001Good evening, ladies and gentlemen. We're going to go ahead and reconvene back to open session at this time. If you please all join me, stand for our flag slope. >> Ready? Begin. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you very much everyone. I appreciate that. At this time, we'll move on to the agenda item number one, which is the adoption of our agenda. Can I please get a motion? I move we approve the agenda as presented. >> Is there a second? >> Motion made second. All in favor? I oppose. Right. Thank you very much. There's nothing to report out from close session which has us then moving to our
002superintendence report. Mr. Schumate, you have the floor. >> Morning. Good morning, good afternoon, good evening. Good teed up here. Um, well, welcome to September. Feels we were joking. We were in here this morning with our leadership team and it's uh September 9th and we were saying it feels like it's March 9th. It's just been a very busy uh year. I'm excited to share some of uh the exciting things going on in the district this month. And let's see this clicker. You might have to click on that Dustin for this to work. There it goes. All right. So again, we uh these are just tied to our culture of excellence and to our board focus goals. And like I said, I've stole something from uh Dustin on the uh smiling something to make you smile at
003the very end. So this is just a we talk about continuous improvement. This was just striking to me. I remember being in band growing up and you know we'd play and then they would do something wrong and the teacher would say you did it wrong and then we'd play again and they'd give you some tips. Uh I was this is a early morning. This is the 7 a.m. uh class at Pleasant Grove Middle School. I was in there and every single kid had a pencil and a a highlighter on their you know what is that called almost easily. Yeah. What what's that? Yeah. Yeah. Music stand. Thank you. Simple. And I was just I was intrigued by like what is that? So I asked this girl and she goes this is where we make notations
004on how to get better on this particular sequence. And I'm like oh. So I sat and watch and sure enough three minutes later Mr. Manley's has them play. He then he kind of orates what it should sound like da da da da da d d d d d d d d d d d d d d d d d d d d and you know like d on the end. You really got to hit that and flutes and they played it again. He goes no says it again and he goes get out your Oh, then they played it and they got it right. He goes, "Get out your highlighter. Highlight and put the note that's going to make you remember this moment." Like what, you know, what are what like high pitch, sharp, you know,
005tight. And I I just thought it was fascinating just to see the level of instruction that's going on just even inside of a math class like that or a music class like God, I'm stumbling all over myself. uh inside of a music class like that. It was just just was a reminder about when when we come back in Mayish and and we present every that they that this band and Marina Village wins every single award when they go to it's it's right here where that starts. It's this teacher taking a moment to say that's not good enough. That 1% better type of thing. I just thought it was really really cool. And it was right after we had just done our presentation about how you get 1% better. And that's what that for me that's
006what that looked like. I thought it was really cool. I love this. This was TK boot camp. And I know some of these you see in the Monday memo that come out uh with Dustin. I just try to layer a little bit more context on some of these that maybe you've seen before. But uh what's fascinating about this is these these are TKers. They are just learning how to line up, how to tuck in their chair, where their cubicle is, how to hold a pair of scissors, how to grab a crayon, where to put stuff away. So, they did this TK boot camp. I don't know if they Dustin, was this going on when you were there, too, or Oh, it's just new this year. Okay. Well, uh, yeah. So, that's why it' be the
007first time I've probably seen it, but they have these little dog tags, too. So, they earn a sticker when they learn how to line up. They get a dog tag sticker. And then when they when they learn how to hold a crayon or a pencil in their hand and then at the end, you know, they have a a little ceremony like that. And I just thought about what a fun way to make rules and processes enjoyable versus line up, you're doing it wrong. And I was like, you're going to we're trying to earn our boot camp. Uh I just thought it was a a really cool way uh for our teachers to do this. Uh talking about our staff support again Sean just happens to be in here twice this month but this was at
008the Sack Republic game. We have a really great partnership as you know with school's first federal credit union and they allowed us they included us in uh being able to nominate two of our employees. Halaria was our CSEA uh person. She's in the middle there in red. And then in the black shirt there is Mr. Manley. Halaria is the custodian at Marina Village. John's the band teacher at Pleasant Grove Middle School. Lisa got to join them down on the field and be up on the big jumbotron. The nice thing about this too is, you know, you ask, this is an evening, if I recall, it was a Friday or a Saturday. It was a Saturday evening. The game starts, I think, at 8:00 p.m. So, you you know, it's almost it could be construed as
009a punishment to get this award. You've got to literally drive down to downtown Sacramento, be there at an 8:00 game, wait till halftime, and and um School's First Credit Union, I think, recognizes that, and Lisa, I was so appreciative of you being willing to go and represent the district. Um they gave I want to say 55 tickets, roughly 60 tickets that we were able to distribute. So these folks were able to travel with a team that came down and rooe them on. So really kids, family, friends were able to go. a lot of staff members went. So, what turned in what could have been a I can't make it that night. I couldn't believe they started at 8:00 at night. That that's a late start. Um but anyways, uh just a really really fun event
010and we're again School's First Credit Union. They just they just continue to do a really nice job with us. Uh we had a lot of ice cream going on and a lot of food going on this last uh week in the district last couple weeks really but the with the ice cream um in particular and the breakfasts uh this last week um the upper leftand corner rescue does a grandparents breakfast I had an opportunity to meet Michelle's grandma who was 102 she told me she goes actually I'm 10 she goes I'm actually 103 and I go oh and they and then they your mom pulled me aside she goes well she's 103 in November So, she's already count she's already counting ahead, but she was great. It was really It was really nice to see
011her. We got to see um just a lot of really uh fun families. I know it's a great event for Dustin and that he gets to see a lot of families that while he was the principal there, Todd and and his team and the volunteers, just a great job. They're there super early in the morning cooking breakfast, got the tent set up. It was a just a really fun environment. There was a gentleman there that I met last year. He's a grandpa from Rockland and he came and sought me out. We were chatting last year and he was just I put this on my calendar as soon as I found out the date. I wanted to be there. I just it's such such a I'm so glad you guys do this and Yeah. Yeah. Super
012well attended. Uh on the lower left, um this is Jackson Elementary. They do their ice cream uh event um in the evening and that super well attended. Again, they have just a really fun environment that goes on there. It was a really hot day, but it was there was a lot of shade back in that that structure there and families were having a really nice time there. In the middle, um this is uh Lake Forest and Renee and uh some of her team there sponsored a I think Rene, you may have borrowed this from rescue a little bit, but it's the grandparents ice cream social. This is the third year I think that you've done it. Uh every single table in the MP room was filled up. The ice cream was flowing and the chocolate
013and the uh whipped cream. Um, lots of families having a good time. It was really fun. I enjoyed going to school that day before school lets out cuz there's so many people waiting to run in and get their ice cream and just an opportunity to get to uh visit some with some some families. And the upper right hand side there is the Green Valley ice cream social that their PTO puts on. Um, this is a really fun event where uh the staff members each take they take a shift and they're scooping up and they their kids know when their shift is so they can try to time be in there and most of them stuck around for the entire event to be able to see kids. And I think right there in the middle those
014are our three I think. Yeah, there's our three new teacher three of our newest teachers are right there. They're fresh out of um their college program. I think I shared with you when I presented at the the start of the year event, you know, you're looking around the room and there's 400 some odd people and you're just trying to get someone to make eye contact with you, let you know that they're engaged in what you're saying. And these three were sitting right they're five seats back with their Green Valley shirts on and just fully attentive. I'm like, "Oh, thank you." They're just Yeah. And and they're really doing a great job. And then uh this is the event. I know you've seen this before, but this was our event down here, our community event night.
015Super well attended. I really appreciated um Dustin and Lisa um coming down and they had just planned on coming down to just make an appearance and then head home and and you know, end a 12-hour day probably and um realized that there was a need to serve some food here in the caf or in the in our boardroom cafeteria style and they jumped right in and stayed for probably at least an hour afterwards. And uh so just a again a real fun night and I think we had 72 um families that attended or 72 folks that attended that evening. Uh on the fiscal accountability you're going to we're going to uh have a wonderful presentation from Lisa tonight on the unodudited actual. So I won't put anything on there because she's going to be spending
016quite a bit of time on that. And our facilities management. I know we did a presentation at the beginning of the year where Jeremiah shared all the work that was going on. This project had not yet been completed. These are the um they're not called pickle ball courts. They are their their um PE fields or PE courts because they get used right now. They're being used for pickle ball. In a couple weeks they're going to be transition to floor hockey and then it turns into some uh handball I think is in there. So, there's a bunch of different years, but the I pulled up and the PE teachers and kids could not have been more excited. Um, this is probably like day six maybe that they had been on the courts, but they were still
017just super excited. They looked great. The PE teachers were so appreciative. You know, there was a need that occurred there and I shared with you the backstory of how we got to this point and they were just they just felt heard and I know the kids did. One of the one of the PE teachers said, "We're concerned that some of the sixth graders we lost last year in the in the cracks that were here might still be under might still be underneath." And then I thought this was really cool. Um I know not every school has a PTO that can do this, but the Marina But I I don't want to minimize what the what this PTO is doing. This is the PTO at Marina Village Middle School. They asked their staff. They asked staff,
018"What could we do this year?" Like, "Do you want a big lunch or welcome back thing?" and the staff like, you know, I'd just like to be able to come up to the room and be able to make a cup of coffee uh on a regular basis. And they're like, geez, the amount of money we're going to spend on feeding all of you lunch. We could get two kurigs and pods for the year. And they decorated it nicely. And they got some nice um you know, you could see some nice accutrants there on the left and right hand side. But I just thought it was really nice that our parents are so involved in our school, especially the middle school where it's an opportunity to pull back as a parent. In fact, most do um
019for them to just say, "What do you what do you guys want?" Because we were thinking about doing Chipotle. They said, "No, how about some coffee pods?" So again, just a lot of really cool stuff going on in the district. So thanks for letting me share maybe our trustees have for the superintendent's presentation. Okay. Um, thank you for sharing that. Um, is there any chance I can get a picture of that boot camp? Can you pull that up one more time? I would just love to take a snapshot of that. Maybe we can blow it up and put on a wall somewhere like it's the >> the war heroes of our students or something. It's just that'd be great. It's fantastic. >> Um, >> that's the pictures with the uh teachers and the aid that
020you that you also took with that. Thank you. >> Thank you. All right. Um, this has us moving then down to public comment for items that are not on tonight's agenda. Um, for the purpose of providing members for the public and bargaining unit, representatives the opportunity to address the board on any items that are not on the current agenda, each speaker will be given two minutes. There'll be a clock that counts down, but based on the Brown Act, other members of the trustees will not be able to make comment on items that are not on tonight's agenda. However, we can refer that to our superintendent in his cabinet to follow up. For items that are on this evening's agenda, I'll go ahead and identify the appropriate time for our community to speak to those items.
021With that being said, it has us then moving on to agenda item number two for a summary on our rise summer program. Good evening. If you'd be so kind just to push the button. So, fantastic. >> Hello. No, you're up here, too. >> Good evening. I'm Debbie Falaskini. >> Good morning. Evening. >> I am Renee Mala. You're still in the morning. >> There you go. Um, thank you for listening. Debbie was one of our aspiring administrators this year. So, we had the opportunity to um very similar to when I came on and was bridging between classroom and administrator, we had the opportunity with three ladies and um Debbie is here tonight. So, she's going to present with some slides I'm going to do, some some slides she is going to do. Do you want to
022tell them where you're from? >> Um so, I teach fifth grade at Jackson. >> She does. that technology. I'll let her do it. We're going to talk about a whole bunch of stuff. Um, funding data, what we do at RISE, uh, some of the positives, and then some of the takeaways that we have as well. So, our RISE program um is funded through the expanded learning opportunities program or the ELO grant. It has very very specific guidelines. Um so it is solely TK through sixth grade and they have to be existing TK students through sixth grade students in our district. Um ELOT funding is what funds both our summer program as well as the afterchool EDCO um program for some of our students. Our as you have known um our RISE program has morphed and
023changed and expanded over the last five years. So, I was telling Debbie five years ago when Rise came, we were just coming out of COVID and we went from a title one summer program that had like 62 65 kids attend and then our extended school year program for special education students. That was one year I had four kids in my summer school class. Four is really hard to teach, by the way. Um, two, we were coming out of COVID, we had this new funding and we created the RISE program and there were like 260 kids. So, um, to see it expand and grow, we're going to talk attendance in just a minute. My favorite part, well, there's a couple favorite parts. Um, we have almost all rescue school districts back. Our first year, we had
024four, count them, four on your hands. teachers, anybody who wanted to participate. It was four from rescue school district and we were interviewing Ed Join was our best friend because we were also the only program in the county who had a summer program and so we hired from everywhere which is really good but that's also there's no buy in to I want to teach treat this classroom nice because it's our works >> um to now we have almost all rescue school district staff and we have like sons and daughters of existing staff that are college age. Hey, they need they're back for the summer. They want to work as an aid. Do you need it hired as an aid? Yes, absolutely. >> Um, and I was telling Renee, my favorite part about the program, not
025only just getting to know the kids more, but was working with staff members from other school sites and really building more of a sense of community within the district. Just um, having been newer in the district, this is my sixth year. Um, you kind of stay at your hub and that's kind of your home and where you're comfortable. and when you got to summer school um you were able to really mix with the other sites. So that was really fun to build that community. Our purpose and vision is not only to teach the kids the essential standards. So there is an academic a huge academic component of we want them to master the reading and the math skills from the year that they're coming out of in order to prepare for the next year. But
026there's also a hands-on experience. Um, this is summer after all and we want them to be there. So, we do daily PE. Um, and the kids love it. We have Mrs. Larson, which we'll talk about in a little while. She does PE with the kids each day. Her and Mrs. Biff. Inclusion is a huge deal. Um, again, my first year I was literally told that's this program. This is our program. We don't talk. And I'm like, huh? I could not wrap my brain. I still cannot wrap my brain around it of no, we're all on one campus and if we're having an assembly, we're all going to the assembly. If we're having ice cream Sundays, every person is having an ice cream Sunday or pop school or whatever. So inclusion was huge. Everybody is learning.
027They're able to push in. They're able to do the season activities. Um and a huge purpose to this year was providing the opportunity. We do have individuals in our district who either are finishing their admin credential or who have just finished who need that experience. There are not a lot of experiences in Elora County and we got to homegrow our people. Um this was our largest program. So when we sent out registration we have 543 kids registered. That is a lot of kids by the way. Um, and we had 506 who stayed the full 20 days. Yeah, they might have been absent here and there. There is a church program that does one heck of a church camp the second week of Rise. Um, but then the kids come back, which is super cool. Um,
028come soccer, you know, 9:30 to 10:30 in the morning. That's okay. They can be here by 10:30. We'll take them and they're here ready to go and ready to learn. Those are our average class sizes. Um, so I actually got the opportunity to teach half of the time and then work as the aspiring administrator the second half. Um, so we had some curriculum that we had access to the summer scholars program. Um, so this was covering the 25 essential standards that students need to master in order to be prepared for the next school year. Um, so as a classroom teacher, I did appreciate it's not an overwhelming amount of work where the kids feel overwhelmed, but it's enough to keep them engaged, um, keep them moving, and to really get them moving forward in the
029right direction for the next school year. Um, we had our steam kits, which was a great hands-on way to get science and math and engineering accessible to the kids. sometimes during the school year we might not necessarily have time to dedicate to that and so this program really allocated that space for us to build that capacity for the kids and then um we also had weekly art classes with Miss Lana so she normally works at Lake Forest throughout the school year and she was fantastic she was able to create projects that ranged all the way from our youngest students to our older students and then she just kind of modified it along the way and so it was really neat to be able to compare something that a four-year-old created or 5-year-old to um some
030of our outgoing sixth graders. And so that was really fun to um experience that type of program over the summer, which we might not normally have access to. Um these are I'm not going to know how to read. Um but these are so one piece of data that we get is from our families which we'll again talk about in a few minutes. um feedback from them and feed and this is the feedback from those families of I asked them four questions. What worked really well? What was the favorite part of summer? What was a um challenge? And what would you like to see changed? And for some of you know as you're going through send it out to families the last week of Rise of give us feedback. We want this is feedback that we
031use. All of those changes we use to create it for the next year. >> Rene, I'm just going to pop in here. Rene shared these surveys with me today and I was able to go in and read all the commentary which I appreciate because that's a risk that you take when you share that with I understand that. So, thank you. It was it was just so enjoyable to read. And on the question about what did you enjoy about the program? I mean the over I mean it felt like every fifth one was everything. Everything. That was just the only word that they put. And then what do you want to change? Don't change anything. Or you know it it might have been something about you know the black laptop's awfully hot. Okay. Yeah. Yep. It's
032summer time. You know like those things that you're not going to be able to change. But it just really uh really fun to read and I really appreciate the fact that we are collecting that type of data uh and continue to do that because it does help. There there were some nuggets in there obviously that you're going to talk about, but it they're really just fun to read the responses that we get from our from our families and our staff on the program. >> A parent I spoke with um during the program, she said it's a no-brainer. Like she's like, I don't know why everyone doesn't take advantage of the program. >> Um so we also had a STEM day and so students were able to come into um their multi-purpose room and there were
033stations set up. So it ranged from looking at 3D printer to building um little bugs that went into different tracks. And so they're trying to build different pathways for these little bugs. Um all sorts of different types of activities that really engaged all of our different learners. Um for me it was really fun to see how the children were collaborating. So bringing students in from different school sites and seeing the friendships bond and and also looking at students who maybe didn't necessarily have some strengths in the classroom but then had some strengths um in these types of activities was really neat. They worked on problem solving skills and then that engineering um and just having fun. They wanted to be there and they really enjoyed it. They often asked if we could go back and
034have access to some of these things which Renee had available for us. So, as classroom teachers, they were able to check out the materials after the fact and also give more time for kids to work on some of their favorite activities. Um, and then we had a steam museum come in through mobile ed production. So, um, there's 12 stations of hands-on activities. Um, we had a bicycle you could ride that would spin, uh, paint. We had building blocks for them where they had to build an archway um for all sorts of different activities and again it really tapped into that collaboration engineering um skills that don't necessarily translate to paper but are so uh important in building those deeper thinking skills. Um and then we had a lot of fun. Uh, we had a magician
035come in um and he bungee jumped um and put books in between his bungee jump to hold the friction of the bungee cord. Um, and so was really using science in the magic trick. Um, and it he completely captivated the kids. Um, we had kids like getting up out of their seats because they wanted to see these magic tricks happening. Um, and it was a really fun way to see kids get so engaged with science and really trying to understand why things were happening. Um, and he really tricked them into learning. So, it was it was quite enjoyable to watch. Um, he even had a YouTube video. So, of course, as soon as we went back to class, we watched the the YouTube video. So, um, a lot of fun there. along with the qualitative
036data um and the engaging hands-on activities there is a quantitative piece and this has always been a piece of like I feel that we've never been able to really nail down apples to apples there are never any similar assessments that are the same at the end of the year like useful truly meaningful assessments and I think we came as close as we can this year um so TK and kinder. Over the past two years, we've built a onepage pre and post assessment. So, it's not you're not assessing the kids for 25% of the time that they're there. It's their aids can pull them back, do a quick um identification of letters, shapes, colors, numbers, and then okay, you're done. And then that post assessment at the end can actually go on to the kindergarten teachers
037who are going to get them or the first grade teachers who are going to get them of like here's where they started, here's where they finished and here's where they are right now. Um, summer scholars for first through sixth grade offers a fluency and comprehension and then a math content and there's a math facts piece that we do as well. Um which again your beginning of the year to end of the year there's apples to apples. So we could see okay did they maintain or did they grow or did they maintain and just maintain or did they lose a little like some of the data is weird but what's super cool and this is what I'm most excited about. She's gonna switch it in just a second. We used that and I know this is
038small. I think you have it in front of you. We use which brings us back to what we were talking about in leadership today. um all of third grade used as their diagnostic pieces. And so the first column is the math post assessment and then the teacher had taken from the previous screen that was the pretest. She had taken the growth of the 19 days of summer school in months. So that first one where it says 320 is the post and that growth I think that's a six. That's really small. Holy cow. Um that is six months. That's a half a year's worth of growth in 19 days when this program was used with a purpose. And then the next one is ELA. So the post assessment was 260 and the growth for that first
039kiddo was 2 months. And then the last column was out of 19 days that child attended 18. So that growth when given a program and is used I don't like the word fidelity but is used with fidelity and used how it is supposed to be used like was super effective. So I was super when I was going through and looking at the data that the teachers had submitted um they either use like for kinder they use their pre and post for the other grade levels they use for the most part summer scholars in third grade all of the classes used and I was like >> oh my gosh I think we figured it out. Yeah, >> Renee. Um, so the third to last, um, student example at 420 >> who was there for all 19
040days had 14 weeks or months? >> Month. >> So in 19 days they advanced 14 months. >> Yeah. >> In growth for mathematics. >> Yeah. >> Wow. >> Right. When it's used. Now, how we talked about how we I'm going to connect it to what we talked about today in leadership was we have but we as principles have to make sure that our staff knows how to use it to the maximum because it's a supplemental program that we purchased I don't know how many years now five sixish um and so everybody might be on different pages but there is some really good things that out of that >> when you say everyone on different pages You mean students or instructional practice? >> I think a little bit of both, but really instructional practice. And I
041think it's part of um we got coming out of COVID and there really was never like true training as far as how you can with everybody of how you can really use it. So some teachers use it more often than not and other teachers are like, "Okay, I know I have to give an assessment on this. I know. I know I have to do it, but how can you use it on a day-to-day? >> So, Renee, can I chime in for a second? One of um the things that I I wanted to share with the board is u for those that remember uh Nancy Brunell, her question always when it came to summer school presentations was show me the data and how does that translate to when they start the school year coming back. And
042it was always difficult for us because we had a separate curriculum for summer school that didn't necessarily speak to what our our core curriculum is for our district. Ll math is something that we use in our core curriculum as a supplementary program. And so these students here that are listed, you can actually go in because it is part of their cumulative history of how they've done on the diagnostic assessment and their progress that you can see on that continuum where they were. And then we always do an assessment at the beginning of the school year to see where the students are when they start school as well. So there is that continuity piece. So if there was ever a question about a specific grade level or or even a specific student, we now have the
043ability to access their journey as far as their growth and their progress on EXL math. And so you can see this happened in summer school. They attended summer school and then when they came back to school in our school year, you can see where that where they are. Did they regress in any way? Do they continue moving forward? It's part of that which is something I know she was always interested in is seeing is that something that is a standalone? How do we know that that's going to move move the needle and moving forward? So, I just wanted to share that. C >> can I ask a follow-up question? I'm sorry if it's okay. Directed Justin. So, >> we know that that we have a little bit of um taper in academics from the last
044day of school until the first day of the following year, right? Mhm. >> Are we examining that from these students in this data that though there might be a drop off during the summer, they're actually beginning their next school year further than where they left their previous school year? >> Potentially for several of the students, I would say yes, because when they take this diagnostic assessment, it determines what are the standards and the areas that they focus on and that they work on. So, it's individualized. So, you get the students. So when it says on there months of growth, they'll be given a number like for example at the top 320 that's third grade second month and so of where they are in their progression in third grade standards. And then if they grow six
045months then that means that they would finish off you know that much further along in that. And so to your point they should finish ahead of where they finished last year because they have the additional instruction and practice. So that third to last student that fourth grade, second month that advanced more than one year will enter the fifth grade with sixth grade skill set. >> Well, no. Um it's actually a misspoke. So they finished with four with 420. So that means before that they were in the they were 280. So second grade 8th month and they finished fourth grade second month. So yeah, >> thank you. >> I love seeing the data. Thank you. One of the questions I'm wondering about is I know that the students have access to EXL after the school day
046during the traditional year. Are these students who are accessing are these students also accessing whenever they choose to during the summer or and or how long is the actual time spent in onl during the summer school day? So at the diagnostic assessment piece of EXL is always one of those that all teachers teach to students don't do the diagnostic at home and we train the parents don't let like if they're going to you yes they have access to EXL through clever but don't do the diagnostic at home because then you can ask brother sister mom dad hey I don't know how to do this can you help me with this whereas we really need a true capture of what it is the other piece of is being able to use those learning like if you
047go onto EXL onto learning you have access to all K12 standards and they're broken up into like fifth grade has like 467 skills that they can practice but they can also if a kiddo is interested go home and be like I'm going to practice these skills so I get really good at it. Um there is also the difference between proficiency and mastery. So if you can get a smart score of 80 you're proficient in that. So, to answer your question, yes, they could go home and practice and maybe some of them do. Um, they do have access until the rollover, which is typically middle of July. Um, and your question about how often do they spend, normally it's about 30 minutes a day. It's not, we don't want the kids, we know that when they
048leave RISE, there's a TV and a PlayStation and all the technology. So it the goal is really to take the technology out but also to use it in a meaningful fashion. >> So is the is the math is it practice on I'm I'm sorry I'm just cur is I mean is it direct instruction along with practice on or is it kind of just and then we're moving into the STEM activities or we're moving into the reading? >> So th this teacher and the third grade teachers in particular they did a little bit of both. We had the work the workbook portion of it. So we had the summer scholars portion. Thank you. You gave that to me. >> Um we had the summer scholars workbooks where they would work through them. And it was um
049these teachers would pull their kids small group. Let's work on the workbooks and then when you're finished one of your other stations is you're going to go on to and you need to there's codes. you need to do these codes and then at the end of the week, let's work on the diagnostic. Ideally, if you can work on the diagnostic a little bit each week, it hones down on your level instead of doing it for a really long time the last week of school. Um, and so it was a little bit of both. Let's work on the workbook. Let's work on technology. let's go out and let's do a theme activity or in a reverse order too of we're some classes started with a theme activity. Okay, now we're going to do computer now we're
050going to so a little bit of really anything to capture their attention because with summer brings kids from all five school sites for elementary and all personalities. Um, and we really wanted to intermix them so it wasn't just kids from Jackson. We're with kids from Jackson in fifth grade, but let's meet with everybody. >> Thank you. Awesome. >> Quick question, Dustin. Do our students who do not attend summer school rise program have access to in the summertime? >> Yeah, I feel the rollover. >> They do. So, if they're accessing their Clever, they do. Um, and I know that there are many families that take advantage of that during the summer. I know that we did with reflex any of the apps that they have that are part of their clever that they can access them
051u until the roll over and then they get frozen. >> And then just a followup Michelle to part of your question. So as a classroom teacher I always do direct instruction on the math concepts and then part of the followup to that with the practice would be to assign a specific skill that would test them for mastery on that um and build that up. So if they get something wrong, it immediately tells them, "Oh, you got this incorrect. here's why this is the correct answer with an explanation and then they also have an option to watch an instructional video to clarify any of those misconceptions. So, it's a great tool uh as a teacher and it also helps prepare them for more of like a testing format setting which is wonderful. >> Can I can
052we stick on that theme? Do you mind if I ask a question or um [Laughter] I I'm I'm intrigued by you know you look at this data and when you shared this with this this slide with me today we were in the meeting I'm like that there's I'm not reading this right so I'm going to be curious what this presentation looks like tonight when you see that type of um acceleration you know my first thought is well why what's prohibiting us from doing at in September and October and November. My question is, is this are we measuring when we look at uh this kid that's got 14 months of growth, that bottom kid, no third up from the bottom? I want to go back to your skill question. Is does is that person is that
053kid showing 14 months of growth with three, seven, eight different skills that have been assigned to them or 14 months of growth in all all the standard related >> statistic measures their overall math scores. So it takes the average of all of the different strands that they're measuring in. >> So So as a teacher having just taught that this year, how do you how will you use or how isl being used in your classroom? And are you seeing this type of growth or and I guess what's this attribute? Is it frequency? Is it I guess daily repetition? It's just top of mind for kids. >> Don't do overkill because there is you know too much of anything to be a bad thing. >> So I'm just curious from your lens. >> Right. So I do
054try to have a balance of it. So I do see it as a a tool really to give the kids immediate feedback. So I have 29 students this year. It is impossible for me to meet the needs of all of my kids all of the time. Um, so I do use it in that way so that I can quickly tell whether or not a student's understanding something. If they've spent 45 minutes on one skill, that is not the goal of the program. Um, clearly they're having some problems. Um, I think sometimes gives students the opportunities to um, make improvements in areas that maybe you you don't recognize that they're weak in. So I had a student last year, he was a, you know, average to above average student overall. um he was scoring uh in
055the first grade level on his language arts skills which totally threw me for a loop and I thought maybe he had a bad day when we were doing the diagnostic and then we dug a little deeper and I realized oh my gosh um there's some issues going on here. So we um I partnered with his mom and we had him work 15 minutes a day on recommended skills because after the diagnostic it'll tell students what they could work on. Um and by the end of the year, we did this maybe five six months, he was um in the five and 600 range. >> So, you know, it's it's hard to see sometimes is it a testing format or is it a student's access to information. Um I think it's really dependent upon the child, but
056I do feel like it is typ of where they're at. um I can different that really want to be in the accelerated math program at the end of the year for when they go into sixth grade. And so I'm connecting things that are fifth grade standards and I take it that next step up to sixth grade standards. So talking about like exponents um you know I can take the fifth grade and look okay well in sixth grade they're doing this with exponents here's these skills. Um so you can you know really get access to the type of information that the kids need immediately. Does that answer your question? >> Yeah, thank you. >> Okay. Um, so like Renee, want summer school to be fun. Um, and she's done a great a really fun program. Um,
057the the staff that do work there, they want to be there. Um, as a staff member of the RISE program, it it didn't necessarily feel organized so well. It doesn't feel overwhelming. Um, the amount of work that we have to do. um are we really need to be able to build a program that the kids can access and have success with. Um the students want to be there too. So we have our spirit day um that just give the kids something to look forward to. Um you know the little kids kind of tap into the spirit days a little bit more than the older kids, but they definitely still had fun with it. Um they really enjoyed the the weekly special treats. I mean, that ice cream got devoured faster than anything. Um, but it
058really they're they're just sitting there and they're having fun. Um, lunchtime I did a lot of yard duty as the aspiring administrator. Um, got to know a lot of kids and, um, inclusion really is seen on the campus that, you know, both programs are eating lunch together, kids are playing together, they're out of PE. Um and so it really does build that whole family environment which um can sometimes be hard to attain on a short amount of time. Um but the culture I think of our district and then the the setting that Renee sets is built for community building. So >> safety is always the same. Um fortunately and unfortunately like we live in 2025 and so we do sorry thanks. Um, we do make sure that our staff, teachers, and PAR educators are out.
059Um, they swap between morning duty and afternoon duty because we have I was so nervous. We still had our solar project going on at the beginning of summer school. And I'm like, we have half a parking lot. Half a parking lot, not a like half. Um, what is it going to look like? And the extra staff out just made it flow. We do hold a lockdown just in case we need to know what to do. Um, and so we do talk about those with our staff. We do hold a lockdown and the teachers do a really good job of working with the students and we do make sure that any volunteers, parent volunteers are welcomed. Um, but they are all cleared. Everybody signs in at the office if they want to come. like we run
060it just like a regular school year because there are students. All right. And like we said earlier, we had PE uh available every day for the students. So if they weren't necessarily with Miss Larson, um the classroom teachers were taking kids out for PE. Um so we had PE equipment available to everyone. And then it was great to have access to Miss Larson and all of her fun activities and the the gym over at Marina so that kids could enjoy some cool air on a hot day and while doing something fun. Um and they even had this gigantic parachute that they >> 100. It was crazy. >> So keeping kids active. It is really important to be able to get the feedback from not only staff but families as well. So I do a you've
061seen it before weeds needs and seeds. Um seeds what is working well that you would like to continue? Needs what do you need to be able to be more successful? And then weeds what's not working? What would you like to change? So, some of the feedback um that I received from staff um and we spent quite a bit of time talking about this. So, summer school is one of those things. We don't use Aries. We have access to Aries, but we Oh, you got to go back. Um we don't use Aries because if we use Aries, we have to create another school. We have to pull the kids from their home school into Aries. So instead of and then we have to put them back where they go. Um instead we use the Google suite.
062So we use Google Sheets. Google Sheets is our best friend. There are lots of tabs on Google Sheets. And I don't know like I don't know. I think it's a conversation to be able to like a it's a work in progress. Um because we don't use Aries. We take attendance through like everything is kind of old school in that fashion. Everything is counted up. like I was counting up attendance and I was literally counting A's across the way. Um, so I think that's something that we could work on, but we really focus on what can we do better next year and then getting that feedback from parents, sending out the survey and explaining like this isn't just don't waste your five minutes, but this is your five minutes of feedback that we take and then
063we change it for next year. Some of the positive takeaways, parents like and staff likes that it's four weeks. They, you know, it's kind of a fun check to be able to get, whether it be extra money or money to pay something off or money to go shopping. Um, we put in a reading intervention specialist position that specifically used really great reading, their intervention readers. That was a huge positive. the teacher was actually the intervention specialist who did intervention at Green Valley um Stevie Pulnazic last year and so she was able to continue on that intervention path with her students and then really all of the staff. So we took Liz Hostetler who is the PBIS facilitator at Green Valley. She wanted to work the summer and she's like, "I'll I'll be an aid." And
064I'm like, "I'll take you as an aid, but I'll really take you in your role because you know these kids." So, we didn't have to spend the extra time figuring out why little Johnny wants to do this and, you know, Susie wants to go over here. She knew who the kids were, so she knew who to check in with on a daily basis. Um, we had two of our counselors who split the summer half and half. And then Kim, our behaviorist, who came two days a week to support the special ed classes as well. Um, TK aids were a TK adult. Okay, let's try this again. In the TK class, it was a 10:1 ratio with that extra adult being in there if we were over 20. So, lots of aid support and all of
065kindergarten also had aids for full day um of 4 hours. Pickup and drop off went very smoothly. And it was funny because the teachers who have been for several years, they were like, "Wait, where are all the cars?" Like, they weren't in the front, they weren't in the back. Seven minutes, we were done. It was so nice. They had consist consistent weekly um staff news and family news blasts of what to expect. Miss Lana for art. Um it was at the same school site which I know is a positive and a negative um because we talked the cleaning, we talked the always using the same classrooms. The positive of that is the parents know the routine having the steam focus. They did individual classes challenges. Some classes like if you were um first grade they
066would work together and do let's talk let's do a first grade challenge together. Not as much time being spent on assessing. So couple years ago, we were spending the first week preassessing, the last week post assessing and teaching for two weeks. That's awful. So getting more concise, having meaningful placement of aids, being able to use technology. We have this year, we also house two student teachers, one in fifth grade and one in third grade, um who needed an extension of a student teaching year. Last year we brought on sixth grade. The funding um changed a little bit. So last year we got to bring on sixth grade. This year we had sixth grade. We had even more sixth graders this year. And it wasn't just, "Oh, my mom is making me come." They were like,
067"I'm here." Um being inclusive, making all students feel welcome. We had morning announcements each morning where we say the pledge. Um takes something off of the teachers backs of having to remember. really kids are learning. Um, next step says what what do we want it to look like and how can we change it? How can we mentor like Debbie and I sat before um and like what would it take what does the mentorship need to look how does it need to look differently? For example, this year we had three aspiring administrators and they all shared go 8th day, ninth day eight um during the program and then they shifted but being able to see a program from start to finish that you know that would be hugely helpful to see what it meant. So, um,
068kind of just going back to the planning board. Any question presentation? >> Thanks for >> a team presentation. >> Let me go and open up to our trustees at this time. >> Um, I love so much how you put such an emphasis on inclusion. I personally am very passionate about that and I love so much that that just was mindboggling to you that prior to your program it was separate. I don't believe in that at all. So, thank you for um sharing a common passion for inclusion. Um I love how in your survey you were vulnerable and you just basically said what would you what would you do different? That's really hard to put out to 500 families. Um, but kudos to you for saying it right. Because if there's something that there's a theme
069that needs to be changed, then good job doing that. Um, I love how reflective you are in this presentation. Even if I would, you know, go back on the last two that you've done, you're always like, "How can we get better? What can we do different?" And I think that's amazing. Also, um, I have a quick story to add just in the lens of culture of excellence. I'll keep this super short and sweet, but I was on Marina Field every single morning in summer while you guys were in summer school and your teachers were so accommodating and that was wonderful. But my quick little story goes like this. Um, one of the gentlemen that is in facilities, um, he drive I can picture him and I forget his name name. Forgive me. Please follow up
070with me on this. Um, he drives the sit down lawnmower and he was so amazing. He would stop us all the time in a positive way and talk with the kids about how he grew up playing soccer and he would tell us his nickname. He told them where he played. He grew up in Mexico playing. He never had shoes. I even know his nickname. I just can't think of his first name. >> Yes. Yes. Yes. Yes. Anyhow, one day his lawnmower broke down and so he's asking us to move to a different spot. No big deal. We move to a different spot and he brings all my kids over and he's like, "Hey, let's fix this fix this together." And he like gets out he has to go to the shed, gets these tools and
071it was just so cool in that lens of let's always get better. Let's always do better. He did not have to do any of that. And it was like he kind of loved seeing it felt as though he loved seeing us out there. sometimes we were in his way and it was just it was like this cute little beautiful relationship all summer long where hey how are you hey how are you and then the kids would be like come back and play with us again it was really cool anyways I know I didn't I didn't want that to take over your presentation so I did at the end but thank you for everything you do it was great great program it seems like again >> well um I just have a couple of questions and
072forgive me I should know but like I like there were so many changes multiple times and I know we still have the two programs though we're making them as inclusive as possible. Um I believe at one I I thought at one point they had different funding sources and different purposes. So I guess my overall question is are we opening because I mean listening to the presentation and seeing the data and hearing everything I mean it's a fantastic program. Are we opening it up to all students now? So any student regardless of whether they're, you know, needing a little extra assistance or fall into any particular category, but like literally any student in the rescue school district can come to summer school. >> Correct. So we send out the invitation at the beginning of end of
073March, beginning of April to all families um of come and join us. And that is the gift of the funding being changed because it used to just be the title one families and it was held most years at Green Valley because they were within walking distance. >> Um with the ELOT funds we our buses are full like chuck full and they come from all of the school sites and so we do invite everybody. it becomes one hand of it becomes tricky because and I have to say the ladies did a fabulous job. I let them put all the classes together. Um and they did a wonderful job of balancing of taking kids from various schools but you also are given 543 kids who you don't know if they're high, middle, low any. You know, you
074might know the hot button kids, but you don't know anything about the vast majority of them. So, the the positive of inviting everybody is everybody has equal opportunity to learn. My own kids come and they I mean that is their favorite. Mom, I'm coming to summer school, right? Yes, you're coming to summer school. Let's go. But, mom, you're not going to But one day I had professional development at Marina. And they're like, but you're not at school. You're good. You're fine. you're big people, you can do it. So, we have everybody who's allowed to come. The downfall is finding that tricky connection of differentiating instruction. >> And and what about the funding? Are we um is this a is this something that has like an end date on it? >> That's a Lisa question. >>
075Okay. like is that's what I'm I feel I feel like it came on the scene during >> so so um expanded learning opportunities elop is a been around for about three years now. >> Um how long it stays will be dependent upon um you know who takes the next governorship and what that governor's priorities are. This particular funding um is targeted for our unduplicated students. However, we are allowed to use it for all students so long as those unduplicated students have priority. So, where where um that funding falls is we have to provide a 9-hour day. So, we partner with um Edco and the extended day program that is also in the middle of those 543 students. We also house extended day on Lake Forest campus as well. So, they're concurrently running extended day for
076those that didn't join RISE but did want to have um extended day. So, they have that program running. Then after school, our summer students then kind of fall right into extended day on the same campus or go home on our buses. Um but the ELOP funding covers the 9-hour day. So if they are covered through um the unduplicated students, their extended day is covered as far as the um fees. >> Okay, thank you. One last question and we're going back to student three from the bottom because that student we're all very very impressed with this student. Um I am curious if just just focusing on that student that data are how how can we how can we copy that in the regular school year? Are there ways to do that or is there something unique
077about the summer program that's allowing for that type of growth? >> I think a little bit of everything. Um, with the summer program, we are able to have we don't have 30 kids in a class, we have 20 kids in a class, which makes a difference. Um, the other piece to that is really honing in on what that individualized instruction should be. Not should be, could be. Um, and our third grade team was a solid team. They knew the curriculum. They had taught that I think there's something to be said like you are a fifth grade teacher. You know fifth grade like the back of your hands. our third grade team in particular, like they knew the third grade standards really really well. Um, so I I think it's a little bit of everything, but
078I will tell you that the data that was only one teacher's third grade. The data from the other third grade teachers were also very similar to it as well. So, you know, it's a collaborative piece. I think it's really finding like we have to teach how to use the programs and it's not teaching how to test. It's teaching how to use how to break these programs down and how to use them to the benefit without overkill because if you do it too much, it's I don't want to do that program. I don't like that program anymore. Um, I don't know that that answers your question, but >> well, I I think there's also idea of let's look at this child in particular, like 14 months of growth sounds pretty phenomenal, you know, what were the
079factors leading? Were there trends? Was there, you know, are we measuring just from a really low score or are we measuring from the average of his performance or her performance in the past? So, I do think you have to take it and look at all of the factors that you're, you know, you should be really looking at with a kid because, yeah, there are, you know, my daughter has dyslexia. Some days she tests at grade level and then other times she's like three grades behind. So, there's also that little bit of data that you have to like consider, too. >> Dustin, would you mind putting that data back up on the screen one more time? Is that possible? If I recall, obviously there's outliers, right? Third from the bottom is an outlier, but I think
080every single student made advancement. >> Yes, >> there was no one that maintained or moved backwards. >> And in a classroom, I I'm not an elementary school teacher, >> but I think it's fair to say in a classroom, you have a range sample of students that exceed and do great, that maintain average, and then also underperform. >> Yes, >> there was no underperforming in this class. And if Dr. Dr. Mott is sharing that there's other data from another class that has similarities. Something is going on here. Um, kudos to whomever it is and what they're using. And we know circumstances are unique in the summertime. I get that, too. But something is happening here that's incredible learn. >> Yeah, I think the focus that we're allowed to put on math and language arts in this
081summer school program definitely speaks volumes when you look at the data. >> Yeah. So strong instruction with a program that you know gives feedback if it's feedback's huge. >> Sure. It doesn't lie, does it? >> No. So when um you can get that immediate feedback, I mean it it helps. It puts it in their face like >> they're not going to get that smart score of 80 until they're getting things right. >> So um I'm not sure if you had an opportunity to see um or watch our board meeting from two weeks ago is riveting. I mean you should go back and >> Sorry, I did not. did not. >> But what I would say is one of the subjects that our superintendent raised was about the value of increasing your systems by 1%. >>
082I think this would be an example of what is the system that's being used >> as a sample um to examine our systems across our district. Um I believe our teachers are amazing and do wonderful things. >> Absolutely. Um, but there's some system that's happening here that really is yielding incredible learning. >> Yes. Yeah. >> And we want to know why. >> Yeah. >> Been like dancing around that like how are we able to copy this in the region? And I think that's one like Dustin, I think I could sit down with you because I can go teacher specific and we can like I think we can talk professional development and what that could look like. I have some ideas. >> I I want to just I wrote down here just frequency, time, quality of
083teacher is how rep replicable is this during the school year? Why? Why not the skills that we're learning? I think there's a lot of cuz I've got the same questions you do is like what is there something we could tap into? I also want to acknowledge what Debbie just said is there's a extreme emphasis on math and ELA during this program and we're ask we're tasking our teachers with a lot of other things that go on during this during the school year. So the the ability to commit the frequency and time I would guess is is limited by a lot of other variables. And so if if we want to carve out more time for where does that come from? >> Um so it's a I mean it's a great conversation to have um but
084we're not going to be able to create more minutes in the day. Well, I guess you could extend the school day and that'd be wildly popular >> like as we talk about our professional development and what we want our collaboration time to look like as principles and like we sat today and talked and all the different like reports that you have and how you can find where this kit part of it I think is just an education thing because I know we all sat where you guys are sitting today and went oh my gosh I didn't know it could do that. I know a lot about the program. I didn't know it could do this piece of it. And so being able to then take that back to our staffs of, hey, let me show
085you something. >> Sure. >> Um is a starting point. >> Awesome. >> Thanks, guys. >> Uh I'm sorry, just real quickly see if there's any more questions. >> Yeah, I'll keep it short and sweet because we all made some great points. Uh uh Debbie, Renee, great phenomenal job. Renee, I always love your presentations and uh and just to close, I mean the as an engineer and a data that the the EXL numbers and really the you know outliers aside the progression is just powerful and I love what you're doing with the you know the STEM day and the steam museum to to orchestrate all that within such a short period of time during summer school. I just think it's >> true to that. >> It's fun. It's a different pot of money too. Yeah. Um,
086and just lastly, I would say I would love um if our superintendent cabinet is also unpacking just the um perspective administrative development that's happening for our perspective um administrators in our district. I think there's a ton of value there. I'd love to see kind of what that looks like from your lens and others as well. >> Um thanks so much for your commitment to that. >> Yeah, I really appreciate it. Thank you. >> Yeah. And I just have to say that um Renee is an amazing instructional leader and I was telling her before the meeting how much I appreciate her as a mentor and just um >> the knowledge that she's willing to share and I love that she is such a reflective person because so am I. And to be able to have those
087conversations of why did you do this? How do you know to do this? Like um we were talking about hiring like when do you put a red flag on someone? How do you know to dig deeper? like um just the little nuances of what it really takes to to be a strong leader and and Renee has a really articulate way of um being able to share that information in a supportive environment. So I appreciate you very much. Thank you. >> I think it's fair that we can read some thought in there. >> Excellent. Thank you. >> Okay. Um that has us then moving on to agenda item number three which is resolution number 25-06 Williams act public hearing and our assistant superintendent of instruction and curriculum has the floor. >> Good evening my uh presentation
088isn't as exciting as theirs so I apologize for that. So um so the Williams act um s sufficiency of uh instructional materials resolution this is something that we bring to the board every year. We bring it within the first eight weeks of school. And the purpose behind that is to be in compliance with uh education code to essentially to ensure that we h hold a hearing if anybody wishes to speak to this, but to ensure that all of our students have access to our textbooks, instructional materials, and specific subjects that are able to participate in their academic learning. And so, um, at this time, um, it is our recommendation that we hold a public hearing and that we have a resolution that the board considers adopting. >> Wonderful. Thank you very much. I'll go ahead
089and open the public hearing then at 7:41 p.m. Seeing no public comment, I'll go ahead and close the public hearing at 7:42 p.m. Open up to any discussion. Seeing no discussion. It does require action. Can I please get a motion? >> We approve resolution 25-06. Thank you. Is there a second? Motion made in second. All in favor? I oppose. Wonderful. Thank you very much. Motion passes. Thank you. >> Uh agenda agenda. It's 40. Is Christina over there? >> Thank you. Uh this has us moving to agenda I agenda item number four. um unodudited actuals of the 2024 2025 and budget update from our CBO. Good. >> Yeah. >> Hi. Good. >> All right. Well, we're finally closed with 2425. >> We will get the final audit report soon, but right now we're just going to
090go through where we're at right now. Um, we have today our unodudited actual review. We've actually closed the books. That means that we've put all the money in the bank. We spent all the checks. We balanced it all out to see where everything kind of flushed out. Um the last thing for 2425 to put this year to bed will be the audit report and that'll come out in December and it should be brought back to you. It'll be finalized in December and then brought to the board in January for approval. So, as I said, everything for 2425 has been reconciled. all of our income and expenses recorded. We balanced our federal programs. Um check to see what what we've spent, what we haven't spent. Do we have any grant balances remaining? Um and what contributions
091for programs that are underfunded were needed from the general fund to cover that. Once we do all this and it goes um once you've approved this, it goes to the county. The county then does a final review and then we send it off to the state. Statewide we all use similar account codes and the structure is all the same. Um we provide a very detailed comprehensive report. All those hundreds of pages are somewhere in your board packet. Um but this is just a comprehensive review right now. So it's a little bit easier to read when we're looking at it this way. Um so this is a comparison from where we thought in June to unodudited actuals and then that what is that comparison? The numbers that I want us to focus on today are the
092ones in the yellow columns because that is our unrestricted. Our restricted um comes with very specific ties. are unrestricted as our general. What I want to share is you're going to see in that yellow column that we it looks like we um have a positive in the unodudited actuals that middle column a positive net increase of 850,000. It's really when we go through this report, you're going to see it's really a deficit spending of about 200,000 which is better than what we had projected of negative750 but it is about a negative 200,000 and um we'll go through why that is in just a moment. Um so first we're going to start with our revenue summary. Um, so we had some revenue changes and why I'm saying um that it's it's lower than what it appears
093is because we have to account for an additional 220,000. If you look in the local revenue column, it says 220,000 due to FMV, which is fair market value. We have to each year post an entry related to our cash that's sitting at the county treasury and what the actual fair market value of that cash is. It doesn't change what we actually have in cash, but when the stock market's low, then there's actually a negative entry. And when the stock market's high, it's a positive entry. So last year, that entry was lower than it is this year. It's not actual cash we have in bank. We have to actually we had to start recording this a few years ago. So it's a little wonky. Um but we have to record it as either positive or negative
094revenue and this year it came out positive. Um it will be autom it's already automatically reversed. We do it as a year-end entry and then we reverse it so that when we are actually balancing to the cash it actually balances. But if we were to leave this in there it wouldn't because it's not a real number. So um that's part of this equation. Um then um I also just want to go through we'll go through some of the other changes. Um but I did want to highlight that as kind of an awkward not not real cash in our banks. Um the rest of it comes from um we have some extra lottery money. We have forest reserve 67,000 that we never book until the end of the year um because it is just annually renewed
095with the changes happening at the federal level. This is a a federal USDA allocation. I anticipate that this will be the last year we actually see a large amount. They've been annually renewing this um for probably 14 years. It's been um unreliable and unpredictable and not actually received. No one in our county even books this revenue until we actually get it. So that's always a last minute. We got some forest reserve. When the allocation um goes back to what I expect it to go back to next year, then it it's going to be based on timber sales and timber sales are really low. So, we we won't see much in the way of this going forward. But, we never know. So, we'll see what happens at this time next year. That's when we'll know. Did
096have a little bit more of um some lottery funding. We had a nice surprise in our ELOP. So the funding that we were talking about today that funds summer rise that actually um we anticipated less and we were getting a little bit worried because it's a little bit unpredictable on how much we're getting and it is tied to the number of unduplicated students that we have. At the very end, they actually increased our funding about 200,000 this year, which was a nice surprise because we were expecting to start really we've been deficit spending in this pot. So, it will be nice to know that we can support summer rise and our extended day program in the fashion that we've been doing without having to make any big um cuts to that program at this point.
097Um, stirs on behalf is another weird um, entry. You're going to see it the same negative entry on the expenditure side. Those are always dollar for dollar. So, those actually have a net zero impact on our ending fund balance. Whatever we put in for stirs on behalf, it is a um an entry again that we're required to do at the end of the year. It's a statewide um requirement for a stirs um kind of a liability that the state has, but they push this entry onto all of the schools. So again, it's not necessarily a real entry, but at the same time, it's a zero impact because whatever we put in revenue, we also put in our expenses. Um, we had a couple one time. We had some CASP reimbursement and we had a little
098bit more for our uh classified school employee summer assistance program. So, that goes right back into our um expenses for the reimbursements for that. As a reminder, our LCFF is made up of a a couple of pots of money. We have our base grant. We have our grades span adjustment which is based on uh our TK through three being at no more than a 24 to one. Our supplemental grant is based on our unduplicated students and we have about just under 19% that were funded for this year. We have um an add-on for our transitional kindergarten to support the lower class sizes and we have a very small grant that is based on a 12 uh from the fiscal year 1213 award level. That amount will never change. And then we have some home to
099school transportation on the expenditure side. Everything that's in red and this is the other part. So, where I said we had um a really a negative 200, if you take that 200 revenue and you add in these expenditures that we still actually have, they just occurred in July instead of August because they were part of our summer programs. That minus the um 900,000 that was in there is the negative 200. So that's where I say when we have 2.1 in expenditure reduction, it really was not that much of a reduction because we have 900,000 that were actually moved to July. So everything that's in red is still an expense that we're going to see. It's just happening in July. So you'll see those adjustments at first interim. you'll see those budgets increased so that we
100can actually support funding these um and some of those came out too. The big ones were, you know, donation carryover. We always plan that we're going to spend all of our donations and we don't because the sites like to have some of that in reserve. We just don't ever know how much. So, we budget it all and then at the end of the year we put it back in the budget. We had some maintenance supplies and equipment and you'll also see some other repairs and summer projects. Those are just under 300,000 put together. Um again, we have more donation carryover. So that's 570,000 almost. So those belong really just to the sites. They don't belong in our budget. And then we had some tech projects that um are going to continue through this year. Um
101with the transition between Matt and Renee, there were some things that didn't quite get finished. So uh we'll see that spent this year as well. Um outside of the things that were moved into 2526, we had um some leaves and open positions in our classified salaries. certificate came certificated salaries came out really close and then of course that stirs on behalf that is that matching negative expenditure that matches that negative revenue you saw on the other slide. Um we also have just a few um a few minor things. The big increase was a used bus. So, we had an opportunity to buy a diesel bus from Gold Oak Gold Trail. Yes, Gold Trail. Um, they are now contracting with the high school district to do all of their transportation and they had some buses that
102the high school district didn't need to use and we were very fortunate that we got to buy um a diesel bus that was in very good condition. considering that we continue to struggle with our electric buses. Um even yesterday we had one stop working and was had to be towed this morning from Lake View. It actually stopped in the middle between our middle school and elementary rides. So it's it parked at Lake View. Um so we had that was a big thing. And then we did have a little bit less in our our non-public school placements um of 96,000. So we we've been struggling to really figure out how much we have students coming and going and we just didn't want to run out of budget. So we had a little bit extra there. Um
103these are our reserves. As you can see, we have 900,000 um sitting in the 2526 that will immediately come out and is already spent. Um so that would bring our balance down to right about where we started again. Um but these are all of our ending fund balances and we have about 3 just under 3.8 million sitting in restricted funds. Some of that is our educator effectiveness. Um, we have some slides in the back that go through where all of those are. Oops, I'm going the wrong way. Sorry. We do have some addendum slides that go through some of those. So, we can go through them real quick, but we don't need to go in detail unless anybody has questions on them. Um so first interim will be updated in December and it'll include the
104carryovers, any staffing revisions we've had, um updated revenues and expenses. Um enrollment and other factors will be analyzed as well. We do have um uh handful more students than we budgeted for. So that was good. I think we budgeted for a decline of eight and I think we have an increase of about 20 or so from what we budgeted. So it's still trending in a positive way. Maybe not that many, somewhere in there. Um we are still working on negotiations for CSEA. So we're meeting with them on Friday and we'll begin our rough negotiations for 2627 in January. Right now, we're able to meet all of our financial obligations and um there's an appendix for our all funds. And do you have any questions? >> Great presentation. Thank you very much. Um Mr. Flity, I
105saw you with my >> uh two quick questions. What does a new diesel bus cost? Any idea? >> A new one? Um we just bought one and I want to say it was about 350,000. >> Yeah. >> Wow. And then they're pricey. >> I had a question on how you were allocating the donations and we we don't have to do it now. I'm just curious how you were allocating some torch I think books and supplies and then you had some app capital expend. >> Yeah. Um the other one were services. So what um I think those are sitting in here site donations. So it there's yeah there this is just the summary of revenues and expenditures for them. And so you can see the two items that we put back in the is now our
106ending fund balance of 576,000. That's the 207 and I think the 346 something like that. >> Um but the reason that they're split up is it depends on how they plan to spend it. So, do they plan on a service use that's a different code than if it's a supply? So, are they going to So, for example, are they going to contract for an assembly? Are they going to um contract a caterer for a staff gathering or are they going to use it to buy pencils, papers, that kind of thing? Supplies, >> the donations. >> So, yeah. So they come in and then once they come in they're restricted to that site and then that site determines how they're going to spend it. >> And those are the two different pots. >> And I think
107if we went all the way back um so here's where I think you're well that was revenue. Um so if you look here you can see there are two different rows um for books and supplies versus services or other operating expenditures. >> Got it. Other questions? Okay. Um, and it doesn't appear there's any public comment on this. So therefore, this is an action item and does need a motion. If I can get one, please. >> Thank you. Is there a second? >> Made in second. All those in favor? I oppose. Motion passes. Thank you, Lisa. That is moving to consent and it our superintendent has identified there is nothing to pull at this time. So if I can get a motion for consent please. >> Thank you. Is there a second? Made in second. All
108in favor? I oppose. Fantastic. Miss Whitejour at 8 o' >> Thank you very much. Sorry I was premature on that. Let's see. starting in January.