[1. Public Meeting]
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>>> CAN YOU HEAR US? ALL RIGHT. I'M GOING TO CALL THIS MEETING TO ORDER AT 6:02 P.M. JUNE 12, 2020 FOR MEETING OF THE FONTANA BOARD OF EDUCATION. ALL BOARD MEMBERS ARE PRESENT, MR. ARMENDAREZ IS JOINING VIRTUALLY FROM ANOTHER SITE AND EVERYONE IS PRESENT. AT THIS TIME I WILL DO THE PLEDGE OF ALLEGIANCE AND VICE PRESIDENT PEREZ CAN YOU LEAD US?
>> 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, MR. PEREZ. 1.3 A TOP AGENDA, ANY CHANGES TO THE
AGENDA? >> THERE ARE NO CHANGES.
>> THANK YOU, MOTION AND SECOND TO ADOPT THE AGENDA AS
PROVIDED. >> SO MOVED. A SECOND? COMING IN VIRTUAL FROM NEBRASKA. ALL RIGHT. ANY DISCUSSION? HEARING ON A MOTION BY MR. PEREZ, SECOND BY MR. ARMENDAREZ. MR. ARMENDAREZ GIVE US YES OR NO OR ABSTAIN?
>> COMMENT ON AGENDA ITEMS ONLY THE FONTANA DISTRICT OF EDUCATION WELCOMES COMMENTS FROM COMMUNITY AND STAKEHOLDERS, SPEAKERS WILL HAVE FIVE MINUTES TO ADDRESS THE BOARD ON ITEMS THAT ARE ON THE AGENDA ONLY. GOVERNING BOARD FROM DISCUSSING OR ACTING ON ANY ITEM NOT ON THE PUBLISHED AGENDA, BOARD MEMBERS MAY ASK QUESTIONS FOR CLARIFICATION ON COMMENTS MADE AND IF APPROPRIATE MAY REFER TO THE SUPERINTENDENT OR HER DESIGNEE FOR FUTURE FOLLOW-UP.
[2. Closed Session]
DO WE HAVE ANY PUBLIC COMMENTS THIS EVENING?>> THERE ARE ZERO COMMENTS. >> OKAY THEN
[3. Open Session]
>>> ALL RIGHT WE ARE BACK FROM CLOSED SESSION AND THE TIME IS 6:38 LEAD ALL BOARD MEMBERS ARE PRESENT AND WE HAVE MR. ARMENDAREZ VIRTUAL. PLEASE BE ADVISED THE RECORDING AND BROADCAST OF THIS MEETING IS BEING MADE OF THE DIRECTION OF THE BOARD WE HAVE ITEM 3.2 REPORT FOR CLOSED SESSION ONE ITEM TO REPORT OUT AND CLOSED SESSION BOARD OF EDUCATION APPROVED FOLLOWING PROMOTION MANAGEMENT AS FOLLOWS EMPLOYEE NUMBER 9205 SENIOR DIRECTOR OF ASSESSMENT AND ACCOUNTABILITY , TEACHABLE LEARNING AND THE MOTION WAS MADE BY MR. ARMENDAREZ, SECOND BY MR. PEREZ CARRIED A 5-0 VOTE.
CONGRATULATIONS TO THAT INDIVIDUAL . LEAVE IT THERE.
ALL RIGHT WE ARE NOW AT ITEM 3.3, THIS IS OUR PUBLIC HEARING FROM SUPERINTENDENT ON LOCAL CONTROL ACCOUNTABILITY PLAN AND THIS IS OUR DRAFT TONIGHT AS PART OF THE LOCAL CONTROL FUNDING FORMULA OR LEGISLATION SCHOOL DISTRICTS IN THE STATE OF CALIFORNIA REQUIRED TO DEVELOP LOCAL CONTROL ACCOUNTABILITY PLAN KNOWN AS LCAP TO GUIDE PRIORITIES WITHIN THE BUDGET THE DEVELOPMENT PROCESS PUBLIC HEARING MUST BE HELD AT THE BOARD MEETING PRIOR TO THE MEETING ADOPTED A SUBSEQUENT MEETING, THE DEVELOPMENT PROCESS INCLUDES ENGAGEMENT WITH ALL STAKEHOLDERS THROUGHOUT THE PROCESS , ANNUAL REVIEW OF EFFECTIVENESS OF PREVIOUS YEARS ACTIONS AND OUTCOMES, NEEDS IDENTIFIED THROUGH DATA ANALYSIS, GOALS BUILT AROUND EIGHT PRIORITY AREAS IDENTIFIED WITH THE DEPARTMENT OF EDUCATION MUST INCLUDE ANNUAL GOALS FOR ALL STUDENTS AND SUBGROUPS OF STUDENTS FOR EACH ESTATE PRIORITY AND ANY LOCAL COYOTES. MUST ALSO ALIGN WITH DISTRICT VISION GOALS AND VALUES SPECIFIC ACTIONS THE DISTRICT WILL TAKE TO ACHIEVE THE GOALS AND BUDGET SUPPORT ON THE PLAN AND GOALS OF THE DISTRICT, AT THIS TIME I WILL INTRODUCE WHO WILL INTRODUCE OUR SPEAKER THIS EVENING FOR
THE LCAP PRESENTATION. >> THANK YOU VERY MUCH, GOOD
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EVENING. I WANT TO START BY RECOGNIZING WHO STEPPED IN MIDYEAR TO TRANSITION TO THE LCAP COORDINATOR POSITION THANK YOU FOR STEPPING UP AND HELPING US THROUGH THE TRANSITION.ALSO, TO WHO IS SERVING AS INTERIM SENIOR DIRECTOR OF STRATEGIC RESOURCE ALLOCATION PROGRAMMING AND COMPLIANCE AND I WOULD LIKE TO INVITE YOU TO THE PODIUM AND ALSO, THANK YOU FOR STEPPING IN DURING THIS TIME TO FILL THE GAP AND HELP US CONTINUE TO MOVE WORKING FORWARD. YOU HAVE DONE A PHENOMENAL JOB IN THE ABSENCE OF OUR SENIOR DIRECTOR SO THANK YOU IN ADVANCE FOR THE COLLABORATION AND COLLECTIVE WORK WITH EDUCATIONAL PARTNERS. THANK YOU.
>> CAN EVERYBODY HEAR ME? GOOD EVENING MEMBERS OF THE BOARD AND TO SUPERINTENDENT AND MEMBERS OF THE CABINET. I AM GOING TO PRESENT TO YOU A DRAFT LCAP WE HAVE . WHAT WE WILL START WITH IS AN OVERVIEW OF THE LCAP. SO WE JUST HEARD A LITTLE BIT OF AN OVERVIEW SO WE WILL GO INTO THAT A LITTLE BIT MORE AND I WILL SHARE WITH YOU THERE ARE A LOT OF CHANGES THAT CAME FROM THE STATE FOR THE 24 -25 LCAP AS WELL AS OUR PROCESS WE WENT THROUGH WITH EDUCATIONAL PARTNERS AND HOW WE ENGAGE WITH THEM TO DEVELOP GOALS AND I WILL SHARE THE GOALS AS WELL AND THEN WE WILL HAVE QUESTIONS. SO THERE WILL BE AN OPPORTUNITY FOR THAT. I WILL START WITH WHAT IS THE LCAP AND I WON'T READ EVERYTHING THAT'S THERE, BUT THE HIGHLIGHTS ARE REALLY IMPORTANT, THESE ARE THE GOALS OF THE ACTIONS AND SERVICES AND THE EXPENDITURES. IT IS ABOUT IMPROVING STUDENT OUTCOMES AND DOING THAT TO REDUCE DISPARITIES AMONG STUDENT GROUPS AND WE WILL TALK ABOUT THOSE. IT IS ABOUT TELLING OUR STORY, HOW, WHAT AND WHY WITH GOALS AND SERVICES AND LOCAL NEEDS YOU CAN SEE UNDERLINED , THAT IS IMPORTANT, AS WELL. WE WILL TALK ABOUT THAT PROCESS.
TO CONTINUE WHAT IS THE LCAP, THERE ARE THREE BIG IDEAS TO THINK ABOUT WHEN WE THINK ABOUT THE LCAP, FIRST AROUND EQUITY MAKING SURE WE ARE DRESSING DIFFERENT AND UNIQUE NEEDS OF STUDENTS AND ALSO THE PIECE OF LOCAL CONTROL. THIS YEAR I WILL SHARE WITH YOU THE PROCESS WE HAVE BEEN THROUGH ENGAGING EDUCATIONAL PARTNERS WITH WHAT USED TO BE KNOWN AS USE STAKEHOLDERS. WE ARE LITTLE MILLER FAMILIAR WITH THAT LANGUAGE NOW, BUT HOW WE CAPITALIZE ON THE FUNDING WE HAVE TO SUPPORT STUDENTS AND IMPROVE OUTCOMES IN THE PIECE OF CONTINUOUS IMPROVEMENT. WE SEE THAT THROUGHOUT THESE CYCLES AS WELL. SO THERE ARE , THERE ARE REALLY 10 STATE PRIORITIES . OKAY. OUR LCAP WITHIN EVERY DISTRICT REALLY HAS TO IDENTIFY EIGHT OF THOSE, SO YOU WILL SEE THAT THERE ARE A COUPLE THAT ARE COUNTY PRIORITIES WHICH ARE EXPELLED USE AND FOSTER YOUTH, THOSE ARE COUNTY PRIORITIES TO CONTEND WITH AND WE HAVE EIGHT WE HAVE TO ASSIGN TO ACTIONS AND GOALS.
IT IS ALSO IMPORTANT TO REMIND US THAT THE STUDENT GROUPS THAT ACTUALLY PRIMARILY AND PRINCIPALLY BENEFIT FROM OUR FUNDING , SUPPLEMENTAL AND CONCENTRATION FUNDS ARE FOSTER YOUTH, ENGLISH LEARNERS AS WELL AS LOW INCOME STUDENTS. THIS YEAR WHICH I WILL SHARE WITH YOU ABOUT SOME OF THE CHANGES, WE ALSO HAVE TO FOCUS ON UNDERPERFORMING STUDENT GROUPS WITH SOME SPECIFIC ACTIONS THAT SUPPORT THEM, AS WELL. THIS IS THE STRUCTURE OF THE LCAP. IF YOU GLANCED AT THE DRAFT YOU WILL NOTICE THAT IT IS A LOT, VERY COMPREHENSIVE. I'M HAPPY TO GIVE AN OVERVIEW BECAUSE THERE'S A LOT TO TRY TO UNDERSTAND. AFTER WE HAVE OVERVIEW GOING BACK TO IT THINGS MIGHT MAKE MORE SENSE. THIS IS WHAT IT LOOKS LIKE STARTING WITH THE BUDGET OVERVIEW WHICH YOU WILL SEE IN THE DOCUMENT. LESLIE WILL GO OVER THE BUDGET WITH YOU BUT THE BUDGET OVERVIEW IS PART OF THE LCAP, THE ANNUAL UPDATE WHICH IS TO BE EMBEDDED INTO THE LCAP UNDER GOALS IS A SEPARATE DOCUMENT AS WE ARE TRANSITIONING IN CYCLES BETWEEN 23, 24 AND 24-25. AND THE PLAN SUMMARY EDUCATIONAL PARTNER ENGAGEMENT GOALS AND ACTIONS WHICH INCLUDE METRICS AS WELL
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AS EXPENDITURES AND THEN THE INCREASE OF IMPROVED SERVICES AND I WILL EXPLAIN HOW THOSE HAVE CHANGED A LITTLE BIT WITH OUR NEW LCAP AND ALL THE EXPENDITURE TABLES ARE INCLUDED. SO LET'S TALK ABOUT OUR NEW LCAP REQUIREMENTS. THE FIRST YOU ARE AWARE OF WE CAME TO YOU IN FEBRUARY WITH A MIDYEAR UPDATE, SO WE WILL CONTINUE TO DO THAT. PROVIDING MIDYEAR UPDATE ON THE LCAP AND PROGRESS PRIOR TO FIBER 28 SO WE WILL HAVE A REGULAR SCHEDULED MEETING TO DO THAT.23-24 ANNUAL UPDATE TEMPLATE IS SEPARATE, A SEPARATE DOCUMENT NOW AS WE TRANSITION, AGAIN IN SUBSEQUENT YEARS IT WILL BE INCORPORATED BACK INTO THE LCAP AND ATTACHED TO THE GOALS. ONE OF THE BIGGEST CHANGES THAT I NOTICED WAS AROUND ADDRESSING AND REDUCING DISPARITIES AND REALLY DEFINING WHAT THE GROUPS ARE, DEFINING WHAT THEY MIGHT BE AND BEING ABLE TO PROVIDE VERY SPECIFIC ACTIONS AND SERVICES THAT SUPPORT THOSE STUDENTS. IF YOU LOOK AT THE FOURTH BULLET LONG-TERM ENGLISH LEARNERS, SO THOUGH STUDENTS ARE DISTINCTLY DIFFERENT. WHAT WE HAVE FOUND THE EL'S WHICH WE NEED TO SUPPORT ARE LONG-TERM ENGLISH LEARNERS WHO ALSO HAVE A LOT OF DISPARITY BETWEEN THEIR OUTCOMES EVEN FOR ENGLISH LEARNERS. SO YOU HAVE TO SUPPORT THEM. A FEW OF THE OTHER CHANGES THAT GO INTO THE PLAN SUMMARY. ANY OF THE SCHOOLS WITH THE LOWEST PERFORMING ARE RED , THAT'S THE RED INDICATORS WHICH HAVE TO BE IDENTIFIED. SO YOU WILL SEE THOSE. THERE ARE SOME LONGER CONTENT IN THE PLAN SUMMARY THAN WHAT WE USED TO HAVE BECAUSE WE HAVE TO INCLUDE THOSE GROUPS AND I WILL NAME THEM AND REPORT THEM SPECIFICALLY. THAT'S FROM THE CALIFORNIA DASHBOARD. ANY STUDENT GROUP DISTRICTWIDE IN THE RED WE ALSO HAVE TO REPORT OUT AS WELL. AND THEN, ANY WITH ONE OR MORE STATE INDICATORS THAT ARE LOWER , SO IN SCHOOLS ALSO. ANY SCHOOL THAT IS ALSO IN THE RED. OTHER CHANGES FOR OUR EDUCATION , EDUCATIONAL PARTNERS. WE REFORMATTED THE FORMAT SO IT IS FORMATTED IN THE TEMPLATE. SO, THE WAY IT WAS DESIGNED BEFORE, NOW WE HAVE TO TALK ABOUT EACH ONE OF THE GROUPS AND THEIR INPUT AND THE PROCESS WHEN GIVING INPUT AND INCLUDING EQUITY MULTIPLIER SCHOOLS. WE HAVE TWO SCHOOLS WE HAVE IDENTIFIED. VIRTUAL CITRUS, THEY ALSO HAVE SEPARATE CONSULTATION WITH EDUCATIONAL PARTNERS AND THE SCHOOLS GENERALLY DO THAT THROUGH SCHOOL SITE COUNCIL. IN TERMS OF THE CHANGES FOR THE GOALS AND ACTIONS WE HAD CHANGES, AS YOU NOTICE THERE ARE A LOT OF CHANGES AND IT IS AN OPPORTUNITY FOR US TO BE ABLE TO REALLY IDENTIFY SOME OF THE MOST NEEDY GROUPS AS WELL AS EXPLAINED TO THE PUBLIC WHAT WE ARE DOING AND HAVE THOSE METRICS ON ACCOUNTABILITY.
WITHIN OUR GOALS WE HAVE DIFFERENT GOALS , WE HAVE FOCUSED GOALS, EQUITY MULTIPLIER SCHOOLS ARE REQUIRED TO HAVE FOCUSED GOALS SWIMMING FOCUSED GOLFER EQUITY MULTIPLIER. I BELIEVE THAT IS 1 E AND WE ALSO HAVE OTHER FOCUS GOALS THAT THE DATA TELLS US WE NEED TO HAVE MORE FOCUS IN THOSE AREAS. WE ALSO HAVE BROAD GOALS AND THOSE I CONSIDER BIG BUCKETS. SO WE HAVE ACADEMIC GOALS AND THOSE RELATE MORE TO THE SCL AND BEHAVIOR AND WHEELS OF MAINTENANCE OF PROGRESS FOR COMMUNICATION, AS WELL. WE HAVE TO IDENTIFY THOSE DIFFERENT TYPES OF GOALS AND WE ALSO HAVE TO HAVE A STATE PRIORITY ASSOCIATED WITH EACH GOAL. WE CANNOT BE LOOSE WE HAVE TO IDENTIFY WHAT THE PRIORITIES ARE FOR EACH ONE OF OUR GOALS AND NUMBERING THE METRICS. WILL ALSO FIND IN THE DESCRIPTION OF METRICS IDENTIFIED IN ADDITION TO THE OVERALL GOAL . THE OTHER PIECE AROUND 23-24 ANNUAL UPDATE IS WE HAVE TO IDENTIFY THOSE ACTIONS WE CONSIDER TO BE EFFECTIVE OR INEFFECTIVE SO YOU WILL SEE THAT IN THE LCAP UPDATE. THERE ARE SOME REQUIRED
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ACTIONS THAT YOU WILL NOTICE FOR THE EL'S , WE USUALLY HAVE THOSE IF WE HAVE 15 OR MORE WE HAVE TO HAVE ACTION TO SUPPORT THEM AND WE HAVE THE SYSTEM THAT FOCUSES ON EL STUDENTS AND ALSO THE ENGLISH LEARNERS. ALSO THE TECHNICAL ASSISTANCE , THE LOWEST PERFORMING SCHOOL STUDENT GROUPS. WE HAVE IDENTIFIED ACTIONS THAT MAY BE MORE SUPPORTED AND FOCUSED FOR THOSE GROUPS, AS WELL AS THE ONES WITH THE LOWEST PERFORMING ON THE CALIFORNIA DASHBOARD. I PROMISE THIS IS THE LAST GROUP OF NEW REQUIREMENTS. IN OUR INCREASED AND IMPROVED SERVICES FOR FOSTER YOUTH, FOSTER YOUTH, ENGLISH LEARNERS AND LOW-INCOME STUDENTS, THAT SECTION IS REFORMATTED. WE USED TO HAVE A LONG DRAFT WHERE WE WOULD WRITE A NARRATIVE AROUND THOUGH STUDENTS AND HOW WE ARE PROVIDING IMPROVED OR INCREASED SERVICES SO THE QUALITY OR QUANTITY OF THOSE SERVICES, NOW EACH ACTION HAS TO BE IDENTIFIED IF THEY ARE CONTRIBUTING IF THEY HAVE CONTRIBUTING FUNDS. WE ALSO HAVE LIMITED ACTION , THOSE LIMITED TO JUST ONE OF THE GROUPS SO THOSE ARE INCLUDED. AND THEN THERE ARE SOME CHANGES IN OUR ACTION EXPENDITURE TABLES. THERE ARE A COUPLE TABLES COMBINED , SO THE DATA ENTRY TABLE AND TOTAL EXPENDITURE TABLE, THESE ARE THINGS PEOPLE MAY OR MAY NOT NOTICE, BUT THEY HAVE BEEN COMBINED AND ALSO THERE IS A TOTAL PLAN THAT WE HAVE TO HAVE FOR EACH ACTION AS WELL. THAT WAS A LOT. NEXT WILL TALK TO YOU A LITTLE BIT ABOUT OUR LCAP DEVELOPMENT, THIS IS PART OF OUR PROCESS. WE TALK ABOUT THE NEEDS AND WE HAVE A PROCESS FOR ENGAGING EDUCATIONAL PARTNERS WITHIN PROVIDE INPUT. ALL ABOUT HAVING INFLUENCE ON THE LCAP AND THERE'S A SECTION UNDER EDUCATIONAL PARTNERS THAT IDENTIFIES WHAT ACTIONS ARE ASSOCIATED WITH THE SPECIFIC INFLUENCE FOR THE SUMMARY OF NEEDS THAT ARE THERE FOR THE LCAP. ALL OF THAT LEADS TO IMPROVED STUDENT OUTCOMES, THAT IS OUR MAIN GOAL. IN TERMS OF EDUCATIONAL PARTNERS, YOU'LL SEE AT THE BOTTOM THOSE ARE DATES, WE HAD FIVE MEETINGS WITH EDUCATIONAL PARTNER COMMITTEE AND I WILL SHOW YOU WHAT THEY WERE MADE UP OF. OUR PARTNER GROUPS INCLUDED PARENTS SO WE HAVE PARENTS PART OF THE ADVISORIES SO YOU'LL SEE ADVISORIES LISTED. WE HAD UNION REPRESENTATION FROM ALL THREE OF THE UNITS. WE ALSO HAD SITE AND DISTRICT ADMINISTRATORS AND WE HAD A LEADERSHIP TEAM THAT WAS PART OF THAT, AS WELL.DON'T WANT TO LEAVE OUT STUDENTS. I WILL PAUSE FOR A SECOND TO TELL YOU HOW AMAZING STUDENTS WERE IN GIVING INPUT.
IF WE DON'T HEAR THE VOICES OF STUDENTS IT'S LIKE WHAT ARE WE DOING IN SCHOOLS, SO STUDENTS WERE A BIG OUT OF THIS ON THE EDUCATIONAL PARTNER COMMITTEE AND LCAP AND THEY SPOKE UP QUITE A LOT. THEIR STUDENT ADVISORY WE WERE ALSO ABLE TO GATHER SOME INPUT THERE. SO WHEN WE TALK ABOUT MEETING WITH THE NEED WE USED DATA TO HELP SUPPORT US. WE TALKED ABOUT RESULTS , LOOKING AT THE CALIFORNIA DASH BOARD AND ALSO LOOKED AT PANORAMA DATA. OF COURSE WE LOOKED AT LOCAL INDICATORS AND HOW WE WERE PERFORMING WITH THOSE AND THEN WE ALSO HAD OTHER ASSESSMENTS, LOCAL ASSESSMENTS THAT WE LOOKED AT AS WELL. WE SHARED THAT DATA WITH OUR LCAP EDUCATIONAL PARTNERS AND SOME THEMES EMERGED. THESE ARE THE GOALS FROM THE 23-24 LCAP THAT WE REFLECTED ON ON. WE NOTICED SOME ACADEMIC , WE HAD GROWTH BUT WE HAD SOME WAYS TO GO WITH THAT. MATH SCORES WERE LOWER THAN ELA SCORES. THAT WAS ONE THING YOU DON'T KNOW, BUT SOMETHING NOTICED. IN GOAL TWO WE TALKED ABOUT LEARNING LOSS AND REFILL LIKE THAT SIGNIFICANTLY IMPACTED DEVELOPMENT OF EARLY LITERACY AND RESTARTED DOING SOME THINGS AND WE HAVE SOME THINGS IN THE LCAP DRAFT. WE TALKED ABOUT EXAMS AND THE PERCENTAGE OF STUDENTS WHO TAKE THE IB AND AP EXAMS. WE TALKED ABOUT GRADUATION RATES WHICH CAME UP IN THE THIRD BULLET, 11TH GRADERS, IT LOOKED LIKE THERE SCORES AND GRADUATION RATES ,
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THERE WERE QUESTIONS ABOUT THAT. LCAP PARTNERS ASKING QUESTIONS ABOUT WHY THEY WERE SO DIFFERENT. FOSTER YOUTH WAS A GROUP WITH DISPARITY IN THEIR OUTCOME AND ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES. IN GOAL FOUR WE TALKED ABOUT ATTENDANCE , SPECIFICALLY CHRONIC ABSENTEEISM RATE AND HOW WE MIGHT IMPROVE THAT. WE HAVE BEEN IMPROVING, BUT NOT YET NEAR PRE-PANDEMIC RATES SO THAT SOMETHING WE HAVE TO WORK ON WHAT YOU WILL NOTICE IN THE LCAP. GOAL FIVE AROUND SAFETY, WE INDICATED IN THE DATA WE SAW ON THE DATA STUDENTS FELT A LITTLE LESS SAFE, THEY PRESENTED OR REPORTED TO FEEL LESS SAFE AND THERE WERE PERCEPTIONS, WE HAD A LOT OF CONVERSATION AROUND THE SENSE OF BELONGING, STUDENT AND TEACHER RELATIONSHIP AND SCHOOL CLIMATE. SO THAT CAME OUT IN THE LCAP COMMITTEE AND WITH STUDENTS WHEN WE WERE WITH THEM IN THE ADVISORY. AND THEN, THE PARENTS HAVE MORE FAVORABLE PERCEPTIONS THAN STUDENTS SO ANOTHER NEED FOR US TO LISTEN TO STUDENTS. IN TERMS OF THE PRIORITIES THAT THE LCAP EDUCATIONAL PARTNER COMMITTEE CAME BACK WITH, THESE ARE THE PRIORITIES THEY HAVE, IF I CAN HIGHLIGHT A COUPLE. THE PIECE AROUND ACADEMIC ACCOUNTABILITY . SO WE CAN LOOK AT METRICS AND MAKE SURE ACTIONS AND METRICS, WE ARE IN CONTINUOUS IMPROVEMENT TO SEE HOW WE ARE DOING AND WANT TO DECREASE DISPARITY AMONG THOSE GROUPS AND PROVIDE THE SUPPORT STUDENTS NEED. WE ALSO MADE NOTE OF MENTAL HEALTH AND SEL SUPPORTS THAT WE NEEDED FOR STUDENTS, ESPECIALLY POST PANDEMIC. WE CONTINUE TO SEE THAT NEED AND TO IMPROVE ATTENDANCE AND SUSPENSION RATES, THERE WERE SPECIFIC STUDENT GROUPS WE HAVE IDENTIFIED AS NEEDING ADDITIONAL SUPPORT, SO YOU WILL SEE THAT IN THE LCAP. ONE OF THE THINGS THE STUDENTS AND THE PARTNER COMMITTEE TALKED ABOUT WAS THE POST SECONDARY OPPORTUNITIES AND HAVING OPPORTUNITY TO UNDERSTAND WHAT THOSE THINGS ARE. FAMILIES MENTIONED, PARENTS MENTIONED THEY WANTED THE INFORMATION AND STUDENTS DID TOO. WE NEEDED TO IMPROVE A SENSE OF BELONGING FOR STUDENTS, PROVIDING PROGRAMS FOR THE MOST VULNERABLE STUDENTS WITH INCREASED OPPORTUNITIES FOR PARENT INVOLVEMENT AND STAFF TRAINING. I WILL PAUSE AND I WANTED TO SHARE WITH YOU A VIDEO FROM OUR LCAP EDUCATIONAL PARTNERS. I WILL PAUSE FOR A MINUTE SO WE CAN HEAR DIRECTLYFROM THEM. >> MY NAME IS MOVED HERE IN 1988. I RAISED ALL MY CHILDREN FROM KINDERGARTEN TO GRADUATION HERE. I FEEL NOTHING BUT GRATITUDE TOWARD FONTANA UNIFIED AS MANY PEOPLE ENCOURAGED MY CHILDREN TO CONTINUE THEIR EDUCATION THROUGH COLLEGE AND THROUGH THE UNIVERSITY. A LOT OF THEM NOW WORK HERE. I AM ON MY SECOND GENERATION OF GRANDCHILDREN HERE IN FONTANA UNIFIED. I CONTINUE TO BELIEVE IN IT. I KNOW IT IS A GREAT SCHOOL DISTRICT AND I WANT TO SAY THE LCAP COMMITTEE IS ONE OF THE BEST I HAVE EVER SAT ON AND I HAVE SAT ON MULTIPLE COMMITTEES OF THE YEAR.
>> DIVIDING SUPPORT FOR ALL , BOTH STAFF AND STUDENTS.
>> MY EXPENSE WORKING AS PART OF THE LCAP PROCESS HAS BEEN VERY POSITIVE. REALLY GOOD OPPORTUNITY TO MEET WITH PARENTS AND UNION REPRESENTATIVES AND STUDENTS AND ALL THE DIFFERENT STAKEHOLDERS INVOLVED.
>> IT HAS BEEN A PLEASING EXPERIENCE FOR ME. I REALLY LIKED IT AND IT GAVE ME THE OPPORTUNITY TO LEARN HOW THAT LCAP PROCESS WORKS AND HOW FUNDS ARE ALLOTTED TO THE
SCHOOL. >> I AM MOST EXCITED ABOUT THE EMOTIONAL WELL-BEING OF STUDENTS. BEING ABLE HAVE MORE COUNSELORS ON CAMPUS TO HELP STUDENTS TO FEEL SAFE ON CAMPUS AND HAVE SOMEONE THEY CAN TALK TO THAT THEY CAN COME FORWARD
WITH. >> I AM MOSTLY EXCITED ABOUT THE GOAL OF STUDENT INCLUSION AND THE PLANS FOR DIVERSITY THROUGHOUT THE DISTRICT. THESE PLANS WILL ALLOW US TO COME TOGETHER TO CREATE PROGRAMS THAT WILL WORK. NOT ONLY FOR OUR STUDENTS, BUT FOR OUR COMMUNITIES. AND GEAR THEM
TOWARD STUDENT SUCCESS. >> MOST EXCITED ABOUT, MAYBE TWO. ACADEMIC ACHIEVEMENT BECAUSE I AM FROM CTE SO I STRONGLY BELIEVE IN HANDS-ON , APPLIED LEARNING, SO IT'S BEEN
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REALLY NICE TO HEAR THAT, THAT'S SOMETHING PARENTS WANT MORE OF. WE WANT MORE HANDS-ON PROJECTS FOR KIDS AND THE OTHER PIECE IS THE PARENT ENGAGEMENT. I FEEL LIKE THAT'S SOMETHING WE NEED TO DO A BETTER JOB OF INCLUDING OUR FAMILIES . WHEN WE DO INCLUDE THEM, IT BENEFITS THE CLASSROOM. IT BECOMES A BETTER COMMUNITY FOR STUDENTS.>> DEL GOALS EXCITED ME THE MOST. SO WE HAVE MORE STUDENTS THAT HAVE THE OPPORTUNITY TO BE ABLE TO RECLASSIFY OUT OF
ELEMENTARY SCHOOL. >> WITH SHOWING OUR COMMUNITY THEY BELIEVE IN OUR STUDENTS AS THE MOTTO GOES AND HOW OUR SUPERINTENDENT SAYS SHE BELIEVES IN US. SO WITH THIS IT DEFINITELY SHOWS THE DISTRICT DOES BELIEVE IN OUR STUDENTS BECAUSE WE ARE PROVIDING MORE SUPPORT FOR STUDENTS AND MORE ACCESS FOR STUDENTS TO GAIN MORE KNOWLEDGE AND MORE RESOURCES AS IN CTE PATHWAYS, SHOWING THEM THAT THERE ISN'T JUST ONE PATHWAY, THERE ARE MULTIPLE OTHER PATHWAYS THEY CAN TAKE ON. AND SO I FEEL LIKE WITH THE UPCOMING LCAP WE HAVE REALLY SUPPORTED OUR STUDENTS.
>> JUST EXCITED ABOUT THE OPPORTUNITY TO WORK WITH OUR EDUCATIONAL PARTNER GROUP. IMAGINE THIS WHOLE ROOM FULL OF PEOPLE WHO HAVE STUDENT OUTCOMES IN MIND. OVERALL, INCLUDING ALL EDUCATIONAL PARTNERS THESE WERE THE THEMES THAT WE WERE ABLE TO SUMMARIZE. ENHANCING STUDENT SUPPORT , EQUITY AND INCLUSION, INCLUDING PARENTS AND IMPROVING PARENT AND COMMUNITY ENGAGEMENT. SUPPORTING HIGH NEEDS STUDENTS.
WITH STUDENTS WHO MAY NEED ADDITIONAL SUPPORT, PROFESSIONAL DEVELOPMENT, SCHOOL FACILITIES, MAKING DATA-DRIVEN DECISIONS AND THESE ARE THE AREAS YOU WILL SEE IN OUR GOALS. THOSE ARE ALL PRIORITIES THAT INFLUENCE . ONE OF THE OTHER THINGS WE DID FOR EDUCATIONAL INPUT JUST THIS PAST WEEK WAS TO GET SOME COMMUNITY RESPONSES. WE SENT OUT THE LCAP DRAFT OR A PLACE TO GET TO THE DRAFT WHICH INCLUDED PARENTS AND STAFF, AT EVERY LEVEL SO WE WERE ABLE TO GET 105 RESPONSES. DO WE WANT THAT TO BE HIGHER? ABSOLUTELY, BUT THIS IS HIGHER THAN IT HAS BEEN BEFORE. WE ARE HAPPY WE DID GET THE RESPONSE. 76 WERE ENGLISH SPEAKERS AND 29 SPANISH SPEAKERS, 56 WERE PARENTS AND WE HAD STUDENT RESPONSES, AS WELL. I DON'T HAVE THAT NUMBER WITH ME BUT WE HAD STUDENTS AND STAFF RESPOND. ONE OF THE THINGS WE ASKED WAS ABOUT WHAT THE PRIORITIES ARE AND YOU WILL SEE THE PRIORITIES THAT WERE IDENTIFIED ARE THE SAME PRIORITIES THE OTHER EDUCATIONAL PARTNERS HAVE IDENTIFIED. THINKING ABOUT THE ACADEMIC PIECE, AS WELL AS THINK ABOUT ELA , THE ELD, MATH, BEING TOP NEEDS. ALSO, CONSIDERING WHAT DO WE DO FOR THOSE STUDENTS WHO HAVE FALLEN BEHIND? EXTENDED LEARNING OPPORTUNITIES, ACTION FOR THAT, HAVING SMALL GROUP OF RIGID INSTRUCTION, THERE'S ACTION FOR THAT. HAVING ONLINE INSTRUCTIONAL PROGRAMS, WE HAVE THOSE AS WELL. AND THEN THE FIRST QUALITY FIRST INSTRUCTION IS WHAT WE WILL BE WORKING ON.
AND THEN ASKING ABOUT MENTAL HEALTH SUPPORT WHICH WAS REALLY A HUGE PRIORITY FOR OUR COMMITTEE. THOSE SUPPORTS WILL ALSO BE SEEN THROUGHOUT LCAP , AS WELL. AND THEN THINKING ABOUT PRIORITIZING SUPPORT. SO THESE ARE IN LINE WITH FOCUS AREAS, THE ACADEMICS , THE SAFETY AND THE WELL-BEING OF STUDENTS AS WELL AS THAT COMMUNICATION AND COMMUNITY.
AND THEN PURPOSEFUL USE OF PUBLIC RESOURCES WHICH WE WILL ALSO SEE THROUGHOUT THE LCAP. IF I CAN CROSSWALK A LITTLE BIT FROM 23-24 , TO THE 24-27. YOU WILL SEE THE THREE YEARS
[00:30:02]
BECAUSE ALL ACTIONS ARE INTENDED FOR US TO THINK ABOUT THOSE DESIRED OUTCOMES THAT WE WANT IN THREE YEARS. WE ARE CALLING THIS THE 24-25 BECAUSE AGAIN IT IS A CONTINUOUS PROCESS AND WE WILL LOOK AT THIS AGAIN. HAVE THE ANNUAL UPDATE AND COME BACK WITH REVISIONS BETWEEN NOW AND 2027.WE USED OUR GOALS, WE DO NOT JUST TAKE WHAT WAS 23-24 AND SAY WE WON'T DO THAT, WE STARTED THERE TO LOOK AT THOSE AND REFLECT. INC. DISTRICT PRIORITIES INTO THOUGHTS ABOUT WHAT WE NEED TO DO NEXT. WE HAVE TO INCORPORATE STATE PRIORITIES SO WE DID WHICH LET US TO THE 24-27 LCAP. THESE ARE THE GOALS, BROAD GOALS AROUND ACADEMICS AND IMPROVING OUTCOMES FOR STUDENTS. WE HAVE FIVE FOCUS GOALS INCLUDED AND THEN SEVER GOALS, THEIR SEPARATE FOCUS GOALS COME APART OF ACADEMICS FOR LITERACY, FOR MATH, FOR MULTILINGUAL LEARNERS, ENGLISH LEARNERS, COLLEGE AND CAREER AND ALSO THE REQUIRED FOCUS GOAL FOR EQUITY MULTIPLIER SCHOOLS. AND THEN WE ALSO HAVE ANOTHER BIG BUCKET THAT INCLUDES CLIMATE AND CULTURE. WITH THOSE WE HAVE SEPARATE FOCUS GOALS THAT GO ALONG IN THE FIRST ROUND CULTURE, LONGING, CONNECTEDNESS AND ATTENDANCE AND ALSO THE CLAIMANT. SAFETY, VALUES AND MENTAL HEALTH OF STUDENTS. AND THEN THE LAST GOAL IS CONSIDERED MAINTENANCE AND THAT IS COMMUNICATION AND FAMILY ENGAGEMENT. SO I WILL GET INTO THE GOALS A LITTLE BIT. THE FIRST GOAL IS THE BROADER GOAL. THE WAY THIS IS STRUCTURED, LOOKING ON THE LEFT SIDE AT THE EDUCATIONAL PARTNER PRIORITIES, SO THE PRIORITY THAT PARTNERS HAVE IDENTIFIED TO BE IMPORTANT AND THE ACTIONS ARE THERE. ACTIONS THAT INCLUDE SUPPORT, PROFESSIONAL DEVELOPMENT, ASSESSMENT, EXTENDED LEARNING TIME , ACCESS TO QUALITY ARTS PROGRAMS. QUALIFIED STAFF AS WELL AS LOOKING AT ACADEMIC SUPPORT FOR STUDENTS WITH HIS ABILITIES. AND THEN TECHNOLOGY AND DIGITAL INTEGRATION AND LEADERSHIP SUPPORT. SO WE HAVE FOR EACH ONE OF THOSE WITH DESCRIPTION IN THE LCAP AND SOME OF THESE MAY HAVE IMPROVEMENT AND INCREASED SERVICES THAT GO ALONG WITH IT AS WE THINK ABOUT DUPLICATED STUDENTS AND UNDERPERFORMING GROUPS. THESE ARE METRICS ON THE FAR RIGHT THAT WE HAVE IDENTIFIED TO SUPPORT THAT. SO WE ARE LOOKING CLOSELY AT WHAT THE METRICS MAY BE AND HOW WE CAN LOOK AT THOSE THROUGHOUT THE SCHOOL YEAR AS WELL AS THOSE SUMMATIVE ONES. WE CAN'T WAIT TO KNOW WHAT'S GOING ON SO WE DO HAVE SOME LOCAL ASSESSMENTS WE WILL BE USING. THERE ARE SOME KEY STRATEGIES THAT WE'RE USING FOR EACH ONE OF THE GOALS. I HIGHLIGHTED A FEW BECAUSE IF YOU LOOK AT THE LCAP YOU CAN SEE A LONG DESCRIPTION OF WHAT EACH ONE MEANS. WE WANT TO MAKE SURE WE ARE DESCRIBING FOR THE COMMUNITY WHAT THE GOALS ARE.
WE TALK SPECIFICALLY ABOUT SUPPORTING SITES WITH THE ACADEMIC SIDE OF THAT SO HOW DO THEY USE SITE FUNDING TO DO THAT, THAT'S PART OF THIS AND THEN PROFESSIONAL DEVELOPMENT AND COACHING, KOREANS OF ASSESSMENT AND PLATFORMS AND IN THE LCAP , FOR EACH OF THESE YOU'LL SEE THE ASSOCIATED EXPENDITURE THAT GOES ALONG WITH THEM. THE ARTS PROGRAM, LOOKING AT MAINTAINING SMALL CLASSES AS WELL AS THE ONE-ON-ONE DEVICES WHICH OVER THE YEARS HAVE BECOME EVEN MORE IMPORTANT. WE HAVE TO MAINTAIN THOSE AND SOMETIMES REPLENISH THOSE AS WELL. AND THEN ADMINISTRATIVE SUPPORT OF SITES. GO 1 A RELATED TO LITERACY GOING BACK TO PARTNER PRIORITIES. WE HAVE SOME STUDENTS WITH MORE NEEDS THAN OTHERS. WE ALSO HAVE TO BUILD CAPACITY OF STAFF TO BE ABLE TO DO THAT WELL, WE WILL TALK ABOUT FIRST BEST INSTRUCTION AND SUPPORTING STUDENTS. AND THEN LIVING IN A DATA-DRIVEN WORLD. AS WE MAKE DECISIONS ABOUT WHAT STUDENTS NEED. THIS WILL INCLUDE TK 12 LITERACY PLAN. WE STARTED WITH EARLY LITERACY NOW EXPANDING TK 12 AND PROVIDING TARGETED PROFESSIONAL DEVELOPMENT ACCESS TO STEAM. AND ACCESS TO INTERVENTION. THE METRICS ARE THERE AS WELL FOR THOSE ACTIONS. AND THEN, FOR HIGHLIGHTED STRATEGIES WITHIN THAT WE WANTED TO CONTINUE WITH EXTENDED DAY STAFF AND YOU KNOW THAT DOES TAKE RESOURCES TO DO THAT. OUR LIBRARY SPECIALISTS ARE INCLUDED INCLUDING WORKING WITH EARLY LITERACY TRAINING
[00:35:04]
FOR TEACHERS AND PRIMARY GRADES. AND INCLUDING THOSE STEAM POSITIONS THAT ARE CURRENTLY AVAILABLE IN K-3 AND THEN TARGETED INTERVENTIONS WITH TEACHERS ON SPECIAL ASSIGNMENT INCLUDED IN THOSE, AS WELL AND THE INFORMATION POSITIONS. 1 B IS AROUND MATH WHICH WAS LOWER IN TERMS OF PERFORMANCE THAN ELA SO WE WANTED A FOCUS GOAL FOR MATH.WE WANTED TO TALK ABOUT CULTURALLY RELEVANT STRATEGIES SO WE INCLUDED THAT SUPPORT IN TERMS OF WHAT THE PRIORITIES ARE. AS WELL AS HIGH NEEDS PROFESSIONAL DEVELOPMENT DATA-DRIVEN DECISION-MAKING WHICH INCLUDES COACHING AND INSTRUCTIONAL SUPPORT, TARGETED SUPPORT FOR STUDENTS AND PROFESSIONAL DEVELOPMENT AS WELL. SOME OF THOSE KEY STRATEGIES WILL INCLUDE SECONDARY MATH INTERVENTION AS WELL AS ADDITIONAL TARGETED INTERVENTIONS THAT STUDENTS NEED AND MONITORING STUDENT PROGRESS. AND THEN UPPER GRADE TEACHERS WILL RECEIVE PROFESSIONAL DEVELOPMENT TO HELP THEM WITH THE FIRST BEST INSTRUCTION, AS WELL. WE HAVE A GOAL FOR MULTILINGUAL LEARNERS WHICH INCLUDES DEFINITELY ENGLISH LEARNERS. WE ARE LOOKING AT MULTILINGUAL LEARNERS AS WE HAVE STUDENTS LEARNING IN OTHER LANGUAGES WHO COME TO US WITH A VARIETY OF NEEDS, AS WELL. WE ARE LOOKING AT HOW WE ARE SUPPORTING OUR PARENTS AND THE PARENT ENGAGEMENT WE ARE PROVIDING TO HELP THEM HELP THEIR STUDENTS.
INSTRUCTIONAL SUPPORT HELPING DLI SUPPORTS WHICH WE CONTINUE TO EXPAND AND THINKING ABOUT HOW WE CAN SUPPORT THE DLI PROGRAM DISTRICTWIDE AND AT SCHOOL SITES, MONITORING ENGLISH LEARNER PROGRESS. WE DON'T PROVIDE SUPPORTS THEY NEED THEY WILL NOT IMPROVE, IMPROVING THOSE OUTCOMES FOR PROFESSIONAL DEVELOPMENT, ACCESS TO ORAL LANGUAGE AND THINKING OF WHAT WE DO TO TRANSLATE FOR FAMILIES TO MAKE SURE THEY UNDERSTAND AND BE ABLE TO BE SUPPORTED AS A TEAM, AS WELL. THESE ARE OUR METRICS WE WILL USE. YOU WILL FIND ALL OF THAT SPECIFICALLY IN THE LCAP. THE KEY STRATEGIES AGAIN, INCREASING PARENT ENGAGEMENT RESOURCES. OUR MPS TOA , THAT SUPPORT IS SOMETHING WE WANT TO MAKE SURE WE CONTINUE TO INCLUDE AND IMPROVE AND ENHANCE. DLI SUPPORT, MONITORING EL PROGRESS. INSTRUCTIONAL MATERIALS THAT MAY BE IN ADDITION, BUT SUPPORTING STUDENTS AND PROVIDING PROFESSIONAL DEVELOPMENT AND TRANSLATION STAFF. WINS D AROUND COLLEGE AND CAREER. I WILL SAY THIS IS AN AREA THAT STOOD OUT WITH OUR STUDENTS IN PARTICULAR, HIGH SCHOOL STUDENTS WANTING TO HAVE MORE INFORMATION AND ACCESS, KNOWING THE OPPORTUNITIES THAT ARE AVAILABLE FOR THEM AND MAKING SURE THAT IS DISTRICTWIDE AND GETTING BETTER AT THAT BEING MORE SYSTEMIC FOR US AND SPECIFICALLY YOU WILL NOTICE CTE PATHWAYS AS WE EXPAND CTE PATHWAY. DUAL ENROLLMENT, AT LEAST ONE OF OUR STUDENTS IN THE STUDENT ADVISORY THAT GRADUATED BOTH WITH HIGH SCHOOL AND A DEGREE WE ARE PROUD OF HER WE WANT MORE STUDENTS TO BE ABLE TO DO THAT. ALSO ACCESS TO AP AND IB COURSES AND AVID, AVID IS A PRETTY BIG CONFERENCE A PROGRAM WE'RE TRYING TO EXPAND. SOME ELEMENTARY SCHOOLS ARE ALSO EXPANDING INTO AVID SO THAT INCLUDES TRAINING FOR THEM AND PROGRAM SUPPORT. AND THEN INFORMATION ABOUT POST SECONDARY OPTIONS AND SUPPORT FOR STUDENTS WITH APPLICATIONS AND FAFSA SUPPORTS. WITH THAT I WANT TO SAY SHOUT OUT TO FONTANA HIGH SCHOOL THAT DID SOME WORK AND WE WANT TO CONTINUE TO GET THAT BETTER ACROSS ALL HIGH SCHOOLS RELATED TO FAFSA AND HOW WE SUPPORT THAT. WE ALSO WANT TO ADDRESS THE GRADUATION RATES FOR STUDENTS WITH DISABILITIES SPECIFICALLY. SO WE HAVE ACTION FOR THAT AND HAVING ACCESS TO BROADER CHALLENGING. AS WE LOOK AT HIGHLIGHTED STRATEGIES FOR THE CTE WE WANT TO THINK ABOUT HOW WE CAN BETTER SUPPORT STUDENTS WITH STAFF , INSTRUCTIONAL MATERIALS AND SUPPLIES, AS WELL AS MORE OPPORTUNITIES FOR DUAL ENROLLMENT AND WE NEED STAFF TO SUPPORT THAT AND WHAT OTHER SUPPORTS WE HAVE FOR AP AND IB.
AVID SUPPORTS WHICH INCLUDE COLLEGE FIELD TRIPS AND HAVING STUDENTS AND FAMILIES UNDERSTAND THE POST SECONDARY OPTIONS. DIVIDING SUPPORT WE CAN WITH COLLEGE EXAMS, APPLICATIONS, FINANCIAL AID, WE WANT SCHOLARS TO KNOW WHAT'S
[00:40:04]
AVAILABLE TO THEM AND THEIR FAMILIES. THERE'S A LOT OF INFORMATION AND WE WANT TO MAKE SURE THEY HAVE THAT. ALSO TRAINING TO SUPPORT STUDENTS WITH DISABILITIES TO INCREASE GRADUATION RATES. WHEN WE SAY ALL WE MEAN ALL. AND THEN SUPPORTING BROAD AND CHALLENGING COURSES OF STUDY WHICH INCLUDE THE WORKAROUND ETHNIC STUDIES, AS WELL. SO, GO 1 E THE EQUITY MULTIPLIER , THEY ARE WORKING SPECIFICALLY WITH SCHOOL SITE COUNCIL AND EDUCATIONAL PARTNERS AT THE SCHOOL SITE TO APPROVE EFFECTIVE LEARNING AND DECREASE SUSPENSION. SO THAT IS THEIR FOCUS. YOU WILL SEE THAT AGAIN THERE. SPECIFICALLY AROUND ACADEMIC AND SEL AND BEHAVIOR SCORES. GOAL TWO IS AROUND ENGAGING IN POSITIVE LEARNING ENVIRONMENTS SO YOU WILL NOTICE SCL THROUGH HAVING TIERED SUPPORT FOR STUDENTS AS WELL AS ALTERNATIVE LEARNING PROGRAMS, MAKING SURE WE HAVE INCLUSIVE SCHOOL ENVIRONMENTS, COUNSELING SERVICES, COMMUNITY SCHOOLS WHICH WE ARE ADDING THIS YEAR AND THEN PROFESSIONAL DEVELOPMENT ANYTHING ABOUT HOW WE SUPPORT THE MOST VULNERABLE STUDENTS. THERE ARE SOME HIGHLIGHTED STRATEGIES HERE. ELEMENTARY COUNSELORS CONTINUE TO THINK ABOUT HOW WE CAN BEST USE THEM TO SERVE STUDENTS WITH SCL SUPPORT AND THEN COMMUNITY STAFFING AND PROGRAM SUPPORT WE NEED TO HAVE THERE. ALL PROFESSIONAL DEVELOPMENT TARGETING AND LEADERSHIP DEVELOPMENT FOR EQUITY, INCLUSION AND BELONGING. WE WOULD LIKE TO HIGHLIGHT FOOTSTEPS TO EXCELLENCE WHICH WE WILL DO TO HELP BUILD CAPACITY FOR STAFF AROUND EQUITY, DIVERSITY, INCLUSION AND BELONGING AND ALSO SOCIAL JUSTICE EXPANDING THAT. WE HAVE BEEN ENGAGED IN THOSE SERIES. AND ANY INSTRUCTIONAL MATERIALS LIKE THE SUPPLY CLOSET WE HAVE FOR FOSTER YOUTH IN PARTICULAR AND LOW-INCOME STUDENTS. BIG AREAS FOR US ARE ATTENDANCE AND SUSPENSION WE WANT TO HAVE STRONG AND INCLUSIVE SCHOOL ENVIRONMENT TO HELP SUPPORT STUDENTS. AND THEN HAVING THAT SENSE OF BELONGING. WE NEED TO APPROVE ATTENDANCE AND THAT INCLUDES CHRONIC ABSENTEEISM RATES. ALSO INCLUDED IN THIS GOAL IS POSITIVE BEHAVIOR AND INTERVENTION SYSTEMS WE HAVE AT EACH SCHOOL AND WE HAVE SOME SCHOOLS THAT ARE SHINING. YOU WILL NOTICE ON THE WEBSITE WE HAVE SOME THAT HAVE BEEN AWARDED AWARDS FOR THEIR WORK IN THAT AND WE WILL CONTINUE THAT. AND THEN TRANSPORTATION WHICH IS HUGE FOR STUDENTS. WE WANT TO REDUCE BARRIERS TO COME TO SCHOOL AND BEING AT SCHOOL ON TIME FOR STUDENTS SO WE HAVE INVESTED IN TRANSPORTATION. WE WANT TO INCREASE OR DECREASE SUSPENSION RATES FOR STUDENTS AND WE HAVE SOME SPECIFIC GROUPS FOR ATTENDANCE AND SUSPENSION THAT WE HAVE IDENTIFIED THAT WE NEED TO FOCUS ON. STUDENT LEADERSHIP AND BELONGING WITH ACCESS TO CO-CURRICULAR ACTIVITY. EXPANDING THINGS LIKE PE AND I THOUGHT IT PROGRAMS AS WELL. LET ME SEE IF I MISSED ANYTHING ON THIS ONE. I CONCLUDED THOSE IN THE FIRST SLIDE. ONE OF THE THINGS WE DO TO PROMOTE POSITIVE SCHOOL CONNECTIONS AT ELEMENTARY SCHOOL ARE THE RECESS SUPPORTS. 'S WE ARE HIGHLIGHTING THAT. THE NEXT ONE IS DISTRICT AND SCHOOL SAFETY AND WELL-BEING. SO AGAIN THAT WAS ONE OF THE PRIORITIES OF EDUCATIONAL PARTNERS. WE WANT TO MAKE SURE WE HAVE WELL-MAINTAINED SCHOOLS. ALL OF THE FUNDING AND RESOURCES , WE CANNOT DO IT ALSO WE HAVE SOME OTHER THINGS THAT WE CAN DO ADDITIONALLY, THINGS WE CAN PROVIDE. MENTAL HEALTH SUPPORT FOR STUDENTS, WELLNESS SERVICES AND SAVE SCHOOLS. WE HAVE SOME SAFETY TOOLS WE NEED TO USE AND WE NEED TO PROVIDE AS A RESOURCE AND THEN CYBER SECURITY WHICH IS REALLY IMPORTANT IN TODAY'S TIME AS WELL. SPECIFICALLY, THOSE DEVICES WE HAVE FOR THE RAPID RESPONSE HAVE AN EFFECTIVE, 2 B .4 IS HIGHLIGHTED IN THIS PARTICULAR ACTION OR GOAL AND ACTION. WE ALSO HAVE 2 B POINT 2 THINKING ABOUT SUPPORTING WITH SCL PRACTICES. PROVIDING CALM SPACES FOR THEM, STUDENTS WHO MAY SUFFER WITH TRAUMA , WE CAN SUPPORT THEM AS WELL. OUR LAST GOAL MAINTENANCE GOAL THREE IS THE COMMUNICATION AND[00:45:02]
COMMUNITY ENGAGEMENT GOAL AND FOR THIS GOAL WE WANT TO IMPROVE OUR FAMILY AND COMMUNITY CONNECTIONS. WE WANT TO BUILD SHARED LEADERSHIP BETWEEN THE DISTRICT AND COMMUNITY PARTNERS. PARTNERSHIP WITH THEM IS, TWO-WAY COMMUNICATION AND CELEBRATE DIVERSITY AND BELONGING AS WELL AS PROVIDE PROFESSIONAL DEVELOPMENT FOR STAFF. TO DO THAT SOME HIGHLIGHTED STRATEGIES ARE THINGS LIKE CONTINUING COFFEE WITH COMMUNITY AND SUPERINTENDENT.ALSO ANY OF THE FAMILY RESOURCE CENTERS WE HAVE TO HELP TO BRIDGE BETWEEN THE DISTRICT AND SCHOOL, PARENT COMMUNITIES. WE WANT TO PROVIDE SUPPORT FOR PARENT ADVISORIES WHICH ARE ESSENTIAL AS PARTNERS TO THE REAR DOING AND SHARED DECISION-MAKING. HAVING PARENT WORKSHOPS AS WELL AS CAN VACATION RESOURCES THAT WE HAVE WITH THOSE PLATFORMS WE HAVE TO COMMUNICATE. AND THEN CELEBRATING DIVERSITY IN OUR COMMUNITY THROUGH CULTURAL EVENTS AS WELL AS PROVIDING PROFESSIONAL DEVELOPMENT TO STAFF, SPECIFICALLY AROUND HOW WE CAN BETTER ENGAGE FAMILIES. ALL RIGHT. SO, THOSE WERE OUR GOALS, THAT'S A LOT SO THAT'S WHY THE DOCUMENT IS SO HUGE. IT ALSO DOES EXPLAIN EACH ONE OF THE ACTIONS. WHAT WE WILL DO IS CONTINUE COMMUNITY INPUT. ANY INPUT WE HAVE THROUGH THIS FRIDAY TO BE ABLE TO THEN BRING IT BACK FOR ADOPTION ON JUNE 19. OUR COUNTY OFFICE DOES HAVE TO APPROVE AFTER ADOPTED SO WE WILL SEND IT TO MAKE SURE WE HAVE COMPLIED WITH ALL STATE REQUIREMENTS. WE HAVE THE DOCUMENT GOING BACK AND FORTH SO WE SHOULD NOT HAVE SURPRISES , SOME THINGS TO TIGHTEN UP AND THEN WE WILL POST ON OUR WEBSITE JULY 1 WORKING ON THE TRANSLATION, AS WELL. AND THEN IMPLEMENTATION, THIS IS WHERE THE HARDWARE CABINS WHERE WE IMPLEMENT ACTIONS AND VIEWING METRICS TO MAKE SURE WE ARE DOING WHAT WE NEED TO DO FOR OUR STUDENTS. ARE THERE ANY QUESTIONS?
>> QUESTIONS, YOU HAVE QUESTIONS, I CAN SEE THAT. YOU WILL FIRST. SPOT FIRST, THANK YOU FOR THE PRESENTATION. I CAN SEE THIS TOOK A LOT OF TIME. SO THANK YOU FOR BEING HERE AND FOR YOUR WORK. I'M GOING TO NARROW IT DOWN AND THE REST I WILL EMAIL. SPECIFICALLY SPEAKING TO THE INVOLVEMENT OF FAMILIES WITH STUDENTS WITH SPECIAL NEEDS OR DISABILITIES, I DO NOT SEE TOO MUCH INVOLVEMENT. I DID SEE THE SELF-ADMINISTERED ARE PROVIDED 'S PERSPECTIVE, BUT FAMILIES I KNOW THEY CAN JOIN THE EDUCATIONAL PARENT COMMITTEE AND I UNDERSTAND THERE ARE PLACES, BUT IS THERE MORE OPPORTUNITY THAT I MISSED OR IS THAT AN AREA OF GROWTH?
>> THAT COULD BE AREA OF GROWTH AND WE ALSO HAVE CAC WHICH IS
SPACE FOR THAT TO HAPPEN. >> CAN A PIGGYBACK ON THAT REAL QUICK? IN THE LCAP DOCUMENT WHEN YOU TALK ABOUT THE LEADERSHIP COMPONENTS OF THE DISTRICT, YOU HAD , BUT CAC WAS NOT MENTIONED. I THINK IT IS IMPORTANT TO NOTE THAT BECAUSE
I HAVE THAT IN MY QUESTIONS. >> IT IS ON THERE.
>> IT WAS ON THE SPECIAL-EDUCATION SIDE BUT I FEEL IT NEEDS TO BE CALLED OUT. EVERY LEADERSHIP PARENT COMPONENT WE HAVE BE CALLED OUT IN THE SAME SPACE. IF WE TALK ABOUT BEING INCLUSIVE, I KNOW IT'S IN THE SECTION OF SPECIAL EDUCATION, I SAW IT THERE. WHEN WE TALK ABOUT PARENT LEADERSHIP COMMITTEES . IT DID NOT SAY CAC SO I FEEL WE ARE NOT BEING INCLUSIVE IN THAT SPACE. THANK YOU.
>> PERFECT. I WOULD LOVE THAT, EXCELLENT. AND SPECIFICALLY SPECIAL NEEDS STUDENTS PAGE 46 OF THE LARGER DOCUMENT, THE 252 PAGE. GOAL 1.5 ARTS EDUCATION. OF COURSE I WANT TO BE RESPECTFUL OF THE WORK AND THE COMMITTEE AND ALL OF THOSE INVOLVED, BUT ARE WE ABLE TO ADD IN SPECIAL NEEDS STUDENTS AS WELL? I KNOW THAT HAS BEEN BROUGHT TO US. I KNOW WE WERE INCLUDING SPECIAL NEEDS STUDENTS, BUT TO CALL IT OUT DIRECTLY IN LCAP, FOR ARTS EDUCATION BECAUSE EVERYONE ELSE
IS LISTED. >> AT THE BEGINNING OF THE PRESENTATION WE SPECIFICALLY HAVE TO CALL OUT THOSE WHO GENERATE THE FUNDS AND THOSE WE MUST SERVE, BUT WE ALSO RECOGNIZE WHERE THERE ARE GAPS IN ACHIEVEMENT AND CALLING OUT STUDENT GROUPS BY SCHOOL SITE OR DISTRICT. WE NEED TO ADDRESS
[00:50:03]
THOSE. SO WHERE THIS FITS INTO ADDRESS ALL STUDENT GROUPS BECAUSE ARTS DOES SUPPORT ALL STUDENT GROUPS OUT THERE. WE CAN BE MORE INTENTIONAL IF THAT'S WHAT YOU ARESUGGESTING. >> WHAT I AM HEARING, I UNDERSTAND THE SUPPLEMENTAL FUND WHY IT IS THOSE SPECIFIC GROUPS SO IT'S INTENDED TO BE THOSE GROUPS AND ALL OTHERS?
>> YES. YOU CAN SAY THAT, BUT WHAT'S WRITTEN IN THE LCAP, YOU DON'T NECESSARILY SEE THE OTHER PLANTS, YOU DON'T SEE THE ARTS EDUCATION PLAN BECAUSE IT COMPLEMENTS WORK IN THE LCAP. MULTIPLE THINGS ARE HAPPENING AT THE SAME TIME INCLUDING THE WORK GOING ON AT CAC AND THE LOCAL PLAN THEY
JUST ADOPTED. >> I KNOW WE HAVE BEEN INTENTIONAL TO INCREASE ENGAGEMENT OF PARENTS. WE HAVE A LOT MORE PARTICIPATION IN THE CAC AND I DO KNOW WE HAD A GROUP OF CAC PARENTS PARTICIPATING IN THE DEVELOPMENT OF THIS. WE HAD TWO LIKE THE CHAIR AND COCHAIR, THEY ATTENDED ALL THE MEETINGS. SO LIKE YOU SAID IT'S SPEAKING TO WHAT THE SUPERINTENDENT AND BODY WAS DISCUSSING. WE HAVE MORE INVOLVEMENT WITH SPECIAL NEEDS PARENTS IN CAC AND THEY'VE BEEN PART OF THE COMMITTEE. THIS IS ONE OF THE FIRST TIMES I HAVE SEEN THAT. AND THEN ALSO THERE IS THE MATRIX. FOR SOME OF THE OUTCOMES SPECIFICALLY FOR
STUDENTS WITH HIS ABILITIES. >> OKAY THANK YOU. I HAVE A COUPLE MORE, SHOULD I PAUSE TO LET OTHERS?
>> I WOULD SAY GET THROUGH IT. >> GOAL 1 D .7 I APPRECIATE FOCUS ON GRADUATION FOR STUDENTS WITH DISABILITY. I HAVE CONCERNS GRADUATION RATES FOR ENGLISH ENGLISH LEARNERS. I SEE IT BUT IT IS NOT CALLED OUT LIKE IT IS FOR STUDENTS WITH DISABILITIES. I DON'T KNOW IF THAT SOMETHING WE'RE THINKING DOWN THE LINE BECAUSE I SEE THE SUPPORT BUT I DON'T SEE IT CALLED OUT LIKE IT IS FOR STUDENTS WITH DISABILITIES.
>> IT IS INCLUDED IN 1 C. >> OKAY IT IS JUST NOT CALLED OUT. PAGE 129 GOAL 2 A .4. IT REALLY TALKS ABOUT HOW THE INCENTIVES ARE UTILIZED TO REINFORCE BEHAVIOR. I KNOW WHAT IT IS, I HAVE MY OWN THOUGHTS ABOUT PBIS I JUST DON'T KNOW IF THE WORDING , IT'S ROOTED IN BEHAVIOR AND IF THERE'S MORE TO PBIS THAN JUST REINFORCING BEHAVIOR. ALSO MY QUESTION SPECIFICALLY HIS REGULAR ASSESSMENTS OF PBIS TO ENSURE PBIS FIDELITY, WHAT DOES IT MEAN BY REGULAR? HOW OFTEN ARE WE ASSESSING? SOME SITES ARE PLATINUM AND SOME DON'T EVEN WANT TO HEAR THE WORD. SO I'M CURIOUS HOW WE ARE ASSESSING FIDELITY. I DON'T NEED THAT ANSWER NOW. THAT'S MORE OF A COMMENT. AND MY LAST PIECE IS WHILE I APPRECIATE 2.1 COUNSELORS, DEANS, I DID NOT SEE A LOT OF MENTAL HEALTH THERAPIST. I KNOW WE PARTNER AND WE HAVE REFERRALS FOR OUTSIDE PROVIDERS, BUT IS THAT SOMETHING WE ARE THINKING OF BRINGING MORE MENTAL HEALTH THERAPIST TO THE DISTRICT? THAT SOMETHING WE HAVE HEARD THERE IS A NEED FOR, BUT I DON'T SEE THAT IN THE PLAN. MAYBE THAT'S JUST DIALOGUE AND A COMMENT.
THANK YOU. >> I THINK MR. BAKER CAN
ADDRESS THAT. >> RIGHT NOW WE HAVE 12 THAT DO WORK IN THE DISTRICT AND THEY DO PROVIDE THE MENTAL HEALTH SUPPORT TO STUDENTS. WE ALSO HAVE A INTERN PROGRAM WE HAVE SOME INTERNS COMING OUT TO PROVIDE SUPPORT. I KNOW THERE IS NEW STAFF COMING ON BOARD AND A BIG THING IS WORKING TOGETHER TO ALIGN THE COUNSELING RESOURCES WE HAVE ALONG WITH MOTEL SUPPORT SO THAT WAY WE HAVE A ROBUST SYSTEM IN PLACE. WE DO HAVE 12 MEMBERS IN PLACE SO I THINK A LOT OF THIS IS LOOKING AT THE SERVICES WE HAVE AND EVALUATING
THE METRICS AND THE OUTCOMES. >> DO YOU HAVE ANY?
>> OKAY. THANK YOU, I KNOW WE TALKED A LITTLE BIT ABOUT YOUR LCAP AND I APPRECIATE THE WORK. I HAVE SEEN YOU TYPING AWAY AND I APPRECIATE WHAT YOU HAVE DONE. AS FAR AS ON WHAT YOU RECORDED. I WOULD LIKE TO KNOW, YOU MENTION AS FAR AS THE NUMBER OF STUDENTS IN THE CLASSROOM, DO YOU KNOW HOW MANY
[00:55:02]
THAT IS? LOOKING AT SMALLER CLASS SIZES. I LIKE TO THINK IT IS FIVE OR SEVEN OR 12 BUT THAT'S ME DREAMING. SO WHAT WERE YOU THINKING ABOUT WHEN YOU SAID CLASS-SIZE? THAT WASGOAL ONE, PAGE 28. >> HIGH-QUALITY STAFF MAINTAINING SMALLER CLASS SIZES.
>> MAINTAINING SMALLER CLASS IS ONGOING AND SPECIFICALLY SECONDARY OR ELEMENTARY? FOR ELEMENTARY. WOULD YOU LIKE TO
ADDRESS THAT? >> WHAT WAS THE QUESTION
SPECIFICALLY? >> WHAT THE SMALLER CLASS SIZE MEAN SPECIFICALLY, FIVE OR SEVEN WOULD BE GREAT.
>> SMALLER CLASS I TOOK IT AS SIZE.
>> GENERALLY SPEAKING SMALLER CLASS SIZES ARE IN THE 20S AS IT RELATES TO PROVIDING SUPPORT.
>> 20 WITH THE AID IN THE CLASSROOM?
>> IN SOME CASES. >> SOMETIMES WE HAVE SPECIAL NEEDS STUDENTS AS WELL SO THAT ADDS ANOTHER ADULT FOR THAT
STUDENT >> IN THOSE WE DO PROVIDE
ADDITIONAL SUPPORT. >> OKAY AND IN THAT CASE I AM THINKING BECAUSE I'VE BEEN TO A LOT OF ELEMENTARY CLASSES AND THE CLASSES ARE SMALL ENOUGH WHEN YOU INCLUDE BACKPACKS AND BOOKS AND EVERYTHING STACKED HERE AND THERE. I WOULD LIKE TO SEE IF WE WOULD CONSIDER EITHER LACES WHERE THE CHILDREN CAN HANG THEIR BACKPACKS MAY BE OUTSIDE OF THE CLASSROOM , IT'S MORE OF A SPACE THEY CAN WALK THROUGH VERSUS THE CLUTTER, THE CLASSES ARE SO CLUTTERED AND I UNDERSTAND WE WANT THEM TO LEARN AND THEY'LL HAVE LOOKS AND THE TEACHER HAS TO EITHER HAND OUT THE BOOKS, BUT I AM SAYING IF A CHILD IS IN A CLASSROOM AND THEY HAVE ANXIETY OF CLOSENESS, THE STUDENTS ARE RIGHT NEXT TO EACH OTHER AND WHEN YOU ADD THE BOOKS AND EVERY THING ELSE, I'M THINKING IF WE HAVE MORE KEVIN'S SPACE , I TALKED TO THE SUPERINTENDENT, BUT I KNOW SOME SCHOOLS ARE OLDER AND THERE IS NOT ENOUGH CABINETRY SO THAT MIGHT BE SOMETHING WE WANT TO CONSIDER OR, SOMETHING TO THINK ABOUT. UNIT BECAUSE I KNOW I DON'T LIKE CLUTTER. MY FAMILY CAN TELL YOU THAT. AS SOON AS I SEE SOMETHING IT GOES. YOU KNOWING THINKING I WENT TO A CLASSROOM AND YOU BARELY HAVE A LITTLE WALKING PATH. MAY BE A CHAIR WIDTH.
SOMETHING YOU HAD A FIRE AND THEY HAD A RUN THROUGH THERE WOULD PROBABLY TRIP OVER THINGS. SO I'M THINKING, JENNIFER PROBABLY KNOWS, SHE WAS A TEACHER OF ELEMENTARY STUDENTS AND SHE WOULD UNDERSTAND WHAT I'M TALKING ABOUT. THERE IS CLASSROOM MAY BE SMALLER CLASS WITH LESS STUFF IN IT. SOMETHING TO THINK ABOUT.
>> THANK YOU, THAT IS INFORMATION WE HAVE COMMUNICATED TO THE SITES, MANY HAVE MADE DECISIONS TO SUPPORT VARIOUS THINGS FROM BACKPACK HANGERS TO THE ROLLING ONES , SO ALL SCHOOLS ARE DIFFERENT, BUT THEY DO HAVE SITE FUNDING THEY CAN ALLOCATE TO SUPPORT THOSE DECISIONS. WE WILL
CONTINUE TO REINFORCE THAT. >> ONE LAST ITEM PAGE 36. I KNOW BOARD MEMBER PEREZ TALKED ABOUT THAT. 1 D 6. FINANCIAL LITERACY. STUDENTS LEARNING ABOUT FINANCIAL LITERACY BEFORE THE GRADUATE TO MAY BE EITHER LEARN HOW TO BALANCE A CHECK OR RENT AN APARTMENT OR WHATEVER THEY MAY BE DOING IN THE FUTURE. THAT'S WHAT I WAS THINKING. WE NEED TO PREPARE STUDENTS WHEN THEY LEAVE OUR HOMES.
>> THANK YOU, MR. PEREZ? >> MICHAEL QUESTION REGARDING LATE START. BECAUSE OF WHAT YOU REPORTED HAVE WE SEEN ANY DIFFERENCES WITH IT? THAT WAS A MAJOR CONCERN TO SAY IT DID NOT PROVIDE RESULTS THAT IT WAS INTENDED TO. IT WAS DECREASING WERE NOT HAVING ANY CHANGE SO I AM WONDERING, I KNOW I HAVE ASKED FOR IT TO BE EVALUATED. IF WE CAN GET AN UPDATE BECAUSE THAT DOES PLAY A FACTOR INTO THE UNDERSCORING IN ADDITION TO THE CLASSROOM AND THE LATENESS OF STUDENTS.
>> WE ARE LOOKING AT THE DATA NOW AS WE WRAP UP THE YEAR WE ARE LOOKING AT ATTENDANCE. I WAS ABLE TO SHARE FRESH OFF MY SCREEN. IN TERMS OF ATTENDANCE AND ALSO THE ACADEMIC FEEDBACK WE ARE GETTING , SO ALL OF THAT WILL FILL IT IN, BUT WE DID A MIDYEAR CHECK ON YOUR QUESTION AND PRIORITY, IT DID APPEAR TO MATCH THE INFORMATION YOU'RE RECEIVING. WE WILL SEE AT THE
END OF THE YEAR. >> AND THEN AT THE END OF THE
[01:00:03]
YEAR , IF WE WOULD SUPPORT IT BECAUSE I THINK THIS IS A LOT OF GOOD INFORMATION . THAT'S GOING TO BE A VERY HOT TOPIC.THEY ARE ALREADY DISCUSSING HAVING MORE LOCAL CONTROL REGARDING DISTRICTS AND CHOOSING IF THEY WANT TO PARTICIPATE IN LATE START OR NOT, THAT'S IT, THANK YOU.
>> ALL RIGHT. THANK YOU FOR THE PRESENTATION THIS EVENING.
THANK YOU FOR YOUR SUPPORT. I KNOW YOU ALL WERE PULLED FROM DIFFERENT SPACES TO COME TOGETHER TO DO THIS AND I KNOW THIS LCAP IS NOT EASY TO DO. JUST WANT TO SAY THAT FIRST OF ALL. EARLIER TODAY I DID ASK IF IT WAS POSSIBLE TO PROVIDE THE DRAFT IN SPANISH. I KNOW IT IS TRANSLATED AT FINAL ADOPTION, BUT IF WE ARE GOING TO BE TRUE TO BEING INCLUSIVE AND HEARING FROM OUR COMMUNITY, I BELIEVE THAT SPANISH VERSION NEEDS TO BE DONE PRIOR TO THE ADOPTION. THAT'S JUST AN OPINION. I'M HOPING WE USE THAT AS BEST PRACTICE TO CONTINUE TO GIVE FEEDBACK FROM STAKEHOLDERS. JUST THAT ONE COMMENT. THE SECOND PIECE WHICH WOULD TIE INTO LITERACY GOAL ONE A , AND DID SEE PROVIDING PD FOR STAFF. BUT I WANT TO BE ABLE TO ALSO PROVIDE LITERACY OPPORTUNITIES FOR PARENTS AND IT IS BEYOND THE BOOK DAYS AT THE SCHOOL AND STUFF LIKE THAT. AN EXAMPLE IS NEIGHBORING DISTRICT DOWN TO THE WEST IN THE HIGH SCHOOL DISTRICT. HAS A PROGRAM WHERE THE PARENTS THIS YEAR WROTE A RECIPE BOOK AND THEY WROTE IT IN THEIR LANGUAGE, IN THEIR LITERACY SKILLS, PROVIDED THE RECIPE AND THE BOOK AND IT WAS PUBLISHED. AND IT WAS A BEAUTIFUL WAY TO ALLOW PARENTS TO BUILD ON THEIR CAPACITY TO READ AND WRITE, AND ALSO MENTAL HEALTH. ONE OF THE ASPECTS I GOT TO VISUALIZE WAS THE FACT THAT SOME PARENTS WHEN THEY SHARED THE RECIPE, AND HAD TO DEAL WITH EITHER CHILDHOOD TRAUMA OR CHILDHOOD POSITIVE EXPERIENCE. ONE WAY OR THE OTHER. IF IT WAS TRAUMATIC IT HAD TO BE WAYS THAT MAY BE PARENTS REARED THEIR CHILDREN WHERE THEY MAYBE DID NOT HAVE A CHILDHOOD BECAUSE THEY WERE CARING FOR YOUNGER SIBLINGS IF THEY WERE THE OLDER SIBLING OR THERE WAS A VARIETY OF THINGS THEY WERE ABLE TO WRITE ABOUT AND GET OFF THEIR CHEST. AND AT THE END OF THE DAY LEARN LITERACY SKILLS. I USE THAT FOR EXAMPLE. IT WOULD BE NICE TO SEE SOME EXAMPLES OF THAT IN OUR DISTRICT. I KNOW MICHAEL DOES AN AMAZING JOB BUT THAT MIGHT BE SOMETHING WE CAN BUILD ON TOGETHER. NOT JUST MICHAEL DON'T GET BY HIMSELF BUT WE KNOW FAMILY ENGAGEMENT IS CONNECTED IN EVERY FACET OF THE SYSTEM SO TEAMS CAN COLLABORATE. THAT WAS ONE OF MY COMMENTS. I HAVE A BUNCH OF POSTAGE BUT I WILL SKIP THROUGH A COUPLE. THANK YOU MR. VP. PAGE 12 , WE ARE CALLING OUT ACRONYM AND WORDING AROUND SOCIOECONOMIC DISADVANTAGED. AS ED, STUDENTS WITH DISABILITIES, ET CETERA. ON THE TWO OR MORE RACES IT WAS CALLED OUT AND ANOTHER SPACE. COM BUT IN THE DOCUMENT THEY ARE CAN WAS NOT THERE. SO SOMEONE'S LOOKING FOR THE ACRONYM IT'S NOT THERE. THAT'S JUST A TYPO.
ALSO, ON PAGE 16 WE TALK ABOUT SOME OF THE SUPPORTS WE DO FOR STUDENTS AROUND MENTAL HEALTH AND I THINK THE DISTRICT IS A REALLY GOOD JOB PARTNERING WITH OTHER ORGANIZATIONS LIKE THE MEDICAL CENTER TO PROVIDE ALCOHOL PREVENTION AND INTERVENTION. THAT COULD BE CALLED OUT IN THE LCAP. JUST BECAUSE IT IS PART OF THE SUPPORT SYSTEM FOR THE DISTRICT AND I KNOW THAT MIGHT NOT BE JUST SOMETHING PEOPLE REMEMBER, BUT I KNOW CRAIG, YOUR OFFICE WORKS WITH THEM A LOT.
PARTICULARLY AT THE MIDDLE SCHOOL'S SO I THOUGHT THAT COULD BE ADDED AS A RESOURCE OR BONUS TO THE WORK WE DO. I ALREADY TALKED ABOUT CAC SO THAT HAS BEEN MENTIONED AND YES, GOT THAT. AND I THINK I MAY BE GOOD FOR NOW. I DID READ ALL 255 PAGES MINUS THE DESCRIPTIONS IN THE EXAMPLES
[01:05:07]
AND DIRECTIONS OF THE TEMPLATE. SO, MR. ARMENDAREZ FROM NEBRASKA ANYTHING YOU WOULD LIKE TO ADD?>> YEAH, I WANTED TO THANK EVERYBODY WHO PARTICIPATED IN THE WORK. ONE OF THE QUESTIONS I DID HAVE. IF WE CAN GET A LITTLE MORE INFORMATION ON , I DID UNDERSTAND WE HAD A LOT OF STUDENTS EXPRESSING CONCERN WITH SITE SAFETY. I WOULD LIKE TO KNOW MORE ABOUT THE ACTUAL ISSUES THAT THEY'RE TALKING ABOUT WITH SITE SAFETY AND ALSO FOCUSING ON OUR STAFF SAFETY, AS WELL. AND HOW TO IMPLEMENT THOSE, TO FOCUS ON THAT IN THE LCAP.
I KNOW THERE WAS A COUPLE OF PROGRAMS THAT WE WOULD BE LOOKING AT, IF WE LAY THOSE OVER WITH THE PROGRAM LOOKING ON EXPANSION OF THAT AND IF THEY ADDED THAT TO ENSURE WE HAVE FUNDS FOR THAT PROGRAM, THAT HAD GOTTEN DRAGGED ACROSS OVER THE YEAR. SO, JUST CURIOUS IF WE CAN GET INSIGHT ON THAT.
>> WE WILL LOOK INTO THAT, THANK YOU.
>> OKAY. I DID FIND ONE MORE POST-IT NOTE. I LOVE THE FACT THAT WE ARE ADDING DUAL ENROLLMENT. I KNOW THAT HAS BEEN HER FOUNDATIONAL WORK IN WANTING DUAL ENROLLMENT SO I LOVE IT IS STEPPED OUT. I WOULD LOVE TO SEE A STEPPED OUT PLAN LIKE WE DID WITH ART AND EDUCATION FOR THE DUAL ENROLLMENT SO WE CAN SEE THAT COLLECTIVELY. I KNOW MS. SANDOVAL HAS ALWAYS BEEN ON A PEDESTAL MAKING SURE THAT HAPPENS, BUT I WOULD LIKE TO SEE A STEPPED OUT PLAN FOR
THAT. >> YOU GOT IT, WE'RE WORKING ON THAT AND IT'S LOOKING GOOD.
>> THANK YOU, ANY OTHER CONCERNS OR QUESTIONS?
>> SO ANOTHER THING AND I WAS THINKING AS EVERYONE ELSE WAS SPEAKING WHEN WE TALK ABOUT STUDENTS BEING LATE, AS ADULTS WHEN WE ARE ON THE WAY TO WORK WHY WOULD WE BE LATE? WE DON'T HAVE TRANSPORTATION, THE CAR DECIDED TO DIE THAT MORNING AND I BELIEVE I TALKED WITH THE SUPERINTENDENT. HOW COULD WE EXPAND TRANSPORTATION MAP VERSUS TWO BLOCKS OVER OR THREE, BECAUSE I KNOW THE STATE HAS SO MANY MILES PER AGE GROUP. ELEMENTARY 2 MILES. HIGH SCHOOL, EVEN LESS. SO THAT'S WHAT I WAS THINKING. CAN WE LOOK INTO SOMETHING LIKE THAT OR PERHAPS STUDENTS WALK ONE OR TWO BLOCKS OVER TO CATCH THE BUS OR DO WE OFFER PUBLIC EDUCATION BECAUSE THEY ARE STUDENTS UNABLE TO CATCH MAYBE THE OMNIBUS OR WHATEVER THAT MIGHT BE. LET'S LOOK INTO THAT. I HAVE BEEN AT THE HIGH SCHOOLS IN THE MORNING WHEN I HAVE TO MEET WITH THE PARENT GROUP AND EVERY MORNING AND I KNOW IT'S THE SAME ACROSS THE BOARD. THERE IS AT LEAST 10 OR 15 KIDS IN LINE TRYING TO GET TO SCHOOL. THEY'VE ALREADY MISSED 20 OR 30 MINUTES OF THEIR FIRST PERIOD AND I'VE SAID IF YOU'RE NOT IN A SEAT YOU'RE NOT LEARNING SO THAT WOULD BE SOMETHING TO LOOK AT.
IS THERE SOMETHING ELSE WE CAN DO , MAYBE, I DON'T KNOW, PUT OUT A CARPOOL. I KNOW PARENTS DO CARPOOLS SO MAYBE ADD THAT KID TO THE LIST. I DON'T KNOW.
>> THANK YOU. SOMETHING WE WILL CONTINUE TO STRENGTHEN THAT WILL ADDRESS THIS IS TO IDENTIFY THROUGH ACADEMIC AND BEHAVIORAL THE ROOT CAUSE FOR SOME STUDENTS THING LATE. IS IT BECAUSE THEY NEED BUS TRANSPORTATION? IS IT BECAUSE THERE IS NOT ANYONE HOME TO GET THEM GOING, BUT THE GOAL WITH TEAMS WORKING WITH STUDENTS AND FAMILIES TO FIND THE ISSUE.
BEFORE WE ASSUME ONE WAY OR ANOTHER BECAUSE IF THAT IS A PROBLEM FOR EXAMPLE WE IDENTIFY TRANSPORTATION PROBLEMS THEN WE WERE QUICKLY WITH BUSINESS SERVICES TO INCREASE PROXIMITY, GET THEM A BUS PASS, WHATEVER THE SOLUTION IS , WE RALLY AROUND THAT. THANK YOU FOR BRINGING THAT UP.
>> ALL RIGHT, THANK YOU COLLEAGUES. SO, THANK YOU AGAIN FOR THE PRESENTATION. I WILL NOW GO INTO OUR OFFICIAL PUBLIC
[01:10:02]
HEARING SEGMENT OF TODAY'S PRESENTATION. NOW IS THE TIME AND PLACE FOR THE PUBLIC HEARING ON LCAP. THE TIME IS 7:46 P.M. AND SUPERINTENDENT ANYBODY, DO WE HAVE PUBLICCOMMENTS? >> THERE ARE ZERO PUBLIC
COMMENTS. >> OKAY. HEARING WITH NO FOR THE, ZYDECO THE PUBLIC HEARING IS NO CLOSED. I SHOULD DO MY OFFICIAL AND THE TIME IS 7:46.
P.M. OKAY ITEM 3.4 BUSINESS SERVICES PUBLIC HEARING PROPOSED BUDGET 2024 -25 SCHOOL YEAR. EDUCATION CODE FOR 2103 REQUIRES DISTRICTS HOLD PUBLIC HEARING ON THE PROPOSED BUDGET ON OR BEFORE JULY 1 OF EACH FISCAL YEAR ENDED UP FINAL BUDGET REPORTS AFTER THE PUBLIC HEARING HAS BEEN HELD, EDUCATION CODE FOR 2127 A 2 B REQUIRES THE FOLLOWING FOR PUBLIC REVIEW AND DISCUSSION. MINIMUM RECOMMENDED RESERVE ECONOMIC UNCERTAINTY FOR THE BUDGET AND TWO SUBSEQUENT FISCAL YEARS. TWO COMBINED ASSIGNED AN UNASSIGNED ENDING FUND BALANCES EXIST AT MINIMUM RECOMMENDED FOR EACH FISCAL YEAR IDENTIFIED IN THE BUDGET AND STATEMENT OF REASON THAT SUBSTANTIATES NEED FOR ASSIGNED OR UNASSIGNED ENDING FUND BALANCE IN EXCESS OF AN AMENDED RECOMMENDED FOR EACH FISCAL YEAR CONDITIONS EXIST AT THIS TIME THE FLOOR GOES TO MS. SUPERINTENDENT INTRODUCE OUR SPEAKER FOR THE BUDGET
PRESENTATION. >> THANK YOU AND GOOD EVENING AGAIN. I WANT TO START BY GORGING EXECUTIVE DIRECTOR WORKING IN CLOSE PARTNERSHIP IN DEVELOPING LCAP SO YOUR WORK IS CRITICAL TO WHAT'S ABOUT TO BE PRESENTED AND WE APPRECIATE YOU AND YOUR NEW PARTNER OVER THERE. THANK YOU FOR JOINING US THIS EVENING. WITH THAT UPDATE ON OUR ON OUR PROPOSED BUDGET FOR THE 2425 SCHOOL YEAR IN TERMS OF LCAP.
>> THANK YOU THANK YOU FOR POINTING OUT , WITHOUT THEM NONE OF THIS WOULD BE POSSIBLE. SO I APPRECIATE ALL THE WORK THEY DO. AS WE WORK THROUGH THE YEAR IT HAS BEEN VERY DIFFICULT BECAUSE OF THE FACT THAT THE PROPOSITION 98 FUNDING AT THE STATE LEVEL HAS BEEN GOING UP AND DOWN THE HALL YOUR. IN TRYING TO PLAN BECAUSE OF THE STATE MOVING THE DEADLINE FOR TAXES TO OCTOBER, FOR THE 23 OR 23-24 THEY HAD TO ESTIMATE REVENUES. AND SO, DID NOT END UP DOING A VERY GOOD JOB WITH THAT. SO WE HAVE HAD ALL KINDS OF CHANGES AND, THIS PARTICULAR SLIDE SHOWS THE TOP LINE, FIRST INTERIM SO THESE WERE REVENUES WE THOUGHT WE WERE GOING TO GET IN THE FIRST INTERIM 23-24 THROUGH 25-26. THEN WE DID SECOND INTERIM , FIRST WE COME TO THE BOARD IN DECEMBER, SECOND WE COME TO THE BOARD IN MARCH, BY MARCH THE LOWER DOTTED LINE IS WHAT WE WERE WORKING WITH. AND NOW WE ARE AT THE POINT WHERE WE ARE ADOPTING THE BUDGET AND IT IS THE SOLID LINE WHICH IS A LITTLE ABOVE WHAT WE THOUGHT WE WOULD GET AT THE SECOND INTERIM. SO THE BUDGET IS NOT ACTUALLY APPROVED AT THE STATE LEVEL BUT IT KEEPS GOING BACK AND FORTH AND WE ARE NOT SURE WHERE IT IS GOING TO FALL. THE STATE IS PROVIDING 1.07% COLA WHICH IS WHY WE SEE THE JUMP FROM SECOND INTERIM BECAUSE AT SECOND INTERIM THEY SAID .76, NOW IT IS 1.07. SO THAT'S WHAT WE HAVE BUILT THE BUDGET ON AND THEY ARE ALSO APPLYING THAT TO THE EQUITY MULTIPLIER AND EACH OF THESE STATE CATEGORICAL PROGRAMS. WHAT IS NOT IN THE MAY REVISION FROM THE GOVERNOR, AT THAT TIME HE DID NOT INCLUDE DEFERRALS FOR REVENUE. WE GET THE APPORTIONMENT MONTHLY, SOMETIMES THEY WILL DELAY APPORTIONMENT FOR THE STATE TO LOOK BETTER ON PAPER. AT THE TIME HE DID NOT PROJECT DEFERRAL IN THE MAY REVISION WITH NO REDUCTIONS TO THE CORE KAY-12 PROGRAMS WITH NO RELIEF FOR THE RATIOS TAKING EFFECT 25-26 WILL DROP FROM 12 TO 1
[01:15:05]
DOWN TO 10 TO 1. SO NOBODY WILL BE TRIPPING IN THOSE CLASSROOMS. THE GOVERNOR PROP 98 FOR THE GOVERNORS MAY REVISE THE JANUARY PROPOSAL INCLUDING WHAT PEOPLE ARE CALLING PROP 98 MANEUVER. WHAT THE MANEUVER WAS, WAS WHEN THE REVENUES CAME IN FROM THE STATE , PART OF IT WAS ASSOCIATED WITH THE 22 2223 SCHOOL YEAR WHICH DROPPED REVENUES BY CALCULATING PROP 98 WE SHOULD HAVE HAD $8.8 MILLION LESS FROM WHAT WE RECEIVED IN THE YEAR THAT JUST ENDED. SO THE GOVERNOR WITH GOOD INTENTIONS WANTED TO KEEP THIS HOLE AND NOT GO BACK AND TAKE THE MONEY SO HE PROPOSED KEEPING US HOLE. FINANCING THIS 8.8 BILLION OVER FIVE YEARS USING GENERAL FUND REVENUE.HOWEVER, ONE OF THE REQUIREMENTS OF PROP 98 IS IF GENERAL FUND REVENUES ARE USED FOR EDUCATION, THAT DOLLAR AMOUNT HAS TO BE INCLUDED IN THE PROP 98 CALCULATION FOR THE OUT YEARS. SO WHAT WAS HAPPENING IS EDUCATION WHAT I LOST 8.8 EDUCATION WHAT I LOST $8.8 BILLION EVERY YEAR OVER ONGOING. SO THAT'S WHY CTA, CS BE A THREATENED TO SUE. THE GOVERNOR HAS SETTLED WITH CTA. INCLUDING 6.2 BILLION MINIMUM GUARANTEED PROP 98 FUTURE YEARS PAID BACK AS ONE-TIME FUNDING THAT WILL COME BACK. IT SUSPENDS PROP 98 IT SUSPENDS PROP 9823-24 BECAUSE WITHOUT DOING THAT THEY WOULD'VE HAD TO PUT THE MONEY BACK IN AND IT SAVES THE STATE 5.5 BILLION. IN ORDER TO PAY BACK THE ADDITIONAL, HE WITHDRAWS MONEY FROM PROP 98 RESERVE TO MAINTAIN THE FUNDING IN 23-24 TO THE ADJUSTED LEVELS FOR COLA 24-25. IN DOING THAT THEY HOLD DEFERRALS OVER THE NEXT THREE YEARS WERE FROM 22-23, 23-24 AND 24-25. SO TAKING JUNE 30 FOR THE JUNE DEFERRAL AND PAYING IN JULY IT'S REALLY JUST ON PAPER. IT WILL NOT IMPACT OUR REVENUE AND IT WILL NOT IMPACT OUR CASH AT ALL. SO IT SHOULD BE FINE IF THIS IS WHAT HAPPENS. WITH THE FINAL BUDGET. THE JOINT LEGISLATURE HAS A BOW BUT PROPOSAL , WHERE THE JOINT LEGISLATURE LEGISLATIVE BUDGET PROPOSAL IT PROVIDES 4.8 BILLION IN FUNDING ABOVE THE GOVERNORS REVISE.
THAT'S BECAUSE IT ASSUMES HIGHER ADDITIONAL TAX REVENUE THAN THE DEPARTMENT FINANCE FUNDING ALL THE GOVERNOR ONGOING EXPENSES INCLUDED IN THE MAY REVISE AND RETAINS 1.1 BILLION IN PROP 98 RESERVE. IT DIFFERS FROM THE SETTLEMENT FROM CTA SO THAT WILL NEED ADDITIONAL NEGOTIATION. IT DOES INCLUDE 1.07 COLA AND IN THE SPECIFIC PROGRAM AREAS THERE IS QUITE A BIT OF DIFFERENCE BETWEEN WHAT THE GOVERNOR PROPOSES AND WHAT THE STATE OR LEGISLATURE IS PROPOSING. SO THEY WILL BE DOING QUITE A BIT OF NEGOTIATION BETWEEN NOW AND JUNE 15. AS FAR AS THE BUDGET. MARCY DID A GREAT JOB LETTING YOU KNOW WHAT THE GOALS AND ACTIONS ARE IN THE LCAP SO THERE IS A BUDGET OVERVIEW FOR PARENTS. THE TOTAL REVENUES INCLUDED IN THE LCAP ARE $683 MILLION, 490 IS LC FF REVENUE.
121 IS OTHER STATE REVENUE. 11 MILLION LOCAL REVENUE AND 60 MILLION COMES FROM FEDERAL FUNDING. OF THAT, 430 OR 490 MILLION , 122 , 122 MILLION IS GENERATED BY FOSTER YOUTH, ENGLISH LEARNERS AND LOW-INCOME STUDENTS. SO THOSE ARE THE FUNDS WE GET CALLED SUPPLEMENTAL CONCENTRATION. AND THEN, TOTAL EXPENDITURES THE 24-25 BUDGET. 733 MILLION , THAT'S WHAT WE HAD WITH ALL FUNDING. 188 MILLION OF THAT
[01:20:08]
TIED TO ACTIONS AND SERVICES WITHIN THE LCAP AND 545 MILLION BUDGETED FOR THE BASE COST. BASE COSTS ARE TEACHER SALARY AND BENEFITS, GENERAL OPERATING COSTS, UTILITIES, SPECIAL EDUCATION, ROUTINE MAINTENANCE THOSE ARE SOME BASE COST, COST WE WOULD HAVE TO INCUR WHETHER WE HAD LOCAL CONTROL FUNDING OR NOT. AND THEN 23-24 BY WAY OF UPDATE IN 2311 20 FOR THE DISTRICT BUDGETED 133 MILLION PLANNED ACTIONS TO INCREASE AND IMPROVE SERVICES TO STUDENTS. WE HAVE ESTIMATED WHAT WE BELIEVE WILL END UP SPENDING FOR THE 2324 SCHOOL YEAR AND THE EXPENDITURE ESTIMATE IS 123 MILLION AND THE EXPENDITURE ESTIMATE IS $123 MILLION. ANY CARRYOVER IS RESTRICTED AND GOES BACK , INTO THE LCAP. FOR THOSE PLANNED ACTIONS. OUR SNAPSHOT OF ESTIMATED ACTUAL. WHICH IS WHERE WE THINK WE WILL END THE YEAR. 23-24. WE BELIEVE THE ENDING FUND BALANCE ON RESTRICTED GENERAL FUND WILL GO UP 27.6 MILLION. RESTRICTED PROGRAMS WILL SPEND DOWN 16.8 MILLION AND SO WE ANTICIPATE OUR TOTAL ENDING FUND BALANCE TO BE $334.2 MILLION. OUR 24-25 BUDGET SNAPSHOT IS A LITTLE BIT DIFFERENT. WE TALKED ABOUT AND WILL TALK ABOUT THE REVENUES. WE BELIEVE THAT OUR UNRESTRICTED DEFICIT AT THIS POINT DEFICIT AT THIS .50 $3.6 MILLION. RESTRICTED IS ESTIMATED AT THIS POINT AND A LOT OF TIMES THE RESTRICTED LOOKS LIKE IT MAY GO UP 3.4 IS BECAUSE WE HAVE NOT RECEIVED SOME OF THE BUDGETED EXPENDITURES AT THIS TIME. SO WE ANTICIPATE TOTAL ENDING FUND BALANCE WILL BE $283.8 MILLION. OUR TOTAL GENERAL FUND REVENUE , AS WE SAID BEFORE IS MADE UP MOSTLY OF OUR LCFF OF 72% WITH LOCAL REVENUES MAKING UP 2% AND THE ADOPTED BUDGET BECAUSE WE DON'T ADD INTEREST UNTIL IT IS RECEIVED SO WE DO ANTICIPATE THAT TO GO UP BY HOPEFULLY $10 MILLION. UNTIL WE SEE IT WE DO NOT RECOGNIZE LOCAL REVENUE. SO WHEN YOU LOOK AT ESTIMATED ACTUALS, THE PROPOSED BUDGET VERSUS. YOU CAN SEE THE DECREASE IN REVENUE 9.3 MILLION YOU CAN SEE THE DECREASE IN REVENUE $9.3 MILLION AND THAT COMES FROM THE FACT THAT WE HAVE HAD THESE ARTIFICIALLY INCREASED OR ARTIFICIALLY SUPPORTED ADA REVENUES. WHICH BASED ON SOME OF THE STUFF THE LEGISLATURE AND THE GOVERNOR HAVE ENACTED , WE'RE USING THE THREE-YEAR AVERAGE, BUT TO 24-25 IS WHEN THE THREE-YEAR AVERAGE NO LONGER HAS AN ARTIFICIAL INFLATION IN IT.>> THAT IS ROUGHLY BECAUSE WE HAD NOT -- AS I SAID, WE ALLOCATE THOSE WHEN THEY COME IN, SO I ANTICIPATE THAT WILL GO UP , AND IT LOOKS LIKE WE ARE DECREASING OUR REVENUES IN '24-'25. OUR GENERAL FUND EXPENDITURES, OF COURSE, IT IS CLASSIFIED AND OUR BENEFIT SALARIES, OUR BENEFITS THAT GO ALONG WITH THOSE SALARIES . MAKE UP THE BULK OF WHAT WE SPEND, WE ARE. PEOPLE ORIENTED ORGANIZATION, AND SO, THAT IS WHERE MOST OF OUR MONEY GOES. AS WE LOOK AT THE DIFFERENCE BETWEEN OUR ESTIMATED ACTIONS AND OUR PROPOSED BUDGET YOU CAN SEE THE CERTIFICATE AND CLASSIFIED SALARIES HAVE GONE UP, THAT IS BASED ON THE SALARY INCREASE THAT WE HAVE GIVEN.
ALSO, OUR HEALTH AND WELFARE WENT UP QUITE A BIT, BECAUSE WE HAD AN 11% INCREASE IN OUR HEALTH AND WELFARE. AND SO,
[01:25:02]
WHEN YOU THINK BACK TO THE $10 MILLION OR $14 MILLION LESS IN REVENUE AND $48 MILLION MORE IN EXPENSES , AS YOU CAN SEE WHY THAT DEFICIT SPENDING IS THERE. IN OUR MULTITIER PROJECTION, WE HAVE TO USE ASSUMPTIONS AS TO WHAT IS OUR FUNDED A.D.A. GOING TO BE . SO, YOU SEE AS YOU GO THROUGH THE YEARS THAT THERE IS A DECLINE IN THERE, WE WERE CONSERVATIVE IN OUR DECLINE, SO HOPEFULLY, WE WILL LEVEL OFF BEFORE WE HIT 28,000 HITS. AND 29-30. I BELIEVE ONCE WE BUILD SCHOOLS, KIDS WILL COME. THEY ARE NOT QUITE HERE YET, AND THERE IS CERTAINLY A LOT OF HOUSING GOING UP, SO I BELIEVE THAT WILL LOOK BETTER THAN WE HAD ANTICIPATED. AGAIN, YOU CAN SEE THAT HEALTH AND WELFARE, 11.5% INCREASE IN '24-'25. YOU CAN SEE THE EMPLOYEE RATES ALSO JUMPING UP. REALLY CLOSE TO 30% AT THAT POINT. AND OUR STATUTORY GOING OUT, YOU CAN SEE WE HAD THAT AND THEN ROUGHLY JUST HOVERING AROUND 3% AS WE GO OUT . SO, OUR MULTITIER PROJECTION, WHEN WE LOOK AT OUR DEFICIT SPENDING, WE, YOU KNOW, FOR '22-'23, WE GREW OUR BALANCE BY 105 MILLION. '23-'24, 10 MILLION YOU CAN SEE GOING OUT, IT IS ROUGHLY ABOUT 45 MILLION ON AVERAGE THAT IS DEFICIT SPENDING, SO THOSE ARE THINGS WE LOOK AT. RIGHT NOW, WE KNOW THAT WE ARE GOING TO HAVE MORE ATTRITION THAN WE NORMALLY DO, BECAUSE I DO BELIEVE THAT NOW WE HAVE SETTLED , PEOPLE WERE WAITING FOR THAT, SOME MAY CHOOSE TO RETIRE GOING FORWARD, KNOWING THAT THERE IS PROBABLY NOT GOING TO BE A LOT OF LARGE SALARY INCREASES IN THE FUTURE WITH 3%. SO, WE BELIEVE IT WILL LOOK BETTER AND WE WILL KNOW MORE AT OUR FIRST IN ROOM , ONCE WE SEE WHAT THE STATE ACTUALLY FINISHES THEIR BUDGET ON. SO, OUR ENDING FUND BALANCE, WE HAVE OUR COMPONENTS OF ENDING FUND BALANCE, WE ARE ESTIMATING OUR UNRESTRICTED AT 143 MILLION. RESTRICTED, 140 MILLION. WE HAVE COMMITMENTS OF $113 MILLION. BASICALLY, THOSE ARE ALL FOR OUR TWO SCHOOLS.OUR SECONDARY ACADEMY, WE HAVE $25.8 MILLION SET ASIDE, AND THE CONSTRUCTION OF THE TK THROUGH EIGHT , $87 MILLION.
AND IN OUR FUND 17, WHICH ACTUALLY ROSE UP INTO OUR GENERAL FUND, UNRESTRICTED FUNDS, WE HAVE $13 MILLION ALSO FOR THE SECONDARY ACADEMY. SO, THAT ALONG WITH SOME OF OUR METRICS SEE AND DEVELOPER FEES HAS BEEN SET ASIDE TO BUILD THOSE SCHOOLS. AND SO, THE ROAD AHEAD, BY JUNE 15TH, THE LAST DAY FOR THE STATE BUDGET ACTED TO BE ADOPTED, SO WE WILL SEE WHETHER THOSE NEGOTIATIONS GO WELL. I KNOW THAT THE LEGISLATURE HAS ALREADY MEANT THAT BY DOING THEIR COMBINED BUDGET, THEY HAVE UNTIL JUNE 30TH NOW TO NEGOTIATE WITH THE GOVERNOR, MAKE SURE THAT WE HAVE A STATE BUDGET BY JUNE 30TH TO AUGUST WOULD BE ABOUT THE TIME WE WOULD START SEEING REVISIONS OR TRAILER BILLS TO HELP UNDERSTAND WHAT THEY ACTUALLY DECIDED ON. SEPTEMBER 4TH WILL BE OUR ACTUALS. WHICH WILL HELP US, WE WILL ALSO USE A LITTLE BIT MORE INFORMATION IN THAT ON OUR BUDGET UPDATE. AND THEN DECEMBER 18TH WILL BE OUR FIRST DAY, WHICH WILL REALLY BE THE BEST ] AT WHAT OUR ACTUAL BUDGET IS. AND SO, WITH THAT, I WILL LEAVE IT FOR QUESTIONS. THANK YOU, DR. BARNES. ANY QUESTIONS FROM
MY COLLEAGUES? >> THANK YOU. OKAY, SO, I THINK YOU MAY HAVE ANSWERED THE FIRST ONE. ON PAGE 17, I SEE THAT WE DID NOT MEET THE A.D.A. ENROLLMENT. WAS THAT BECAUSE WHAT YOU ARE SAYING,
THAT IS? >> CORRECT, THEY DIDN'T UPDATE THE CALCULATION ON THAT TO INCLUDE THIS NEW THREE-YEAR AVERAGE. THAT'S PERFECT. AND THEN THE SIX A OF THE REVENUES, I AM NOT REALLY UNDERSTANDING WHAT THAT IS, WE DID NOT MEET IT. WITHIN THE STANDARD FOR THE BUDGET . CRACKS IN THAT CASE,
[01:30:10]
THEY JUST KIND OF CREATED ARBITRARY WE WANT YOU TO BE WITHIN 5% OF WHAT YOU WERE LAST YEAR. AS I SAID, WE ARE VERY CONSERVATIVE, SO WE DON'T BUDGET OUR LOCAL REVENUES CAN OUR OTHER STATE REVENUES UNTIL WE KNOW WHAT THEY ARE. SO, ANYTIME THERE IS AN ADJUSTMENT, IF THE STATE DOES ANY KIND OF REDUCTION OR, LIKE I SAID, WE DON'T SHOW POWERFUL INTEREST THAT WE THINK WE ARE GOING TO GET AND IT DIFFERS FROM THAT 5%, THEN WE JUST HAVE TO GO AHEAD AND EXPLAIN IT, SO, THERE IS REALLY NO REASONING BEHIND THE PERCENTAGE NUMBER, BUT -->> THANK YOU FOR EXPLAINING THAT. AND THEN THIS IS ON THE MULTITIER PROJECTION, THERE IS NOT A SLIDE NUMBER, BUT AS YOU KNOW, YOU MENTIONED, SO, '24-'25, THAT IS THIS UPCOMING SCHOOL YEAR, AND SO, I KNOW MY COLLEAGUE PEREZ HAS BROUGHT THIS UP THAT IF THIS BOND DOESN'T PASS, AND I SEE THAT WILL BE DEFICIT LIKE 50.1 MILLION, WHAT ARE WE DOING NOW TO PREPARE? I KNOW I HAVE HAD THESE CONVERSATIONS WITH INAUDIBLE ] AS WELL, BUT I'M VERY NERVOUS.
>> WELL, I KNOW IT LOOKS LIKE A BIG NUMBER, BUT THE EARLIER -- THE EARLIER YOU START LOOKING AT COST SAVINGS, THE BETTER YOU ARE. THE BETTER OFF YOU ARE. SO, EXECUTIVE CABINET, WE ARE TALKING ABOUT THAT. WE DO HAVE -- WE DO NOT LAY OFF THIS YEAR.
WE REALLY WANT TO MAKE SURE THAT THIS YEAR, WE ARE TRYING TO REACH THOSE LCAP GOALS AND REALLY -- WE HAVE EXTRA STAFF, WE HAVE SMALLER CLASSES, WE HAVE ADDITIONAL STAFF AT THE SITES. WE WANT TO MAKE SURE THAT WE TAKE THIS YEAR -- THIS YEAR WAS A LITTLE MORE NORMAL WHEN IT CAME TO ACADEMICS, WE THINK THAT NEXT YEAR WILL BE MUCH MORE SO, AND IF WE CAN REALLY HIT THE ACADEMICS VERY HARD THIS YEAR, SEE PROGRESS IN TEST SCORES AND EVERYTHING, THEN WE CAN LOOK AT WHERE WE CAN REDUCE. WE WILL HAVE A BETTER IDEA OF WHAT'S WORKING, WHAT'S NOT WORKING, AND SORT OF PINPOINT THOSE REDUCTIONS IF
THEY NEED TO BE MADE. >> OKAY, AND OBVIOUSLY, I KNOW MY TERM ENDS THIS YEAR, BUT WHEN I WAS A TEACHER, MY FIRST THREE OR FOUR YEARS, I WAS LAID OFF. SO, I SAT IN THIS FULL BOARD ROOM WAY IN THE BACK THE FIRST TIME EVER IN THE ROOM, AND PEOPLE AT THE PODIUM, THESE ARE THEIR LIVES. AND SO, I REALLY NEED TO KNOW WHAT WE ARE DOING TO PROTECT OUR STAFF, BECAUSE THEIR PAYCHECK IS THEIR LIVES TO FEED THEIR FAMILIES, AND I JUST REMEMBER IT LIKE AT THE PODIUM, PEOPLE SOBBING, BECAUSE THEY WERE LOSING THEIR JOB. AND SO, WHAT ARE WE DOING NOW? I DON'T FEEL LIKE I HAVE AN ANSWER YET, BUT I KNOW YOU GUYS ARE WORKING ON IT, SO I LOOK FORWARD TO HEARING MORE
ANSWERS. >> YEAH, WE'RE LOOKING AT ALL THE FUNDING SOURCES. SO RIGHT NOW, WE HAVE SOME ADDITIONAL FUNDING SOURCES LIKE A EXTENDED LEARNING OPPORTUNITY GRANTS, ANY OF THOSE FUNDING SOURCES THAT ARE ONGOING , WE ARE LOOKING TO PLACE PEOPLE IN AND MAKE SURE THAT WE CAN RETAIN AS MANY PEOPLE AS WE CAN. AND HOPEFULLY, THE STATE ALSO WILL LOOK AT THAT, I DON'T THINK THE STATE WANTS TO LOOK OF THE DISTRICTS LAYING OFF WHEN WE HAVE MORE NEEDS. WE ARE HOPING TO GET A LITTLE HELP FROM THE STATE AS WELL.
>> THANK YOU. >> ANY OTHER QUESTIONS?
>> THANK YOU, PRESIDENT. ONE WAS THE BOND, THERE WAS A SURVEY THAT WAS DONE AND IT DOESN'T LOOK VERY PROMISING THAT BOND IS GOING TO PASS. THIS IS THROUGHOUT THE STATE OF CALIFORNIA, THAT IS WHY I KEEP ASKING THOSE QUESTIONS. IT SEEMS TO ME PEOPLE ARE JUST SENTIMENTS OF MY COLLEAGUE, I WOULD REALLY LIKE TO HAVE A PLAN IN PLACE IN ADDITION TO HAVING THE STAKEHOLDERS, INCLUDING THE UNIONS, PREPARED, SO WE HAVE A PLAN MOVING FORWARD, SO IF IT DOES COME, THAT THERE ARE NO SURPRISES AND PEOPLE ARE GOING TO BE WELL-PREPARED. TWO, WITH THE HOUSING THAT IS COMING IN THE NORTH, I KNOW YOU SAID WE DON'T CALCULATE IT, BUT DO WE HAVE ANY TYPE OF PROJECTION ON HOW MUCH OF THE TAXATION YOU'RE GOING TO BE ABLE TO GET OFF THE HOUSING IN THE NORTH AND POSSIBLY THE SOUTH?
>> YES, DEPENDING ON WHETHER THEY HAVE AN ADDITIONAL TAX OR WHETHER WE ARE JUST LOOKING AT THE DEVELOPER FEE IS, THAT IS INCLUDED ALREADY IN THE BUDGET, SO WE DO ANTICIPATE ALL OF THE AREAS THAT ARE GROWING AND IF THE DEVELOPERS HAVE PAID US OR NOT YET, SO THOSE ESTIMATES ARE IN THERE. THEY ARE LOCATED IN
THE CAPITAL FACILITIES BUDGET. >> AND I KNOW WE HAVE TWO SCHOOLS COMING UP, CAN YOU JUST REMIND ME ON THE PROJECTION DATES OF WHEN THEY'RE GOING TO BREAK DOWN AND BE FULLY READY?
>> SO, THEY HAVE BROKEN GROUND ON THE MIDDLE SCHOOL. WE ANTICIPATE PROBABLY FALL OF '26 FOR THAT ONE, AND THEN WE HAVEN'T BROKEN GROUND ON THE ELEMENTARY SCHOOL YET, WE ARE STILL IN THE REDESIGN PHASE OF THAT ONE. WE JUST CLOSED ESCROW AND ACTUALLY BECAME OWNERS OF THE PROPERTY, SO, THAT ONE --
[01:35:08]
WE ARE HOPING IT DOESN'T TAKE UNTIL FALL OF '27, BUT THAT IS WHERE WE ARE SLATED FOR RIGHT NOW.>> OKAY, AND TODAY, THERE WAS A REPORT ON THE INFLATION AND IT SEEMED TO BE ACTUALLY UNDER THE PROJECTION OF WHAT IT WAS SUPPOSED TO BE, SO I AM KIND OF CURIOUS BECAUSE I AM NOT SURE HOW THAT IS ACTUALLY GOING TO PLAY IN TERMS OF MATERIALS AND LABOR AND SO FORTH, SO THAT IS WHY I AM KIND OF CURIOUS ON THAT ONE. AND THE INCREASE OF STUDENTS, DO WE -- I KNOW I HAVE ASKED THIS, CAN YOU JUST REMIND ME HOW MUCH BOTH SCHOOLS ARE GOING TO BE ABLE TO FULLY CAPACITY?
>> I BELIEVE THAT IT IS 800 FOR THE MIDDLE AND 1200 FOR THE -- I'M SORRY, 1200 FOR THE MIDDLE, 800 -- BETWEEN SEVEN
AND 800 FOR THE ELEMENTARY. >> OKAY. I APPRECIATE IT.
>> ANY OTHER QUESTIONS? JOE, YOU?
>> I AM DEAD. >> ALL RIGHT. THANK YOU, SIR.
>> ONE LAST THING, CAN WE GET A COPY TO ALL OUR COUNCILMEMBERS AND ALSO THE MAYOR, IN ADDITION TO THE BOARD OF COUNTY SUPERVISORS, SO THEY ARE AWARE OF NOT ONLY OUR BUDGET, BUT WHAT TO PROJECT? ANY KIND OF COLLABORATION TOGETHER MOVING FORWARD. THANK
YOU. >> ALL RIGHT, THANK YOU, DR.
BARNES, AND THANK YOU TO THE TEAM FOR YOUR DEDICATED AND HARD WORK. ALL RIGHT. MOVING RIGHT ALONG. WE ARE NOW IN THE PUBLIC HEARINGS STAGE, SO NOW IS THE TIME AND PLACE FOR THE PUBLIC HEARING ON THE PROPOSED BUDGET FOR THE 2024-'25 SCHOOL YEAR. I DECLARE THE HEARING IS NOW OPEN. THE TIME IS 8:12.
P.M. SUPERINTENDENT, DO WE HAVE ANY PUBLIC COMMENTS? ALL RIGHT.
HEARING THAT THERE ARE NO FURTHER COMMENTS, I DO DECLARE THE PUBLIC HEARING IS NOW CLOSED AND THE TIME IS 8:12. WE HAVE GOTTEN THROUGH THE AGENDA, LADIES AND GENTLEMEN, WE ARE AT 4.1, AND THIS IS THE ADJOURNMENT. IS THERE A MOTION AND A SECOND TO ADJOURN? THANK YOU. ANY DISCUSSION? HEARING NONE. PLEASE CAST YOUR VOTE . MR. PEREZ? SANDOVAL?
* This transcript was compiled from uncorrected Closed Captioning.