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From YouTube: Special Board of Education Meeting 6/21/2023
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A
B
My
pleasure
trustee
hack,
ER
trustee
Hernandez.
A
B
A
All
right,
the
first
item
we
have
is
the
flag
salute
so
for
everyone
who
wishes
Rises
and
repeat
after
me,
I
pledge
allegiance.
D
A
E
All
right
is
this
on.
Yes,
it's
on,
okay,
I
think
you
guys
can
hear
me
anyway.
I
talk
pretty
loud,
okay
good
evening
tonight
we
are
doing
the
public
hearing
so
I'm
going
to
do
the
presentation
for
the
the
2324
budget.
Part
of
this
presentation,
we'll
also
compare
it
to
how
we
think
we're
going
to
end
the
year,
which
is
what
we
call
estimated
actuals.
E
So
for
the
introduction
for
the
budget-
just
so
you
know
we're
legally
required
to
adopt
the
budget
by
July
1st.
Every
school
district
is
required
to
do
that.
The
legislator
met
its
constitutional
deadline
to
do
theirs
by
June
15th,
and
we
expect
the
governor
to
sign
it
on
or
before
June
30.,
and
just
just
to
remind
you
that
we're
adopting
a
budget
that
is
not
yet
adopted
at
the
state.
Oftentimes
I
say
that
often
because
it
could
happen
that
things
change
at
the
state
and
then
we
have
to
scurry
and
re-redo
our
budget.
E
E
This
is
just
sort
of
going
over
our
budget
cycle.
I.
Think
I
did
this
at
interim,
but
just
to
remind
you,
we're
here
in
June
today
to
do
the
adopted
budget
for
the
next
school
year
in
August.
We'll
do
a
45-day
revise
if
there's
major
changes
from
what
the
state
adopts
September
in
October
and
in
January
we
kind
of
go
back
to
the
school
year
that
we're
ending
now
and
we
do
the
estimate,
unaudited
actuals,
and
then
we
do
the
audited
actual.
E
March
will
do
the
second
interim,
and
then
may
we
come
in
with
some
sort
of
fiscal
update
or
an
interim
audit
update,
if
needed,
just
to
remind
you
that
a
budget
is
it's
a
financial
plan.
It's
a
tool
to
use
to
update
both
departments,
the
community,
the
board,
the
county,
the
state
on
where
we're
at
for
at
any
given
time
in
a
fiscal
year
it
is
a
flexible
tool
and
the
budget
changes
budget
is
not
static,
it
changes
and
it
will
change
and
change.
Every
other
day.
E
School
districts
have
several
different
funds
that
they
operate.
The
primary
fund
for
most
school
districts
is
fund,
01
you're,
going
to
hear
it
called
fundo,
one
or
general
fund
general
fund
is
comprised
of
unrestricted
and
restricted,
and
that's
what
we're
going
to
mostly
talk
about
today
is
the
general
fund.
That's
our
biggest
and
our
largest
operational
fund.
You
can
see.
We
have
other
funds
that
that
we
also
operate
and
we
will
have
a
slide
that
shows
you
generally
what's
going
on
in
those
other
funds,
but
the
fundo
one
is
our
primary
presentation.
E
This
is
for
your
information
and
it
just
sort
of
explains
what
every
fund
is
is
about.
For
example,
we
have
an
adult
ed
right,
we
have
an
adult
ed
program
and
they
have
their
own
fund.
You
cannot
co-mingle
those
funds
with
the
general
fund
same
thing
with
Food
Services,
so
we
have
other
funds
that
we
do
operate
so
now
we're
going
to
go
into
what
we
call
fundo
one
general
fund
directed
and
restricted.
E
So
overall
for
the
2324
proposed
budget,
our
revenue
and
our
beginning
fund
balance.
So
the
money
that
we're
having
what
we
expect
to
have
left
over
from
the
current
year
that
we're
carrying
over
into
23.24
and
all
the
new
revenues
that
we're
budgeting
expect
to
be
about
355
million
our
expenses
and
our
transfers
are
about
about
306.
So
we
should
have
an
ending
fund
balance
at
the
end
of
the
year
of
around
50
million.
E
That
number
will
change,
but
that's
our
estimate
right
now,
with
the
assumptions
that
we've
used,
the
primary
operational
unrestricted
revenue
is
called
our
lcff
Revenue.
It's
attached
to
our
lcap,
which
you'll
see
later
on
this
evening,
and
the
lcff
revenue
is
based
on
a
base
Grant,
which
is
for
all
of
our
students.
Then
we
get
a
supplemental
and
a
concentration
extra
funding
for
the
unduplicated
account,
which
are
students
of
high
needs,
English,
Learners,
low
income,
Foster,
Youth
and
homeless.
E
E
Our
lcff
is
based
on
the
base
amount
that
the
state
gives
us
times
the
Ada,
so
this
slide
shows
our
enrollment
and
this
district
has
had
declining
enrollment
over
the
last
several
years.
So
you
can
see
these
were
our
actual
calpads
enrollment
amounts,
and
this
is
the
increase
or
decrease
over
prior
year
lucky
enough
for
us.
This
year
we
actually
grew
by
13
students.
So
that's
really
good.
We
hope
that's
a
trend.
E
We
hope
that's
a
trend
going
up
into
increasing
as
opposed
to
declining
enrollment
over
here
you
can
see
so
kids
come
to
school,
they're
enrolled,
they
come
to
school
and
then,
where
we
get
Ada
so
Ada
is
how
often
kids
come
to
school.
It's
our
average
daily
attendance.
E
This
chart
shows
you
our
average
day,
our
average,
our
actual
average
daily
attendance
so
actually
prior
to
covid.
Our
actual
percentage
for
attendance
was
about
93
and
94,
which
was
not
too
bad
post
covid,
as
you
can
expect.
Kids
were
out
more
often
because
of
covid,
and
so
it
fell
below
90,
and
so
what
the
state
has
given
us
is
they've.
Given
us
the
ability
to
look
at
our
Ada
and
take
some
different
averages
to
calculate
our
Revenue
to
give
us
a
higher
amount,
so
this
is
our
enrollment.
E
E
Here's
our
enrollment,
our
Ada
and
our
funded
Ada
for
the
first,
the
prior
three
years,
and
then
these
are
our
estimates
for
the
future
three
years.
So
it's
the
current
year
and
the
multi-year
and
it's
important
for
the
funded
ATA.
You
can
see
that
it's
higher,
because
that
will
help
us
generate
more
Revenue.
E
Our
budget
Revenue
sources,
as
we
just
talked
about
the
lcff,
is
our
largest
unrestricted
piece.
Then
we
have
Federal
revenues
like
Title,
One,
essers
CSI.
We
have
state
revenues
and
you
can
see
all
the
different
state
revenues
that
we
have
in
our
budget.
Some
of
them
are
grants.
Some
of
them
are
one
time
some
of
them
are
ongoing.
Then
we
also
have
local
revenues.
Some
of
the
local
revenues,
such
as
interest
are
unrestricted.
Most
of
local
revenues
are
restricted
as
well.
E
So
here's
our
proposed
budget
as
compared
to
how
we
think
we're
going
to
end
the
year,
which
is
what
we
call
estimated
actuals.
So,
for
example,
our
lcf
revenue
for
the
current
but
year
that
we're
ending
now
as
in
June,
was
about
200
million
because
we
applied
a
cola,
we're
estimating
about
211
million
for
lcff.
So
we're
getting
an
increase
of
about
10
million
in
our
lcff.
E
Are
our
federal
revenues
are
slightly
increased
because
we're
deferring
Revenue
our
other
state
revenues
are
decreased
due
to
a
lot
of
the
one-time
monies
that
we
will
not
get
next
year.
And
if
you
remember
that
part
of
the
budget
solution
for
2324
from
the
state
was
to
to
take
some
of
our
Arts
and
Music
block.
Grant
that
we
got-
and
we
already
recorded
in
the
current
year,
take
that
away,
which.
B
E
E
So,
along
with
the
revenue,
we
have
to
estimate
what
our
expenditures
are
going
to
be
and
how
we're
going
to
end
the
year.
Here's
our
proposed
budget,
so
our
proposed
budget
for
expenditures
is
about
304
000..
We
have
some
increases
to
salary
and
benefits
based
on
some
new
positions,
some
vacancies
that
we
were
able
to
save
for
the
current
year
and
we'll
budget
for
the
for
the
23-24
year.
We
have
some
services
that
we
reduced
in
in
the
new
year,
so
you
can
see
a
decrease
in
services.
E
E
E
It
shows
the
restricted
side.
So
all
the
revenues
that
we
talked
about
on
the
previous
slide,
that
restricted
are
on
the
restricted
column,
and
so
the
combined
is
the
unrestricted
restricted
and
that's
our
total
budget.
So
again,
you
can
see
that
we
estimate
to
have
about
45.5
million
left
at
the
ending
at
the
end
of
the
fiscal
year,
but
this
is
important
because
it
shows
you
the
breakout
between
the
unrestricted
and
the
restricted.
E
This
is
what
we
call
the
components
of
the
ending
fund
balance,
so
we're
estimating
to
end
the
year
for
the
for
the
budget
year
at
about
45
49.5
million
of
that
33
million
is
restricted
and
here's
here's
where
the
money
we
expected
to
carry
over
to
the
next
year.
So
we
have
money
for
in
our
ELO
Grant
educator
Effectiveness,
so
here's
33
million
or
10,
almost
11
percent
of
our
any
fund
balance
is
restricted.
E
E
So
right
now
we
have
the
three
percent
economic
uncertainty
and
then
we
have
also
a
resolution
on
the
agenda
tonight
to
do
some
assignments
and
the
assignments
are
for
expenditures
that
we
anticipate
that
are
going
to
happen,
and
it's
only
one
time
and
we're
going
we're
designating
or
any
infinite
balance
towards
those
expenditures,
and
we've
talked
about
these
over
the
last
few
months.
Things
like
the
HVAC
improvements
that
we
plan
to
do
so.
We
have
grants
for
that,
and
we're
also
going
to
spend
some
of
our
ending
fund
balance
on
that
we
are
whoops.
E
These
were
also
assigning
somebody
for
some
security
improvements.
We
have
security
cameras
that
we're
putting
out
on
the
school
sites,
so
we're
also
matching
that
Grant
and
then
we
have
e-rate
that
we
approved,
which
is
money
that
we
get
from
the
state
and
the
state
that
e-rate
program
state
pays
for
a
lot
of
our
technology
infrastructure
upgrades
at
about
80
percent,
but
we
have
to
put
in
20.
So
that's
what
this
assignment
is
so
of
the
ending
fund
balance.
This
is
the
components
of
it.
E
So
this
is
a
visual
of
all
the
one-time
money
that
we've
been
dealing
with
over
the
last
few
years
in
the
blue
boxes
are
the
money
that
we
plan
to
carry
over
and
spend
over
the
next
three
or
four
years.
The
red
boxes
are
one-time
money
that
are
included
in
the
budget
that
are
ending
in
the
in
the
budget
year.
E
So
now
we're
moving
on
to
what
we
call
the
multi-year
projection
without
what
the
proposed
budget
will
look
like
and
now
I'm
going
to
go
into
the
assumptions
for
the
24
and
the
25
and
the
25-26
school
year.
So
again,
looking
at
the
lcff,
we
use
assumptions
that
are
given
to
us
by
school
services,
and
one
of
the
big
assumptions
that
we
use
is:
what
cola
are
we
going
to
use
to
calculate
our
lcff
and
so
for
for
the
24
25
school
year?
E
E
Another
big
assumption
that
we
need
to
figure
out
is
the
Ada
that
we
talked
about.
So
we
are
doing
our
projected
enrollment
and
we
are
projecting
a
decline.
Our
we
are
projecting
a
decline
in
unduplicated
count,
even
though
these
numbers
went
up
in
the
current
year.
Our
average
over
the
last
few
years
is
a
decline,
so
we're
gonna
we're
using
the
average.
E
If
you
compare
this
funded
versus
estimated
average
and
so
we'll
be
using
the
funded
Ada
and
the
cola
to
to
calculate
what
our
lcff
revenue
is
and
then
for
the
expense
assumptions,
the
calstrs
rate
right
now,
Remains
the
Same
for
all
three
years
we've
been
dealing
with
an
increase
with
that
over
the
last
five
years.
Calpers
continues
to
increase,
so
we
have
that
rate
increasing,
and
then
we
have
a
step
in
column
and
Longevity
projected
increase.
E
So
when
we
take
those
assumptions
and
we
apply
them
to
our
revenue
and
our
expenditures,
this
is
what
we
look
at
for
the
24-25
school
year.
Here's
what
our
Revenue
looks
like
here's,
what
our
expenditures?
Look
like
here's!
What
our
ending
fund
balance
looks
like.
Then
we
apply
the
assumptions
for
the
25-26
school
year.
Again
we
have
a
decline
of
Revenue
based
on
our
lcff.
The
cola
decreased
and
our
Ada
decrease
so
the
next
two
years
after
the
budget
Year
we're
estimating
a
decline
in
the
lcff,
which
is
our
largest
piece
of
Revenue.
E
So
if
you
go
all
the
way
down
to
the
bottom
in
the
right
corner,
you
can
see
that
our
ending
fund
balance
is
about
to
7.5
million
and
we
estimate
that
to
be
about
6.65
percent
of
our
expenditures.
So
we
are
spending
down
our
ending
fund
balance.
We
should
spend
our
money
in
the
year
that
we
get
it,
but
we
do
have
to
watch
and
monitor
this
closely
because
we
are
our
any
fund.
Balance
is
getting
pretty
low
in
the
in
the
out
years.
E
E
We
have
a
planned
expenditure
over
the
next
couple
years
of
spending,
our
one-time
money.
We
continue
to
have
our
economic
uncertainty,
our
three
percent,
which
is
a
requirement
by
the
state.
We
have
no
assignments
in
the
out
years,
so
we
don't
have
any
extra
any
fund
balance
that
we're
assigning
to
expenditures
that
could
change
in
the
future.
If
something
comes
up
and
then
our
undesignated
means
that
we
have
nothing
assigned
committed
or
attached
to
those
Monies.
E
And
this
is,
this
is
just
another
slide
of
the
ending
fund
balance,
this
one's
really
small
I
get
it.
But
this
is
basically
what
the
previous
slide
says,
but
it
breaks
it
down
by
which
program
or
grant
that
we're
carrying
over
each
year.
E
So
now
we're
moving
out
of
the
general
fund
and
we're
moving
into
other
funds.
So
this
is
just
one
slide
and
it
goes
if
you
go
across
the
top
you
can
see
which
fund
we
have
beginning
balances.
We
show
The
Rev
the
revenue
and
expenditures
that
we
expect
out
of
each
fund
and
what
the
ending
fund
balance
is
expected
to
be.
E
You
can
see
that
fund
13,
Child
Nutrition.
She
does
very
well
Stephanie.
She
does
a
very
good
job
of
getting
really
good
pricing
for
our
food.
She
does
a
good
job
of
spending,
the
Commodities
and
getting
a
lot
of
product,
because
a
lot
of
school
districts
end
up
having
to
contribute
out
of
the
general
fund
to
Food
Services,
and
this
is
amazing,
so
I
want
to
give
kudos
to
to
her
and
her
department
for
working
really
hard
on
on
getting
keeping
this
afloat
and
not
having
to
contribute
from
the
general
fund.
E
Our
deferred
maintenance.
It's
you
know,
it's
not
a
lot
of
money,
but
it
is
some
money
that
we
contribute
to
from
the
general
fund
to
sort
of
help
maintain
some
of
the
things
that
need
to
be
done
out
there
on
top
of
the
grants
that
we
hope
to
get.
We
have
our
developer
fees
is
fund,
25,
that's
for
growth,
so
we
will
be
looking
at
adding
some
Portables
to
a
few
sites
that
are
growing
and
need
classrooms.
E
Fun,
49
is
our
cfds.
It's
like
developer
fees
and
I'm
learning
about
cfds,
because
those
are
new
to
me
so
I'm
kind
of
learning
on
what
the
restrictions
are
for
that
fund.
I
honestly,
don't
know
all
the
restrictions,
so
I'm
I've
been
having
meetings
with
some
of
our
advisors
that
that
can
help
me
with
that
fun.
51
really
is
just
our
in
and
out.
E
That's
where
the
taxes
are
are
deposited,
and
then
we
pay
our
bonds
out
of
that
one
retiree
benefits,
that's
our
retiree
benefit
fund
for
our
retirees
and
then
our
trust
fund
is
scholarships.
E
So,
what's
next
so
we're
doing
our
public
hearing,
then
we
do
our
adoption.
Then
we
submit
to
the
county.
Hopefully
the
governor
enacts
the
budget,
and
then
we
will
come
to
you
in
in
August.
If
we
see
that
there's
a
big
change
to
what
the
governor
did
based
on
what
you
see
this
evening,
the
certification
of
a
budget
could
either
be
positive,
qualified
or
negative.
E
We
always
want
positive
and
yay
for
us
we're
positive,
so
I'm
presenting
you
a
balanced
budget.
The
multi-year
demonstrates
that
we
keep
the
that
we
can
maintain
the
three
percent
required
Reserve.
We
are
spending
down
large
amounts
of
one-time
money,
so
we
need
to
continue
to
monitor
that
as
well
as
if
we
continue
with
declining
enrollment.
We
need
to
monitor
that
very
closely.
We
are
part
of
the
positive
certification
and
staff
recommends
approval
of
this,
which
will
be
at
the
next
board
meeting
and
I.
I
put
this
in
here.
E
You
guys
can
read
it
at
your
leisure,
but
I
like
this
quote
from
somebody
at
school,
Services,
Sheila,
Vickers,
who's
now
retired,
but
the
last
paragraph
is
a
budget
is
an
estimate.
E
So
that's
and
I
just
want
to
thank
Mia
and
her
staff.
Mia
puts
in
lots
of
hours
and
is
my
right
hand
with
doing
all
this,
and
she
does
a
lot
of
the
books
she
has
I
know.
Dr
Jag
was
in
my
office
and
saw
the
stack
of
papers
on
my
desk.
I
contributed
a
lot
of
that.
So
thank
you,
Mia
and
your
staff,
so
questions
all.
F
C
Thank
you
for
sharing
and
thank
you
for
taking
the
time
to
meet
with
me
to
explain
the
budget.
I
am
wondering
how
like
just
wonder
what
how
parents
receive
the
information
that
we
don't
really
have
any
parents
here,
but
just
in
the
future
just
wondering
how
do
we
make
it
a
little
more
accessible,
but
you
have
you
and
your
team
have
done
a
great
job.
Thank
you.
E
So
it
is,
we
do
post
it
on
our
website.
That
I
mean
that's
really
the
only
place
that
they
they
want
to
I
mean
they
always
can
always
make
an
appointment
with
me.
I
don't
know
if
they
feel
comfortable
doing
that,
but
it
is
posted
on
our
website.
We
post
all
of
our
updates
on
our
website.
D
F
D
I
was
told
by
my
friend
that
you're
excellent
in
presenting
it
makes
it
simple
and
easy
for
us
to
understand,
and
it
was
a
loss
to
her.
A
I
do
have
just
a
few
questions.
Do
you
have
a
sense
if
our
unduplicated
count
is
underestimated,
because
I
know
since
we've
started
providing
you
know,
Universal
food
for
all
of
our
students,
I
wonder
if
we
have
a
certain
amount
of
students
that
maybe
aren't
filling
out
some
of
this
free
and
reduce
lights.
Application,
as
previously
would
have
been.
B
E
Stephanie,
simmering
and
and
her
team
did
a
fabulous
job
of
calling
and
really
just
reaching
out
to
families.
Do
I
think,
there's
more
absolutely,
but
I
think
we
are
using.
You
know
they
do
walk-throughs
and
I
think
they're
doing
a
lot
of
strategies
to
try
and
capture,
but
they
did
a
really.
They
really
did
a
good
job.
This
year,
like
it
was
like
I
said
it
went
up
like
for
some
74
to
78
in
one
year
percent.
E
Sony
that
we
submit
and
we
go
through
the
County
Office
of
Ed,
who
helps
us,
submit
it
to
the
state
for
the
medical
billing,
so
they
have
to
be
able
to
be
working
with
certain
students
and
there's
all
these
requirements.
So
it's
like
our
nurses,
our
psychologists,
people
in
those
types
of
positions,
work
with
our
special
ed,
Department,
filling
out,
basically
time,
accounting
and
logging,
everything
that
they
do
with
students
that
apply,
and
then
we
submit
it
to
the
state
and
then
they
either
approve
it
or
not.
Got
it
perfect.
A
And
then
just
the
last
question
I
have
I
guess,
maybe
more
of
a
request,
because
I
think
it
is
great
that
that
our
reserved
for
economic
uncertainties
is
that
three
percent.
That's
something
I
think
that
is
great
I'd
like
to
see
because
I
know,
I've
seen
the
initial
resolution
that
set
us
at
that
higher
level.
I'd
like
to
see
that
other
one.
Could
we
get
that
like
in
a
Friday
board
letter
yeah.
A
E
E
F
C
A
C
More
comment
and
something
that
I
know:
I
shared
with
you,
Miss
Robinson,
also
Missy
Barra,
when
I
say,
accessibility,
I'm
talking
about
like,
for
example,
the
lcat,
the
connection
between
the
budget
and
the
goals
and
monitoring
that
so
that
the
public
can
see
so
I
shared
with
Miss
Robbins,
the
example
from
another
District,
the
the
one
that
I
shared
with
you.
But
then
she
has
some
awesome
documents
that
her
team
has
created,
Mia
and
so
I'm,
hoping
that
we
can
start
moving
in
that
direction.
C
I
know
it's
just
my
request,
but
you
know
I
definitely
want
to
bring
it
up
to
the
board
at
some
point,
because
it's
it'll
be
a
good.
It
could
be
a
good
opportunity
to
be
a
little
more
transparent
about
where
we
are
with
lcap
goals
connected
to
the
actual
budget
and
then
how
we're
monitoring
that,
besides
waiting
for
the
lcap
updates,
I,
think
that's
something
I
would
like
to
see
and
and
I'll
at
some
point
have
have
you
all
added
to
the
agenda,
but
that's
what
I
meant
by
accessibility
and
accountability.
F
A
Great,
so,
unless
there's
any
other
further
comments,
I'll
go
ahead
and
close
the
public
hearing.
Thank
you
again.
Miss
Robbins
and
the
entire
Financial
Services
team
really
appreciate
it
all
right.
We'll
move
on
to
our
next
public
hearing
the
2023-24
local
control,
accountability
plan
and
local
control
funding
formula
budget
overview
for
parents.
I'll
turn
it
over
to
miss
Christina
Barra.
Thank.
G
You
so
much
so
we
are
conducting
this
public
hearing
this
evening
for
on
our
District's
vocal
control,
accountability,
plan
and
budget
overview
for
parents.
The
working
draft
of
the
plan
is
attached
to
the
sport
item
and
so
most
of
the
all
of
the
details
that
are
there.
This
presentation
is
really
intended
to
provide
an
overview
of
what
is
in
that
lcap
document,
because
it's
an
extensive
document
in
trying
to
make
things
accessible
and
easy
to
understand.
We've
created
this
presentation.
I
want
to
apologize
to
the
board
in
advance.
G
You
had
to
sit
through
the
workshop
that
we
did
a
couple
weeks
ago.
So
some
of
these
slides
are
repetitious,
but
I
will
highlight
that
a
number
of
the
slides
were
updated
to
include
content,
that's
actually
included
in
the
lcap
and
I'll
review
those
foreign
so
starting
off
for
the
public,
the
just
what
the
local
control
accountability
plan
is.
It's
a
requirement
under
the
local
control
funding
formula.
We
all
have
to
write
this
every
Ela.
It
is
a
three-year
document.
G
So
with
that,
starting
with
our
analysis
of
actions
being
this
is
a
mid-year
cycle
or
a
mid
kind
of
program
cycle
where
we'll
be
looking
at
the
goals,
the
metrics
that
we
have
you
know
generated
this
year,
looking
at
last
year's
data
in
many
cases
and
then
recommended
changes
for
next
year's
lcap
and
just
as
a
review
starting
with
Goal
one,
which
is
focused
on
student
achievement
in
those
boxes
that
are
orange
and
brown
are
some
of
the
more
significant
actions
to
address
that
goal
and
then
below
that
are
some
of
the
metrics
that
we
utilize
to
measure
our
progress.
G
We've
also
continued
to
make
progress
on
building
out
our
framework
for
multi-tiered
systems
of
support
and
specifically
in
the
area
of
literacy.
This
year,
that's
been
that
was
our
Focus
in
I-Ready.
That
is
the
assessment
system
that
we
utilize
to
monitor
our
students
in
in
kindergarten
through
eighth
grade,
to
see
how
they're
performing
and
reading
and
math,
and
that
in
Reading
from
Fall
to
to
Spring,
we
saw
an
increase
from
17
percent
proficient
to
34
percent
and
then
in
math,
six
percent
proficient
to
25
percent.
G
In
Spring
reclassification
rates
increased
from
200
increased
to
257,
that
was
up
from
182
students.
The
prior
year
class
sizes
were
reduced
to
meet
the
needs
of
special
students
with
disabilities
professional
development
next
year.
G
Oh
excuse
me:
the
special
education
department
worked
hard
to
provide
professional
development
on
inclusion
practices,
making
sure
that
our
school
sites
understand
what
those
are
and
provide
support
to
teachers,
especially
general
education
teachers,
to
be
able
to
incorporate
students
with
disabilities
into
their
classroom
and
get
them
their
local.
Their
least
restrictive
environment
and
needs
met
our
dual
immersion
program.
It
expanded
last
year
into
the
into
the
fifth
grade.
G
G
When
it
comes
to
math.
We
have
109.2
point.
We
were
109.2
points
below
standard
in
math,
with
African-American
English,
Learners,
Foster,
homeless,
socioeconomic
disadvantage
in
students
with
disability
scoring
below
that
80
or
excuse
me,
48.7
of
our
English
Learners
made
progress
towards
English
language
proficiency,
proficiency
with
28.9,
maintaining
the
same
level
of
proficiency
and
22.4
of
our
students
decreased
in
proficiency.
G
So
these
are
some
of
the
changes
you
will
see
in
that
lcap
document,
starting
with
Goal,
which
is
action
goal
1.4
on
focused
on
professional
development.
We
will
be
shifting
our
what
we're
offering
and
providing
to
be
focused
on
standards,
Mastery
rigor,
engaging
instructional
practices
and
strategies
for
general
education
classrooms
to
support
students
with
General
with
exceptional
needs
in
math.
One
of
the
changes
that
we
experienced
is
that
we
were
unable
to
fill
a
math
instructional
coach
due
to
teacher
shortages.
G
So
in
lieu
of
that
we
will
be
partnering
with
UC
Davis
in
the
county
office
to
provide
math
instruction
support
for
teachers
under
goal.
1.7
on
assessments
are
secondary.
Teachers
looked
at
they've
had
tried
to
utilize
the
iabs,
which
are
the
smarter,
balanced
interim
assessments,
but
they
did
not
feel
that
they
closely
aligned
with
their
scope
and
sequence
in
math
and
Ela.
So
our
teachers
have
been
focused
on
creating
common
assessments
that
will
better
will
be
a
better
tool
to
determine
student.
Mastery
are
in
our
English
learner
program.
G
G
We
are
going
to
continue
to
expand
our
TK
through
six,
allowing
more
students,
especially
our
students
that
fall
in
those
those
High
needs
groups,
so
our
foster
homeless,
youth
are
English
Learners
and
our
socioeconomic
socio
economically
disadvantaged
this
year,
when
we
rolled
it
out
to
expand
to
a
nine
hour
day.
G
So
into
goal
two
on
focused
on
school
connectedness
you'll
see
there
some
of
the
major
actions
that
we
have
in
support
of
that
and
making
sure
that
our
students,
staff
and
family
feel
connected
to
their
schools
for
the
purposes
of
improving
overall
learning
experience
for
our
students
and
then
the
metrics
are
below
program
progress
toward
that
goal
is
we
had
opened
a
newcomer
Center
at
Antioch,
Middle
School
it
opened
in
February
of
2022
and
now
serves
families
and
staff
daily.
We
have
had
147
parents
visit
for
various
meetings.
G
110
parents
visited
for
personal
support
and
trainings
1500
students
visited
from
the
period
of
August
of
last
year
to
the
present
we
conducted
all
of
our
d-lac
parent
advisory
committee.
African-American
parent
advisory
committee
meetings
were
held
regularly
throughout
to
give
our
parents
voice.
We
had
five
d-lock
and
four
Pac
and
AAP
AC
meetings
held
last
year
and
our
expulsions
were
reduced
from
25
to
16.
G
In
terms
of
progress
additional
progress
of
reaching
that
goal,
we
increase
the
number
of
students
that
had
access
to
our
care
teams
at
the
sites.
All
of
our
schools
are
now
con
regularly
holding
care
team
meetings
so
that
they
can
keep
continuous
eye
on
our
students
and
monitor
their
progress
and
see
what
additional
supports
that
they
need.
Our
Mental
Health
Services
have
increased
to
all
middle
and
high
schools,
including
Elementary
sites,
as
well
as
mindful
life
has
been
expanded.
G
G
Areas
of
need:
on-school
connectedness,
as
I
mentioned
before,
40.8
percent
of
all
of
our
students
were
chronically
absent,
which
means
that
they've
missed
at
least
10
percent
of
the
school
year,
which
is
18
or
more
days
with
higher
percentages
for
African-American
homeless,
socioeconomically
disadvantaged
in
students
with
disabilities.
Again
that
disaggregated
data
can
be
found
within
the
lcap
document.
G
African-American
Foster,
homeless
and
students
with
disabilities
were
suspended
at
least
one
time
at
a
higher
rate
than
other
students
experience
an
increase
in
mental
health
support,
so
we
definitely
saw
a
spike
in
the
needs
of
clinicians
and
different
forms
of
support
through
counselors
and
then
families.
We
are
rebuilding
that
connection
that
we
had
lost
in
that
year
following
distance
learning
when
and
then
the
year
that
came
when
the
students
returned,
families
were
not
allowed
back
onto
their
campus
until
the
spring
of
that
year.
G
So
changes
for
the
goal
under
2.1.
We
are
kind
of
fast
and
furiously
expanding
our
efforts
for
ethnic
studies.
So
we
had-
and
I've
mentioned
this
before
in
a
previous
presentation.
We
have
had
where
we're
partnering
with
our
UC
Berkeley
history,
social
studies,
project,
we
have
middle
school
and
high
school
English
and
history
teachers
that
have
been
partnering
with
them
and
then
we
are
going
to
be
piloting.
This
is
a
more
recent
development,
we'll
be
piloting
some
curriculum
for
our
middle
school
students
next
year.
G
G
We
have
a
social,
emotional
curriculum.
It's
second
step
for
our
kindergarten
through
eighth
grade,
but
I
think
with
the
onset
of
covid,
we're
not
seeing
it
being
taught
consistently
across.
So
that
will
be
a
focus
going
into
next
year,
mindful
life
project
expanding
into
two
more
school
sites
next
year,
and
then
our
restorative
coaches
will
be
expanding
to
all
secondary
sites
in
the
fall,
parent
and
Community
involvement.
G
Progress
towards
reaching
our
goals,
as
we
saw
in
our
two-year
anal
analysis,
the
dropout
rate
has
declined
to
percent
Career
Technical
education
or
CTE.
They
have
we've
seen
completers
of
the
core
sequence
jumped
from
7.8
percent
to
20.2.
So
that's
a
significant
jump.
Our
advanced
placement
rate
pass
rate
increased
from
39.7
to
49
percent.
G
G
Changes
for
goal
three
in
next
year
is
for
AP
courses
increasing
student
and
staff,
knowledge
of
the
APA
exam
cost
support
program.
So
we
offer
that
in
the
district
for
families
that
can't
afford
the
fee,
we
can.
We
have
the
ability
to
cover
that
for
them.
So
there
they
have
access,
Equitable
access
and
again
utilizing
that
master
schedule
tool
to
make
sure
that
there
aren't
scheduling,
conflicts
that
make
it
difficult
for
students
to
get
the
courses
that
they
need
linked.
Learning.
G
When
we're
looking
at
that
continuation
program
with
the
consumer
services,
we
are
going
to
be
expanding
to
allow
for
certifications
in
the
retail
industry
and
I
know.
We've
mentioned
before
our
new
partnership
with
the
laborers
union,
so
that
we
can
enhance
our
constructions.
Pathways
our
pathway
at
Antioch,
High,
project-based
learning.
One
of
the
big
components
of
project-based
learning
is
a
big
showcase
as
a
celebration
of
student
work.
G
Goal
four
is
focused
on
21st
lunch,
Century
Learning
environments
focused
on
the
facilities,
technology,
learning,
Commons
and
tech
technology
support.
Those
are
some
of
the
metrics
that
we
utilize
there
in
terms
of
progress
we
have.
We
are
now
up
to
one
point,
one
computer
for
every
student
that
our
Antioch
Middle
School
has
been
the
first
Library.
That's
been
converted
into
our
first
learning
common
that
has
flexible
seating
and
areas
for
students
to
collaborate.
G
We
have
191
interactive
team
boards
and
we
in
our
deferred
maintenance.
Those
were
some
of
the
projects
that
we
were
able
to
complete
in
terms
of
security,
cameras,
lighting,
HVAC
repairs,
bathroom
updates,
painting
of
schools,
outdoor
space
and
walkways
and
pool
equipment,
and
I
will
say
that
it's
it's
been
wonderful.
I
know
our
staff
at
the
school
sites
are
in
full
appreciation
of
the
things
that
they're
seeing
at
their
schools.
G
Changes
to
goal
for
is
to
encourage
schools
to
ins,
explore
flexible
classroom
Furniture
to
allow
for
collaboration
and
differentiation,
so
we're
seeing
smaller
desks
that
have
wheels
on
the
bottom
that
they
can
move
into
different
configurations,
kind
of,
say,
parting
ways
with
those
old
style
desks
that
take
up
a
lot
of
space
and
are
hard
to
move
instructional
technology
to
continue
to
replace
classroom
projectors
with
interactive
team
boards
and
helping
our
school
sites
convert
their
libraries
into
learning.
Commons.
G
So
now,
in
terms
of
access
the
budget
overview,
this
was
intended
for
parents
I,
think
the
state
put
this
into
place
a
number
of
years
ago,
and
so
the
chart
that
is
here
on
this
slide
has
been
created
by
the
California
Department
of
Education
and
it'll.
The
the
intent
is
for
it
to
be
a
concise
overview,
that's
easy
for
the
general
public
to
digest,
and
so
what
this
does
is.
G
G
It's
our
foster
youth,
as
well
as
our
English
I
said:
English
Learners,
already
English
Learners,
Foster
Youth
and
students
in
poverty,
and
so
this
is
done
by
dividing
our
snc
by
the
lcff
base,
Grant,
which
is
valued
at
26.05
percent,
and
so
we
are
required
to
add
the
carryover
percentage
for
this
year
forward
hour
to
the
20
23
24,
minimum
proportionality
percentage.
G
This
was
3.4
million
less
than
planned
when
the
Border
adopted
the
lcap
last
June,
and
the
difference
of
this
is
due
to
expiring
one-time
funds
that
we
spent
down
in
addition
to
some
carryover
funds,
and
so
that
does
not
just
to
make
a
note
that
this
does
not
mean
there's
any
reduction
of
services
to
students,
it's
just
where
the
funding
is
coming
from,
and
that
is
it
so
I'm
happy
to
answer
any
questions.
Great.
A
C
Thank
you,
missy
Barr
for
sharing
and
I
appreciate
the
the
added
numbers
for
so
that
people
can
know
where
we
are,
and
so
I
appreciate
that
addition
and
I
am
wondering
so
for
goal,
one
in
all
our
goals.
First
of
all,
I'm
excited
we're
having
Equity
audits,
because
I
think
why
we
get
the
results
we
get
while
we're
getting
those
results.
So
this
I
think
will
be
helpful
even
for
the
auditing
team,
but
I
am
wondering
about
so
that
our
English
language
Learners,
are
a
multi
language.
C
G
Majority
are
are
Spanish-speaking.
F
G
There's
a
number
of
them
that
attended
Cabe
this
this
last
year
and
they
typically
do
in
addition
to
that,
the
we
have
a
teacher
on
special
assignment
that
is
focused
on
English
Learners
and
she
provides
additional
training
as
well
for
them,
as
well
as
our
teachers
that
work
with
English
Learners.
Okay,.
C
C
B
C
C
G
C
C
Was
that
before
I
started
because
I
haven't
seen
any
expulsions
come
through
us?
Any
hearings.
H
C
C
Okay,
so
that
can
be
a
later
conversation,
but
I
do
like
I
would
want
to
see
like
the
like,
what
are
kids
being
expelled
for
and
most
of
the
time
I
thought
boards
said,
yay
or
nay
to
the
expulsion.
But
is
there
a
different?
What
do
you
unless
it's.
C
Okay,
if
you'd
like
yeah,
that
would
be
helpful
and
then
I
know
that
one
of
our
goals
when
I
started
on
the
board
was
around
chronic
absenteeism
and
I
am
I'm
looking
forward
to
hearing
about
how
we're
going
to
how
we're
addressing
it
and
like
what
are
the
root
causes
of
why
kids
aren't
coming
right.
I
know,
kovid
was
one
thing,
but
as
we
are
moving
out
of
kind
of
the
pandemic
like
so
what
does
that
look
like
now
and
trustee
Hernandez
a
few
months
ago,
said
something
really
important.
C
B
C
G
C
B
C
Know
are
we
putting
kids,
you
see
them
things
so
I
think
that's
the
LA
another
thing
and
lastly,
I
wanted
to
mention
about
AP
course:
increasing.
There's
a
program
called
equal
opera
or
organization
called
equal
opportunity,
programs
or
equal
opportunity.
Schools
based
I
believe
out
of
San
the
Bay
Area
that
they
have
offices
and
other
places
too,
and
they
have
such
a
great.
C
They
have
great
tools
for
helping
schools
like
high
schools
systemically
get
kids
in
AP
courses,
even
kids,
who
think
that
they
won't
be
successful
and
they
do
a
whole
like
a
dashboard
where
kids
can
have.
They
can
provide
information
about
who
are
the
adults
that
they
feel
close
and
connected
to
right?
C
That's
really
important
when
it
comes
to
attendance,
but
also
the
kind
of
classes
they
think
they
can
take
and
not
right,
because
sometimes
it's
a
belief
because
they
haven't
been
successful
and
so
I
would
definitely,
if
you
all,
are
open
look
into
the
Equal
Opportunity
schedules
just
to
see
if
that
could
be
something
that
the
high
schools
work
with,
and
they
they
have
a
lot
of
research
and
data
on
the
success
across
the
country.
Okay,
thank
you.
D
Was
going
to
ask,
do
we
we
have
security
like
we
do
at
the
high
school
with
the
middle
schools?
Yes,.
H
D
G
So
one
of
the
things
that
we
had
brought
in
was
the
hero
program,
so,
in
addition
to
site
safety,
we
had
partnered
with
that
organization,
and
so
what
they
were
doing
is
creating
structured
activities
in
games
and
tournaments
for
students
to
participate
right
and
what
the
schools
experienced
where
it
was
working.
Well,
is
that
suspensions
completely
diminish?
They
essentially
went
away
during
that
time
because
they
were
able
to
engage
in
something
fun,
because
that's
what
we
noticed
with
the
middle
school
students
is
even
though
they're
older.
G
They
still
want
to
play
exactly
you
know,
and
so
giving
him
an
outlet
in
something
constructive
to
do
and
fun
to
do
in
team
building
was
really
powerful,
so
I
think
site.
Safety
is
one
thing
in
terms
of
kind
of
making
sure
we
have
access
and
monitoring
the
whole
campus,
but
also
giving
students
something
to
do
that's
positive.
D
G
G
That
was
one
of
the
ways
that
those
schools
were
able
to
get
those
and
then
some
schools
added
with
their
own
site
funds,
and
so
we
are
looking
at
that
internally
of
how
and
I
know
you
know,
Miss
Robbins
is
working
with
the
I.T
Department
to
see
how
we
can
have
an
equitable
distribution
of
those
and
support
them
with
it,
and
it's
important.
We
don't
buy
them
all
at
once
too,
because
you,
as
they
phase
in
you,
have
to
be
able
to
you,
know
replace
them
over
time.
A
How
do
we
go
about
determining
some
of
the
goals
in
terms
of
the
metrics
that
we
have
on
here,
because
there's
a
few
that
you
know
based
off
our
bailout
Baseline
and
then
year
one
year,
two
outcomes.
I,
think
some
of
our
desired
outcomes
seem
very
ambitious
because
they
look
like
you
know
in
areas
where
maybe
you've
been
declining
over
time.
A
Some
of
our
desired
outcomes
even
have
us
not
just
reversing
that,
but
exceeding
the
reversal
of
that,
and
then
in
some
areas,
where
we're
doing
well,
you
know
I
feel,
like
oh
I,
think
we
could
be
a
little
bit
more
ambitious
here,
based
off
how
what
we've.
G
Been
doing
right
well,
the
when
we
designed
that
this
was
right.
You
have
remember
this
was
right
before
covid
or
you
know
when
that
occurred,
and
so
we
based
it
off
of
what
our
Baseline
was
at
that
time,
which
was
the
2019
data,
and
so
then,
as
time
went
on
that
you
know
we
were.
There
was
a
number
of
areas
in
which,
like
on
the
dashboard,
either
one
they
didn't
report
it,
because
we
weren't
giving
the
assessment
or
we're
seeing
a
decline
because
of
distance
learning
and
then
returning
from
distance
learning.
G
A
A
Great
and
then
I
think
this
is
a
little
bit
more
of
a
comment
but
I'd,
like
you
know,
I
I
really
like
goal
the
way
that
goal
three
was
presented,
because
that
was
a
lot
more
outcome
focused
where,
when
we're
looking
at
things
like
our
progression
towards
the
goal,
it
clearly
tied
back
to
these
metrics
that
we're
having
and
the
percentages
that
we're
at
and
then
follow
it
along
with
some
of
the
actual.
A
You
know,
process
metrics
of
things
that
we're
doing
such
as
you
know
where
we've
expanded
some
of
our
CTA
programs,
because
I
guess
one
thing
that
I'm
always
thinking
about
is
you
know
how
do
we
make
sure
that
the
work
that
we're
doing
feels
meaningful
and
is
Meaningful,
because
we
all
know
that
our
staff
Works
suit
very
very
hard,
and
it's
when
we
don't
see
outcomes
from
that
hard
work?
That's
what
leads
to
things
like
burnout
and
things
like
that.
A
A
But
if
we're
not
seeing
the
changes
in
those
outcomes,
then
are
we
using
our
time
most
effectively
and
so
I
really
like
the
way
that
goal
three
was
presented
and
kind
of
like
couched
in
some
of
these
metrics
and
if
I
think,
if
we
can
find
ways
to
continue
to
do
that,
I
think
that
would
kind
of
shift
the
culture
of
our
district
in
a
way
to
make
sure
that
what
we're
doing
feels
good
and
is
good
for
just.
G
Right
and
I
think
what
I
had
shared
it
during
the
board's
work
study
is
that
the
timing
is
perfect
for
the
equity
audits,
because
we
will
be
rewriting
for
the
next
three
years
next
year,
and
so
the
findings
from
that
will
help.
You
know
determine
some
of
those
metrics
that
we
want
to
see
included
based
on
that,
so
the
timing
was
impeccable.
D
D
G
So
we
are
by
the
bilingual
are
liaison
that
works
with
the
homeless
and
the
Foster
youth.
She
works
directly
with
the
families
to
make
sure
that
they
are
able
to
Access
Transportation
and
then
I
know
the
transportation
is
going
to
be
coming
down
the
road
we're
going
to
start
piloting
next
year,
because
that
that
you
know
busing
service
is
returning,
and
so
that
is
a
blessing
to
many
families
in
our
district.
So
I
think
that
need
will
be
met
even
better
in
coming.
You
know
in
coming
years
and.
G
A
Any
of
their
comments,
questions
all
right,
I'll,
go
ahead
and
close
the
public
hearing
and
thank
you
again
for
the
presentation
and
all
the
work
that
went
into
it
great
next,
we'll
move
along
to
our
consent
items.
So
we
have
two
items
on
the
consent:
calendar
any
discussion
on
those
items
or
a
motion
to
approve.
A
A
E
A
Proper
motion
and
second
any
discussion
before
we
vote
great,
otherwise,
every
all
in
favor,
say
aye,
aye,
aye,
all
opposed,
say
no,
the
eyes
have
it
and
the
motion.
The
resolution
number
2022
2349,
is
approved
as
presented
moving
on
to
item
five
future
meetings.
Our
next
meeting
will
be
next
week
on
Wednesday
June
28th.
It
will
be
a
regularly
scheduled
meeting
and
then
moving
on.
Finally
to
adjournment.
Do
we
have
a
motion
to
a
adjournal
all
right?
We
have
a
motion
to
adjourn.