomes 29.4. So there is a budget deficit that lives in the multi-year projection currently. However, the district is still meeting its reserve required 3% reserve. Moving to unrestricted. Um now we're breaking out unrestricted and restricted. You can see going back one slide that the combined deficit is $22 million at first interim but 19 of that 22 lives in our unrestricted uh fund. So you can see that uh in our unrestricted fund that total $58 million 40 of that is in our unrestricted that 40 becomes 21 that 21 becomes 16 million and that 16 becomes 8 million. The district is still meeting its 3%. However, there is a decrease projected in the multi-year projection currently. On the other side of the house for restricted, you can see that of the $36 million we are
060projected to end, just under $15 million of that is in our restricted um fund. Now comparing restricted to unrestricted, you can see that restricted is actually expected to grow primarily due to the expanded learning opportunities program and just growth of restricted resources from the state. Um, and that concludes our first interim presentation. Any questions? No, no, you got my questions during but I'm open for any other questions. Just a comment though when because I know we do have several staff members that are going to u the advocacy event uh later on in the spring and each year that I've been the idea funding has been one of the um topics of advocacy and so it might be helpful to bring those specific numbers and talk to the congressman about exactly the percentages that our district
061is having to contribute for those funds. Maize knew them on off the top of her head when I asked her last year. So, we were still good. But it would be uh just good way to be prepared for that if that's something you would be inclined to do. No, I'd be inclined. I'm I'm always inclined to do that. So, I'm glad you are as well. know if we can get I'm scheduled to go and if I can get the detail on resource 6500 that would be of course it's just a hot topic for me because the state should be funding a mandate that they set. Thank you Melissa. Any other questions I can answer. Thank you for your time. Thank you David. Uh that was easy. It was easy. Do I hear a motion to
062accept the first interim report? Second. Okay. Moved by David, seconded by Lance. Um, discussion hearing. None. Call for the vote. And the motion carries. Uh item 14.3 uh terminate emergency resolution 2025-26-18. Uh do I hear a motion to terminate the emergency resolution? This emergency to terminate. I second. Have all right. Moved by David, seconded by Lance. Uh, discussion hearing none, call for the vote. All right. Item 14.4. Conduct a first reading of Bumont Unified School District's board policy and administrative regulation regarding students as listed in the summary and adopt if a second reading is not necessary. Uh do I have a motion? Yes. I I move to approve. Do I have a second? Oh my goodness. My notes didn't stick. Um, I didn't say which one talks about the 5,000. Do we have to go
063all the way to second before we can discuss? David, I'll second. Okay, there it is. Discussion, please. Page one under information and training. Bring that up. Um, I'm sorry, David. Can you speak up? Sorry. Uh page one under information and training on on which policy Mr. I just sorry uh 5141.5 mental health second paragraph under information and training the superintendent design shall ensure that all certificate employees and 40% of classified employees who have direct contact with students in grades 712 receive youth behavior training at least one time in accordance with set ed It sounds like we're going to perpetually have the same 40% of classified employees. How will we ever get 100% of those that have direct contact with students? Because you wouldn't want for one year you have 40% but the next year you'd
064want a different 40%. Am I or am I reading it wrong? I I think they intend approximately the 40% are the ones that are directly serving students which are majority in instructional assistance and co-instructional staff. Well, again, I'm assuming we want to get a 100% of the students of the staff that works directly with students. No over time, but we're only getting well reads to me, we're only hitting 40% each time there's a training. Yeah, that's right. Yeah, I think the I think the intent also is um it's um classified employees serving in grades 7 through 12th as well, which is another portion of that. Um but actually the the line below it um as well, so this is a new law and and as all new laws, we're we're working through this. It's um
065it's actually ED code and I was going to propose that we cited the actual ED code in that third paragraph at the at the bottom. We try to site um all of them, but we missed that one, which is ED code 218.3B1. And as of this year, all employees of an LEA um who are serving grades 7 through 12 have to provide a 1-hour training on um what that says there, cultural competency and LGBTQ. And so we implemented that this year. So every employee um got that 1-hour training that is required by law and we'd like to cite that in the ED code um as well. That says for certificated employees, right? It's it it does say for certificated in the um in this particular one, but the law states so what it states is
066that if you're only serving 7th through 12th, then it's certificated teachers in 7th through 12th, but if you're an LEA who serves 7th through 12th, then it has to be provided to all employees. But that cultural competency is different than the youth behavioral training. Right. Right. That's a that's going to be um that's it. It's it's a little bit of a different training. These are all part of our required trainings in the beginning of the year. I think we're up to 12 hours of training. Mhm. In the beginning of the year for staff. How do we determine like which 40% go of I'm assuming this is instructional assistance or what whatever the right the classified employees. Well, it says direct contact. So, it could be a secretary. could be a yeah, but instructional assistants are
067I think the by the nature of classified employees, they're very hard to train, right? There's a lot of them that it's very hard to get them out of their um you might want to restate that. No, I'm very hard to train because they are so needed in their in their classifications. So, it's easier to train teachers outside of the work here unlike classified. And so they try to do something that's manageable in the law and they put the 40% as a threshold and they try within that we're going to try to always prioritize the ones that are in direct contact at the classroom and then go further into that. As um Dr. Brown mentioned, we're actually targeting the 100%. We do. So that way in the event we miss any, we're always going to be
068over the 40%. Right. Why don't we put since it's our policy, why don't we just say our target? It's it's a it's unmanageable goal. So, we'd rather stick to the law and if we can do more um that would be better than than have our policy says 100%. And then miss out on the policy. Well, no. If I understand doing, you know, let's just just for easy math, 50% one year and 50% the next of of the classified employees who have direct contact. That to me makes sense. But just 40, the way it sounds right now, it looks like you could have the same person getting the same training year after year and never hitting% never get anything. Yeah. Well, there's a difference between a a classified employee who has contact with children and a
069classified employee employee that's in an instructional setting. So, it seems to me like the priority should be should vary between like and I don't know if I'm saying it the right way, instructional assistant. I think it's a different job title name, but you know what I mean. Um, over a secretary. A secretary probably isn't likely to be dealing with as many behaviors, although I know it's completely possible that they would. And and these are both of these are part of our beginning of the year trainings, our Keenan online training. So we target 100% of our all employees certificated and classified. So the the B youth behavioral training is part of that standard training. Correct. Yes. So I think I think what David is trying to say is that our policy minimizes it to 40. That's
070our minimum. So but can't we put some language in there to add with with the goal of more so to speak? I mean is there some way we can change the language in there so it doesn't look like we're going to settle for 40%. Again, my recommendation would be to state the law and then we always target to exceed the law, but not to have it in our policy to exceed the law to begin. But if it's a part of the annual trainings for employees, then the the target for all of those is 100%. And I'm sure that a few here and there based on individual circumstances may um miss, but that's a that's a pretty good try. Correct. Right. Setup there. Mhm. Yeah. And they're monitored. So all the training is monitored. Um HR
071monitors people who complete them. They send notifications. Um it's all monitored online as well. And so people can see what they've completed, what they haven't completed. Um and it's if we list it as a mandated training, they're mandated to So it's not like some people get it and some people don't. Correct. Everybody gets that training just like they get the uh you know, child abuse training. Child, sexual harassment, sexual harassment. Correct. is part of that um playlist of mandatory trainings. That's good. Well, then I could see why we would want to list the minimum because if Yeah, but I'm glad that we're sticking to the standard of 100%. I don't have a problem with us listing the stated law, but is there a way to um word it that it doesn't seem as though the
072same ones will be trained annually? Is there a way around that or rewarding of that? For sure. Yeah. and and this is a first reading. So we because it is brand new, this is a brand new law and um and so we wanted to do the first reading so we can add or take away and and tweak the language. So for sure, well, I would recommend that the I like to use your words, if it if it could come back with a tweak because again, the way I keep reading it, it's it's going to be this well to me it reads this, it's potentially could be the same 40% year after year and in one year it could be, you know, middle school middle school and then the second year high school uh classified who
073have direct contact and then now Apparently that's almost impossible because I know um Jennifer and Dominica really have staff that follow up on all the training. Very few end up at the end of the year not completing but we are really training. I would say more than 90% of our staff get that mandated training um completed. So it's already generating your outcome that you're you're asking for. Yeah. And by not changing the language from the law gives us no room for anybody to interpret our language differently than the law. So this this isn't the law though. It's just that in accordance with ED code. Now if we were to take that if we were to take that paragraph out and supplant it with the direct ED code. I there's no way I would argue that.
074We can do that. Sure. So what does the AR say? I mean because that's our that's our administrative regulation. What do we have for that though? You don't have one to go with this. This is a BP only. Yeah. Right. Okay. So, at this point, our AR is basically if we would to have one, we don't have one, is to provide that training through our mandated process and in annually through the um to all employees training. That would be how we would implement this law. I guess that's what I'm trying to say is we could capture that more than 40 in our AR. Like the goal is to Yeah. Right. to go higher than 40%. So, I could see it being in the BP at 40 and then in the ARB being this is our
075goal. Well, they should they probably should match. They typically match, but I don't see us at any point in time going back to, hey, only 40%. It's probably always going to be 100%. Because we wouldn't identify some that do and some that don't. So do does that I understand what Maize is saying with us sticking with that we can always exceed that but then the very next paragraph says for the cultural competency it's everyone so what would be the harm in just saying that everyone gets in right however I would just say that um this is this was passed through AB I think it was AB5 and it expires in the 2930 school year. Now, it'll probably be our experience is that they'll probably renew that, but it does the the statute does expire in
0762930, right? Well, behavior training, I'm assuming, will always be needed, right? Just based on, you know, something I heard about a little bit to it. Yeah, sure. You okay with that? Okay. So, specifically, the ED code 49428.2 2 defines youth behavioral health disorders as pupil mental health substance use disorders and they're centered around uh protocols. And so the protocols uh for the framework are um structured around five components. So a needs assessment, building capacity, planning, implementation and evaluation um with key considerations of an intended audience, legal scope, differentiated referrals. Um so ideally this training is more focused on a staff that would actually um need to know the protocols that are structured around those five components. So not every single classified staff is going to be need need to be trained in this specific um
077uh type of um of a of a framework if if that makes sense. Not every single staff member that a classified staff member that works with a student is going to need training on a needs assessment, building capacity, planning, implementation, and evaluation specific to those protocols. So I would say 40% of classified staff that provide direct services to students would need to have that level of expertise and they're trained strategically on that um while while we go um so they would need deeper more concentrated uh education while uh the other scope of our mental health providers get that through Keenan. So I think that might help. What was that ED code again? Can you tell me that? So the ED code is 49428.2. Thank you. and it's specific to behavioral health protocols. So maybe we
078need to put that behavioral receive youth behavioral training. Maybe we need to put what' you say behavioral training. So uh says the protocols use the term behavioral health as an umbrella term for factors that influence an individual individual's overall health including mental health, substance use, stress related symptoms and actions or habits that impact physical, mental and social emotional well-being. Um so according to students in the project aware youth advisory group, behavioral health reflects how someone feels mentally and emotionally and how those feelings show up in words, actions, and relationships. when mentally healthy students tend to express themselves in positive, respectful ways, engage in safe and supportive behaviors and build healthy connections. So then it goes into the framework and um the the protocols are structured around um the five key components. So it looks at
079needs assessment, understanding behavioral trends, gaps, available supports, building capacity, strengthening internal community- based systems, planning, which means developing coordinating strategies based on assessed needs, implementation, and then evaluation. So those 40% are going to be trained in a much kind of a deeper understanding. Right. You you said you said a different title for that. So receive youth behavioral training for um oops sorry this is just behavioral training. So it's the model referral protocols for addressing pupil behavioral health concerns. That would be the the model is the ref the model referral protocols for addressing pupil behavioral health concerns. How about this? That would be the additional training after an we put at least 40% of classified employees. That's exactly what I was going to suggest. At least I like that because that makes it that really delineates
080that it's a minimum and not just we're doing 40%. Thank you for that course, Bobby. That's really helpful. I like it. So now you can but we can't approve it because it's a it's a brand new policy. So we said that we wanted to bring it back for a second. We can we can add Yeah. So what do we need to move to bring it back as a second reading or we just don't approve it? We just first read first. And we will also on that third paragraph site the particular ed code for that one hour um additional training. Sounds great. And thank you Bobby. Is she still here? Yep. Just popped out of nowhere. I got to be nice. Okay. All right. I move this way. Thank you, Dr. Bernett and Dr. Brown um
081for uh a lot of very very valid information for our board. Um so do we have a motion to bring this back for a second reading? We don't need a motion. We don't need a motion. We don't need a motion. No. Okay. Just information. Well, it says it's an action item. So, okay. Well, it only takes if we take it as it is comfortable with approving the first reading. You can Okay. So, we will treat it as aformational item. Yeah. And uh we are going to treat 14.5 as anformational item as well. No, it's a first reading. It's not a first reading. Oh, it's not. It's not a brand new policy. There we go. Thank you. Yeah. The other one was a brand new policy. This is Yeah. Okay. This is not Sorry about that.
082That's all right. But you're the president. It's all up to you. No, you can bring them all back. I can. He causes all this uh all this discussion. Then he says, "But it's up to you, Mr. President." in the gallery. So, item 14.5, conduct a first reading of Bulmont Unified School District's board policy regarding instruction as listed in the summary and adopt if a second reading is not necessary. Um, so Oh, oh, I have a question. I'll move approval. I'll second. Okay. Discussion. Yes. Hold on a minute. Who's that? Yes, Susie. Melissa first and Susie second. There were definitions that were taken out. I do not like the screen. Where is the definition? All right. They took those out. I left my paper at home with my notes. Sorry, I only saw one area that
083something was taken out. Yeah, some definitions were taken out or something. Well, yeah, this was 6158 on the independent study. Yeah. Why does why aren't those taken out? I don't know. So, um it's Oh, okay. The first page. Okay. Yeah, there it is. Okay. So, because they um full-time basis is defined and then shorttime basis is defined. How come we're taking that out? On which one, Susie? On the independent study contracts. Yeah. 6158. First page. Oh, wait. It's highlighted. It's in red. It's crossed out. 6158. Sorry, I my thing navigated off. Hold on one second. It's like we're showing no difference between long-term or short-term. They're all the same now. But they talk about it in talked about in the first paragraph is short and long term. So I don't know why the definition. Oh.
084Oh, I'm sorry. This is a Yeah, please. Dr. Brier will sorry I just got it. Thank you. Good evening everybody. This is actually just removing language that was antiquated and probably should have been removed two or three revisions ago. um it was brought up u as as a question and so this just aligns the definition that are in the rest of the BP uh with ED code. So the the 8week language no longer exists in ed code. It actually was contradictory. Um and so we just remove that to make sure that our board policy is alignment with ED code. All right. Thank you. Neither be answered. Okay. Good. All right. So call for a vote. Do we have a motion? Yeah. Did we move and second? Yeah. Yeah. We moved and second discussion addressed by
085Dr. Brier. Call for the vote. All right. And the motion carries. So we will go on to instruction and support services. Item 15.1. Receive a presentation on assessment and accountability. Dr. Brown. Good evening. Um Mr. President, congratulations. M superintendent Kich board cabinet colleagues. So um we are here to present our 2526 assessment accountability data. Um and we're going to have uh Dr. Chang, Dr. Barnett, Dr. Brier, and Mr. Griffin come up um in a in a little bit and I'm just introducing them and they're going to go through these respective areas. So first and foremost, Dr. Shane will talk about the California assessment for student uh progress and performance performance and progress and then uh Dr. Brier will discuss the college and career indicator. He might share some news that we just got a couple
086days ago um regarding that data. Dr. Bernett Barnett will be talking about our ELA um our ELPAC and our uh English learners and then some of our initiatives and then we'll round out the discussion with uh Mr. Griffin talking about our expanded learnings opportunity program. Um, I think we can probably have them come up one at a time, although all of them could probably stand here. Um, it's big enough. So, um, Dr. Chang, we'll start with Dr. Chain. Five minutes. On your mark, get set, go. All right. Long time no see. So, um, I'm going to go over the CASP and the ELPAC results website or the data that comes. It's from the test results for California assessments. And this is where we get those beautiful pie charts. And so we have three years worth
087of data here. And you could see a beautiful increase to 50.62 for our ELA. And for math, we have a significant increase to 36.48. And for science, we have a signific well 2.5ish um improvement to a 29.85. 85 proficiency. This is the exact same set of data but using a bar graph and then a table just so that you can actually see the broken down percentages. Same thing for um the math and then the science. And so we asked our site administrators as well as the assessment coordinators and our directors about what did we do different that really made a positive impact because um over the past few years there was a little bit of change but not significant. And yet this past year we saw a huge um impact. And so the top items
088that uh came out of those um surveys and input was that the curriculum implementation has been happening with fidelity. um that was the top thing and the second item was datadriven culture with the PLC's and the use of the FIABs and the IABS has been um instrumental and then the other factors also came in such as testing procedures being um fine-tuned, student engagement and incentives being fully utilized and additional supports being provided for our English learners. And if I could just real quick um Dr. Shane referred to FABS and IABS. Those are focus interim assessment blocks and interim assessment blocks. They're basically uh the focused are short CAS practice tests and then the IABS are longer cast practice tests. Thank you. Sorry, I forget I live in this world. Now, what's just kidding? It's another
089acronym. Um um from here on we have several comparison um bar charts. Um this one is a county comparison for Bumont. This one is county comparison for Bumont for math and this one is for the science. So overall, we're somewhere between fourth and fifth rank overall in the um district. Even though we had the greatest growth, y we can't forget that. Um I think pro progress is just as important as the status, right? Um and this one is the school comparison. So you can see the different schools across the district. And here's one for math. Here's one for science. You're comparing the district with schools in the district. Yes, within the district. And then this one is for Bowmont student groups for ELA. And this is really where we look at um disagregated student groups
090to determine which group um requires the most targeted supports. We're not really comparing the schools to Bulmont. We're just showing you where the average of Bulmont is, but we're just looking at all the schools in the previous slide. Yeah, that's what I was trying to understand. I was Yeah, it's not comparing them. It's just putting where where Bulma actually stands when it comes to how we're achieving as a district compared to our schools. So you can see Well, this current slide is No, I'm talking about the previous slide just to clarify. Yeah, because I can still see the puzzle look. Yeah, it gives a I understand now. Yeah, it okay. It it really for us we can see where what schools are per are or outperforming the district as a whole or underperforming the district
091as a whole so that we know when I looked it and I saw a poem on you and then I saw all the names of our school like Yeah. Right. Can we go back a couple slides? I'm sorry. Okay. All right. We just went through this really fast and I didn't I didn't get a chance to focus on it. Sorry. Yeah, we can go forward. And then here's first science. Any questions on these before I hand it off to Dr. Brier? What's that def? Sorry, I didn't I should know. What's our definition for a long-term? So um if a an English learner is does not reclassify within the seven years of enrollment or within their school um then they would be considered long-term English learner long-term looks like their testing or their abilities are still
092equal to the uh regular ELS. the EL groups actually include the ELTL and then they're also included in a separate group and that's something relatively new um that they've added. So you want just back one? Sure. They're almost identical English learner and and long-term English learner. Um overall in terms of how um the percentage that have met um however if you look at the nearly met there's a little bit of variance and the number of students also varies because you don't really get reclassified as an ELTEL until like high schoolish. Okay. No reclassified are doing I think well Oh absolutely. Thank you. Good evening everybody. Uh so college and career readiness uh looking at the college and career indicators. Um so a number of years ago the the state developed a more comprehensive measure uh
093for uh school and district success specifically high school level. Um within Bulmont Unified we have eight different ways for a student to meet uh the the level of preparedness. of course within to go with with our our language. We talk about being ready. And so this graphic is actually a two-page flyer that explains the means by which a student can achieve a level of preparedness or being ready by the state metric and then the explanation of each of those measures on the opposite side. Uh we tend to be very acronym heavy and because there are so many measures within the college and career indicators, it can be a little confusing as we're trying to make it as easy to understand for students, families, um and even educators within our district. uh starts with graduation. Obviously,
094a student has to be graduate or to be a graduate to be prepared. Uh we have consistently grown um and and have reached 94.9% overall. Uh have included just the number of students uh within the graduating classes um and the cohort. So, you can see the the increase uh over the years and in a very short span um how much we've grown and also where we rank or where we fall within uh compared to Riverside County and the state averages as well. uh a tog eligibility. So this is a graphic that we use to help our students and families understand uh the University of California and Cal State University uh minimum admission requirements. Uh this is our uh A to G eligibility rate. So the A to G eligibility rate is not actually a measure
095of the cohort um but of the graduates and so the the number and percentage of graduates who have successfully met the admission requirements for Cal State uh and or University of California systems. Uh so we had a slight dip uh between 22 and 20 between 2223 and 2324. We did uh go up a little bit uh this last year for career technical education completers. Uh we have seen consistent growth uh in both percentage of students uh percentage of graduates who complete CTE pathways and the number of students uh each year. Uh so those are students that complete two courses uh within a sequence CTE pathway uh including earning a C minus or better in the capstone course. And so I've also listed the uh the pathways that we have available within our district and of
096course uh continuing to celebrate uh the golden bell award for uh B Ready Bulmont last year. For our college credit options uh there are excuse me a few college credit options defined by the state. So advanced placement exams and actually uh now for the dashboard they're actually including advanced placement course completion uh with a a C or better uh dual enrollment courses. So those are college courses taught by Bulmont Unified School District teachers who have been approved through Mount Sino College. And then we have articulated coursework and so these are high school level courses that have been approved by the college that the content is at the rigor and the instructor is teaching it uh at the college level. So um you can equate it almost to um what's the word ba basically exam or
097credit by exam. So and I'll explain that a little bit more in uh in the subsequent slide. So advanced placement exams. So we have seen continued growth in the number of students and the percentage of students who are successfully passing AP tests with a three or better. Uh so last year 295 students passed at least one or more AP exams. So number of students take more than that. And so that's uh 81 just about 81 a.5% of our students who take at least one AP exam pass an AP exam for college credit options dual enrollment. Um so this is our our trend. You'll see the the percentage of or the the courses completed. Um so some of those uh some students take more than one dual enrollment course. Um the percentage at the bottom is
098the percentage um who are successfully completing those courses with a C or better. Now you can see kind of some interesting trends as far as in 2021 how it dropped significantly in 2122. This is dependent on our our teachers actually being eligible to meet the minimum qualifications at Mount Seno College. And so depending on if they have a master's degree in the discipline or for some of our CTE courses, if they have the industry experience, they would they actually have to apply and essentially be adjunct faculty for MSJC. If our faculty do not meet those minimum qualifications, we can't offer the courses. And so we actually lost the science teacher prior to the 2122 school year. So that's where you see a significant drop in numbers. And then we added additional coursework between 2324 and
0992425 with CTE courses specifically actually. So we sorry I'm trying to frame my thoughts. Yeah. So we have the demand but but not the the pre-aware was it as a as an instructor because I'm I was about to ask what's our population. Yeah. And these numbers seem a little low and I was hoping it it's be honest the tale of two cities. I one of my daughters went through the uh dual enrollment started off in St. Louis Abyispo at uh as a as a junior. Yeah. And her friend went the AP course but still started off as a freshman because they used the courses that she passed on the test as elect as elective credit. Yeah. Uh and and I would think everybody would be jumping on board, but we have the demand but not
100in short answer is yes. Yeah. And we do not have instructors that qualify in all in all disciplines. Now we are exploring other options and actually working with Mount Syeno and it with their support uh last board meeting we approved anou with CalState Sanino to begin exploring dual enrollment options which is a new program through Calstate Sanino as well. their qualifications are a little bit different and we're actually seeing increased opportunities. Uh we currently don't have any science teachers for example that are approved. Um and we have a science teacher now approved through Cal Sanino. So so we're looking to to expand these offerings as well. Um as a as a community this could save our community and families here easily. Yeah. Absolutely. Is there any incentive for the teachers to like do they get
101anything any monetary compens? I'm not suggesting that, but just as to be um C like certified through the district and the college. Um does that make sense? I don't feel like I butchered that. No, no, no. I I understand. At this time, we do not have any any, you know, contractual language that that would incentivize you at least monetarily. um you know but there there is an element you know even um preferred scheduling I guess you could say you know as far as what they can even offer because a lot of times it is aligned to something that they you know have a postgraduate degree and piece like that that so it there is some incentives but it may not be monetary curious Dr. prior just as a feel free to correct me. Yeah. But
102the one incentive is we do pay people with master's degrees quite a bit more than we pay people with bachelor's degrees and all of these people have master's degrees. So yes, there is a financial incentive in that. So yeah, the the only the only caveat I would say to that is our um CTE instructors do not necessarily or or are not necessarily required to have a master's degree in that discipline because many of of the the the CTE pathways don't require that level of education to to be very successful and even be in leadership roles. And so with that, the the CTE qualifications may be a little bit different, but you're 100% correct for all the going to be a college credit option. That's going to be more of a No, that's actually dual enrollment
103also. Yeah, we we have dual enrollment courses within our um technical theater pathway and within our law enforcement pathway actually and that that was new um as of last year and that's one of the reasons that we saw we saw growth in our dual enrollment numbers. That's a good point. Thank you though. Yeah. Yeah, for sure. Thanks. Um there's there's a lot on here. I definitely won't won't read all of it. Uh but you'll see that this is these are the Bowmont Unified School District courses that are aligned with the MSJC courses. So, a student who uh earns a B or better in the course and a C or better on the final exam or project earns college credit. And the final exam or project score is actually what's recorded on the MSJC transcripts. You
104can see last year we had 239 students who earn articulated credit. That's about 70% of our population um who are in those courses. We encourage all of our students in those articulated courses to apply to MSJC because we feel that that's even a life skill to go through that application process. So they many of our kids never applied to an institution like that before. Nice. And that is the last one. I I I do have to to mention what what Dr. Brown said about the the data we've we found yesterday. Um the I know this is in our dashboard review, but our college and career indicator on the the California dashboard is yellow, which isn't bad, but we didn't the the color change didn't happen that I thought based on some of the data that
105we saw. And uh but I knew we were close. And so I I contacted Riverside County Office of Education and their data team who have some really nitty-gritty details and I said, "How close were we?" And if this isn't an example of how every student matters, one student was the difference between yellow and green on the dashboard district-wide for indicators. Wow. So again, we know that every student counts, but this this is definitely one of those examples of like that's that's how close we we we had we had 1.9% growth. It was a little bit more than 1.9% growth at 2% it would have triggered the green rather than yellow. Wow. So, but still still growth and we're definitely, you know, happy with that. But if green would have been amazing, huh? For sure. I'm
106just saying it. Dr. Benicia Carr knows that very well. Yes. Absolutely. All right. Any questions before I hand her off to to Dr. Ma. All right. Thank you, Dr. Brier. Awesome. Good evening. We've been talking a little bit about our TK to2 programs data. Um so these are our ELPAC scores in comparison to um uh other districts in Riverside County. And these are our historical ELPAC data. And one thing that is pretty good is that we are um level four um performance on LPAC edged up a little bit this past year, which is really terrific. Keep in mind, you have to have a level four on the ELPAC in order to um qualify to be reclassified as RFB. Another thing we're pleased about is that our our level one group uh has shrunk a little
107bit. We've been having some really specific things we've been doing in order to make that happen. So, our RFEP students, uh, we've reclassified a large number of them. 134 students were reclassified RFP last year. And, um, that's 15.31% of our, um, English learners. Uh, we reclassified almost all of our students that got a level four in the 2024 uh, the 2025, 24, 2024, and 2025 ELPAC. In fact, right now, we have only four students that had a level four on the ELPAC that haven't reclassified. That was about and that's a about 104 out of 108 students that achieved that. So, we're optimistic we'll be able to get those last four students reclassified. We're excited about their performance and we know that that uh we just have to help them do better on the um our
108local assessment in order to make that happen. Dr. Barnett. Yeah. I wanted to point out that I appreciate the numbers on the bottom. I appreciate you putting the totals and the percentage of the totals like because 19.3% could be three kids. It could be what does that mean? Right. Right. So yes, the putting the what does that mean? I I I personally appreciate that. Thank you. You bet. And we appreciate the suggestion from from uh our last presentation about that too. Definitely. And for our seal of biiteracy, we've been having a larger number of seal of biiteracy students and that's Spanish and also um other languages and um American Sign Language is one of of the seals of literacies. It's kind of neat. We've been having larger numbers of those of students qualify for that
109distinction. in our ID ready results. We're pleased that for our uh K5 students that we're seeing larger numbers of students achieve proficiency according to I Ready and you can see the growth from uh the fall diagnostic to the end of the year diagnostic. Um one thing that did change this past year is that our middle schools um have moved from I Ready to the STAR reading and and star math tests. So the uh um middle school students are not included in these numbers because some of them took at the test at the beginning of the year but not at the end. And these are match scores for students that took the test in both um both testing windows. For math, we saw similar trend. We're really pleased about that. One thing that that I wanted
110to follow up on with uh from Dr. Chang's presentation is that the the administrators talked about specific things that we did last year in order to help our stu our scores uh um go up. However, I want to interject that this has actually been a cumulative effect. We started about four years ago with some really specific um instructional strategies that we've been working with uh and we're thankful to the board for our our math results. We've had our math instructional our math support teachers at each of our elementary schools. We've got math support teachers and math intervention teachers at our secondary schools. And we believe that it's that work plus the instructional materials plus the teachers themselves doing all that. All of that cumulative effect has really uh positively impacted our students. So, we're really
111really happy about that and I' I've been in a number of our classrooms lately and I just it's really exciting to see the things that the the students are doing because of the inputs from the teachers and they're just we have a we have a terrific group of teachers and a wonderful group of students as well. um some of our initiatives uh that we have continuing on. So last year, one of the things that we're really pleased about was that we implemented our 95% group phonics core program. Uh we had two years of that at Summerwind Trails and we saw some really significant growth in their proficiency rates and we're anticipating that with our second year of the phonics core program. Um we're going to continue to see growth in addition to um our literacy
112intervention K5 and our other instructional strategies we've been doing. We did a a a significant reboot of our middle school ELA program uh to help those students do better because across the the United States, you'll notice that a lot of kids do really well up to fifth grade and they get into middle school and they don't perform as well. So, we're really working diligently to help those students have higher performance. So, we're excited to see um the results of that. We started also the M-Class uh screener this year which is a foundational literacy assessment that um was mandated by the state. We've been doing a literacy screener for about the last seven years. So this was really nothing new for us. We just changed the assessment from our previous one to MClass. We're really happy
113and again the teachers and the principles uh did a terrific job getting that uh having that assessment done. And it, as I mentioned previously with our math, we're so richly blessed to have those math support teachers at each of our elementary schools. We've got math support teachers at our middle schools working with those teachers on implementation. And we have this really amazing instructional material set um from Great Minds called Eureka Math Squared, which has just been a really great way to systematize our instruction of math and help kids uh achieve higher proficiency. And I think we're seeing that in our CASP growth year-over-year. Um, and one another thing and and I appreciate working with Dr. Brown on this is that our our learning walks uh we've been visiting classrooms as an instructional um instruction and
114support services staff and the things we've been seeing in those classrooms are truly terrific. I just want to share a quick anecdote. So, we were at Sundance and uh we had a there was a group of first grade students working on um some addition problems and they were using these math manipulative called Unifix cubes. are just plastic cubes that that go that snap together. And they're practicing this strategy of using those manipulatives with another strategy called making 10, which is like the idea that if you're if you have five plus 7, if you make 10, you take the five out of that seven and make that, you know, the five plus the five is 10 plus two more is 12. And the to hear these students use the manipulatives and explain the strategy about how
115they got their answer was really, really terrific. And the neat thing about it was that we saw that in one classroom and then the next classroom and then the next classroom. And then in the third grade classroom, we saw the culmination of that with having students have multiple ways to approach math strategy, math problems. And it was just really really neat. And it's a tribute to Danny Gonzalez and Jill Mloud who are instructional coaches that have been working with these these teachers for for the last several years. And I think we're we're seeing some really terrific growth because of of all their work. So we're really really pleased about that. That's awesome. Any questions about our program? So cool. That's just awesome. And and thank you again for the board of trustees because those math
116support teachers would not have helped would not have happened without your support. And that's really really terrific. And I want to thank uh uh Superintendent Kakkesh for her support because sometimes, you know, we have to talk people into what we're doing and it's great because they they the teachers have been coming along but it's just we have such a terrific team and we've been seeing just great growth because of all these cumulative efforts. So thank you so much. Yeah, I was able to see that at a one of the site visits I think last year and to see it like in real life in in the classroom and students engaging and you could tell it was something that they just do on a regular basis. Um, you know, to have approved that as part of
117the board and then to see it in the classroom was like, wow, this is really extraordinary. So, it's it's a pretty cool um concept with the math support teachers. I'm not I'm not a math person. I think I could have really benefited from that as a student. My future might have been different. We get a lot of comments about about how you think that is because it is a lot a lot of times districts don't have that but with your support and we we're involved in a math grant right now and whenever we talk about hey we've got these resources that they're like oh my gosh wish we had that. So again richly blessed by that. Thank you so much. Thank you Dr. Bernett. Good evening everyone. Good to see you all again. Uh I'm
118here to kind of cover some things that we've probably talked about a little bit already this year. Uh but we'll go over some of the things and what we did over the past year. Uh as you know, we run after school programs in the expanded learning. Uh impact is our primary program that we run. It's our largest program. It's our after school care program. It runs for a minimum of 3 hours every day. And at some of our sites, our early release sites, it's or our early search sites, it's even longer than that. Uh you can see our uh enrollment from last year. We finished off the year right just above,00 students in the after school program about 195 in the morning program. Um we averaged about 79% average daily attendance which is pretty great
119for an afterchool program. Uh it's our policy that we we try to shoot for 80% and so we were right there at our our mark that we're trying to meet. Uh clearly this just shows that the program is um highly sought after and and taken advantage of by our community. And so we continue to work to expand and this year we're up to almost 1300. Uh we may be over 1300 this week. Every week it tends to grow. So uh it's a growing program that we've we're really excited about and continue to work to improve. Um this is also just so you know it's a blend of an ASUS and ELOP funding. So both those funding sources contribute to this program. Uh our incredible minds program is an after school academic program. It's dedicated to
120students in grades second through 8th grade. uh really targeting students who are behind in achievement. Uh so finding ways to fill gaps. They utilize online programs with the supervision of our classified staff at our at our after school programs. You can see the enrollment growth and uh the way that we've continue to uh work students into those programs and and fill gaps for them throughout this process. Um again, just like every program, we continue to work to to build more robustness and to provide students with the the skills and and deficit areas that they have. Um, so that's our incredible minds program. Mr. Cre. Yes, sir. Can you go back a slide, please? So, can we next year like like I bothered another department too. Next year, can we So, let's go forward again. See,
121if you notice on this impact, we've got totals at the bottom. But if we go forward a step to here, we have no totals. Can we can we so that they match? Just make the two column make the two tables. Totally understand. Roger that. Yeah. Here I was just trying to show the comparison from one year to the next. The the but the total comparison would be a nice thing to see too. Perfect. We can do that for sure. Bigger numbers. Yes sir. They're always bigger. Um the opportunities. This is a kind of a look at all of the different other things that we do besides the Incredible Minds and the impact program that we have. These are programs that are um clubs that teachers are running. These are experiences like field trips and different
122speakers that may come into the school and also our clinics program that we partner with our our high school. I've spoken about those things in the past. Um you can see over last year these are the number of different things that we have provided at our school sites over the year. So 115 total opportunities at our different school sites, 23 experiences in those experiences. I'll talk a little bit more about what some of those were and then 74 different clinics that were provided to our students. So again, just trying to provide our students in our community with different opportunities and different um access points to to a variety of different things. So everything from, you know, basketball with the high school basketball team to a crocheting club uh in the library or something like that.
123So just a lot of fun things that we get to do for our students and and provide them with cool experiences. Some of the clinics that we have, we've talked about this in the past. You can see some of the pictures there. soccer, basketball, track, water polo, baseball, wrestling, volleyball, tennis, and mountain biking. Those are all some of those are new for this year. Tennis was we had one of the things that we added this year. Um again, these continues to grow and we continue to build those partnerships with our high school. Um it's a really great opportunity for our high school athletes to mentor our younger students and our younger students get to see these really cool high school athletes and be u impressed by them and those types of things. So, um it's
124been a great program that continues to grow um and our and our families really enjoy it. our experiences. This is what we've talked about some about some some of these are field trips and those of that nature. Uh everything's we've uh included mural paintings, Catalina Island Marine Institute, cultural festivals, Amazing Shake. We're a big sponsor of the Amazing Shake program and and sponsor that through our after school programs, uh science camps, family nights, and a mentor speaking series that we've done several times at San. So again, we work with our school sites to really see what they're interested in and what their their site team and their their teaching staff are really interested in, what they feel like their students are are are really going to need and would benefit them. And we work with
125them to plan what that looks like, whether that's an assembly, whether it's a field trip, whether it's a whatever it may be. So we try to be very flexible to the needs of the school, um, but also provide them with funding and resources that they may not normally have. Scholars on vacation. This is part of our our our state standard that we have to provide 30 additional days of 9-hour programming. Uh we've talked about in the past we we always go over our 30 additional days. I think last year we were right around 44 additional days of programming. Uh these are the things that run when everyone else has break. We're running. So we were we ran three days in the month of November for Thanksgiving. We'll run all five days in January and then
126the following breaks that we have throughout the year. Uh we run a diverse set of things. We use teachers and our and our Boys and Girls Club partners to help provide the service. Um, and we're again trying to give kids new experiences, new academic endeavors, um, and and just new different things to keep them busy and engaged in what's going on in the school. Uh, during a time that sometimes it's hard for families to find child care and and get um, you know, everyone's got to work. And so that's one of those things that we're happy to provide for them. Um, and that's Scholars on vacation. Lastly, uh, just kind of sum up our secondary summer school program. Uh last year we ran uh the high school summer school from June 10th to July 2nd.
127We had 1325 course enrollments. So that's uh not necessarily 1300 students because some of those students enrolled in double classes. Um we had 91 a 91% pass rate and we had six summer graduates which I think we all got to see here when they came at the end of summer. Uh and you can see the courses offered at the end of the year. We've worked with this high school to continue to build a robust program. uh we've tinkered with scheduling and what works best and how do we get the most students and what's the best bang for our buck and so we continue to work with them and under their guidance to figure out what's the best option for our students so that they can be uh either catching up on credits or getting ahead
128on credits with whatever maybe they need to do. So again, high school summer program has been great and and I appreciate the summer the high school staff and their administration for their support and and leader leading in that this summer. So with that that presents my part. Are there any questions for me? Thank you. We just haven't heard enough from you this year. Can you ramp it up next year? Thank you guys. That was incredible. Yeah. Thank you. That was great. Thank you. Yeah, really good. I I I did want to say so you heard from six out of the seven directors in instructional and support services. Um, not that we left you out, Gabby, but um, all very extremely talented individuals, veteran staff, um, they do an exceptional job. So, um, thank you all
129very much. And I just I did want to point out that while we focus a lot on our academic achievement, you can see in that presentation, there are so many things going on in multiple indicators of student success that um, that we're just very proud of it. We're proud of the work. We're proud of our teachers, our staff. Um, and we love the support. So, thank you all very much. All right. So, item 16.1, approve the certificated personnel assignment order listed on the report dated December 9th. So, moved. I'll second. Was that Lance? Susie. Susie second. Okay. So, David and Susie um uh discussion hearing none. Call for the vote and the motion carries. Approve the classified personnel assignment order as listed on the report dated December 9th, 2025. Move to approve. Second. Okay. Melissa
130and Lance and discussion. Call for the vote and receive an update on the district's capital facilities program. Good evening, President Brown. Superintendent Kakkesh. Board members, I'm Anna Gonzalez. I'm here to give you quick updates on our facility projects. Um, and on the agenda today, get this to work. On the agenda today, we have Palm Innovation Academy, Sanggonia Middle School, Mountain View Middle School portables, and we also have a few maintenance and operations projects to present on you or present to you. So, the first project, you've heard a little bit about this one, uh, it's the kitchen at Palm Innovation Academy. Uh the project started in January of this year and uh or awarded uh this January of this year and it's slated to be completed in April of next year. Uh this is a $7.3
131million project. So here are some photos uh just giving you a quick update. Uh during the summer you walk the restrooms that we said we were renovating. And so here is an update about uh for the boys restroom uh where we were completing the tile. This restroom is actually has been completed as of this week. We've turned it over to the principal and we're actually going to do a final punch walk and hopefully get it going as soon as the principal would like to use it. Nice. Um on the project, uh on the right we have a picture of the framing that's still currently going on going for the kitchen. Uh and you just see some workers just finishing up um the framing for the front windows at the kitchen. Okay. The second project we
132have on here is Sanggonia Middle School uh portable projects. This project includes four portables and restrooms, ADA work, um site work, and some um additional uh site work updates. So, this project bid in July of this year and uh is going to be complete in February of next year. And this is a $3.5 million project. So, you can see here the pro the portables have been delivered. They were actually delivered around October. Uh we have been doing a lot of the electrical roughins. We just finished doing the low voltage and fire alarm uh pulling of the wires and so it's currently uh on schedule to be completed as you mentioned uh in February. So the next project was also a project that bid at the same time as the Sanji portables um bid in July
133of 25 and is also slated to be completed in February of 26. Another $3.5 million includes the same work for portables restroom site work and AD path of travel. Here you can see some of the concrete that was being done. Fire lane that was actually um actually pretty much completed at this point. The buildings are not shown here, but they were actually delivered last week. So, they've been set in place. So, in my next update, you'll see those uh photos.