[{"_1":2,"_110":-5,"_111":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75,87,98],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":44,"_46":47,"_48":49,"_50":51,"_52":53,"_54":55,"_56":57,"_58":59,"_60":61,"_62":63,"_64":65,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},"mediaId",6198627,"mediaKeyId","3844277-0889a41c71bfc31243cf361b45e2d364","parentId",3844277,"title","Board hears concerns on early-age behavior, screen time and social-emotional supports","audioSeconds",0,"startMs",993000,"endMs","viewUrl","/Search/View?dp=1&key=3844277-0889a41c71bfc31243cf361b45e2d364&start=993&end=993","thumbnailUrl","https://assets.pipeline.soar.com/3844277-0889a41c71bfc31243cf361b45e2d364/thumbnail_993000.jpg","articleUrl","/articles/6198627/California/Board-hears-concerns-on-early-age-behavior-screen-time-and-social-emotional-supports","mediaUrl","https://secure.pipeline.soar.com/6198627-846e7374454ddf45fec839d3e3172180/orig.mp4?Expires=1774917037&Signature=a84A8FeRLy6soLuAqQa6gpIdf8CWNjRhSdJaQyt7Nee72fidUXZpD4z4Mq5SAn0WGydXFIMr-hXNXpuLUwcKpNYjQhsMUsHdlbzB4RU-hAs6OsES-ByrRzStGLy4TJk3OMWrBT2AF~XV3vtwnlVojBGPL9NizCeliuzGVr5W0nsnbhe9eyI6vLI5ae2DZIOmyQp44KQ0IFN6HCXcOcjN2SklVNEFVbZjGH2W9useMwot~Av88PR5~kijeGvBEcZrIY6c5mTBMpJBcIxPHytCYQ7CjWvKzp5bN-Uqw8-PSZxxjKcBMO9yMWO0K-rQKqVEYZaVOUH9j4fg5-pDqPlT~A__&Key-Pair-Id=KUT5TJCACFTXG","author","Bear Valley Unified","date","2025-06-17T13:12:48Z","article","Board members and staff spent part of the LCAP presentation on student behavior and social-emotional supports, noting that more severe behavioral incidents are appearing at younger ages and that the district is adjusting curriculum and staffing responses.

Staff said teachers and principals are reporting earlier-onset aggression, anger and other maladaptive behaviors among some students, which staff described as appearing even in kindergarten and first grade. That pattern predates the pandemic in staff remarks but was described as exacerbated by COVID-era device use and changes in home and school routines.

District actions identified in the presentation included: switching social-emotional learning curricula where site-level data showed a program was not working, expanding counselor and dean-of-students coverage at select sites (the slides referenced a dean of students position at Baldwin Lane and an assistant principal, Scott Hurd, providing intermittent coverage), looking for ways to deploy CCSPP and other targeted funds for behavioral support, and considering additional on-campus bilingual aides and a district-level student liaison to support social-emotional needs for secondary English learners.

Staff also described a district emphasis on reducing noninstructional \"screen time\" in class and tightening approval and use of streaming content. The presentation described limiting movie use through a licensed provider (Swank) with administrative approval rather than open streaming via Apple TV or platform subscriptions, and imposing a guideline that longer clips (for example, over 15 minutes) require explicit instructional justification.

Board members asked staff to consider the staffing implications of behavior trends, noting that while the district plans some staffing reductions in its multiyear projection, student behavior needs could require additional aides or counselors funded from restricted grants. Staff said they are reviewing grant sources, including CCSPP and expanded-learning funds, for possible targeted hires.

Ending: Staff said they will return with more specific proposals linking observed behavior trends to staffing and program recommendations as part of upcoming planning sessions and the LCAP adoption process.","mediaType","Video","parentTitle","Board Workshop Meeting | 6/16/2025 - 4:30 PM","oneSentenceSummary","District staff told the board they are seeing more extreme behavior at earlier grades, are reworking social-emotional learning curriculum and are reducing non-instructional screen time while expanding counseling and behavioral supports.","taxTitle","Bear Valley Unified, School Districts, California","taxId",76644,"location","California","headline","","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_46":81,"_48":82,"_50":83,"_52":84,"_54":55,"_56":57,"_58":85,"_60":61,"_62":63,"_64":86,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6198633,"District outlines interventions for English learners and long-term English learners in LCAP",1990,257000,2247000,"/Search/View?dp=1&key=3844277-0889a41c71bfc31243cf361b45e2d364&start=257&end=2247","https://assets.pipeline.soar.com/3844277-0889a41c71bfc31243cf361b45e2d364/thumbnail_257000.jpg","/articles/6198633/California/District-outlines-interventions-for-English-learners-and-long-term-English-learners-in-LCAP","https://secure.pipeline.soar.com/6198633-1c004c3e363df76648f0660e03b97698/orig.mp4?Expires=1774917037&Signature=ZFA2K58ZR4hrX7Mo09OFOJTu19aK2abfMCzEW36ufiFB~S~k8ckxhi~PTXKEKqcjrmfoV84CLlnF32XR12ecIy6o3zqKQG8z-Vm2PTMGBySVChEpVuI5QmDS5xnKQ-hC24FSEaWh57Zi28slyfBblsZEm8jh~QMwkjJzfsSVUCkVBVh3FhAb6PRKpAXieAuz5boCylgsWM31XMcS~PCiE4soflmTiTAmMZ~kY3eIbYhhRD857KRdUZbiSf46terxrZdrAaKe5SjrFXOnqtWmmEB5PffaMKv5eULr5wjNNGARJfFPSRqznS0vWTDLhLdJ6tSlitDYn44kRSPTXTm5Aw__&Key-Pair-Id=KUT5TJCACFTXG","Bear Valley Unified staff told the board the district will increase targeted supports for English learners (ELs) and long-term English learners (LTELs), including assigning a district-level EL coordinator, maintaining specialist software and expanding parent liaison work.

Context: The LCAP presentation identified ELs and LTELs as priority groups where the district must show growth under California accountability measures. Staff said the district will align measurable objectives and use a combination of curriculum, software and family engagement to narrow gaps.

Staff reported specific subgroup indicators: only about 3.2% of English learners were listed as considered prepared on the California dashboard indicator presented on slides, and LTELs showed large negative \"distance from standard\" scores on state measures. The presentation reported LTEL-specific data including a suspension rate of 9.2%, chronic absenteeism of 24.1% and a 0% college-and-career-readiness indicator for LTELs in the materials shown to the board.

Planned actions described in the presentation included: maintaining Elevation (an adaptive software product) for EL instruction, assigning a district English learner coordinator (identified on slides as Doctor Crowe) rather than relying on site teachers to perform that coordination, expanding communication through a parent liaison role, and quarterly ELAC (English Learner Advisory Committee) meetings pulled back to site-level meetings to build school-based EL engagement. Staff also said they are considering a district-level classified \"student liaison\" position (bilingual) to provide Spanish-language academic and social-emotional outreach for secondary EL students through CCSPP and other targeted funds.

The presentation noted changes to reclassification criteria after feedback from county reviewers: district staff said they had adjusted grade and performance requirements to reduce barriers that had been making reclassification too difficult for some students.

Ending: Board members asked for follow-up data; staff said they will bring more disaggregated subgroup analyses to board planning sessions and to the LCAP adoption item.","Board presentation flagged LTEL outcomes as an urgent focus, described new EL coordinator assignment and software and outreach strategies to support reclassification and parent engagement.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":42,"_45":91,"_46":92,"_48":93,"_50":94,"_52":95,"_54":55,"_56":57,"_58":96,"_60":61,"_62":63,"_64":97,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6198637,"Bear Valley Unified reviews LCAP goals as graduation, assessments and dual enrollment improve",213,213000,"/Search/View?dp=1&key=3844277-0889a41c71bfc31243cf361b45e2d364&start=0&end=213","https://assets.pipeline.soar.com/3844277-0889a41c71bfc31243cf361b45e2d364/thumbnail_0.jpg","/articles/6198637/California/Bear-Valley-Unified-reviews-LCAP-goals-as-graduation-assessments-and-dual-enrollment-improve","https://secure.pipeline.soar.com/6198637-16f3a961d2154e194ccd4b7e5fef5664/orig.mp4?Expires=1774917037&Signature=Gb~fCzaixToa54kckhRdEc5SCBIhsIekyq0pgtCLJNrMU~BNqlnvpT5q~6RoftSoMavNspOm744U1OsrMht3VMNHjhzOOQOLoQ7zdNjgXyuGAYGqjKjOhcaEePsKP2T1PTrKmgTVWrzNuecVb45b2Lj-G8HPcKB8CxSR4yLw-43UrQskk55nkcMsaj7IoZ9MqWRpTsbnDo7Qb-hWik1ThhvB-Y1BXq2R7VsL2KFipFQf9f3h0CSsCPRR4wBw6XrKFQtNjCd-oJZfeqcKfAtBec2F6kfahpOghlZiYAZN49Z7XwNQG304xWPulrQke7zxTB1WYX~nRL~qwJIcLb~ryg__&Key-Pair-Id=KUT5TJCACFTXG","Bear Valley Unified staff presented the district\u0000fs Local Control and Accountability Plan (LCAP) priorities and recent outcomes, saying graduation rates, some assessment results and AP pass rates improved while chronic absenteeism and subgroup performance remain areas of focus.

Why it matters: The LCAP sets district goals tied to funding priorities; the board was shown metrics staff will use to measure progress and to target interventions for student groups who are behind.

Staff reported that combined graduation rates rose from 85.6% to 91.6% for the larger high school grouping between the referenced years, and that preliminary 11th-grade CAST (California Science Test) scores improved from 43% meeting/exceeding to 52% (02/2025 data labeled preliminary). Math proficiency for that cohort rose from about 18% to 24%. The percentage of students earning a 3 or better on AP exams increased from 44% to 61% in the period identified on slides. Dual-enrollment participation was highlighted: 36 freshmen formed a cohort on track to meet A-G requirements, and 67 dual-enrollment students completed 630 college credits in the 2024-25 school year; staff said one student earned 38 credits over two years.

The district\u0000fs chronic absenteeism rate declined from 29.6% in 2022 to 26.5% in the February 2024 reporting period, which staff described as improvement but still above ideal levels. Staff also noted subgroup disparities: long-term English learners (LTELs) showed large gaps in \"distance from standard\" (examples presented on slides showed deep negative differences), with LTEL outcomes including a reported 0% college- and career-readiness indicator for that group and higher suspension and absenteeism rates (suspension 9.2% and chronic absenteeism 24.1% reported for LTELs in the presentation). Districtwide suspension was listed at 5.6%, with foster youth at 20%, homeless students at 7.7%, and students with disabilities at 8.2%.

Staff said the LCAP measurable objectives will include A-G completion, graduation rates, attendance, suspension and expulsion metrics, engagement survey results and college- and career-readiness measures. The slides explained \"distance from standard\" (DFS) as a per-student measure of how far a score is from the threshold to meet standards and said the district will report DFS averages by school and subgroup.

Ending: The board was scheduled to consider LCAP adoption on June 18; staff said they will provide more disaggregated reports and follow-up on subgroup progress in upcoming planning sessions.","District staff reviewed Local Control and Accountability Plan priorities, reported preliminary assessment gains and higher graduation and AP pass rates, and noted areas of continuing concern including chronic absenteeism and subgroup outcomes.",{"_33":99,"_35":36,"_37":38,"_39":100,"_41":101,"_43":102,"_45":103,"_46":104,"_48":105,"_50":106,"_52":107,"_54":55,"_56":57,"_58":108,"_60":61,"_62":63,"_64":109,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6198641,"Bear Valley Unified projects $2.9 million planned deficit for 2025-26, shifts one-time grants forward",1473,2777000,4250000,"/Search/View?dp=1&key=3844277-0889a41c71bfc31243cf361b45e2d364&start=2777&end=4250","https://assets.pipeline.soar.com/3844277-0889a41c71bfc31243cf361b45e2d364/thumbnail_2777000.jpg","/articles/6198641/California/Bear-Valley-Unified-projects-29-million-planned-deficit-for-2025-26-shifts-one-time-grants-forward","https://secure.pipeline.soar.com/6198641-73e2a421ed658254de53f5860c71a849/orig.mp4?Expires=1774917037&Signature=mXhpkGQLVHsspKc7qSR809hYLMDrVvlf3oG0hu39zeX~8xjDZIeQlKWoOLldeItweCaJcWNqDhNFsSO4JyM82jYP23NLPv4UQMqPuHqh5XiP3rpUQ1J6s0sWNXRGguREr2nTaOsv9Yliw5jBg6yCjks2gC08V0PMxflfezt5gPfchxlsdKp8cKCd70RqUqLMsgsBwt2iXx7YkDBzooR9PTjD8E~xfDiPudb-czL6LXuUfa94OgnEQg~K6-uHIdOFKCVeq9QwcOfyNSu8TM5WbyBtVZy9cESkN5-6hzKQjUR0pkP~RRdrQiNF5ZBtszniHOY3DIjeLwbMIVawZis-mg__&Key-Pair-Id=KUT5TJCACFTXG","Bear Valley Unified staff presented the district\u000fs proposed 2025-26 budget to the Board of Education, showing an expected operating deficit of $2.9 million and a larger estimated actual deficit of about $1.2 million for the year just ending.

The presentation explained that one-time and timing differences in grant revenues\u0000notably a spike in Comprehensive Support and Improvement (CSI) apportionments and other restricted grants\u0000are being pushed into future years because the district can only record those revenues when it spends them. That accounting led to a $506,000 year-over-year decrease in recorded revenues at estimated actuals and to shifting hundreds of thousands of dollars of related expenditures into 2025-26 and later years.

Why it matters: District officials said the combination of recurring labor costs from recent contract negotiations and the timing of nonrecurring grant spending makes the 2025-26 budget tight. Staff also showed a multiyear projection (MYP) that narrows the deficit in 2026-27 and returns to a modest surplus in 2027-28 if enrollment and the district\u0000fs funding assumptions hold.

Key details from the presentation included: certificated and classified salaries rose modestly as budget figures became final; supplies declined by about $860,000 largely because CSI and other grant expenditures were moved forward; and services decreased about $288,000. At second interim staff projected a $534,000 deficit; estimated actuals rose to about $1.2 million. The district\u0000fs recurring deficit for the year of negotiations was shown elsewhere on the slides at roughly $4.5 million, which staff said is being managed by planned deficit spending and by using one-time grant resources where allowable.

Staff said enrollment slid slightly from the second-interim projection (about 2,193) to 2,160 at period 2 and that average daily attendance (ADA) declined in absolute numbers but rose slightly as a percentage of enrollment. Local revenues showed a net increase driven in part by fair-market-value adjustments, while state revenues rose about $155,000 (including an equity-multiplier allocation focused on one campus). Federal revenue recognition declined by about $538,000 at estimated actuals because large CSI and Title I allocations are being carried forward until spent.

The budget presentation also detailed fund and capital activity: playground surfacing and field maintenance work increased capital outlays in 2024-25; the Redevelopment Agency (RDA) fund contributed roughly $2.4 million toward science classroom renovations; developer fee revenue for the year was projected around $160,000; and the district captured higher indirect-cost recoveries that slightly improved unrestricted balances. Staff said some capital projects were reallocated between fiscal years after an audit adjustment that moved invoices to the proper prior year.

Board directions and next steps: staff said the LCAP (Local Control and Accountability Plan) adoption meeting is scheduled for June 18 and that unaudited actuals will be presented after year-end closing. The presenter also confirmed ongoing work to plan spending of expiring grants (arts and instructional-materials grants, educator-effectiveness funds and learning-recovery dollars) so the district does not return unspent monies.

Limitations: The figures above reflect staff\u0000fs slide presentation and interim accounting adjustments; unaudited actuals and the state budget process could change final numbers.

Ending: District staff told the board they will continue refining the 2025-26 budget and the multiyear projection and return to the board with unaudited actuals and follow-up analyses.","District staff told the board that temporary federal and state grants drove year-to-year swings in revenues and expenditures and that a planned recurring deficit from recent negotiations will take multiple years to recover in the district\u0000s multi-year projection.","actionData","errors"]

Article not found

Board hears concerns on early-age behavior, screen time and social-emotional supports

District outlines interventions for English learners and long-term English learners in LCAP

Bear Valley Unified reviews LCAP goals as graduation, assessments and dual enrollment improve

Bear Valley Unified projects $2.9 million planned deficit for 2025-26, shifts one-time grants forward