Board Meeting

001I am calling to order the June 17, 2025 regular meeting of the board of trustees of the Rescue Union School District. At this time, um, I would like us to, uh, participate in a flag salute. Can we all stand, please? and 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. Thanks everyone. We have um an agenda presented before us. I would entertain a motion to adopt it. I move that we adopt tonight's agenda as is. Second that. It's been moved and seconded that we adopt the agenda as presented. Uh all in favor? I. And that's 30. Let me think. Do we have to do roll call? I can't remember now. Or is

002that just when we have someone via Zoom? Okay. Very good. All right. So, it's just 300. All right. That brings us to item number two which is um our LCAP and our superintendent Mr. Shoemake will provide the report for us. Well, good evening. This is just the um Dustin move. There we go. Um this is just a continuation of the conversation really that we've had most the year, but most specifically uh we had a much greater detailed presentation on June 10th. Tonight is just a really um for for our community and before you vote just a real quick recap of where we're at. So I'm going to share with you the steps that we took to get to where we're at today. I'm going to present to the you the LCAP year 2 with really

003just with just two revisions and then the next steps in timeline which are really limited at this point. So as I shared on uh June 10th, we have done I think 19 different presentations to the board over the last year to get you um help get our team to a spot where this is preuncter. Like we already know what's in the LCAP. We know what our plan is. We know what's working in the LCAP and we know based on the data what was not work what is not working very well and we're addressing that with this LCAP year two. If if you're adopting an LCAP in the second year that looks radically different it's because it's because something didn't work in the year one. all of the data points that we share with you, whether

004it be the community surveys or what our students have to say, our performance data, the state dashboard, um our budget, every single metric that we present to you, typically has some real nice um data points for us to lift. And if you recall last year, our EL data was a lagging indic. I mean it was it was uh we needed to address it and we tackled that with the LCAP and you can see with targeted resources that we applied to that we went from the lowest scoring subgroup in the district to one percentage away from being almost the highest scoring uh subgroup. So just uh really um really impactful when we uh put our mind to it. But so there's again 19 different things that we brought to you. Uh Dustin brings all of our

005um our single plans and school accountability report cards, Lisa and her team, the budgets, you name it. This is all aligned with the LCAP and just helping us move along so that we're not scrambling in in June to say, well, what do you think we should do this year or for next year? It's like, well, we know what we need to do. So after we've gone through that um as a team we sat down and uh LCAP goals 1, two and three we are leaving the same. We changed those if you recall last year each goal slightly. I think we did actually minor adjustments but I thought they were really good adjustments. We're not um bringing those back to ask what do you want to change another word on them. I think we got where

006we're at and we'll have an opportunity to do that in year three to say, okay, do we want because we're going to have a wholesale uh or another year from now we'll have we'll have a wholesale reook at the LEV. Who knows what the legislation will ask for us to include at that point. As far as the actions and goal one and goal two, there were no um uh actions. And if you um are curious about just what actions fall underneath there, you can look again back at the June at last week's presentation. There was a kind of a recap of what really falls under goal one, what falls under goal two. Goals three is where we're bringing two slight revisions that I think will be beneficial. So you recall that on December well last

007year up until December 13th, we were looking at our board focus goals and we created um we revised those. We have a preamble that has the culture of excellence and we added a section in there just about really about community engagement and we did not have any actions in our LCAP that reflected the board the board's interest in in diving into the community. So this is a new action 3.3. If you recall, this came to us during a study session over the course of about two and a half months, I want to say. And we developed this new action, which is develop and strengthen partnerships with local organizations, businesses, and community leaders to match resources, learning opportunities, and services in the community with students and families identified areas of need. And what that looks like

008is partnering with the Flity Impact Foundation, Sierra Suds, to get kids laundry detergent. It looks like partnering with um Aspire the and Flarity Impact on and Hills Church um with uh leaning into our staff and also providing resources for our families. And this is an area that Jen is is very passionate about is going to be leading a lot of this work. Jen and Soul together and then expanding those expanding those groups that I just mentioned. The other um LCAP goal three action that we've added is this 3.4. It's just providing clear communication channels, resources, and meaningful engagement opportunities for our students, families, and our community members to strengthen that school to community partnership. We we have done a really good job, I think, of being available if people need some like call us and

009we'll help you. We haven't we haven't we haven't really flipped that and said, how do we start going out and being better about identifying? I think about a lot of the work that you and your husband did, Michelle, at Will Rogers with really targeted kids that you knew needed something and and like getting out in front of it rather than waiting for them to come talk to you. Uh that's your that you and that staff did a great job. I think that's what this is going to look like is like, okay, we know I know that that kid needs something. I'm not going to wait. I'm going to I'm going to loop soul Jen the principal in and and let's dive in, get them plugged in somewhere. So, those are the two uh those are

010the two action goals that'll be reflected in the LCAP tonight. Um that those are the only two uh substantive changes to it. And I think it I hope that I know this is a a quick presentation tonight is a little bit more elaborate last week, but I hope that you find some solace and some I mean I guess as you're as you're heading into the summer just some um feeling of positivity that we have a good plan and the the resources are going are targeted and are being impactful and meaningful to a lot of families and regardless of the metrics that we look at. So with that said, are there any questions before you head to your vote on the LCAP? However, I do believe there might be one grammar error. No, sorry. I actually

011noticed it last week and I failed to remind what um where is that at because we can fix that in the in the report that we submit under um student and families identified areas of need under three or 2 3.4 3.4 4 or 3.3 3.3 goal 3.3 should say um students apostrophe and families apostrophe identified areas of needs identified areas of need I don't know can we bring Are you able to pull that back up for us I just want to make sure I'm right there the last so it's 3.3 three uh and services and services in the community with student and families identified area students and families. I see what you're saying. Students and I believe there should I mean it's apostrophe families apostrophe. Okay. All right. We'll correct that. Or you can or

012you can or change. Yeah. The other you can flip it around with with identified um student and family needs. Identified areas of student and family needs. Yeah, I think I'll do that. Yeah, I think I'll do that. Seems easier. Okay, good. Thank you for the for the catch. Thank you. Should have said something prior. Sorry. No worries. Any other questions? But we don't have any. So, board members, do you have any questions for them on this? anything. Okay, great. Um, well, this is in fact an action item, so I will need someone to make a motion, please. I move that we approve the local control accountability plan for 24 to 27. And I'll second that. Okay, it's been moved and seconded. All in favor? I I opposed. None. It's a three-0 vote. Which brings us

013to item number three. This is our 2024 2025 uh dashboard for local indicators. Mr. for Haley. Eh, good evening. So, it's it's uh my opportunity to be able to present our local indicators report which comes connected with the LCAP that we've recently just approved. And so, every year um every school district on the dashboard page, they have various indicators that we've talked about this year. Um some of them are academic in nature, some of them are related to attendance, some of them are related to suspension data. And then we have what's called our local indicators report which is basically a self-reflection tool where we actually get to rate ourselves in the areas where we feel like we've made progress where we are currently and we have between now until I believe August 1st to actually

014do that and so uh it is required that it's interesting it's we have until August 1st to actually upload it but we are required at the meeting where the LCAP is approved to provide this report. So, um, we've actually done this twice and so the board will probably be familiar with a lot of these indicators and so I won't read everything to you, but I'll talk about them, obviously, answer any questions you have, um, and then go from there uh on this process here. So our agenda is really to talk about what uh the local indicators are. Uh to discuss the state priorities as the LCFF has provided for us that we use on the LCAP to provide for our goal for our focus areas for our goals and then to do some rating scales

015that we've done within some of those priorities so you can see where we've rated ourselves. Uh my disclaimer on that um Jim would love to see us because and I'll talk about this the ratings all be in the far area where you're giving yourselves all fives right it's just like you want to look you want to see everything is where we are but in the state of continuous improvement I think we're harder we're our harshest graders on ourselves and always see areas where we can grow and improve and so um while I feel like we have a lot of high ratings um there are some areas that I feel like we're continuing to focus on in the upcoming year so just to start off here. Um, as I've already mentioned, uh, each year we're required

016to provide the self- assessment tool that's then going to be uploaded to the dashboard. Um, there are several priorities that we're required to address that are state priorities from the LCFF. And then we get to rate ourselves uh, in those areas. It doesn't include some of the other indicators we've talked about like our academics or our chronic absenteeism, suspension rates or EL bless you um progress um because those are actually indicators that are presented through state metrics. And so we've done that presentation already and then probably next year I would say probably around December or January um the board will receive an updated report on our indicator metrics as our new data is uploaded into the dashboard. So, real quick, focusing on priority one, which is a focus on uh our appropriate assigned teachers, assuring

017that we have um access to curriculum and that we have provided um facilities that are safe and that are clean. If you look at that language, that basically encompasses our three goals from the ELCAP, right? And so, that's what we focus on primarily. Um for each of these priorities, I tried to list on here what are our metrics that we're using to assess that self- assessment tool. And so for priority one, focusing on the the fitness inspection tool, um our annual credential analyst report that our human resources department works in conjunction with EDCO, and then our Williams act as we look to to manage our our materials. And I'm proud to say that our assessment outcomes, this is that uh we have zero misassigned teachers of English learners. We have zero misassigned teachers. And the

018third one I really want to highlight is having zero vacant teacher positions which is incredible considering that we have a number of instances where we could have a vacancy where we maybe have a long-term sub circumstance and we're able to provide you know somebody that is qualified to be a long-term sub if we've had to hire somebody midyear. we've been able to do that and our principles, our uh human resources department, they've worked very very hard to make sure that we didn't have any gaps or if we if we had something unexpected that we addressed it as a leadership team to make sure that students were cared for and their academics and instruction was provided. So, um feel really really good about that. uh in terms of the Williams Act that we make sure that

019all of our students have access to all materials whether it be online or whether it be physical materials. Focusing on the fit tool or the facilities inspection tool for priority 1. Um earlier on uh the board was able to see the school um academic report cards that every site provided and through that we evaluate the facilities as part of that and the metrics show that all of our sites are in the good range. So, we feel really really good about um what our maintenance and operation teams providing, our facilities teams, and that they're really taking care of our our sites and facilities. Bag on that too, this is the this is the first year in quite some time that Green Valley has moved into the good and that was part of it was removing these

020portables back here. So, they've done a great job with the facility, but those portables factored into that tool. So, I'm I'm really happy for them because they don't have to re self-report a low a lesser score because of something they can't control. And I know that Jim mentioned this previously, I think at the last board meeting, but during the summer, our um our M team is very very busy with summer projects. There's a lot of of upkeep and maintenance, carpeting classrooms, providing supports to buildings and things where improvements need to be made. And so, it's a constant, you know, work in progress and we continue to do so. That was nice to see that all of our schools fell in the good range. For priority two, which was focusing on implementation of state academic standards,

021uh there are five areas where we focus on rating ourselves. One is professional learning. Um two is the availability again of instructional materials. Three is policies and procedures of our support staff. Four are other academic standards. And then five is supporting teachers and our administrators to make sure that they have what they need to do their jobs. So this one here is focusing on professional learning. And so as you can see we have listed for academic standards, English language arts, uh, English language development, math, next generation science standards, and history of social science. And so this is what I was talking about when it comes to talking about the rating scales that we provide. Um, one is basically focusing on we're exploring but haven't done this. Two is beginning development. Three is initial implementation. Four

022is full implementation. and five is full implementation and sustainability. And so, as I mentioned, I think Jim would like to see all fives. We have a lot of fives. Um, but we also have a lot of fours, which means we are fully implemented, but we are continuing to work through that implementation process. Um, and so just to highlight, uh, as Jim mentioned with, uh, Jen Lawson and the progress that we've made with our English learners, we are fully implemented in the supports we're providing, but at the same time, we're continuing, uh, that work. And we've hired quite a few new teachers. So, that's making sure that we provide them the training and the support that they have. Uh, when we provide, uh, assessments and determine which students need interventions, what does that look like? And

023that's part of the uh MTSS work that Jen is focusing on and will be continuing next year with our team next generation science and history. Um we're fairly um new into our science adoption. And so while our teachers are fully implemented there, they are continuing to focus on the next generation science standards. And this next year, the board will actually see for the first time um science metrics that will be added to the dashboard based on the California science assessment or the CAST science test, the cast that they'll be given. So we'll be given some actual data for the first time on how students do. Those are our fifth grade and our eighth grade students that take that test and it encompasses three years of uh standards or curriculum which is you know that's a

024pretty robust assessment and a pretty good ask for our kids. So we will get to see where they are and then uh how we continue to unpack and to provide support for them. And then for history and social science that is the only subject area that is not assessed by the state and um we continue based on just different changes in legislation and whatnot um to address that. We are currently going to be adopting math curriculum soon followed by English language arts which then puts social studies right after that which is why we're continuing to augment what we currently have to stay current. Um, but knowing that that's a little ways down the road, hence why it's a four and not a five, it's something we're continuing to focus on. So, availability of resources u

025for all of those areas or all fives with the exception of history and social science, which is what I just mentioned. We are continuing and I I want to put a plug in there for Rhonda Peard who is our media technician. and she works with me on working with our academic vendors on um what curriculum we're purchasing, what apps we're purchasing, looking for those opportunities to provide uh additional resources. We have teachers reaching out to her constantly asking me, can we get this, can we get that, this would be perfect to help with this this student or that student and whatnot. And so she's somebody that is consistently assisting me in providing those supports in history and social studies on uh policies and procedures for support staff. Um this is basically to focus on how

026we're providing what our uh instructional assistants um our just any of of our our guest teachers, our um special ed teachers, what they're focusing on to support students in those classes. And so for ELA, for math, we feel really strongly that we're fully implemented and sustaining, you know, what we're doing. Um, I did put down EL as a three, which is initial implementation. And while we've made the progress that we've made, we want to continue that progress forward. But again, like I said, we have a lot of new staff. We've had a lot of students come to us that are that are English learners that are new. We've had to get to know them, how to support them. And so to me, we while we've made quite a bit of growth and gains, we want

027to sustain that and we want to continue to move in that direction. And so I I expect that next year we'll move to at least a four in that category. And then again, um, science standards, next generation science standards and history, social science is a four for the reasons that I mentioned with regards to how we're supporting them there. for other academic standards. Uh these are th those those areas that um are very very important and we put a lot into but they're not part of what I would call like the big five, right? So these are those those additional standards that we make sure that we're meeting. Our career in technical ed um is considered to be a four with full implementation because we're continuously working with the science uh or excuse me the

028um the high school district with regards to how do we provide classes that actually weave into their pathway for career technical education. And so one example of that is is that we have at Marina Village Shay Smith teaches our multimedia class which we've worked with Oakidge to be able to say that the students are taking that. Does that fit into a class pathway that they have for courses that they offer? And so as we look at our electives, we're continuously looking at how can we continue to add on provide those opportunities for kids and make sure it's something they can build on when they go to high school. And then the remaining are all fives um which uh talking about health education and content standards, our physical education uh model content standards, our visual and

029performing arts or VAPA, and then our world language that would provide those opportunities. Yes, sir. Dustin, quick question. Is that the only class that you would that would fall into this career tech technical education bucket or are there additional? There are additional classes uh depending upon the site and what is available. I would say later on what you'll see with the teachers. It depends on the credential that's offered. We've tried to offer some courses but haven't been able to necessarily find teachers that have those credentials but um so for example right now we have and this is in our elementary school. We have the project lead the way program that's going to be at um Lake View Elementary that's going to be providing that focus there. Um Pleasant Grove offers um sim similar sort of

030supports through the AVID program that we have. What's interesting about that though is is that we've had two of our high schools that are discontinuing AVID and I'm not sure what their rationale is. And so that's something that I think that um we're connecting with the superintendent soon just kind of about what our needs are, what we're doing, what they're doing, and just kind of asking some of those questions. But uh we work with the county with the what's called the CEG grant, which is provide funds to basically that we can use for those classes, but we have to demonstrate that there is a legit pathway. And so we're we're the only K8 district in our county that is accepting those funds. The others have elected not to because it's too difficult for them to

031find teachers that have those credentials to then offer that class. Sure. Not even our neighboring district is doing that. So Project Lead the Way at Marina, we do not have it as it stands as a Project Lead the Way. No. Oh, what? It was a It's been a while. It was a while ago. Several years ago. I think that I think that it was it was why I think ultimately it was a credentiing concern or a credentiing issue as far as why we weren't able to offer that. But we've also moved in a direction um at least since I've been just in the position that I've been where we've really focused on multimedia as being an area where we focused on there but it's been it's been some time since we've we've offered that there.

032Wow. I I asked because I know we I mean we had a significant investment to to do it. Um and I wonder I understand the credentiing issue. I wonder if it's something that because can't we sometimes have someone teach even if they're not fully credentialed in that for some kind of an exception isn't we we do we do we do that. Yeah. They have to have so many units and it's not just we can just have anybody just if we want Yeah. But like Yeah. Yeah. Like I know for other um positions sometimes we're able to do that and we Yeah. Y but this isn't one of them. This is not one of them. Okay. Well, that Oh, that's you know I don't know. I don't know what the um what the temperature is in

033terms of interest for it. I know that it was a really exciting big push that um I mean your kids did it. uh my my younger son did it and um you know we it was just a matter of trying to find um some a teacher who would embrace the uh level of excitement that it could potentially be brought. But anyway, I I digress. I just was what I will say though is is that our middle school principles are I want to say uh consistently looking for opportunities to provide more elective opportunities for students. So that is something and with Prop 28 which are the funds the the visual performing arts grant there they're looking for how do we provide those those opportunities for our students as well. So I mean it it's not that

034they don't want to you know or that they you know just kind of candid. I I think it was literally not being able to find somebody to teach the teach the program. Yeah. Fair. And I'm not I'm not married to one particular program. I like just hearing that, you know, we're going to be offering as many different electives of different areas that we possibly can because the end goal is to get every student to have a reason to be excited to come to school. So whether it's project lead the way or it's some visual and performing arts, that's fine too. Absolutely. So also for supporting for as mentioning our teachers and administrators so they can do their jobs. that's really looking for what professional development learning opportunities are available. Um identifying just the needs that

035the teachers have and then providing support for those on standards that they have not yet mastered. And so this is going to be coming up our last year with the educate the educator effectiveness fund that grant that we've had. This will be year five of that. And we've provided each site funds to provide PD for teachers on their site. We have provided funds for our administrators when they've needed them or as a group we've tried to provide and I know that Jim has shared the work we're doing with stutter with continuous improvement and then we've had Amy Fowler our coach come in and work with our leadership team and so there's been a huge push to make sure that that there is opportunities for professional growth and so um I feel really strongly that we're

036doing a good job in that area. I'm hopeful that they're going to continue that grant because this is going to be year five. this is our last year and it's like okay they can't just not provide funds to provide growth for for our staff. So here's hoping. How much is that grant for? So it was when we got it 5 years ago it was for approximately $800,000 and so over the course of five years and so we've split that up and utilized that u over five years in a variety of ways. We've provided some in-house uh workshops that we've provided where we've had our teacher experts provide training. We've um provided GLAD training. We've provided opportunities for folks to go to conferences. Uh the MTSS conference that our team went to last summer that was

037paid for out of that fund. There's so many different things that we have used for that. And then our principles, they have their own local initiatives that they've been using to provide for teachers. Um one example is for Pleasant Grove. Um each year they try to send four to six staff members to AVID training to be to be trained up for AVID because they are an AVID school. It is a huge part of what they do and part of their DNA. And so um those funds were used to support that. That's just one of many examples. So, in priority three, which is parent involvement and family engagement, uh Jim mentioned, um just are trying to to connect with um members of the community and trying to basically pull our um our community together to engage

038them. And so um the only area that was not rated a five as full implementation st uh and sustainability got a four which is fully implemented which is just um rating our progress in developing multiple opportunities for our sites to engage in two-way communication between families using language that is understandable and accessible to families. And I think that's always going to be a work in progress as we connect with families, make sure that they understand um everything about what's happening in our school system. Um many of our our our family members are very engaged whether it be with uh how we push things out electronically. Um but we do have those that don't access things that way. So we have to provide other ways to make sure that they have what they need and that

039they know what um what their students are responsible for and how they can support their school site and all of those things. And so I feel like we do a very very good job with our communication, but there's always room for growth. And I feel like we currently don't have 100% which to me a five is 100. That means that everybody knows everything, knows what to do. We'll have parents say, "I had no idea you needed to register your child until you know until August when they come in and go, what do you mean I need to register my kid? They can't just come the first day." You know what I mean? There there's some of that. So building partnerships um the these are all considered fully implementmented because this is as Jim mentions an

040area where we've kind of shifted a goal or an action focus. So really focusing on providing supports to improve our capacity to partner with families. So we are doing that work. That's why it is considered fully implementation but it's something that we're it is a focus for us. It is an action item for us. So focusing on our teachers doing that, providing families with the information and resources to support student learning and development in the home, what they need to help their kids and providing supports for teachers to meet with families to support um providing those improved student outcomes. So we're talking about um you know interventions, but also this was our first year that our elementary schools did not have report cards with grades, right? So, we provided a standardsbased report card which changed

041the focus for our upper upper elementaryaries, our fourth and fifth grade families on not receiving letter grades, but continuously reminding them that here's the standard, here's where your child is currently, here's where they need to be by the end of the year, and then being able to utilize that to um make sure that it's still a motivating factor. parents, myself included, got letter grades from really early on and it's easier for them to say, "Oh, you've got a B, you know, versus, oh, you've got a three in this standard." And making sure that that is meaningful, that there's continuous motivation and engagement, kind of all of those things. And how do we transition from now fifth to sixth grade where students will see grades for the first time when they come to the middle school

042and have classes every basically they'll have you know science every day, history every day, PE every day where they didn't necessarily have PE every day in the elementary school setting. So input for decision makingaking uh these are all considered fully implemented because we work very very hard with our education partners to provide opportunities for input. So with our various surveys, Jim does a a very very good job of making sure he's present in a lot of our community events. There's always folks bending his ear and saying, "Hey, can I talk to you for a minute? Can I share this about this or whatever that that is?" And he is taking that in. Um, we collect a lot of feedback and data for the LCAP for all of the different things that we do to make

043sure that folks are heard and that we're representing all of their thoughts and we're not making decisions in a vacuum. And so I feel really really strong about um that we're doing a really really good job with that. We solicit through our department services survey through stutter and our employee services survey. We get feedback on how our departments are doing, how our employees feel about the the where they work, who they work for, areas that we have strengths in, and areas where we can grow and improve. And then through that continuous improvement model, uh we will be during um August when we have our leadership retreat reviewing our employee services uh survey results and then discussing how to roll those out with their staffs so that we can discuss how to take that feedback and

044those comments to continue to improve and to grow school climate. The metrics that we're using for that are are I mentioned our our culture climate survey which we've discussed is something we've taken on to do inhouse. We're not using the cal um the the survey that uh we used to use for that. So we're two years into that and have increased the number of participation and each year take that data and ask ourselves what question did we miss? What do we want to continue to ask? which utilizing that other survey, we weren't allowed to necessarily pick questions or add questions which made it to where we couldn't get the information we needed. And so that is something we're continuously focusing on um and taking that data from our students about their climate, how they feel

045about their school experience. um obviously the LCAP parent survey and then Jim has and he mentioned this previously that um we used to have these set school um student listening circle meetings where we would invite a cross-section of kids but now every time that he or we go in to read to a class we'll ask questions of the kids in real time rather than just pick certain kids to get feedback from them what's going well what would they like to see improved all of those things and we take that feedback and that information in as we're making decisions for the LCAP And so what uh came out of that is that um we have and Jim has shared previously that just our percentage of how our students and our parents feel about our climate and

046our culture is really really high. There's always a a desire to continue to focus on uh that connectedness piece, that safety piece. We live in a world that's ever changing right now and we continue to just have our eye on the ball, be focused on what we're doing and to continuously be engaged in that process. And so that is why it is a goal for us when we talk about our our second goal in the LCAP focusing on um just our social emotional needs and safety and then our infrastructure for goal three. Uh Jen Lawson through our MTSS implementation is going to continuous continue to focus on those SEAL and those intervention pieces there and we will continue that work this year as well. Priority seven is just an access to a broad course of

047study. And that's um similar to what we talked about earlier on with the Williams Act, but we do what's called a curriculum and instruction audit to make sure we have materials for everyone and we provided everything that our students need in order to be in the classroom and to learn. Um but uh the ARIES enrollment data as well is just to evaluate just our overall enrollment to evaluate um u different data that we have related to how students are doing in their test scores and are we when we receive students are we preparing them for being college and career ready I mean that's the goal and obviously we want them to be prepared to go to high school and that is a goal as we continue to have them move on to the next level

048and so mentioning as uh Michael had asked about um courses and what's available. I think Kim said that too. Um it is always our goal to provide as many enrichment opportunities as needed that we can and what our enrollment will allow. And so we are um I think Lisa shared last time that our enrollment is um trending to be flat which for a lot of our districts that are in declining enrollment um that is challenge that is I think challenging for them to offer certain courses or have things certainly available. And so as we monitor that, we're also looking at what can fit in a master schedule at our middle schools and then what can our elementary schools offer to enrich uh the programs that they have at their sites, too. I just want to

049piggyback on that because I just I had a recent I met with a a a superintendent here in the county that has elementary K district. They have zero electives for any kids at from TK all the way through 8th grade. And um you look at the electives that we just offer at the m the middle school level. Imagine if our schools did not have any of that. But I I just couldn't believe that there was a middle school even around that does not offer electives. So when you look at that, I just don't want us to take that for granted that there is a lot of work in hiring these folks and a lot of work in in resourcing these classrooms that not everyone is surprisingly not every not everyone's doing. I also get um

050just a lot of pride uh just seeing in the news like that article that just recently came out about our band programs in the village life and I mean it's not just one band it's like you look at our music program across the district elementary to middle I mean it's exceptional it's very very cool and having that Prop 28 funds um we we are continuing to effort hiring a primary music teacher to provide music you know appreciation and instruction for our littles to kind of the more students that we have participate in that, the more they'll participate in our our fifth grade band program, which may move on to participate in our our middle school bands. And our our teachers are just amazing. So, in a nutshell, that that's a list of what those local

051indicators are. Are those um those priorities that are listed there? Um um what I'm looking for here from the board is just an opportunity just if you guys have any feedback or any questions that you have um I will be uploading this information to the dashboard um within the next day or so which will put us in good standing. If you don't do it by August 1st then you are um you're not in good standing and then and then it shows up as you didn't do this or you didn't you didn't complete this this rating scale. And so, um, we have completed it every year and, um, it really does align well with when our prospective families go on, if they want to move into our areas, they're looking at our academic indicators, but they're

052also looking at what are those intangibles, what does the the uh, the school climate look like? What does it look like for for our parents? Are they engaged? Do we involve them? All the things. Any questions? Questions? Okay, great. I don't have any questions, but that was very uh informative, especially since it sounds like we covered that a little bit in the last meeting that I wasn't at. Um, but yes, I think that um I think we're we're on track and everyone should feel really good about the work we're doing here. So, um that was for information only. You don't need any kind of action from us. So, okay, great. That brings us to item number four. I Aren't you still on for that? Where are you? Okay, this this is the uh kindergarten through

053uh second grade uh reading screener adoption. And Mr. Haley's back. What do you know? Right. Thank you. Um so just um just so the board is aware um in 2023 our state legislature had recognized the importance for early literacy screening and they had passed legislation that directed the state board of education to develop a list of approving reading screener instruments. And so that happened back in 2023. that list did not come out until December of 2024 with uh the mandate that it be implemented for the 2526 school year. And so we'd been sitting on it, sitting on it, waiting for that to happen. And uh when the list came out, there was a list of four state approved instruments. And the purpose of those was to provide an opportunity for a universal screener for students

054in kindergarten through 2 grade to identify for students where they are in terms of their foundational reading skills. And um there's been a lot of talk about this um since this legislation has come out. it has been labeled as the uh dyslexia screener, which I'm we're very very careful about making sure that that's not as a as as educators, we don't diagnose students with dyslexia, but what we do and what we feel like we are confident in what we do is is that we know what those foundational reading standards are or those skills and that we're able to identify students in their journey towards meeting those skills. And so the purpose in this, I think, for this legislation was is to make sure that students were engaging students in a screener that identified where students

055are in their reading development, but to provide information and feedback to parents so that they can know early on, here's where your student is currently and here's how we're supporting them. And so, uh, what's interesting is is that many of the districts in the county, actually, I was hit up, uh, the moment this came out, what's Rescue doing? what's Rescue doing? And we were actually one of the last districts to actually um list what we out of the four what we recommended that we adopt or that we were going to going to bring to the board. And the purpose of that was is that we had pulled a committee together of 12 teachers from all five of our elementary schools. And we had um we actually eliminated one of the four on the state approved

056list because they didn't support kindergarten, which really it's kindergarten through 2 grade. So if they don't support them, we can't use them. So they were they were out. So that left us with three. And we had each um screener program representative present to us, share their program, share just kind of some initial onboarding PD with us. And so it was interesting and I have a lot of respect for the committee because the teacher said, "Well, we need to try this with kids before we make a decision." And so we ran a pilot. It was about a six, seven week pilot where teachers identified about five kids in their class that they used all three of those programs to assess them with and then we came together twice to identify the pros and cons for each

057what was going to give us the best data and what was one of them I'll be honest I'm not going to say what it is was more of a um compliance piece for this legislation and some of the districts adopted it because they just they like we'll give it we'll show we check the box, but that's it. And that one was free and that might have been the driver for it. And so we did not um recommend that one because we felt like it wasn't best for kids. And you're provided from the state a certain amount of funds to implement this and we wanted to do it correctly. And so the the screener that we as a group came up with was or that we was recommended was the Amira reading screener through HMH. And

058so it is fully done um it's it's done um on the computer and so it is something that can be done in small group settings. They say that you can do it whole group but I don't love that. The teachers didn't love that. They found that it was better served in doing as a small group of maybe six students or so where they're your the teacher's able to monitor them to support them. But it takes about 15 minutes to have them go through this and then it will identify and provide reports showing where they are in terms of their um just their those foundational skills. And so it's it ultimately the the fiscal impact it was $4.99 a student. So, five bucks a kid and which to me isn't very expensive considering what we're trying

059to do here. And then we are recommending the purchase of headphones for each student because they could do it if they turn their sound on, but there was a lot of, you know, a lot of stimuli just kind of just kind of ob distracting them and we wanted them to stay engaged and focused. And so, we took some headphones, we had students pra practice with that and the results really were telling for just giving us the data that we needed. And so if the board approves this, which we're recommending that the board consider this for approval, we will then take this to then look at um purchasing the licenses and then providing professional development for our teachers in August for the screener program and then have conversations with each of them to determine when is

060the appropriate time to give this screener because we don't want it to just be a compliance check. It needs to inform us and it needs to inform our parents. I'll give you an example, kindergarten. We would probably not recommend giving it out of the gate. we would probably do it I think we would probably do it in January to be honest because they would have had you know half of that year you know you know of instruction and then we would get some good data as far as where they are on their way to being first graders. So, um, so long story short, um, the Ammer program was the one that our 12 teachers and our our pilot group recommended. And so, um, it is my recommendation, uh, that the board adopt the reading screener

061program for grades K through two. Um, it will approximately cost $15,000 for an annual subscription for the program. Okay, great. Um, thank you, Dustin. Do we have any questions? Quick question. The program itself, it's done. It's not a proctored screening. The students doing it individually online. Correct. Correct. Thank you. It sounds like an amazing program. 15,000. Is that a one-time fee? Is that an annual fee going forward? And and and is this budget Can you put your mic on? Oh, was Oh, you're a soft speaker. You're You don't have the booming voice. You want me to repeat that? No. No. I heard you. Um am I repeating it just for her? No. So So the $15,000 is um it's for an annual subscription. So we would need to pay a cost for to update the

062licenses or every year. Um it also the $15,000 also includes the purchase of the headphones or the equipment that we would need for the students. So, uh, we did receive approximately $21,000 from the state for the implementation of this program. And so, um, I imagine if it's something we're going to be required, it will be something that will be an ongoing provision for us. But, um, con considering how much, um, adoptions cost these days, it's it it it's worth it. It's worth what we're trying to do. And it was not, um, the most expensive program out of the three. Uh there was another one that was um almost double um per kid what the what the cost was of it and um our teachers like I said um they piloted all three of them and

063did not feel that that was going to best meet the needs. So Okay. And that was and our teachers that were on the committee they were from all the different sites right? Yeah we had 12 teachers and we had at least two from each grade level. So from kindergarten, first and second grade and from different sites. Correct. All five. Oh, perfect. So all of our sites. Okay. All right. Well, thank you for that, Dustin. This is an action item. Um so um can I get a motion regarding the adoption of the Amira reading screener? I'll motion to approve that. Uh item number five, public hearing surplus instructional. Number four. Number four. Number five. Number four. Let me try that again. Uh, kindergarten grade two reading screener adoption. Do I have a second? Second. It's been

064moved and seconded. All in favor? I. It's been approved. 30. Thank you. Thank you. Uh, but don't go anywhere. Uh, we now have item number five. Now, item number five. Oh, this is just an oldie but a goodie. We do this a lot. Um, so this is the public hearing. It's an actual public hearing that we're going to do on surplus instruction materials. Mr. Dr. Haley, can you tell us a little bit about surplus instruction materials? Of course. Uh, so board policy uh 3270 allows staff to identify district property that's unusable, uh, obsolete or no longer needed by the district to be considered as surplus to be either disposed of or to um or public sale or donations can be provided. Um, this particular um surplus of instructional materials is from our librarians at our

065school sites. And so annually our librarians do what is called weeding, which means that they look through the collections to identify which books are either um outdated, have been lost, um have uh overdue finds where they weren't brought back, or there were damaged books or materials and cannot be, you know, they can't fix them. They do a really really good job of repairing books, but there are those that just just didn't make it from water damage or whatnot. And so they go through and they have their list if they've replaced a book that maybe was was not returned or if there was a book that hasn't been checked out in 10 years or whatever that that looks like cuz they want to keep their collections current. And so in your packet there is a list

066from each of our school sites of those those books that they are wishing to uh consider as surplus. And so at this time, um, we're recommending that the board hold a public hearing to hear comments from the public regarding the distribution of surplus instructional materials and approve the attached declaration of surplus. Excellent. Um, board, any questions on this item before I open the public hearing? Okay, great. And I am going to open open the public hearing at 6:27. I don't know why I have to do that, but that's what we've always done. It's fun. like a a pot of water. It won't boil if you stir it. Um well I will close the public meeting at 628. All right. And then um even though we just held a public meeting, it it's still an action

067item, guys. Um, so we've now had the public meeting, taken everybody's input in that minute. Um, can I get a motion, please? I move that we approve the surplus instructional materials item. Yeah. Or approve the instructional materials item identified as surplus. Whatever. Yeah, that too. Okay. Do I have a second? I'll second that. Very good. It's been moved and seconded. All in favor? I I It's been approved 30. Thank you. Thank you. Thank you so much. Okay, that brings us to item number six. Um, Mr. Tim Brown, I understand that you will be presenting to us about the adoption of the 2025 2026 budget. Welcome, welcome, welcome. Thanks for coming. Oh, all right. Hi. You guys don't know me, but I work for Lisa and I do the budget. So, she feeds me information from

068these guys and I plug it in and make sure everything looks all right. So, she can't be here tonight. So, um I'll be doing this, but just like Jim's was, she gave the detailed presentation a week ago. So, this will kind of just be a an a bridged version of that. Okay. Um, so let me make sure that I know which direction I'm going with which button. Okay. All right. If I want to go back, I can look at that. Okay, cool. So, we're talking about next year's budget 2526 and um let's start off with um I believe this is the board statement that you guys have adopted. And so I'll just kind of go through it briefly here, but um the promise of public education is for every child to succeed in school and

069life. To realize this promise, every child must be given resources, support, and interventions based upon his or her needs. And our school district is uniquely positioned to fulfill these this promise to all of our students. Um I don't know if you want me to read this to you or not. Um but anyway, so we talk about equity and um making sure that you know students are supported according to their needs. some students have greater need and they may need some greater support and we designed a budget that can do that for them. Okay. And then this is just a timeline of what happens every year. And there is a I don't know if this I think this gets posted to the public too, but I noticed there's a missing G on public hearing right there

070if that's something to fix. Um, so this is just the dates of when we will um be doing all of the the budget portions uh or you know the budget events this year and we're at the beginning one now which is adopting the the budget and then we will you know possibly though I think it's not very typical that in 45 days given some major adjustment to the budget from the state or something we might have a 45day re revision um typically that doesn't happen. Um, and then we have a couple of interim budgets where, as you know, we just review, hey, this is what we said we were going to do. Now we're four months into the year. Here's where we're at and explain what any changes, you know, are and and why. Okay.

071So, we'll do a few of those. First interim in December, second interim in March, and then June update, which is also happening right now, though I'm not discussing that at this meeting, but we do another final review of the year um in June. And then the very last thing, it's I feel like it's my personal report card is our unodudited actuals where we stop talking about budget and we talk about what what actually happened. So we do that in September and the auditor reviews it um and he will submit any reports he's got in December and January. Okay. So next slide. All right. So today we're going to go through our budget assumptions. We do make assumptions about you know what we expect to happen in 2526 and we will um continue those assumptions out

072into the subsequent two years into 2627 and 2728. Um those will include what we project for enrollment and then some of the big major highlights of what we expect to happen. Um we'll look at the that kind of in incorporates the multi-year budget. So we'll look at that and um looking into the future we'll we'll talk about cash flow. um or just so you know, well actually I'm not going to touch on cash flow today. Lisa did touch on that last week. Um that's provided in a separate report that's very exciting. It's a huge spreadsheet, but um I'm the guy that updates that spreadsheet and cash flow looks fine. We don't see any issues there. Um and we'll have um a detail on our multi-year projections were provided to you guys separately. And then we

073do have some other funds including like our food services fund, our um facilities funds. Those were also provided in a separate report. Um, okay. So, here we are today on June 17th to approve this hopefully. All right. Budget adoption. So, here are our assumptions. They are the the main things that um determine at less. So, um, COLA is, you know, a cost of living adjustment that the state um gives to us every year to every, you know, throughout the state. They just tell us what we're going to get and it it adds hopefully to our funds. Um as you can see we're expecting some increases. These are based upon um what the state has. Well 2425 is over so that is fixed. Um the 2.3 and 2526 um though it's not been officially adopted yet

074or by the state or approved by the state. We expect at this point that it will be. And then the outy years um for 26 27 and 278. You can see that they're expecting the coal to increase. That's kind of um you know estimates at this point and they tend to change as things change in the state and tax um revenues come in. Those things can change. Uh for our enrollment, you can see that we're we are projecting a slight decline. Um we're at 3549 last year. We're projecting 3541 this year or excuse me next year. Um 2526 and then a slight decline throughout. um our ADA. Now, that is the the really the number that um affects our funding the most. And so the difference between enrollment and ADA is enrollment is how many

075students are signed up to come to school. ADA is how many actually show up on average every day. And that is the number that the state uses to fund uh to give us our the bulk of our funding. Okay. So, um you can see that we're projecting we we we had our ADA drop off during COVID. everybody did. It just, you know, dropped like a rock. And we we're working our way back back up and we've been able to do that successfully little by little and we're projecting being able to do more of that in the upcoming years. Get it back up to about 96. Um, and so that is our funded ADA is the number that is going to be used to calculate our LCFF funds, which is that the majority of our funds.

076And you can see that we're um we're projecting the same for 2526 that we had in 2425 and um just slight decreases in the the outy years based upon that. The enrollment projections also slightly decreasing. Um our unduplicated pupil accounts, these are the children that we're talking about that may need some of that extra help. Um th those include foster youth, homeless youth, English learners, um the categories of students that we and and um free and reduced meal uh students that qualify for free and reduced meal support. So that category um we hold at about 20%. As you can see, we're we're we're projecting it might go a little bit up, but um Lisa and I talked about it and we're we're a little unsure. It may not they may be a little high. those

077um that number up unduplicated pupil percentage is used to give us some of those funds that we use for those students things like title one and um they they give you funds based upon the number of students you have that fall into that category. Okay. Um and then another major expense and which is the reason that we listed here are our retirement um contributions that we have to make on behalf of the employees and um stirs has held steady for a few years and we can expect it to continue to hold steady about 19.1% as you can see. um PERS for our classified employees. It's dropping down a little next year, but that one just keeps increasing. And we expect we we get these numbers from school services, which are they're a lobbying firm and

078they they work on behalf of um education at the state and um they're predicting PERS is going to continue to increase little by little over the next few years. Okay, so those are those are the big factors that we uh anticipate affecting our budget in the next few years. um enrollment assumptions. This is kind of a you know it's a bunch of numbers on a spreadsheet but this what we do this is important to us. This is how we we get you know enrollment leads to that ADA number and so we use historical data from many years prior to to this year and kind of follow and we we project our initial enrollment in kindergarten. Now, we're projecting starting in TK because we've got the uh um the TK students coming in at four years

079old now. Um and then we we use historical numbers and we follow what what has happened in history. How do these first graders that are going to second graders? Do we do we typically see a little bit of an increase as they move to second grade or do we see that cohort drop down a little bit? and we follow them through, you know, all of eighth grade. And we use those percentages to predict, okay, based upon where we're at now and where we're projecting our enrollment to be for these next few years, where do we think we're going to end up um in in, you know, in out years. And you can see that we're projecting a little bit of a drop uh over on the far right there. All those numbers are slightly negative.

080So, but just just slightly. And in terms of how it translates into the bud budget, you'll see that it looks okay for us. and even increasing slightly coming up. Okay, so this is our um this is actually a comparison, but what we're going to talk about um right now just briefly summarize is that center section budget adoption 2526 and this is just a a very broad summary of our revenues coming in and our expenditures going out. So how much money do we get? How much money are we spending and what does that look like for us? Um, you can see in the middle there that we're projecting total revenues of $50 million. Look in the total column, 50,174. And um, our our expenditures, however, we're projecting at about 52. It's hard for me to read

081that. I should have worn my glasses, but I printed it. 52 Yeah, 52.5 million. So, we're we're spending $2.5 million more than we're getting in in a given year. So that's going to affect our ending fund balance down at the bottom there as you can see. Um leaves us well I'm going to get into a little more detail on that in the next slide. So this is just a basic overview very very um high level in terms of what we're and what we're spending it on. How much are we spending on salaries? How much are we spending on supplies and capital expenditures and the like. Okay. So here's a little more detail. So LCFF is our main source of revenue and that is the one that that ADA number um affects so greatly. Um when

082the governor put out his May revision um he put in a cola of 2.3%. And that is going to translate to an increase in revenue of about a million dollars for us next year. Okay. So that's good. That number is important to us as well. that cola. Um, and as I said earlier, the estimates for the outy years at this point are just estimates. Um, they go up and down depending on things that are happening in the state and with the state budget, um, and arguments that may happen between the legislature and the governor and who knows. Um the programs that are continuing um uh we've got the expanded learning opportunities program which is that supports our um our afterchool daycare and uh supports our rise summer school program which is going on right now.

083So that is continuing. Prop 28 is new just a couple years ago. We're at the um that is going to continue. We we tend to spend our money on that one in the second year. It's a three-year. We get a new grant every year and we have three years to spend that grant. And the way we've budgeted for it is to really focus on um not spending in the first year and then spending in the final two and we're we're doing fine. It's been that that program to me has been sort of getting its feet under it and we seem to be settling in on how it's all working now. It took us you know the money the money came in. We had to figure out how to to set up the programs to to

084meet its um criteria. And then our universal meals um that is ongoing as well. Uh in terms of one-time discretionary funding, you know, we got a bunch in the COVID years that is all pretty much gone at this point, but we are planning on getting um or we're hearing that we're going to get u another chunk this year. And we don't know, we didn't put it in the budget. You won't see it in there. Um but we initially expected it based upon the information that that was coming out that we might get about a million dollars. However, and this is the reason we didn't put in the budget. It's not official yet, and it's been cut by about twothirds now. The estimate that we're getting is more like $300,000. So, um, we don't have it

085in there. We're going to wait and see what happens, and then we'll put it in the budget when we finally get the real numbers. Um, and in terms of what we can spend that money on, sometimes there's some very specific criteria for this. It is discretionary. We can spend it as we wish. And they give um sort of not even specific uses, but suggested uses. the governor listed, hey, we, you know, we think it would be nice if you would spend it on this, but we do have the discretion to do what we need with it. Question. Sure. Um, you mentioned the discretionary funds during COVID. It's kind of an outlier obviously 300,000 coming in. How how consistent are these one time discretionary annual funds and and where does the where where do the numbers

086range when it comes to 300 one year 500 another zero the next? Yeah. Um I I don't have a I have we got about three years of experience doing this but um the co years were definitely an outlier. They were huge chunks of money and we got them left and right. Um, we did get the arts and music grant. Uh, and at the same time the emergency education I forget what that we had two at the same time. Those were those were more like I think about a million and a half between the two of them. Um, we're about at the end of those as well. We we were able to do some things with you know your guys approval to help our u our teachers through you know that that's the money we use

087for increased um uh counselor time at the schools. We used it for um some new psychologists, things to sort of help with some behavioral issues that were happening postcoid and to kind of get classrooms under control and it worked really well. But in terms of how often it comes, as I understand it, it doesn't seem like it's very predictable at all. Um I didn't I hadn't heard anything about this new one. Um and I'm I'm taking a class right now where I would thought that I would have heard about it. You know, it it just seemed to pop up and now it's already dropped by twothirds. So, it's it's sort of all over the board. It's hard to predict. I wish we could predict all of this a lot better. Okay. And um for for

088next year's budget 2526, we've reached um uh labor agreements with Ruft, our teachers union. And um following that, we um did a a what's called a follow-along agreement with the administrators and with the confidential staff. So, we have not settled yet with CSEA, but um um you know, that's in the works and will be done. Um in terms of our total staffing, FTE is full-time equ equivalent. It basically just says how many not how many employees do you have because some people are half-time employees, so they're a half full-time equivalent. Um but um from sight to sight, things can fluctuate, but overall in the district, we're employing the same number of people. Nobody's going away. Um, and if we happen to have any positions that are going unfilled, we'll talk about that at first interim.

089We just got to see how the year goes. Um, another big thing that's happening in 2526. This was slated for 2425. It's a $500,000 curriculum budget. Um, it didn't happen in we didn't need to do it in 2425, but we're we are going to have to do it in 2526. So, that's in the budget and we just shifted it from last year to this year or this year to next year. It's hard to keep track of what year I'm in at this point. Um, educator effectiveness, as Dustin talked about, that's what we've been using for all the professional development for all of our in-class staff. And, um, we've got one more year, so we're in the final stretch with that. And, uh, I know Dustin would like to get more. I think that would be

090a good thing overall. Yeah. So, keep your fingers crossed. Um, we do see that our insurance rates are going up. um we've you know between um the new sexual uh whatever that I don't know the term for it but you know what I'm talking about. Yeah. The law that went into effect um that anyway between that between our um IT you know uh safety uh insurance about you know us getting possibly hacked. It's all going up. Um so that is a highlight in our budget uh this next year. Um you will see uh what happens at this time of year is we have a you know summer's here nobody's at school this is the time to get some major projects done at the sites and um so you may see that if we have a

091you know there's a an accounting rule that says if it's it's got to be completed by June 30th to be accounted for in 2425. So um if some of these projects that are in the 2425 budget are not finished until July, we just shift that um to next year. It's a standard thing that we do. So that may cause a few shifts, nothing major. Um we don't put insight donation budgets yet at this time of year. We'll put those in at first interum when they start coming in and we budget them as they come in. Um we assume every year and we're doing it again in 2526 that we'll have four teachers, four certificated people retire. Um yeah, we don't have any onetime funds. That was the the potential funds I was talking about in

092the last slide. We're not putting them in the budget yet. Um we had some bus purchases that were going to happen last year. One of them happened. One of them did not yet happen. So we're it's slated to now happen in 25 26. So we just shifted that to 2526. We did make a reduction of about $50,000 to our facilities budget just as a general tightening of the budget move. Um I I don't think it's going to affect our ability to meet our needs. Um and then we are seeing as always an increase to our special ed. Um NPS is non-public school. They're part of our special ed program, but you know those continue those costs continue to go up. We do have a student that's going to be in residential placement um which tends

093to be fairly expensive as well coming up in 2526. And then um yeah, we we were able to get a a wellness coach grant um for three years. And so we are are the grant itself is coming in this year. We're going to be able to fund three years worth of PBIS facilitators at Lake Forest and Rescue Elementary. Um, we have one now at Green Valley and from what I understand it's been a great benefit to the district. So, it's great that we got those funds and we're able to do it at two other of our schools and see the benefits there. And then, as you know, we're putting up solar stuff all over the the district and hopefully, you know, that is going to translate incrementally over the course of a few years into

094some significant savings for us. So, we're going to take those savings. We're budgeting about $500,000 and we're going to transfer from our general fund into the facilities fund just for a rainy day facilities needs. Okay. And then here's the multi-year projection where you can see in the lefth hand column we've got 2425 which we're just finishing up and then we go out to 2728 on the final column to the right. Um the highlights here section D when you get towards the bottom there other financing sources SLUses um you can see that very bottom number if you look in the left excuse me the yellow column the number is 7.1 7,36ome,000 um that is what the district contributes to some of these other programs when that program can't fund itself. So one of the major ones

095is special ed. So we do get special ed money in from the state. However, it by no means covers the needs of the special ed department. So at the end of the year, there's other programs that are similar. Title one is one, but some of the programs that we have are unable to be completely funded using just the funds we get specifically for that. So we make contributions from our general fund to those to make sure that programs can do what they need to do. And you can see that um they're increasing over the course of the the next few years here. They end up at 2728 at 7.5. Next year we've got um we've got them at 7.7. That has to do with the residential placement that we're that we're going to have a

096very expensive placement for that one student. Um and then you can also see if you look down at line E um you can see our deficit spending. um 753,000 in 2425 2 million next year which is a spike just because of the um settlements and some other things but it also then decreases that's the good part when you get out into 2728 you can see that that deficit is greatly reduced it's you know a third of what it was in 2425 so um overall the trend is is good um and then you can see that our ending fund balance it's on the very bottom there um it's going to drop by about 3 million over the next three years. We're at 10 million 10 a.5 million at the end of 2425. It's expected to get

097down to about 7.5 million at the end of 2728. Okay. Okay. And then this this really is um what makes up our ending fund balance. And you can see there that um even though if you look at the very bottom of this chart um even though that same number of 10 and a half million our ending fund balance which is basically what we've got left over is reducing to um 7.4 million from 10.5 million this year in three years it's going to be 7.4. We're still able however to meet the the board's goal of 10%. So that's good. Um and then um that that number in 2728 uh represents only about two months of payroll. I think it's slightly less than two months. So that 7.4 million that we'd have left over as our savings

098is a little less than two months worth of payroll. So you know the more we can put in there the better. Um it's always nice to have a nice safety net. Okay. Okay. And then this is just a slide detailing what might, you know, what might impact our budget in the future. Um enrollment, right? Attendance updates. Um those are that's the bulk of our money that comes in about 30 million. Um so as those fluctuate, so does that chunk of money. So things can change and we'll see what happens. Um it it depends on what how the state finally, you know, what the state finally adopts in terms of their budget. Um and then uh whether or not we're going to get that onetime funding that we're a little unsure about. Um and then you

099can see that as we talked about just the last slide, our reserves are declining, but we're still able to meet our our 10% goal, which is great. And then we do have um negotiations with CSEA still open for both 2425, which we're just finishing, and then 2526. So that's still got to be wrapped up and that there will be some cost to that. Um and then whatever future negotiations with all of our unions, you know, um how they what they result in. Okay. All right. And that's it. That's my big presentation. Do you guys have questions? Any more questions? No questions everyone that they didn't ask the last go round. Okay, now's your chance. Okay, fantastic. Thank you. Um by the way, you did fantastic. Thank you very much for that. Excellent. Well done. All

100right. Um Okay. So, with that in mind, everyone, this is of course a um action item. Can I please get a motion? That we approve and adopt the 2526 budget as presented. Perfect. Do I have a second? Second that. It's been moved and seconded. All in favor? I. That's a three vote. Thank you. Hey Tim, looks like you're still up here for number seven. This is the statement of reasons for assigned and unassigned reserves above the state recommended minimum. Right. Okay. So this is uh something that the state requires that we do when we have reserves greater than what they recommend for what what their minimum requirement for our crazy I digress. Yeah. If you think that 10% I'm with you. If 10% is less than two months justify why we want to be able

101to pay two months of payroll any I know. So, um, our reason is because that's what the board wants. Yes. Um, as you can see down the bottom. So, we are still able to get 7% above that. Okay. So, I I don't know if I have to say something like we're recommending that you approve um this, but we are recommending that you approve this. We will go with that. Perfect. Thanks, Tim. All right, everybody. Um, any questions? I think we went through it pretty um comprehensive substantial substantially last. There we go. Beautiful. Then do I have a motion? Going to roll though. Uh I'll motion to approve item item number seven statement of reasons for assigned and unassigned reserves above the state recommended minimum. Do I have a second? I second. It's been moved and

102seconded. All in favor? I I That's a 30 vote. Thanks everyone. One more, Tim. Okay. So, this is the 2024, you're on roll. 2024, 2025, and 25 26 education protection account funding, right? Okay. So, this is another state requirement. And basically what happened is in in back in 2012, uh there were some there was some danger of budget cuts to education. And so they put on the ballot Proposition 30 saying, you know, where they added some uh uh sales tax and that would basically allow them to continue to fund in the way that they had and not make the cuts that they were needing to make. It passed in 2012 and then it was going set to expire. So it got renewed as Prop 55 in 2016 and um it stands today though it is

103set to expire again in 2030. So it may be on the ballot in a couple of years. We'll see what happens. Um so uh what the state did say as part of this um was that the funds needed to be spent in the classroom. So that's what we do. We spend all of those funds entirely on teacher salaries and teachers benefits. Um so u the requirement is that we just have this approved and and and state that we're we're meeting the requirements of the the state with this money. Yeah. Okay. Perfect. Anybody have any questions? No. Okay. Then do I have a motion? I move that we approve the Education Protection Act funding update for 2425 and 2526 budget. Perfect. Second that. It's been moved and seconded. All in favor? I. That's a three vote.

104Thank you so much. Thanks a lot. Appreciate it. Okay. All right, guys. That brings us to our consent agenda. I am not aware of anything that has to be pulled. Does anybody else have anything? Nope. Okay, great. Then would someone like to make a motion on the consent agenda, please? A motion to uh to approve the consent agendum. Consent agenda as is. Do we really want to approve all these uh attorneys and they're Did you Did anyone look at the hourly rates? Come on now. You know, do you know some of these guys? Freaking attorneys. What? Oh, yeah. Yeah. I'll keep I'll keep and I'll keep my opinions to myself. All in favor? I I No, they're great. I don't want that misconstrued. And then somebody has to step in for my role, please. Who's

105going to be my substitute? I move that we adjourn at 6:57 p.m. You did a fantastic job. Have I feel good?