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tv   Government Access Programming  SFGTV  October 26, 2018 12:00pm-1:01pm PDT

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the council planning meeting be convened no later than december 15, 2018. that the council shall report activities and recommendations to the full board of education annually. >> thank you, commissioner murase. we do have several speakers signed up for public comment on this item. when you hear your name called, if you could make your way to the podium. i apologize in advance if i mispronounce your name. if i do, you can blame mr. steel. [laughter] >> let's see, vanessa. alison. if you could make your way to the podium. perry. dahria. jennifer.
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and you'll have two minutes. you can get started. >> good evening, dr. matthews, president cook and fellow commissioners i'm the mother of two children are ho are bilingual. i am here to speak in favor of the passing of the resolution. it's wonderful that the district offers different models and pathways and moving to include world language with the middle school redesign. speaking another language and knowing about other cultures makes us more open-minded, more social, more inclusive and more prepared to tackle the 21st century. my hope is that this resolution pushes world language to the forefront, so -- [inaudible] -- language in other culture, it
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shouldn't depend on parent advocacy, because that is inequitable. children from different backgrounds should all be expected to wrestle with learning another language. passing this resolution and prioritizing world language is a social call to justice. thank you. >> good evening. as a speaker of three languages, a supporter of the amigo for multiple lingualism and parent of a student who attended the program at clarenville, studied japanese and now is studying italian, who you'll hear from in a moment, i'm in support of the world languages council resolution. while not every child needs to
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be in a language immersion program, each child should have the opportunity to study a foreign language. a global citizen should be prepared to communicate on a global level and understand the cultures they interact with. whether at home or abroad. and studying a language in elementary school is imperative to achieving proficiency in another language. while san francisco is a world leader in many fields such as technology, business, the arts and diversity, we should also be leaders in preparing our children to succeed through education that includes a commitment to foreign languages and cultures. i believe that the world languages council would provide the necessary support to maintain the strength and integrity of our foreign language programs. and allow them to develop according to the expanding needs of our children. thank you. [applause] >> hello.
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i'm 14 years old. i'm a freshman. and i'm taking italian there. i went to clarenville elementary school. i was in the japanese program. i'm in support of the council resolution. the program was very -- it was basically they celebrated japanese festivals and everything and i really felt it enriched me in the environment and i got to experience the culture. i actually went to japan with my class in 5th grade and i've been there twice since. so i think it was very important for me to be there. it was a great experience. [applause] before you get started, just to make sure, if anyone -- if i call your name to speak, then you should come up. i didn't have a card for the last.
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he was a student. so i let him speak. i'm going to call the cards for the next speakers. [reading of names] how do you say it? thank you. >> thank you. honorable commissioners, my name is -- and i'm the parent of a kindergartner in the spanish program. i'm also a member of the group amigo for multilingualism. i strongly support the resolution to create a world languages council as i believe in order to thrive in the 21s century, all students graduating should be bilingual. and starting in elementary school is the first step. [speaking foreign language]
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[speaking spanish] thank you for your time. merci. >> my name is --. [applause]
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i support this resolution. [applause] honorable commissioners, my son lawrence is attending a full immersion italian preschool in san francisco. he is 3 years old and he's tri-lingual. i myself if quadra-lingual and i support the resolution. there is ample research demonstrating that bilingual children enjoy benefits. and that they will reap such benefits long into adulthood.
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participating in the global community in enhanced ways. all students graduating from the san francisco unified school district should be afforded this gift. tarred that goal, i hope -- toward that goal i hope you pass the resolution today. thank you for your time. [applause] good evening, school board. i'm going to tell you a story. i came to the language game later in life. in high school. >> your name? >> jennifer. i grew up bilingual, but i'm tri-lingual now. i cared to learn another language even though it has been proven as we age we use a part of our brain to learn languages which makes it harder than the automatic motion our brains engage in as a child. i had to work harder. if i started earlier, i would be more fluent, but i'm happy with what i have.
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when i speak french, people look on with surprise and they ask how, why? they call me cultured, sophisticated, even shocking. that is my favorite one. i participate in the college study -- [inaudible] when i came home from france, i never -- when i came home, i started to dream in french and that made me so confident. there were a few things i did, i called air france and asked them for a job and they gave me one. then i joined the u.s. army and i thought if i can harness language in my 20s, then i can
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do anything. so i joined rotc and i graduated and was commissioned as lieutenant. i took a french test and became a qualified lingist. this all started in high school. please pass this resolution. [inaudible] -- >> i really like this district. i'm very proud of this district for the things it's done. but i think that we have to do more to try to step up and by saying that, one of the problems is, you know, the education system in our country is that
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it's too western centric. i think we've got to find all different ways to fight, to try to transform to change it. now we live in a very global society, which means we all live in one world. i think we need to prepare our children so that they can have the access, the opportunities to learn many more different languages. because like me, i like to travel the world and go to different places, but i think that kind of orientation about the culture and history and language does a great deal. so i support the world language council, but i also issue a challenge to you. i think that you need to step up as a board in this country to try to understand it, whatever we can do here can be something that can be modelled in other places. i think they're looking for it. and i think we need to try to start it. i think we need to start at
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least with commissioner murase, but we need to do more in the years to come. that's how i look at it. thank you. >> good evening. my name is lisa. i'm a graduate and kindergarten teacher in the japanese bilingual program. i'm in my 21st year of teaching. i support this council. it is essential for breaking down barriers, building bridges and building a more connected world. it's part of our district's vision. as a student, i received a fantastic education that included learning japanese from kindergarten to high school. that led me to live in japan. as a teacher at one of the schools teaching japanese in the district, currently, there is no formal process to connect families, teachers and other
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staff. also, b.b.p. had to fight for funding for 37 years. there was no sustainability plan. if there had been a world languages council we would have been able to connect with other teachers and programs to discuss challenges and get ideas. i hope you will create this council. thank you for your time. >> we have one final speaker. keith. if you're here, please make your way to the podium. >> [speaking french] [speaking foreign language] >> raised his kids to speak at home. >> i didn't.
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my wife did. >> the speaker before me is my son's kindergarten teacher. my son took japanese in elementary school, filipino and mandarin in high school and continued mandarin, he graduated and got a scholarship to study. it's because of the policy of usfsd. i think that creating a world language council in the usfsd is not only a great idea and should be implemented, but the resolution addresses the needs of a diverse community. it will not only address the needs of our existing language programs, but the needs of other communities, like art, hindu,
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their voices need to be heard also. i am here because i'm deeply concerned about the needs of the filipino pathway. the placement of the newcomer students, or misplacement, parents are in need of information. and the lack of a staff who speaks filipino. our sfusd filipino students are also no faring well compared to other students in other districts in california. not only are the filipino students in the sfusd test scores low, but 30% of filipino students contemplated suicide. that's double the rate of any in sfusd. to wrap it up, the council is what we need.
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>> thank you. >> if it's implemented our voices will be heard. thank you very much. >> superintendent matthew and the commissioners of the board of education. i'm an educator and also a parent of alumni who are now part of the workforce. and our proud alumni. filipino education center. i am speaking in support of the formation of the world languages council because it will help expand the districts to multilingual and it also supports our culturally diverse sfusd classrooms. this will promote the overall development of students, not only academic, but social and
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emotionally, because it addresses that critical piece of identity. so that identity is important so they grow up to be successful students. i can vouch for that because my kids are fortunate to have have a bilingual pathway program and they're now part of the job force. that is an important part of being part of the 21st century workforce. because of that, i wish to expand our reach to other families so we can promote student achievement and parent involvement to have a more successful school district here in california. and lastly, i believe this is a practice that promotes culturally responsibility. thank you. >> good evening, my name is keith. i'm a parent of a filipino education student. i had prepared notes, but
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everybody before me spoke to eloquently, i want to amplify the issues of identity. my wife identifies as filipino american and she lost connection to her language because she grew up in an era of not only english first, but english only. it has limited her sense of self-and the opportunity to visit the philippines because she's embarrassed she doesn't speak the language. to drive that point home, i speak just a little bit of mandarin, but that was enough to open up opportunity for me to travel. i just got back last month. i wouldn't have thought to go if not for that little access to language. so identity and being able to open up the world. i'm in support of the resolution, obviously, because i do with the educators have struggled for the last several years around issues of sustainability for that language
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pathway. we've seen since my son was enrolled in kindergarten, that program flipped from a bilingual bicultural pathway to a program, we're seeing a glimmer of hope that might change soon. but it's too late for our son for that curriculum change to have effect on him. he's not here with me because he at the high school open house because he's looking to go to high school next year. we're hoping because he's thinking about going to balboa, he'll have continued access to filipino training and have a stronger sense of self and the world opened up to him that way. thank you for your time. >> hi, i got here late. i didn't have time it fill out the green card. may i speak briefly? >> are you ok with 10 seconds? because i'm not supposed to let
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you speak at all in you didn't fill out a card in time. >> i'm here to support the resolution. and i've been a public school parent for 15 years. and two more years, knock on wood. both my daughters are graduates of rosa parks elementary and they've taken -- they've taken the japanese program all the way through. it was a really proud moment when my older daughter received her certificate of biliteracy from the school district and i'm convinced that the richness of her exposure to language and cultural education and her continued exposure to japanese language played a role in her college application. and i'm happy to report that after two years, she's finally
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able to -- ok, thank you. i'm a proud parent and the language programs have made a significant impact on the success of both of my children. >> thank you. [applause] >> that concludes public comment on this item. any comments from the board or the superintendent? commissioner murase? >> commissioner murase: very brief comments. i want to thank all of the folks for coming out tonight. i really do think our language programs are signature for sfusd and we would love to have more of a dialogue about what makes most sense to terms of strategic planning, articulation, k-12. but i also want to talk about the equity aspect of this. two years ago we awarded 500
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seals of biliteracy and not a single one was awarded to an african-american student. and that speaks volumes in terms of the systematic exclusion of african-american from language programs. we need a place to raise those issues and talk about them. and talk about one of the things in the curriculum committee report was a shifting of resources away from ad hoc immersion program at the high school level, and opening up more spots in middle school for students to take language for the first time. so i really do think that the world languages council is this place where we can talk about opening up language programs to students at the middle school level, not just if you're in elementary school, but to really have a robust discussion about them. i ask for the support of my
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colleagues tonight. thank you very much. >> student delegate? >> i definitely would like to support this resolution because i'm a tri-lingual student. i am a chinese immigrant who moved to san francisco in 2015. so my interaction with multilingualism started with my high school. so i believe it's one of the most diverse schools in the entire district because in the year i enrolled, 2015, we actually had language representation from five of the seven continents throughout the world, which i'm super proud of. because that that allowed me to explore different languages and most importantly, food. i like that. [laughter] studies have been shown that being able to speak more than one language, actually
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have benefits on your health. i like to study neuro science and sometimes i read study. and this study is showing the benefits of multilingualism, it provides help against symptoms of dementia, alzheimer's in old people. we should promote that. and there are too many benefits of being multilingual, especially in this international era. and i plan to study one or two more languages in college, because i note how important it is to be multilingual. i would like to make a request to commissioner murase as being added as the coauthor of this resolution to show the support of the student body and how we support multilingualism. thank you. >> commissioner murase: yes, of
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course. >> thank you. other comments from the board? seeing none, roll call, please. thank you . that's five ayes. [applause] please stand by. please stand by.>> okay.
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>> yeah, i'm going to get us started. good evening, board members, district staff, and community members. my name's kevin bogus. i'm the director at coleman advocates for children and youth, and we're here tonight to talk to you but also to represent a national week of action from an organization that we're a part of called the dignity in schools campaign. this year, the theme is around counselors, not cops, which isn't the most pertinent issue here in frisan francisco, unlikn oakland or los angeles across the country. we're here tonight nearly five years from the passing the safe
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support of schools resolution to remind you that the need is still there to fully implement that policy. we've been working with board members and district staff for the last four-plus years to kind of make this thing take hold, and we're still dealing with some of the same issues at school sites, and families don't feel that they're being treated with the dignity and respect that they deserve. they don't feel thatter they're heard from the district, they don't feel that people hear their erbs. they feel like they're just -- their concerns. they feel like they're just shouting in the wind. we want this to be an opportunity to bridge the gap of the families that feel their voices aren't heard at the district, aren't heard in their schools, and who feel that those things need to happen for them to be created as equals and to have dignity and respect in
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their schools. and so now i'm going to pass it to our next speaker. [applause] >> we're from coleman advocates, and we're here to speak out against school push outs of students of color. you helped us pass the safe schools resolution a long time ago, but there are still things happening that don't make us feel safe or supported? studenting are still being knocked out and not given the same opportunities as white students. >> when students are suspended, they don't get the same punishment as other kids.
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instead of -- and -- we need to learn how to listen and find a solution and communicate better. >> i notice in some of my classes that me and my friends are being targeted and pushed -- punished more. we want to know what -- what -- what -- what you will do to make this not happen anymore. thank you for listening. [applause] [speaking native language] [through the interpreter]
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>> good evening. my name is nicole cruz. i have three kids in san francisco unified school district. i am here because i have noticed that we put a lot of performance in student's academic performance, and we don't put a lot of performance in mental health. i think we need to hire some therapists, some psychologists because many students are coming to school with some problems that we are not able to help them, problems that they may have at home or in their
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community. [inaudible] >> -- thank you. [applause] >> good evening. my name is mildred coffee, and i'm involved in parents making a change. i've been helping a parent in my organization for three weeks trying to place her child in special ed, trying to get him placed rightfully in his right i.e.p., and i've been having
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difficulties with that. one of my problems is that we need more support, we need more help with taros, psychologists like my co-worker talked about, nicole, and we need to focus on the mental health. but what i've been having an issue with is that parents don't know what their kid's i.e.p. is. they don't know what they're supposed to have in their i.e.p.'s, and that's a concern for me when i'm helping parents in the district. i want to make sure that they're wa aware and they understand the prom programs in the i.e.p. and special ed, and this is especially if we need the families to be the top target. and another concern is that it takes time to place them. there are some that are severe
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and it takes more time to place them than others. but it takes a lot out of their -- it takes a lot from them learning because we're having difficulties in placing them where they should be. and like i said, parents really don't understand, so i, myself, would like help with that to support our families in the district, especially african american families. the second thing, when we talk about mental health, absenteeism, when we talk about african american families. it's a problem that i worry about because when you're talking about prosecution, that's not issue, and i don't know if there's somebody trying to be accountable for it or we need to look at it better, but there are so many african american children that have been out of school, and there's no tracking. i know we have new folks in social services -- pupil services, and it's good to know them, but i really need help.
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our families really need help. >> thank you, miss coffee. >> i'm almost done. we really need help with the chronic absenteeism. if we could get that, that would be helpful. thank you. >> thank you. >> my name's paul kangas. am i the next speaker? >> proceed, mr. kangas. >> thank you. i'm happy to bring news that the black families in the black community may be interested in. the university of california davis accidently discovered a cure for autism. i don't know if you've seen this, it's been in the news. it's been in the major magazines. what they did is they did a study of 500 students of u.c. davis. they did an m.r.i. study of their brains, and what they found that any child that had fluid on the brain at age six
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months, by age four became autistic 99% of the time. this is called a biomarker in science. i am a doctor. what this means is this is a way to approach autism and the crisis of the achievement gap. it's a medical question. the achievement gap is a medical question. so -- and it's, in some ways, very bad news for parents because of the mandatory vaccinations going on statewide producing tens of thousands of children who are now developing fluid on the brain and there's no known cure at this point for autism. we need a pool of unvacuum sin
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ated -- unvaccination children 23 in the state. if we can verify -- establish three -- thank you. [applause] >> hello. good evening. my name's allison collins and i'm a parent at francisco middle school, and i'm an active parent of the apac. we know racism is an issue in our country, in our city, and it's obviously an issue in our schools. as we see there is some great work going on in our district. none the less, it has been my experience as a parent that black families and other
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families have had to consistently advocate to make sure that the district lives up to its mission of culturally safe and appropriate schools. at my daughter's schools, i've had to ask why black children are punished by picking up trash, i've had to organize with other black history familifamil history is taught in schools. this year, i had to help my 13-year-old daughter navigate a state flag project which included the confedderate flag. i had to help her include important history not taught in the class in how that flag has been used to promote racial terrorism and white supremacy. with experiences such as these,
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it's no wonder why black children and families sometimes don't show up or do well in our schools. how can we as a district say we're committed to safe public schools when we're not addressing bias with parents, educators and schools, when we have an opt in model for addressing racism. year offer year, people like me ask for school to invest in ethnic studies at all safe. families should not have to ask for schools to be culturally safe. i'm asking the school to be held accountable, and report which schools that actively invest in black history. teachers are teaching in our middle and english classes.
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thank you. >> my name's julie roberts, and i wanted to speak to how troubling coleman's report is in showing that the disproportionate suspensions, the impact on black families is. we only implemented the safe schools ordinance for a brief period of time, and when we implement it, we saw the gap closing, we saw suspensions going down, and we didn't continue to implement it. we need consistent implementation from the district. we've seen families step up, so i want to thank apac for all the work that they've been doing at our school last year, apac and the north side black families met with different principals in our school and other north side schools, and it was one of the first month that we had black
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history month celebrated in all of the classrooms. i think one of the most powerful things was having families asking about that, and then having superintendent matthews asking questions about hey, what are we doing this year? so that power of having the district asking questions and having families advocate is really powerful. that's been a huge change for our school, which even there's only 3% of our families that are white, can still feel like a really white space. so we managed to celebrate black history month for the first time, so it's black families open space for all of the diverse families in our schools to have their cultures and histories celebrated. we've also seen that m.l.k. has had a drastic drop in suspensions. they went from being the middle school with the highest suspensions to being the lowest using the whole community school approach. and part of that approach is actually including student,
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family and staff voices in decision making. so i want to ask that we do that at the district level and make sure that when apac makes recommendations that we're implementing them and cementing them in assignments like the -- policies like the student assignment policy, and i'm hoping that we'll have more than three items crossed off the apac list next year. thank you. >> my name is lisa hong. i have two children at the middle school. >> i'm sorry, miss hong. i don't have a speaker card. did you fill out a speaker card? >> no, i don't. can i speak? >> no, i'm sorry. i do have a jennifer mendoza here, but if that person's not speaking, we'll move on. okay. okay. section g, special order of business. there's none tonight.
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section h, discussion of other educational issues, superintendent matthews. [inaudible] >> this evening, we will have a presentation of our audited actuals and our financial projections. did you want to go first? and presenting tonight will be our chief financial officer, miss reeta marvan. >> thank you, good evening, commissioner, superintendent matthews. today, we -- this is reeta marvan. i'm the chief financial officer. i was told not to touch it. okay. can you hear me now? all right. let's start again. good evening, commissioners, superintendent matthews.
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my name is reeta marvan. i'm the chief financial officer, and this evening, i'm going to give you a very brief financial update of our finances. we've just completed closing our books for '17-'18 the previous year and filed our unaudited actuals, and we will have a preview of that as well as our budget and projections for the following two years. so in our agenda, very briefly, as i mentioned, a previous of the 17-18 unaudited actuals that we've just completed and filed by the state october 15, 18 and 19 adopted budget as well as the district's budget and multiprojections, and we'll also have a little bit of preview. we did this preview at our
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budget and community meeting last time. okay. so as you are aware, the state comes out with budget projections at least three times a year. in january , the governor proposes a very preliminary budget based on projections of state revenues at that time. those projections are then updated in may. that's called the governor's may revised, and then, the state budget is adopted before july 1. a lot -- some years, there are significant changes based on, again, revenue collections and other factors from the state. what we do in our school district is we develop our own district budget based on the assumptions that are incorporated in the may -- in
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the governor's may revised. and when the state finally adopts its budget in july, but then incorporate a lot of those changes to revenue projections in our first interim report that's due to the state on december 15. that's our opportunity to make revisions and updates to our -- to our own revenue projections as well as our expenditure projections at that point. so this slide just basically shows a side-by-side comparison of what was in the may revised in terms of lcfm revenue, and discretionary funds as well as the cost of living adjustment that was applied to the lcfm base funding. and on the right is what ultimately did get enacted in the state budget. and i'm not going to go through
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every point, but just a couple of highlights, the cost of living adjustment, which is applied to the base lcff funding, which in may was projected at 3% was increased to 3.7%. we got a little bit of a suppleme supplemental cola that bumped lcff revenue a little bit. however that came at the expense of a reduction in our discretionary funding, which went from 340 -- 344-plus for average daily attendance to $184 for average daily attendance, so that was a potential loss of about $8 million of revenue, however, there was some recovery in terms of higher cola being applied to the lcff base. and the governor did come out and did stick to his commitment to fully fund the local control
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funding formula. if you recall, when this -- when the lcff was first implemented, it was going to take eight years to phase in full funding of the lcff. the governor managed to do it in six years, two years ahead of time. starting in 2019, lcff is fully funded. okay. now, that lcff is fully funded, what do we expect in the future in terms of revenue growth because it's very obvious that funding is still -- funding for education is still not up to par, compared to other states in the country. we're still in the 40-something for education funding, so what is it that we can expect now that lcff is fully funded? with full funding, the base
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grant that every school district gets on a per-a.d.a. basis is now equalized. so every school district will get the same perpupil funding under lcff, under the base grant. where there will be some differentiation from one school district to another is in the supplemental and concentration grants because what drives your supplemental and concentration grant funding is your under pupil percentage count. and for skrian francisco unifie the three year average is about 65%. some others may be at 85%, and some others may be much lower: so the supplemental and concentration grants that each school gets will vary, but the a.d.a. perbase grant will be the same. as a future outlet, the growth
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in lcff funding is now going to be determined by the specific district's average daily attendance and the unduplicated pupil percentage, and then, the statutory cola for the year, which is set each year at the time of the may revise and then firmed up in -- in july. and then, the cola does change, sometimes does get revised over the year, so we keep tracking that and update our own projections accordingly. any funding that is provided in excess of the cola is all we can anticipate. additionally, in addition to the base grant and the supplemental and concentration grants, there is a possibility that any excess funding after taking care of your lcff funding and -- and the
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so cola can be made available for additional funding programs as the discretion increases. and we know there will be a new governor, hopefully in january , and unlike governor brown, who really was a big -- a huge proponent of added flexibility, increased flexibility and autonomy and self-governance fore districts. when the lcff was implemented, a whole bunch of 45 categorical programs were rolled into the lcff and provided as part of the funding that we receive. it's unrestricted, but we don't know if the new governor may have a propensity to bring back more categorical programs if there is excess funding, so we'll have to wait and see , an
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the january budget proposal could be interesting. okay. so i mentioned that we've just filed our unaudited actuals, and we've reflected our revenue assumptions based on those state's adopted budget. before i delve into more detail in these numbers, i just wanted to mention that -- set some framework for these -- for those projections. one, both the 18-19 projected budget as well as the 19-20 and the 20-21 budgets do incorporate -- or at least the 18-19 and the 19-20 incorporate all the bargain salary increases that we've already negotiated and settled with all our partners. as you can see, there is a consistent trend of deficit spending. we recognize that. we are working diligently to
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address that in -- in several ways. one is exploring greater revenue opportunities, looking at where we can enhance revenue, and the second, of course, is looking at reductions that we can make while still protecting and maintaining our district's priorities. none of those strategies which are still under discussion are reflected in -- in this. this is what -- this is the scenario you -- you have if we don't take any action either in terms of looking at revenue opportunities or -- or -- or expenditure reductions. and as we get further into those decision points, we will continue to update the board, we will continue to bring updated projections leading up to when we have to adopt a budget, which
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is, you know, all leading up to the first reading in june, and the second reading of the reduction of the budget, so we will keep everyone informed as to where we are. okay. so starting with the unaudited actuals, which is column a, our revenues were at about $571 million, and this 500 million of that is primarily revenue derived from lcff. the other 70 million is a combination of state and local unrestricted funds. as a reminder, this is just unrestricted general fund budgets and expenditures. these do not include restricted funds like title one or any other title programs, or p, for example, or q.t.a. this is just simply unrestricted general fund revenues and expenditures. so in 17-18, we closed the books with $571.5 million of revenues.
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we had expenditures of 591 million, so our expenditures exceeded our revenue, which created a deficit of about $19.5 million. we started the year in 17-18 with a fund balance of 69.8 million and ended the year due to the $19 million deficit, we ended up eating a little bit into our fund balance, so that our fund balance at the end of the year was 50.4, lower than what we started with. of that 50, we have to have a designation for -- for economic uncertainties, which for our school district, is 2% of our total expenditures, and that's roughly $17 million. in 18-19, we are projecting our revenues to be close to $598 million. again, about 520 of those would be from lcff revenues. our expenditures are projected
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at this point at 614 million, and we will continue our pattern -- we are projecting to continue the pattern of deficit spending unless we have -- we take certain actions. and in 18-19, we did include -- we did have -- implement a cut to central office budgets of about 5. -- 5.25% and that's reflected in the expenditure numbers that you see here. but obviously that was not sufficient to bring us into balance -- to bring our budget into balance. so with that $15 million that we're projecting to end the -- 50 million that we're projecting to end the year with -- or rather $15 million excess expenditure over revenues, that'll dip further into our fund balance so that we are projecting to end the year with a $35 million fund balance. and then, in 19-20 and 20-21,
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you can see that fund balance is gradually or steadily eroding because our expenditures are out pacing our revenues. and there's a general recognition that rising pension costs and health costs are -- are a large contributor to this -- to the -- to our increasing expenditures. so by 20-21, we are projecting we will be significantly in the red where we will not even meet our 2% reserve deployment. obviously, this is not a pattern that is sustainable, nor will the state allow this to happen, so we have to take some -- make some interventions. and as i mentioned, we will bring the board up to data's e o how we are addressing this
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deficit. this is, again, a graph of where we are with our growth in expenditures and growth in revenues. as you can see, the entire triangle is our expenditures. the blue piece is our revenue, and you can see from those dotted lines that in january , we were projecting receiving on a perpupil basis, and in june, when the budget was actually signed, our lcff revenue provided us with $547 increase. this is a revenue increase from the previous year of 547. however, that $547 increase in revenue is, as you can see, totally eaten up and then some
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by expenditure increases. or our calstrz is costing us about $22 per-a.d.a. another increase in our classified cfas retirement, contributions increase in the stepping column of 62, increases in health and medical of $19, special ed and special transportation increased. and salary increases that we've implemented in 18-19 are about 873. and there, you see where the deficit is. i mentioned i referred earlier to

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