see from the schools and it is a total. and within the three category and that just translates to the dollar amounts that are shown on the bottom. what i would recommend that we would do with all of the information is try to distinguish the changes in these allegations that are based on the changes in the student population. so for example, if there are 18 students at harvey milk projected for next year when there were 28 for this year and that is fairly significant, proportional change in the population. so things like that try to with the student population and verses the changes that might have been reflected in the use of the category and so if we

have identified the same students in a different category, in 12, 13, then we are proposing 13, 14, and but the population is not changing it is the categories are changing and then i think that that raises more of a concern as far as you know, holding the students harmless for that to go into effect. and so that is what i would suggest that we do. and we can do this when we look to the revisions of the budgets in the fall. the way that the student form law budget and they are all revised the schools have received the final allocations in september and so we can incorporate this type of a review in that process. >> and i appreciate that. i just, i appreciate the commitment to look at this and make sure that if the same students are on the ground in the schools, then we are not going to cut the budget. i do wonder if maybe, we used to classify the students in that were fully included as

severe or non-severe. and i believe that we don't do that any more. and i believe that we just classified inclusion students as rfps and it is really the stc students whether they are moderate or moderate to severe. ; is that correct?? >> (inaudible). >> yes, it would be on the mic. >> we went back in and encoded 6,000 children before the enrollment and so i don't think that is true what you are asking i could get a list of the coding was here from and she left. and maybe we corrected that and that would not be a problem, and we will use the issue that was coded incorrectly and schools were getting more money

than they were entitled to and we have double weighted schools to try a pilot program for two years and they would also see a loss. >> i think that if we see that there are schools. that the certain is how does it feel on the ground. right? so if the school suddenly has the same number of kids and the same kids but they say that their supply budget falls by 3 thirds that is the worry. so even what he said and notwithstanding, because if the schools were incorrectly encoded and the schools should not have been and we need to fix that and that is just saying that needs to be backed into or explained in a case by case basis. so that a teacher does not show up on the first day of school and say i have the same kids but last year i had twice as much money to buy supplies.

>> yes, i also asked when we do the revise in the fall is to avoid setting up a system that creates incentives because it makes the students in categories more severe than necessary. >> i think that it is setting it up and i just don't want to have the reverse facts. >> and then the fourth question has to do with professional development and common core. so i think that the availability of dedicated state funds for implementation of the common core so we are anticipating i think all of this is articulated in that information that we received. and we are anticipated 10.5 million, i think. that is right. >> and from over two years, for the common core. and for multiple types of

expenditures associated with the common core and we are expecting to spend about 6 and a half million of that amount in 13, 14. and we are really pleased that that funding was increased beyond what the government has proposed and then they revised and we were expecting about 8 million or about 8 and a half and so we are able to see an increase by about two million dollars and we expect the bulk of that to be directed towards professional development and so that is one piece of it and then, in terms of how that would be rolled out and i think that a combination of the staff development days, and that are on the calendar, and we are hoping to be able to restore some of the hours that have

also been the budget and that is the next item on the priority list on restoration and so we are looking forward to those conversations. >> yes. if i could just add something to the deputy superintendent lee has said just before mr. reece comes up to answer the last question. i think that opportune to be clear with the public that whatever the governor has allocated towards the common core we should probably quadruple. it is a sea change for the states in the nation and what i can tell the parents is that what students are learning in school is going to increase, it is going to be deeper and it is going to be much more robust, and it is going to be predicate that the teachers teach in a much different way with a much deeper understanding of the spiraling of learning. so much more than ever before,

would a student learns in kindergarten will be built upon in the first grade will be built upon in the second grade and so the students not mastering the subject matter materials and then moving to the next grade will not be detrimental to students it will be the kiss of academic death. i can't put it in stronger terms. and this is a huge deal that we are going to be talking a lot about in terms of really equipping our teachers with the tools to teach in a much different way than no child left behind quite frankly has mandated that they teach. and so it is a big deal and our core curriculum in the district right now is being informed by multiple development teams of teachers that are writing our core curriculum based on the core, the common core strapped standards and i think that many

of the school districts we are ahead of the curve and there is a lot of work to do and i think that the urgency is felt by the educators and we will have more information and this is going to be a sea change in what in terms of what the students will learn, but i will say this, that once the students are able to perform in a true, authentic way on the common core state standards, we will be competitive with the rest of the world in ways that we are currently are not. and so, this is a good thing, but there is going to be growing pains and more to come with that. but it is a very timely question, dr. murase thank you. >> i think that tom rees,, this is his last board of education meeting before he retires. so, we just, we could not think about not having you address a question mr. reese.

so the question was... dr. murase asked a question about in reference to the public comment. >> it was in the public comment earlier by the labor partners and sciu and characterizing the budget as distinguishing between the certificated and classified and that there were moneys in the budget for the certificated but not the classified and i wanted to understand that. perspective better. i hope that you have some information. but my question is it a tiny issue in terms of when the contract are open and not open is that kind of behind some of that. >> the commissioner murase, thank you, superintendent carranza for the kind words. and again i appreciate the opportunity to serve. especially on the final evening.

>> there are factors at play and one is the timing of contracts when the contracts open and when they are closed but in terms of this budget, i think that our deputy superintendent has already told and board and we have higher cost on the classified side. in terms of our mention cost and in terms of what are called the salary driven costs and so the reality is that we are spending more on a percentage basis in terms of those benefit related cost, and now the calories were neither in the negotiations with sfiu and we have not been able to reach an agreement and we are not in the negotiations with or on salary with our united educators and so neither of those factors are related in the budget but they will be as a settlement to come

forward. >> thank you. >> and it is just good to see you for old time sake. >> all right. miss lee you had a question. >> i know that we have gone funding where we categorized the credit recovery as a priority and budgeted $2.4 for this but we will be taking preventive measures towards this issue primarily decreasing class sizes especially for math? and if not, can we allocate funding towards this? >> well, i think that the short answer is that there are some increases in the school site budgets.

and all of those decisions have been made allocations were made in february and the site made there and their decisions in april and all of those staffing plans and priorities have been reflected in each schools's submitted budget and so, i don't have a grasp right now on by on school site how many have directed the site based dollars towards reducing class size and as one of the double-edged sword with the sight-based decision making and it is better in terms of flexibility for the school site and it is a little less... and it is a little more difficult for the folks in the central office to

say we want to see priorities reflecting smaller class sizes or other specific things and have the sites execute on those. there is a little bit of a double edged sword on that. >> the school sites decide where to put the money, the cartoon that was earlier there is not enough money yet and we are digging ourselves out of a hole. and that being said i know that the direction has gone to the school sites at the secondary and the high school level that one of the bsc, balance score card goals is a school's plan for reducing the number of

students that are off track what are you doing to make sure that the students are on track. you will see the information about how they are focusing on it. and one of the things to focus on as well. and it is a priority area and so that conversation continues as the school sites develop their priorities. >> fewer? >> yes. the student delegate, i wanted to let you know that in our moneys there is a category that says class size reduction grade nine math. and that was 885,000. so we decided not to use that money for that and that is being put back into the fund balance. >> there was an, allocation for us because someone said that we could flex it and we have

decided in this budget that it is recommend that had we flex that money and not reduce ninth grade math but we are given $885,000 to do it. >> thanks. >> so at this point, what i would like to do is that we have so much great information here that we could have a rich discussion for several more hours at least. and so what i would like to do is ask commissioners if you have any further questions that are to enhance your understanding of what you need to ask and we can go ahead with this, but the deeper questions i would lake to ask that we save those for another day. because we already have a list of a number of big topics that we want to address in future meetings. so with that, are there any further items that people need to ask to enhance their

understanding or complete their understanding of the budget that we are going to vote on tonight? >> commissioner wynns? >> this is a little bit backwards, so this will be i will not need to do the question with the revolution foods i would like to ask this. in answer to the question about revolution foods or the food contracts in general and about the sand f budget i would like to clarify a few things if i could. so, your answers to the questions was really complete about the things that contribute and the specific questions that were asked about ordering verses claiming and the unpaid meal charges, some of these things i am not happy with and as i know that you are not either. with them actually going up. and the things that contribute to the need to have support from the unrestricted general

fund. but there are just a couple of things that i want to clarify about that. one is that the fair, you will see the assumptions on which the s, and s, budget for the 13, 14, budget is based about the participation and the food costs and things like that, and so there is a 135,366 dollar presumed commodity for the foods and that has been an issue with them that i would like to know more about. and it does not really have to be tonight i just want to put it on the table but it is an issue that is one of the increased costs for the revolution costs that it does not use our commodities and that even though we may not love the commodity foods in the past but that is a definite increase cost. and i think that we need to from a budgetary point of view explore that further. i would like to know for

instance, what that is in relation to what it could be and then we could understand how much that is of the unrestricted general fund support that we could discuss with them or you could tell us, well i understand that they might not want to use the commodities but on the other hand that is the judgment and i am not sure that it is a judgment that we want just them to make but we want to be in on. and so that is the first thing. and as well, i am interested in and i think that it is worth noting here for the public but also for us that there is a plan to >> it is particularly true in this case because the families

not paying for the students' meals is a lack of communication for the student and school and family and just sending it with them and the ones telling them that they have to pay for it in the first place is counter productive. and so that i think we do need to pay attention to how much that costs and what the return on that is because that say big impact on this. and then i just want to, i think that we need. and i think that i would like to know what is in their contract and what it is that we are paying for? and you know, we just sort of like the commodity and we know that the meals are costing us more. but we don't know what we are getting, that is worth more.

necessarily. i mean, that we know, i understand that we know, i know from being there and from the people telling us that the food is much better, but how is gets that way and what the cost is what i think that we would, or i would like to understand in order to understand more about this in the nutrition budget. >> and so those are really my questions about that and i don't know if you want to answer any of them right now. i don't need the answers now. i think that those are the things that we should be thinking about as we vote on these contracts and as we monitor the contract with revolution foods that the bye right with all of proet vieders and the quality of the food and verses the cost and what it is costing us out of non-, not revenue from those programs and there is one more thing that i did want to ask, i just thought about it is it has to do with the participation rates and the rates for people who are eligible for the subsidized

meals. we haven't paid attention to increasing the rates and it is something that is supposed to be part of our evaluation and how they are at getting the free and reduced prized applications and how we are doing on that and what the impact is on the hour and the rates. and so i want to deputy superintendent lee tell you that i appreciate the information about the rainy day fund, eligibility but really it was not a question that asked. what i want to know and you can tell me now, i will be happy and i will do it off line is how the issue of our revenue that says that we are supposed to be eligible for the rainy day fund if the general fund was one year than it is. and since we know that it is more i need to know how that is

calculated. this is only one this tells me that we are presuming that we will be eligible and that the city is. >> did you want to address first before deputy superintendent lee and any of the commissioner wynns questions or how would you prefer to address those. >> i can acknowledge them now and we can have conversation going on throughout the year. but they offer to serve in the commodities that we are in the deep conversations and the fda has come out with a new guideline and the invoice to families we are not doing that as a strategy, we have concerns about the fact that the guideline is for a family of two if they earn, 28,000 a year they are not eligible for free or reduced we have concerns about having aggressive strategies for having the families pay for meals when we

recognize that the families might be earning 30,000 a year and others 3,000 a year. we are going to look at the policies and the regulations to make sure that we can have an approach to it that equitiable and i am happy to follow up with that, you know, the kind of the ingredients behind the contract, and then, the participation rates, just a note on that last year, we got the applications in for 91 percent of the students that was 9 percent that didn't, which i think was remarkable and we will keep those efforts up to get a high percent back >> thank you. >> superintendent lee? >> i will try to shed a little bit of light and that there is a more technical answer that they are more familiar with than me. but, more than i, but, the calculation for the eligibility and i mentioned earlier in the

meeting that there are two conditions for us to receive to be eligible receive funds from the rainy day reserve and one of them has to do with the layoff and the second one is that there is a decrease in inflation adjusted per pupil revenue and that is the, i believe that is the question that you are asking commissioner. >> the crucial phrase being inflation. >> and the methodology, that the controller's office uses is actually based on a very long period of time, dating back 30 years or more, i think. and that uses a calculation of inflation adjustment over a very, proud, arc of those years and looking at the cpr adjustments in each of those years over the decade and the long story short with that methodology, it is the case

that even though, even if we see in the short term, more significant increases in revenues than we have seen, it is still, holds up as determining that we are eligible and that is, that is the... >> commissioner haney tells me that there is a chart it look at which i would like to see. not now. and also, i was wondering about the rainy day fund calculation if the city has calculated in additional input into the rainy day fund for them in the coming years in those numbers that you gave us here. >> they have not. >> they are not projecting that they would make contributions into the reserve. >> okay. >> my last area which is something, or is about the special ed budget and i appreciate the information that we got, and it has been and it is helpful but here is what, i have been thinking. we have been talking about this for a number of years. and i think that over time, and certainly i do not expect to hear it, i just want to

somebody to say yes, we think that we could do that. what we have seen here as well as many times before these are our educational goals and so we put in what it takes which is a lot. and we have the strategy and they are going to result in cost safe ands that is what this says here. and i am interested in if anybody has ever gone beyond that if someone tells me that our expectation is that with the new way that we have of classifying kids, the way that they are being assigned, the commitment to a different service-based kind of programming, and we expect that over time, this is what is going to happen, we think that we will have this many fewer

special day classes by such and such of a time and i am not saying oh, it is a contract and you will be held to that but i mean are we planning for that? are we saying that this is what we think it will look like, not in a few years we expect to see some savings or at least a decrease in the annual increases based on what? just based on we think that we are doing it a better way and we hope that it is going to safe us money and i think that from our budgetary point of view and what we are talking about last week, with the kind of stunning, knowledge now that we are putting 25 percent of our revenue limit or what used to be our revenue limit into unrestricted general funds support for the special ed budget, it is impossible for us to look out in the out years of the budget unless we have something more to base this on. so some someone were to tell, here it says that expect to have lower legal cost and we

expect to have lower non-public school placements and i want to know why we expect that and we think that we are doing better and we think that we are going to do better, but do we have plan to do that. how long do we think that it will take. what do we think that the effects might be and i am hope hoping that we will not see another budget that does not have some of that planning and explanation, that is budget aligned. and it does not have to be and i actually hope that we will not see it, one year from tonight, but in sometimes, in the intervening time that we are talking about, the changes that we are make and what they are doing is that there will be some component to it which is not just aspirational without any numbers for the budget. >> thank you. >> thank you. >> vice president fewer. >> to pass this budget is one of the main jobs of the people of the board and so i know that

i have mentioned a couple of things tonight, i agree to pass the budget because i agree with a lot but i am trusting that i have been heard superintendent and we will try to find the money to serve these students better. so, with that, i am prepared to support this budget. >> commissioner maufas? >> i am also prepared to support the budget, all of the issues that i have i could ask off line and they are just answers that i could not deseeufer in the conversations that we have been having. the one thing that i really want to understand as we go forward and i know and this is a long system that has been this way where we are turning

our school sites are turning in budgets to the district office way earl in the year and based on information that they are going to have this money from what we understand is coming from the state. we don't even get that information until may. and then there is a couple of weeks of or months of back and forth. and i am hoping with what we know now, somehow, we can get that information to the school sites so that we can better project what they will have to work with and i think that is where the ongoing disconnect and how can we better help them be prepared to this is what we know. and we do know that we are going to get more money, but this is going to be the reality of what you will be able to do with the money that you are going to get. and i would like to hear that articulated more from our central office. because what i get from school sites is we turned that in a long time ago