PUBLIC HEARING2017-18

LCAP & BUDGET

BOARD OF EDUCATIONPITTSBURG UNIFIED SCHOOL DISTRICT

J U N E 1 4 , 2 0 1 71

Presented by:Enrique E PalaciosDeputy Superintendent,Anthony MolinaExecutive Director & Eileen Chen Director

About LCFF and LCAP• How the Local Control Funding Formula Works• Local Control & Accountability Plans• LCAP Timeline

The Big Picture • Overview of our District• Our District’s Student Achievement • Our District’s Plans for Success

Budget Development• District Fiscal Trends – General Fund Revenue• New Revenue• Increase in District Financial Commitments• New Investments Being Considered• Proposed Supplemental & Concentration

Reflections & Feedback

OV E RV I E W O F P R E S E N TAT I O N

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Glossary of Terms

• LCAP: Local Control Accountability Plan• LCFF Local Control Funding Formula• RTI: Response to Intervention• PBIS: Positive Behavioral Interventions and Supports • Assessments:

– CAASPP: California Assessment of Student Performance and Progress

– CST: California Standards Test – DIBELS: Dynamic Indicators of Basic Early Literacy Skills (Local)– iReady (Local: adaptive diagnostic assessment for ELA and Math)

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ABOUT LCFF AND LCAP

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In 2013, California dramatically reformed the way it funds our public schools. LCFF established a funding system that provides school districts with base funding and additional funds based on how many low-income students, English learners, and foster youth they serve.

H O W T H E L O C A L C O N T R O L F U N D I N G F O R M U L A ( L C F F ) W O R K S

B A S EG R A N T S

Every student generates a base grant, which funds basic educational costs, such as teacher salaries, retirement costs, instructional materials, etc.

S U P P L E M E N TA L G R A N T S

Every student who is low-income, learning English, or in foster care generates 20% more funding above the base grant.

These funds must be spent on increasing and improving services for these high-need student groups in order to improve their achievement.

C O N C E N T R AT I O N G R A N T S

In districts where at least 55% of students are high-need, those high-need students above the 55% enrollment threshold generate an extra 50% of the base grant.

These funds must also be spent to increase or improve services for high-need students in order to improve their achievement.

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All school districts must adopt a Local Control & Accountability Plan (LCAP), a 3-year plan for how districts will use state funds to serve all students.

T H E L O C A L C O N T R O L & A C C O U N TA B I L I T Y P L A N ( L C A P )

Each district’s LCAP must include the following:

Goals

Actions

Related expenditures

LCAPs must include services that target each major student subgroup, including:

Racial/ethnic subgroups

Low-income students

English learners

Students with disabilities

Foster youth

Homeless youth

LCAPs must address the 8 State Priorities*:

1. Basic Services

2. Implementation of standards

3. Parental engagement

4. Student achievement

5. Student engagement

6. School climate

7. Access to courses

8. Other student outcomes

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T H E T I M E F R A M E T O D E V E L O P T H E L C A P

District engaged the community to solicit input on the LCAP.District and community assessed student needs.

District presented main new activities to the Board and Community at Board Workshop in April.

District presented main new activities to parent groups and student groups.

School board adopts plan by July 1st in a public hearing.

Required by Statute

County office of education must approve district LCAPs by October 8th.

Required by Statute

Winter 2017 Spring 2017 Spring 2017 July 1, 2017 October 8, 2017

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LCAP Changes

• Format Changes

• Data Changes: State Data Dashboard and Five-by-Five Placement Reports (Detailed Overview of State Data given at March 22nd Board meeting and all Community LCAP Sessions). LCAP requires State Indicators and Districts can add Local Indicators (required for Fall, 2017). Any State Indicators in RED must be addressed with specific actions in the LCAP.

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LCAP Community Input

LCAP Community Meetings: 3/16; 3/23

LCAP All Admin Meeting: 3/7

Association (PEA and CSEA): 3/21; 4/12

School Site Meetings, All Sites: March and April

Student Groups (PHS Leadership; Black Diamond Leadership; SuperSAC): 3/28; 4/11; 4/24

DELAC and DAC Meetings: 3/6; 3/14; 5/23

Public Board Workshop: 4/26

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THE BIG PICTURE

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Hispanic64%

African American

17%

White5%

Filipino5%

Other4% Asian

3%Pacific

Island…

71% Free/reduced lunch

31% English Learners

11% Special Education

11,489 enrollment

Unduplicated Count 2016-2017: 81%2017-2018: 79%

Student Demographics

Answer the following questions for your stakeholders:

• Which LCAP goals is the district prioritizing to improve student achievement?

• How will our LCFF investments support meeting our district’s goals for improved student achievement?

• How does the LCAP reflect the district’s commitment to closing opportunity and achievement gaps?

OUR DISTRICT’S PLANS FOR SUCCESS

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Main District Priority Areas in Goal 1: Engaging and Rigorous Teaching and Learning

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Priority Areas Activities Measurements (* indicates State Dashboard Measure)

Early Literacy

Vision 2027/Graduate Profile

Expanded Learning

Early Literacy Coaches at each Elementary School

Additional Classes/ Professional Development/ Evening School/Counseling Plan/ 8th-9th transition

Before/After School Evening SchoolSummer School

DIBELS Assessment (2 years)

Kinder readiness assessment (new for 17-18)

*Graduation Results*State’s College and Career Readiness Indicator available Fall, 2017

Numbers of CTE/AP/Elective offerings

AP/SAT test results

*CAASPP

iReady Assessments

Goal 1: Engaging and Rigorous Teaching and Learning

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2014 – 2015 2015 – 2016 2016 – 2017

• Class size reduction• Professional Development

Time for Teachers• Full time College & Career

Technician• Technology & data support• Extended learning- evening

school, K-8th summer school, online learning

• Vision 2027

Kept Main Activities from 2014 –2015• Early Literacy• Increased Extended Learning• Increased Restorative Practices• Added Black Diamond to Vision

2027• Expanded CTE, LMC Class• Identified Counselor Support

for students who are English language learners

• Full time Vice Principals at the Elementary Schools

• Implemented Garden Program• Ed Tech Cadre• 8th grade College and Career

awareness

Keep Main Activities from 2015-2016• Expand Early Literacy coaches to 1.0

FTE at elementary• Continue Expanded Learning-increase

participation, focus on ELLs• Determine plan of ELD and Dual

Immersion• Expand CTE classes/pathways, AP

classes , LMC classes• Expand Ed Tech opportunities,

including Coding , Mentor Teacher• Focus on targeted student groups –

Newcomer students, Foster Students and African American male

• Relevant Learning: Financial Literacy, Pittsburg Historical Society (3rd grade), College Visits (Jr. High)

• Comprehensive Counseling Plan; EAOP support

• Secondary Teaching and Learning support

• Initial work increasing access to Athletics and Arts

Data Highlights: Goal 1

• State Indicator for Graduation is Blue: High/Increased– Increase of 18% over 3 years; accelerated increase for focus

student groups; 6% Higher than State, Even with County, Above State and County in all student groups

– Significant Gap exists between male and female – UC/CSU Rates have grown by 5% over 3 years; lower than State

and County

• State Indicator for CAASPP ELA is Yellow: Low/Maintained– Gap exists between students with disabilities, ELL and district

average

• State Indicator for CAASP Math is Yellow: Low/Maintained– Gap exists between students with disabilities and district

average– Math Outcomes for All Students is significantly lower than ELA

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Graduation Data Reviewed in Detail at May 10th Board Meeting; CAASPP Data Reviewed in Detail at August 23rd Board Meeting; State DashBoard Data Reviewed in Detail at March 22nd Board Meeting; Expanded Learning Outcomes Reviewed at Sept 14th Board Meeting

Data Highlights: Goal 1 Local Indicators

• 2 years of DIBELS Composite Data Shows Significant Growth

• Initial Year of iReady shows 5% growth on benchmarks

• 3 Year Increase in numbers of Advanced Placement Courses (14 to 18); 2 year increase in CTE courses (16 to 20) and Concurrent Enrollment (1 at PHS; 1 at Black Diamond)

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Graduation Data Reviewed in Detail at May 10th Board Meeting; CAASPP Data Reviewed in Detail at August 23rd Board Meeting; State DashBoard Data Reviewed in Detail at March 22nd Board Meeting; Expanded Learning Outcomes Reviewed at Sept 14th Board Meeting

Pittsburg Unified School DistrictDIBELS Composite –Percent Proficient

Grade End of Year Comparison

51%

47%

42%

24%

60% 60%

47%49%

0%

10%

20%

30%

40%

50%

60%

70%

Kindergarten 1st Grade 2nd Grade 3rd Grade

2015-16

2016-17

• Addition of a 0.5 Puente counselor at the high school

• Certificated personnel or contract for coordination of data management

• Fill Position to focus on Foster Youth

• Increased focused on math

• Increase to CTE courses (4) and LMC concurrent enrollment (afternoon cohort at LMC)

• Initial funds for expanding arts/music program reallocated to parcel tax

• Partial funds for athletic materials and uniforms reallocated to parcel tax

L C A P U P DAT E S & R E V I S I O N S 2 0 1 7 – 2 0 1 8Goal 1: Engaging and Rigorous Teaching and Learning

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Main District Priority Areas in Goal 2: Professional Development

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Priority Areas Activities Measurements (* is State Dashboard Measure)

Focus on Students with Disabilities

Focus on Students who are English language learners

Recruit and Retain Highly Qualified Staff

Professional Development: Common Core Instructional Practices

Professional Development with Stetson/ All of Our Students Succeeding Plan

Newcomer/ Professional Development/ELD/expanded learning

Mentor Teacher Recruitment PlanCompetitive Salary/Benefits

Coaching and Professional Development/

*Accelerated outcomes for Students with Disabilities in CAASPP, Grad Rates

*English learner progress indicator

Retention rate of teachers, rates of credentialed placements, and increases in diversity, placement in County

*Student outcomes on CAASPP, CST Science

Goal 2: High quality professional development and coaching

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2014 – 2015 2015 – 2016 2016 – 2017

• Instructional Coaches- 12 FTE

• Full release BTSA Coaches • Extensive PD for

certificated and classified staff

• Release time for PD (2 days)

• Student assessment systems

• Administrator mentoring

Kept Main Activities from 2014-2015• District wide Professional

Development; in partnership with PEA/CTA: Focus on Opportunity Gap

• 2 days of PD for our classified staff

• Professional Development for Project Based Learning & Tech Integration: Vision 2027

• Identified mentor teachers to support intern and temp teachers

• Developed a marketing plan for the District

• Reviewed our services to students with disabilities

• Revised of Reclassification Criteria for ELLs

• Marketing materials and socialmedia, website updates

Keep Main Activities from 2015 – 2016• Expand Professional Development for

Teachers• Special Educations Services

(Stetson) and Compliance Issues• Expand opportunities for DI

teachers• Advanced Placement and AVID

teachers• New Teachers Support• Math adoption and ELA/ELD

pilot• Coding lessons – Code.org • Science – expansion of Stanford

partnership• Mentor Teacher• Administrator PD: Equity Focused

groups, expand to Assistant Principals• Professional Development for

Classified: including math, students with disabilities

Data Highlights Goal 2

• Accelerated graduation results for Students with Disabilities (12% increase over 3 years) and Students who are English Language learners (25% increase over 3 years)

• State Indicator for English language learner progress is Green: Medium/ Increased

• Local Indicator: Teacher Recruitment (4% increase in Hispanic/Latino teachers)

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Graduation Data Reviewed in Detail at May 10th Board Meeting; CAASPP Data Reviewed in Detail at August 23rd Board Meeting; State DashBoard Data Reviewed in Detail at March 22nd Board Meeting; Teacher Recruitment Details and ELD Data Reviewed at September 28th Board Meeting

• Instructional coaches reduced from 10 to 8 FTE

• Increased dollar amount allocation for the continuation of Common Core planning time

reflects the projected staff increase due to enrollment and increase in salaries

• Increase allocation for mentor teachers to support teachers not eligible for the Teacher

Induction Program (TIP)

• Additional Days for Professional Development with Stetson for Students with Disabilities

• Professional Development for Instructional Aides

• Additional Support at Willow Cove for ELD

• Increased focus on Math

LC A P U P DAT E S & R E V I S I O N S 2 0 1 7 – 2 0 1 8Goal 2: High quality professional development and coaching

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Main District Priority Areas in Goal 3: Supportive Environments Conducive to Student Learning

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Priority Areas Activities Measurements (* is State Dashboard Measure)

Restorative Practices/PBIS

Mental Health Supports

Family and Parent Engagement

Full Service Community Schools

Restorative Practices Coaches at all schoolsInitial PBIS plans

Therapists at all schools; additional support services at secondary

Parent and Family Liaisons at each school; parent workshops

FSCS at Hillview and Highlands

*Attendance Rates

*Suspension Rates

Socio-Emotional Student Survey (new)

Goal 3: Supportive environments conducive to learning

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2014 – 2015 2015 – 2016 2016 – 2017

• Parent Volunteer Coordinators (at some schools)

• Parent education and ESL class• Training for parents, site and

district staff on Restorative Justice

• Additional translator• Additional School Welfare &

Attendance worker• Full Service Community

Schools Coordinator• Additional counselor support

at all levels

Kept Main Activities from 2014 – 2015

• Parent and Community Engagement• Parent & Family Volunteer

Coordinator (District)• Parent Volunteer

Coordinators at each school site• Parent Workshops:

Early Literacy, Restorative Justice, Truancy, CAASPP

• Restorative Practices in Junior High and High School

• Expanded mental health services to serve all students• Increased Lincoln Center on-

site support

• Nursing services for schools with need

• Community Schools (Hillview)

Keep Main Activities from 2015 –2016• Increase Parent and Family

classes; family engagement plans

• Expand Community Schools (Highlands)

• Expand Restorative Practices: Elementary

• Expand translation services• Establish Parent Advisory

Group for Students with Disabilities (CAC)

• Dual Immersion Community Advisory Group

• Coordination of Mental Health and Behavior Support

Data Highlights: Goal 3

• State Indicator for Suspension is Green: High/Declined Significantly – Suspension rates declined by 4%, accelerated decrease for

focus student groups (AA declined by 6%, Students with Disabilities declined by 5%)

– A gap exists between African American students suspension rate (12.5%); students with disabilities suspension rate (13%) and the average suspension rate (6.5%)

• Local Indicators: Parent & Family workshops, truancy meetings

• Local Indicators for 2017-18: Social Emotional Survey; Parent Satisfaction Survey

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Parent & Family Engagement Plan and Outcomes and Restorative Justice Plan and Outcomes Reviewed at March 22nd Board Meeting; Behavioral, Social-Emotional Learning and Intervention Reviewed at May 10th Board Meeting

• Increase allocation for temporary attendance workers to conduct address verifications

• Added allocation for contracts to support a PBIS model at all elementary sites

• Decreased allocation of Behaviorists from 3 to 2 FTE

• Restructuring of Counseling Enriched Special Education Program

• Social and Emotional Survey (Measure Grit, Growth Mindset, School Safety, Self-Efficacy,

Self-Management)

• Development of Student, Parent and Family, Staff Satisfaction Survey

L C A P U P DAT E S & R E V I S I O N S 2 0 1 7 – 2 0 1 8Goal 3: Supportive environments conducive to learning

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BUDGET DEVELOPMENT

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E N R O L L M E N T T R E N D S 2 0 1 3 - 2 0 2 1

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2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

Grades TK-3 3,497 3,549 3,378 3,504 3,537 3,581 3,678 3,624

Grades 4-6 2,580 2,561 2,649 2,610 2,635 2,667 2,740 2,699

Grades 7-8 1,578 1,678 1,771 1,790 1,807 1,829 1,879 1,851

Grades 9-12 3,159 3,221 3,315 3,629 3,663 3,708 3,809 3,753

Total 10,814 11,009 11,113 11,533 11,643 11,786 12,106 11,928

E N R O L L M E N T T R E N D S 2 0 1 3 - 2 0 2 1

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-

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

Grades TK-3 Grades 4-6 Grades 7-8 Grades 9-12

A DA T R E N D S 2 0 1 3 - 2 0 2 1

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2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

Grades TK-3 3,335.47 3,371.29 3,222.00 3,316.12 3,347.52 3,387.56 3,478.74 3,478.74

Grades 4-6 2,460.75 2,433.10 2,527.05 2,470.63 2,493.87 2,523.51 2,591.00 2,591.00

Grades 7-8 1,504.86 1,593.79 1,688.84 1,694.40 1,710.29 1,730.55 1,776.69 1,776.69

Grades 9-12 3,013.60 3,060.30 3,161.55 3,434.59 3,467.01 3,508.35 3,602.49 3,602.49

A DA T R E N D S 2 0 1 3 - 2 0 2 1

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-

500.00

1,000.00

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00

4,000.00

2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

Grades TK-3 Grades 4-6 Grades 7-8 Grades 9-12

D I S T R I C T F I S C A L T R E N D S – G E N E R A L F U N D R E V E N U ETotal General Fund Revenue 2013-2021

32

$-

$20,000,000

$40,000,000

$60,000,000

$80,000,000

$100,000,000

$120,000,000

$140,000,000

$160,000,000

D I S T R I C T F I S C A L T R E N D S – G E N E R A L F U N D R E V E N U E 2 0 1 7 - 1 8

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General Fund Revenue 2017-18

LCFF Sources $ 89,259,192 Supplemental & Concentration $ 20,629,617 Other State $ 9,804,664

Other Local $ 5,922,227 Federal $ 6,700,327 Total Revenue $ 132,316,027

$89,259,192

$20,629,617

$9,804,664

$5,922,227

$6,700,327

LCFF Sources

Supplemental & Concentration

Other State

Other Local

Federal

BREAKDOWN OF SOURCES

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67.46%

15.59%

7.41%

4.48%5.06%

LCFF Sources

Supplemental & Concentration

Other State

Other Local

Federal

General Fund Revenue 2017-18

LCFF Sources 67.46%Supplemental & Concentration 15.59%

Other State 7.41%

Other Local 4.48%

Federal 5.06%

Total Revenue 100.00%

L C F F 2 0 1 3 - 2 0 2 1 B A S E F U N D I N G

35

$50,000,000

$55,000,000

$60,000,000

$65,000,000

$70,000,000

$75,000,000

$80,000,000

$85,000,000

$90,000,000

$95,000,000

$100,000,000

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

L C F F 2 0 1 3 - 2 0 2 1 S U P P L E M E N TA L & C O N C E N T R AT I O N

36

$10,000,000

$12,000,000

$14,000,000

$16,000,000

$18,000,000

$20,000,000

$22,000,000

$24,000,000

$26,000,000

$28,000,000

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

L C F F 2 0 1 3 - 2 0 2 1 U N D U P L I C AT E D C O U N T

37

86.54%

84.27%

83.29%

80.58%

79.21%

78.07% 77.90% 78.18%

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

84.00%

86.00%

88.00%

2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

L C F F 2 0 1 3 - 2 0 2 1 P R O P O R T I O N A L I T Y

38

45.20%

36.08%

30.77%

23.11%25.93% 26.54% 27.23%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

L C F F F LO O R & TA R G E T

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TARGET GAP ENTITLEMENT

2013-14 $ 106,874,364 $ 66,842,771 $ 71,647,241

2014-15 $ 107,992,666 $ 72,491,409 $ 83,198,646

2015-16 $ 109,971,985 $ 84,170,502 $ 97,731,146

2016-17 $ 111,961,008 $ 100,316,404 $ 106,724,430

2017-18 $ 113,914,820 $ 107,626,341 $ 110,391,385

2018-19 $ 116,999,270 $ 111,574,460 $ 115,454,827

2019-20 $ 122,821,211 $ 118,252,801 $ 121,611,039

2020-21 $ 126,155,344 $ 121,610,998 $ 126,155,344

2021-22 $ 97,229,603 $ 123,769,381 $ 97,229,603

L C F F F LO O R & TA R G E T

40

$-

$20,000,000

$40,000,000

$60,000,000

$80,000,000

$100,000,000

$120,000,000

$140,000,000

2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22

TARGET GAP ENTITLEMENT

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Year 1: 2013-14 Year 2: 2014-15 Year 3: 2015-16 Year 4: 2016-17

Year 5: 2017-18 Year 6: 2018-19 Year 7: 2019-20 Year 8: 2020-21

Floor Gap Remaining Need after Gap

Pittsburg UnifiedLocal Progress Towards Full LCFF Implementation:

S U P P L E M E N TA L & C O N C E N T R AT I O N F U N D S A L LO C AT I O N P E R G OA L

42

S U P P L E M E N TA L & C O N C E N T R AT I O N F U N D S A L LO C AT I O N P E R O B J E C T C O D E

43

S U P P L E M E N TA L & C O N C E N T R AT I O N F U N D S A L LO C AT I O N P E R S C H O O L

44

2017/18 2018/19 2019/20

12-13 EIA Allocation $ 1,994,519 COLA: 1.480% 2.400% 2.530%

2012 CALPADS 10,560 Adjusted Per Student Allocation: $ 191.67 $ 196.27 $ 201.24

Per Student $ 188.87

2016 UNDUPLICATED

COUNT/%

CALPADS 2016/17 2017/18 2018/19 2019/20

SITE 2016 2017 2018S/C

9500S/C

9500S/C

9500S/C

9500

Foothill 101 449 77.82% 577 583 598 $ 83,306 $ 86,060 $ 89,042 $ 93,643

Heights 102 532 80.97% 657 634 640 $ 105,888 $ 101,969 $ 100,760 $ 104,287

Highlands 103 455 85.37% 533 514 535 $ 86,342 $ 87,210 $ 86,120 $ 91,906

Los Medanos 104 610 81.77% 746 730 721 $ 120,120 $ 116,919 $ 117,157 $ 118,640

Parkside 105 573 88.43% 648 629 621 $ 110,062 $ 109,827 $ 109,165 $ 110,504

Willow Cove 106 619 89.19% 694 681 702 $ 111,960 $ 118,644 $ 119,216 $ 126,001

Stoneman 107 525 78.13% 672 666 683 $ 101,903 $ 100,627 $ 102,122 $ 107,378

Marina Vista 108 590 84.17% 701 686 698 $ 113,288 $ 113,085 $ 113,322 $ 118,221

Rancho Medanos 230 698 80.97% 862 892 866 $ 149,343 $ 133,786 $ 141,765 $ 141,115

Hillview 231 744 76.07% 978 1,027 989 $ 136,629 $ 142,603 $ 153,341 $ 151,404

Martin Luther King Jr. 234 606 82.00% 739 795 775 $ 120,309 $ 116,152 $ 127,953 $ 127,890

Pittsburg High 250 2,416 70.62% 3,421 3,454 3,542 $ 435,315 $ 463,075 $ 478,763 $ 503,382

Black Diamond 353 182 81.98% 222 194 167 $ 33,778 $ 34,884 $ 31,216 $ 27,551

8,999 11,450 11,485 11,537 $ 1,708,243 $ 1,724,841 $ 1,769,941 $ 1,821,922

Title I Equitable Entitlement paid with additional Supplemental/Concentration Allocations:Pittsburg High $ 468,178.00 Total: $ 931,253.33

Black Diamond $ 29,008.00 Total: $ 63,891.99

TOTA L D I S C R E T I O N A RY A L LO C AT I O N P E R S C H O O L

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TOTAL FUNDING

Site No. Allocation Emp. Cost OTPS

Foothill 101 $232,577 $40,174 $192,403

Heights 102 $270,724 $25,019 $245,705

Highlands 103 $228,173 $87,690 $140,483

Los Medanos 104 $312,668 $137,849 $174,819

Parkside 105 $288,968 $45,686 $243,282

Willow Cove 106 $303,970 $43,042 $260,928

Stoneman 107 $269,632 $68,586 $201,046

Marina Vista 108 $299,552 $37,020 $262,532

Rancho Medanos 230 $363,816 $101,404 $262,412

Hillview 231 $395,186 $48,060 $347,126

MLKJr. 234 $314,555 $44,177 $270,378

PHS 250 $1,362,299 $23,148 $1,339,151

Blk Dmnd 353 $94,750 $0 $94,750

Total $4,736,870 $701,855 $4,035,015

REFLECTIONS & FEEDBACK

46

Questions for discussion:

• What questions do you have about the information we presented? Is there anything we need to clarify?

• In what ways do these spending priorities resonate with you? In what ways do they not resonate with you?

• Which investments might we increase or add, and why? Which investments might we decrease or eliminate, and why?

• In what ways is this spending plan helping to close opportunity and achievement gaps within our district?

R E F L E C T I O N S & F E E D B A C K

47

THANK YOU!

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