GJUESD Board of Education Meeting

001I call us to order. Flag salute. >> Ready. Salute. To the flag of the United States of America and to the republic for which it stands. One nation indivisible and justice. Amen. And there was no action taken in close session. Okay, I will read our board meeting protocol for tonight. Our meeting is being recorded. It's open to the public and it's also broadcast live through Zoom. For public comments, there are three minutes per agenda item and they will be timed. The board shall limit the total time for public comment for each agenda item to 20 minutes. With board consent, the board president may increase or decrease the time allowed for public comment. And to make comment in person, there are cards at each of the doors and that would go to Miss Bach. Email public

002comments can also go to the superintendent email 24 hours before the board and they'll be posted on the website with the agenda. Email public comment is limited to 450 words. U board vote and connectivity. Each motion will be followed by roll call vote for action items and should a board member attend the meeting remotely or lose connectivity. We it will be delayed by 5 minutes and board meetings regular meetings will be adjourned by 10:30. Okay, we can move on to E communication. Okay. So, we have our routine notification from our county that they have approved our second period interim budget report. >> And for public comments for topics not on the agenda, do we have any public comments? >> We do not have any public comments. Okay. And on to G reports. All right. Our

003first report will be the local control accountability plan. Najar, >> thank you. And so we are in the season of LCAP feedback. We have been receiving feedback uh for a couple of months now. We've presented at our district advisory committee meetings, our DAC meeting, our special education advisory uh committee meeting. We have emailed staff and community members. Um the the deadline we gave the community was Friday but the the link is still open if anybody wants to you know provide additional information. Um so what I have provided for you in your board packets are the goals and actions and metrics that we currently have in place. And um of course once we look at all the feedback and put all of this information together there could be some additional actions or metrics that we add

004but for right now this is a draft of what's currently in place. Um I want to just highlight a couple of changes that we are going to be making to the metrics given what we have so far. And so as a reminder we have two LCAP goals. The first goal focuses on academics and the metrics that we look at uh center around our district reading assessments, our dashboard data, the progress for our English learners and also um continuing to provide professional development for teachers uh and um also making sure that they have students and teachers have um the appropriate skills necessary to continue academic growth. So I just want to highlight a couple of areas that we are making changes to. So on metric number two, we are uh we added the I Ready. So

005as you as you guys are aware this year we added the I Ready math assessments. We moved away from MAP. So we were adding this metric into our LCAP. And the I Ready assessment is administered to kindergarten through 8th grade. It is following the same um benchmark as MAP. So we are wanting students to reach the 60th percentile and um we will monitor it as 5% growth of students meeting or exceeding the 60th percentile. So that's a new metric. Um number 11 there we changed it to it used to read prek uh dual language learners um with the universal TK implementation that was went into full effect this year. Our dual language immersion program will be starting from TK, not preschool anymore. Preschool is primarily for three-year-olds. And so we were running into kind of

006the the challenges of what would we do with a a preschooler that would have to go into preschool for a four-year-old where the DLI program is actually uh for four year olds and TK on. So we just made a little bit of an edit there. Okay. Um let's see in the action items. So the actions are what we are going to put into place to help meet these metrics. We've made some edits to action item number five. Um we have had for um many years now in our LCAP the you know kind of the goal to reduce our class size. We did want to add in here that there is educational uh code around TK class sizes and so we will add that language into action number five. So it's TK class to remain 10

007to one and that is in the statute. Again for number eight just talking about the the dual language immersion program is really starting in TK. So we made an edit that it's TK through 8th grade. And so uh allocating resources in time to really kind of expand that program and make it a quality program. So we changed it from preK to TK. That's on number eight. 12. And then um action item number 17 on goal one, we added this is our CTE action item and um as we have shared in previous meetings, we do have a pretty robust agricultural program a program at McAffrey. Um but we're also adding technology programs here. Macaffrey has um lots of have the maker space, they have the K dog and so all of these kind of factor into

008a technology pathway. So we added technology there as well. And then LCAP goal number two, this is around social emotional development. At this time we haven't made any changes to any of our metrics or the actions that are there to support the U metrics. So th those will stay as is. And again, these are drafts. Um, we are still gathering and we'll be still reviewing the feedback that we received from our community members and make some adjustments if we feel that it's appropriate. And we'll have the LCAP in May, I'm sorry, in June. We're in May right now, June for the um the public uh uh hearing or review and then the adoption on the 17th and 18th. So, it's all draft format and we did um kind of make some changes this year to

009get more community feedback. Um we pushed out the link for a month every Monday. We also, and I've included it in the packet uh for you, we uh drafted or created a a flyer that was pushed out by our administrators and our teachers for open house or any of those community type events. we were able to put a QR code on there. Really trying to make it more accessible for the community to take those uh those survey questions. I think it helped. We have about 53 um people that took the survey. I haven't dove deep into the comment section, but um yeah, 53 uh people that have taken it. So, we'll have that information in the June board meeting. >> Any questions or feedback on the process so far? Okay. To be continued in June,

010we will move on to the dual language immersion program. We have a PowerPoint for you and Principal Nelson will share with us. All right. Good evening, board members. I'm excited. You guys excited to hear about DI? All right. Um, so we get to do uh like a report each year and part of it is a reminder and a review. Uh, some of it has some new information. So, I'm excited to share some of that with you. Let's see if we've got this working. Yes. All right. So, we have a vision statement uh as part of our dual language uh immersion uh program. And the vision statement uh reads at G Joint Union Elementary School District, we believe that all languages and cultures are important. We will provide an inclusive educational opportunity that values and teaches

011multiculturalism, develops bilingualism/biiteracy and provides a high-quality academic program for our students to strengthen their self-perception and identity and be successful in a global society. So with that vision statement, we set up our program and our program has three pillars uh of dual language and and this is not uncommon or unlike other DI programs that exist. Matter of fact, many use the same type of of language and pillars. Uh the three pillars being bilingualism and biiteracy. uh academic achievement is the second uh pillar and socioultural competence is the third uh pillar uh of the DLI program. Um understanding again like uh uh Colgate just stated our DI program begins in in TK when we used to have um different ages. It started in preschool and then TK, but now that ages are kind of standardized, it's

012TK is where it starts. And uh we have the plan for it to go all the way through the elementarymentaries and then into middle school. Um according to the instructional model, we follow what's called a 9010 model. 9010 uh representing the percentages it starts with with our youngest. 90% of um language instruction is given in the Spanish language and 10% in English. And as you can see by the graphic, as the students get older, um there's a little bit more English introduced each year until it gets to fourth and sixth grade where uh it's at a 50/50 level. um when they move on to seventh and eighth grade um there's less Spanish, more English, and and much of that has to do with uh what is available and what you know what what it will

013look like eventually um at the middle school. Um so that's our instructional model. Um and this is kind of how it's allocated. I know um this can be a little bit funky to to to read and to see, but if we if we look at minutes allocations in the pink column, everything in the pink is Spanish, everything in the blue is English. So, we can see 90%, remember that 9010 model, and we can see the different content areas that are done in in pink in Spanish, and then in blue, what's done in English. Um, and so we see that in the younger grades really it's kind of uh EL, some music, some PE that's done in English. Um, and then as they move into second grade, that's where a little bit more um is introduced

014in English, including library and going to the library on a weekly basis. um as they move into third grade um what we see is now we're having a little bit more of English instruction. We're up to 40% and for the first time we're getting English in content areas like math and reading and writing. Um, interesting anecdote. I I we talked with three years ago our parents who were coming into the program for the first time, the first group in kindergarten, and one of their concerns was um, well, how are they going to learn English if they're not being instructed in English until third grade? You know, that's the first time they're going to get any type of English instruction. And I remember we we said to them something to the effect of um they will

015acquire English uh through you know listening and speaking obviously with you and and their friends. But there's this crazy thing that happens with the brain. It's almost like a little miracle where even though they're not instructed in English, they're going to start looking at English and be able to read it. And um of course that doesn't mean we're not going to instruct in the basics of English, but not until third grade. And uh just like two weeks ago, I had a mom come in um and she's a substitute in the district and she goes, "Mr. Nelson, I got to tell you something." I said, "What?" She said, "I gave my kid a book and he was reading it in English." He's a second grader. So this was from that first group. And I said, "So

016how did he do?" She was like, "He has never been instructed on how to read in English. we've never read an English book with him at home since he's been in school and he's able to read this book in English and I said remember I said the magic and she's like it is magic uh and it does happen obviously it happens at different rates with different students but um that is um one of the benefits of the of the DLI program is that there is something that goes on in the brain that enables reading to happen in English even though they haven't been instructed in how to read English. Um, as we move into fourth and fifth grade, what we see is is is the same um content areas. We add science. Um, and then

017we just add uh minutes to how much English instruction uh is given. Our current highest grade level is is excuse me is second grade. So, this is where we have our our highest students this year. Um, next year, uh, they'll be in, uh, will be in the third grade model, uh, with a 6040%. Um, and that's what sixth grade looks like. And so what we use in in the Spanish version is what is used in the English version. So English uses benchmark advance. We use benchmark adante, which is the Spanish word for advance. Um we use uh I Ready CMC in English and uh math and we use that same in in Spanish. So we use the same curriculum. Uh the district uses SIPS for early uh literacy instruction in English. We use SSRI which

018is a Spanish equivalent of SIPS. SIPS isn't offered as the program itself in Spanish, but it is a program that has been developed that um mimics what SIPs does in English, but for Spanish. And and learning the spa Spanish language is a little bit different than learning the English language because it's very phonetic and and uh syllablebased as opposed to some of the weirdness of English with different multiple vowel sounds and things like that. So, SSRI is set up specifically for the um for Spanish. Um again, we use grade level standardsbased instruction with both English and um Spanish standards. The lessons are taught in the target language. And since the beginning, even before we started, we've had uh ongoing uh professional development every year. Uh we have um experts from the California Association for Bilingual

019Education, Cababe, who come and do um professional development over the course of the year where we have a number of days where all of our DLI instructors meet um and uh they go over it um everything from, you know, where they're at to where they want to be. And we also send teachers to the annual Cababe um convention where there's speakers and such uh for further instruction. Currently, this is where we are in TK through 2nd. There's two classes each, a total of 162 students between the two schools. This next year, we're going to be adding two third grade classes. We we have a a teacher who was already at Valley Oaks teaching third grade who happens to be bilingual and qualified to do DLI. She's going to do DLI. And in addition, we've hired

020um a second teacher uh to instruct a second DLI class who happened to be a longtime uh instructional assistant, bilingual instructional assistant at Valley Oaks. went back to school, got her teaching credential, uh did her student teaching in DI classrooms, including at Valley Oaks, and uh she'll be teaching the second uh DLI class in third grade next year. Uh for TK for next year, there's already uh 39 applications, and this actually may be a little bit older data that that may be up over that. Um and then as far as recruitment is concerned, we uh it's it's put out on our websites, it's put out in flyers. Um, and the recruitment side we're we're not necessarily having a problem with. Um, we tend to have a waiting list of a number of students and and

021sometimes we do uh pull from that uh when when students leave. >> I want to talk uh about our district reading assessment, what we call the DRA uh data. Uh we give the Spanish version of the DRA to our DLI students. And if you see kind of like we do with our other data, if we look at the orange, we follow the cohort down. Uh this is where they were in their first year in kinder. This is how they did in first grade to second grade. The blue is the cohort that's currently in first grade. And then the yellow is the cohort that is currently in kinder. Now, we don't have any trimester 3 data for this year because we're still in um the assessment period. Um, so I wanted to address the data because

022I think that there's some things that that might stick out. Um, number one, I think what sticks out is the high number of high percentage of students in kindergarten who regardless of which year it is uh pass all benchmarks on the Spanish DRRA. And then what we see is as we move from kinder to first to second um kinder to first there was a slight drop in uh the number or percentage of students meeting all of the reading benchmarks. And then in second grade there's another drop down to 51 and 65. And at first glance when we're just looking at the data we go, "Oh my gosh, what happened? What happened to those kids? Like are we not working? Are they not doing well?" Um well there's always a story behind the data or multiple

023stories. Um first um one thing that is really important to know is that our students when they go from first grade to second grade there's an additional part of the uh benchmark uh that's added to that assessment. And that's what we call rate where they're being tested on their speed uh of how they uh how quickly they're able to read. and it's a main part of um their reading assessments in second grade that they don't have in first grade. And when you look at the data, you go, okay, well, all right, is rate really an issue? And in looking a little bit further into the data, we see that there are eight students in second grade right now who the only part of their DRRA that they did not pass was rate. So, they weren't

024reading fast enough. Um and mo and the most of them were very close to what the benchmark is. But if we extrapolate that and we go okay well how about if those eight kids made it if they made it with rate which they didn't have in kinder and first uh what would their percentage be it would actually be 84%. So the question then leads us to okay well so what are we going to do about that right? What are we going to do? Well before we even get to that and before we go oh my gosh what's going on? Um, it's also important to say, okay, well, what are our Englishonly equivalent students looking like? And it's actually this 65% most recent is actually higher than what the district average is in second grade. The

025district average is 55%. So, if we were to look at the DLI kids, we go, okay, 65 is down from where they were, but it's still higher than what second grade is districtwide. Even with that we go okay so how are we going to address rate um what we've found is that rate is also an issue with our English only with our students and what we've seen is similar drops as soon as rate is introduced into the district reading assessment we see drops because there are students who make everything else except the rate um so what we're looking at at at Valley Oaks and I know that other schools are looking at and doing the same is looking at targeted small groupoup practice uh with rate uh using programs such as read naturally which in

026the past has traditionally been a paper uh program with repeated readings. If you look up uh information on how to increase rate repeated readings is is usually the number one um u suggestion on how to do that. So that is uh an action that we are are planning to implement at Valley Oaks uh for this next school year. Um, so that's kind of the story behind the data, right? The numbers, they don't lie, but there's also a story behind the numbers. And I wanted to share that with you. Um, I also wanted to share some examples of not only uh some writing done by our students. Um, but also some uh uh examples of some of the uh the multicultural things uh that you'll see here. There's a little altar there that was for Day

027of the Dead. Uh we see a chart that that's made this particular chart with vocabulary about Dolores Wuerta. Um we see that um with the English and Spanish that's kind of one of the ways that we bridge the lang the languages. We show words that are uh in common between the two languages. Um and so yeah, that's kind of a a little bit of a snapshot of of what it looks like uh with our students. um you know what they're able to um put forth in terms of work and then also on on part of how they're instructed. Uh what you'll see like in this one about Dolores Guera is they talk about cognos or cognates words that are uh very transferable from one language to another. Uh that's a big part of of of

028how they um look at the languages and and transfer languages as well. So with that, that leads us to this one, which is preontas preont. >> Yeah, I do have one question and then one comment. And so I know kids start at TK, but do you ever have kids that come in like halfway through the program and they come in at fourth grade and then is that problematic? And then they're like, well, they're kind of behind. >> Yeah, that's a great question. So typically our classes are full um as they move from year to year. Unlike other classes, we don't have a lot of um fluctuation uh with students moving out of this program. Um but we do have like this last year, we had a student who was in a DLI program in Arizona

029and she moved to G uh into second grade and wanted to be in the program, which we just happened to have one spot for. We did a little evaluation when she first came over, saw that yes, she did have DLI skills based on the the school that she was at, and we were able to enter her into the program. So, not anybody can just join the program. We we allow them to join in in kinder if they haven't been in it in TK, possibly first grade depending on what their background is, but beyond first grade, unless they've been in a program um uh that is DLI or DLI related, we generally are not looking at adding them to the program because there's a lot of background that they will have missed out on. >> That's

030what I was going to think. And then my one comment that I'll make is that when I walked the school with you a few months ago, we did the site visit. The highlight for me was actually going in the DLI program with the kids and speaking to them in Spanish and asking, "Oh, what do you like, Messi or Ronaldo?" And and it reminded me of the phrase that like when you speak to someone in the language of the land, you speak to their brain, but when you speak to someone in their native language, you speak to their heart and like I could very much see that how like they resonated with you and like it built good rapport and I could tell that like that connected very well with kids. >> Yeah. Thank you. And

031that was actually really cool. For those of you who guys who don't know, Matthew speaks Spanish and and he came in and and the kids were looking up like, "Wow, he speaks Spanish, too." And yeah, he was interacting with those kids and they were speaking Spanish back and and usually that is for most people who walk through and who come to the school. I want to show them I want to show them what it's like in those classrooms because it's pretty amazing. >> I also just had a question and a comment. So, uh, my comment is I really appreciate you proactively addressing those percentages and sort of giving that story and sort of where do we go from here? So, I thought that was wonderful. So, thank you for that. And then my question is

032on the 39 that you have applicants or maybe just generally speaking, what how many come from within Valley Oak's boundaries and how many are coming, you know, requesting outside the boundaries? >> That's a really good question and I actually do have the data for that for this next year. I don't have it with me in front of me, but I I remember talking about it either with with Jessica or maybe it was with LA from Fairite. But this next incoming group that's coming into Kinder, there are actually more students coming from outside of Valley Oaks boundaries than there are coming from Valley Oaks boundaries, in including a a a number of families who are coming from the other side of the freeway to participate in the program. >> Yeah. We have families from all school

033sites that are in the DLI program that Indep. >> Yep. >> And I can give you the exact numbers a little bit later, but I don't have it with me. >> Yeah. >> Any other questions? >> All right. Well, thank you guys. >> Thank you. Great job. Thank you, Mr. Nelson. >> So, continuing on with reports, we have our outdoor educational program with a PowerPoint and presentation. We do. We have Bill Beckett who's going to come up and share all of the wonderful things that he has um participated in this year with our staff and our students in terms of environmental science and um outdoor recreation and um teaching students about our local ecosystems and um sustainability and conservation. It's really amazing. Thanks for that lovely interest. Um yeah, thank you for the opportunity to

034speak today. I'm always happy to um talk about all the wonderful opportunities offered to students in outdoor education. Um I believe a picture is worth a thousand words, so I tried to kind of cram as many photographs as I could into this presentation. on our cover slide here. Um we've got uh Lake Canyon Kinder in the upper leftand corner there visiting McFarland Ranch for a pumpkin patch. Uh we've got some fair site students. The next slide over in the pumpkin patch itself. Oh, sorry. I'm saying next slide. Koi, I'm not quite ready for the next slide. Can we go back? Um then we've got um some habitat restoration going on with one of our interns from Cassumnus River Preserve, a Valley Oak student planting some pollinator plants. Uh some art on the trail going on

035with Jody Cannon's class from Macaffrey Middle School. Um, we also have a uh California naturalist course out at Cassumnus River Preserve and they do a class project and one of the students in that class, which they're all adults, um, drew this beautiful uh, life cycle of steelhead trout for our um, salmon and steelhead in the classroom programs, which we'll talk about a little bit later. Um, some other G students out in the wetlands at the end of our boardwalk trail. We do a lot of um a lot of trips related to wintering birds and you know them spending their winters here in Gul. Um then we've got some Macaffrey Middle School Environmental Club students. They were out at the Cassumnus River Preserve doing a trash cleanup and some planting of native plants. And then we've

036got the Cassumnus River Preserve big canoes, which I was actually just out yesterday with uh Lake Canyon fourth grade. Unfortunately, most of our canoeing um outside of canoe mobilebile happened in May, so I don't have any additional pictures of students in boats for that. Okay, next slide. Um so we start our year off with a McFarland pumpkin patch, which I know Mr. Ward's been out to the pumpkin patch. I think that was last year or the year before. Um, so it's a really unique opportunity for students. Usually the first question that students ask is, "Well, where's the pumpkin patch?" Because we don't have, you know, pumpkins displayed on hay bales like other pumpkin patches. The students at the McFarland Ranch pumpkin patch, they get to see the pumpkin life cycle in action. So the pumpkins

037are growing out in a corn field. So there's corn being grown there, toatillos, and pumpkins. And so they get to go into the corn field and harvest the pumpkin with the help of their parents. Um, and then they get to do all kinds of great pumpkin science type activities. So like the lower left hand picture there is some that's some gel students doing a pumpkin life cycle coloring activity. Um, and then in the lower right hand corner that's a River Oaks special needs class. They came out and uh the teacher, her boyfriend had a 3D printer and so she 3D printed some cauldrons and we'll do like a magic a magic potion station. Um so they do like vinegar and baking soda and add a little bit of dish soap so it really kind of

038foams up and some food coloring and you can see how excited the student is to watch his cauldron bubble over there. Um, we also got a lot of the expanded learning program out to the pumpkin patch this year. Um, I'm fortunate in that I have a school bus driving certificate. So, while some of our other transportation drivers are driving their afternoon route, I can hook up with like expanded learning and get them out in the afternoon and do like a 100 p.m. to 400 p.m. trip out to the pumpkin patch. Next slide. Um, we also do acorn collecting as part of habitat restoration. I know, you know, John Durand planted a lot of oak trees out at Cassumnus River Preserve and that's continuing on. Um, this is usually targeted towards third grade because they're learning

039about, you know, weather and seasons and so we're teaching them, you know, well, okay, the acorns are falling in fall. um these pictures here. So, not every oak tree produces acorns every year. And unfortunately, this year our our oak trees out at Casmnus River Preserve weren't producing very many acorns. But we have valley oaks and they have this huge beautiful oak valley oak tree that's got to be over a hundred years old. And every year that thing cranks out acorns. And so I got in touch with Valley Oaks third grade and we did some acorn collecting in the schoolyard cuz their trees are close enough to Cassumnus River Preserve. They're in the same they call it a seed zone. I've been learning about habitat restoration this year and so same seed zone. So we can

040use their acorns to plant some valley oak trees out at Cassumnus River Preserve. Next slide. So we also deliver salmon and steel head eggs. So, we do salmon egg deliveries in November and steelhead deliveries in February. Um, this is usually fourth grade classes, although I mean many of the outdoor education opportunities. If somebody wants to participate, I don't really deny anybody. Um, so in fourth grade, they're learning a lot about, you know, specialized adaptations of animals. Um, so I included a picture of that's my hand with some of the salmon eggs. So when we transport the eggs, we go up to Nimbus Hatchery in the morning and and pick out 35 eggs per class and put them in a little moist piece of cheesecloth to deliver to each classroom. And they're eyed eggs. I don't

041know if you can see in the photo, but you can see little black dots in those salmon eggs. And that is the fish's eye. And during that um life stage, the eggs are really hearty. Like if you put one in your hand, it's almost like a marble. Not that I would recommend putting them in your hand cuz I want them to grow up into salmon, but um they are very hard and so that makes it able a able for us to transport them and just a little cooler in a damp cheesecloth. Um and probably my favorite part of doing salmon and steelhead in the classroom is it allows me to bring, you know, some outdoor education, some nature into the students classroom. As as much as I would love it, I totally understand that not

042every single class is going to be able to come out for a student trip. And so this gives us an opportunity to um bring some nature to them. And the kids get so excited when it's egg delivery day. Like I mean a lot of them it's hard to contain them in their seat. They can't wait to get up and and see the eggs. And we do, you know, I make a kind of a presentation when we dump the uh the eggs into the tank. We kind of open up the cheesecloth slowly and let them let them float down and the students are really excited to take care of their fish. And then uh when they get to be into what's known as the uh the fry stage, um they release them into uh the river

043that the eggs originally came from. So like for salmon, we get them from the Feather River. So our closest tributary there is the Sacramento River. So, a lot of classes will go up to like um the Sacramento River at Discovery Park and then couple that with a with a trip to the um SMUD hands-on center there. Next slide. So, then we've got wetlands walks in Staten Island. Um obviously, you know, Cassumnus River Preserve is a haven for wintering birds here in G. And so, that's a huge draw. That's a ton of trips that get led. Um, I open that up for all grades cuz, you know, like I say, when we're talking about third graders and seasons, well, we can talk about fall migration that, you know, the birds are coming south and staying in

044G over the winter and then turning around in spring and migrating northward. Or if you're talking about fourth grade and adaptations, there's all kinds of stuff with, you know, different modes of feeding like diving ducks versus dabbling ducks. And um of course all the students love seeing the cranes. Um for our fifth grade students um we take them to Staten Island which is another piece of property within the Cassumnus River Preserve. And the focal point there is wildlife friendly farming because they're typically learning about you know nutrient cycling and the environment. And so out there at Staten Island they're planting corn for both cranes and human beings. So for on the human being side that corn gets turned into tortillas and then um for the cranes they do things like leave additional waste grain on

045the ground because the cranes will eat the corn and then they also rather than discing under the corn stalks. Um they'll mow the corn stalks down cuz the uh the cranes will eat the decomposing corn stalks and also the corn stocks attract rodents which the cranes will also eat. They'll eat like small mice and stuff like that so they can get all the calories that they need to fly back north in the springtime and make babies. Next slide. Um so new for this school year, we got an additional grant from Bureau of Land Management to do some habitat restoration focused on um pollinators. So planting things like narrow leaf milkeed and mugwart for butterflies and different insects. Um I don't know if you guys know but monarch populations are in trouble. And so that was

046one of the reasons we were planting milkweed because that's a a species that the monarch butterflies really need to survive. That's the only plant that the the monarch um caterpillars will make their crysalis on to turn into butterflies. Um and all golf schools were able to participate in habitat restoration whether it was planting plants in the ground or one of our canoe mobile um stations this year was also a habitat restoration station. Um so for that students got to plant seeds in seed tubes and be raised in our nursery and then come this fall we'll have other students out to plant those plants in the ground. And it was really really wellreceived. I'll be honest I was a little nervous at first. I hadn't, you know, done plantings with schools and the teachers and the

047students. It was pretty much unanimous. I got zero negative feedback about planting. They were all really happy to to be able to help out um the habitat. Next slide. Um we've also got the G Winter Bird Festival. So that's held the first Saturday in February uh here at Macaffrey Middle School. And um lots of opportunities for students this year. They had um some live birds of prey out there. They had some hawks and falcons. Um they had a presenter that brought some live bats and it's really cool. They keep them in these little plexiglass boxes so that the students can get really close and and not have to worry about the bat touching them. Um and we also offer tours out at Cassumnus River Preserve and the whole thing is free for anybody to attend.

048and gives me an opportunity again to get into classrooms. So, this year I did um some in-class presentations about local winter birds because the students all um get to submit art if they choose for so they'll pick a local winter bird to draw for the bird festival and then from that um we'll make a display board for each school site. Um, and then I also, you know, we did a little fun winter bird word search activity. Next slide. So, yeah, just a few examples of art. Um, like I say, so all G elementary schools um submitted uh art to the Winterbird Festival. Everything from Bear Sight um up through Macaffrey Middle School. In addition, the high school district submitted art and then all of the feeder districts that come into G. So Arco Koi and

049um New Hope and Oak View also all had their own display board there. But yeah, I mean these are so these were all examples of G students. You know the upper right hand corner is a uh Macaffrey Middle School 7th grader. They drew a greater yellow legs there. And I mean it's pretty like you could put that in a guide book I would say as a as a example of a greater yellow legs. And then below that is a turkey vulture from a Morango Ranch fifth grader. And next to that is a swan again from Miss Canon's art class over at Macaffrey Middle School. And then to the left of that is an American kestrel drawn by a Valley Oaks fifth grader. So yeah, it's really great to see, you know, how talented our students

050are. Next slide. Um, so then we've got Canoe Mobile, which you know for sixth graders in G is one of the highlights. They get to do Canoe Mobile and they get to go to Sly Park. That's pretty much one of the things that all the the sixth graders talk about. Um, so for that we contract with an organization called Wilderness Inquiry. They come out from um Wisconsin, I believe, with these big 10person canoes and each day we'll host a whole sixth grade grade level. So, um, we'll have one group going canoeing and while they're canoeing, the other class is engaged in land stations. So, this year we had fly casting. We had a waterfall ID station. Um, we were fortunate. So, the biologist out at Staten Island was able to bring some wings and teach

051the students about how you can tell, you know, male versus female and also how old a bird is, whether it's a juvenile, a young of the year, or a more mature bird based on its wings. Um, we also did a natural history and habitat restoration station where the students planted seeds in seed tubes and then get to go on an old natural history walk and learn about the Miwok people. Um, and also an orientering station where the students get to learn how to use a compass. Next slide. So, just a brief summary. So, um, in total, 6,296 students were served by outdoor education this year. So, lots and lots of students. Um, we are fortunate in that we grow every year. I think this is up about 800 students from last year and we're expecting

052similar growth for next year. So, and um like I say, all G Joint Union Elementary School District um schools were able to participate in out outdoor education. And of course, we were in all different kinds of places from McFarland Ranch to in their classroom to, you know, doing schoolyard birding um to out on trail at Cassumnus River Preserve. Next slide. So, of course, we get lots of cute thank yous from all the the students to say thanks for their outdoor education trip. So, this was a thank you from Valley Oaks. They've got some bees there to represent the stingers. So, any questions? >> I just had a comment. Um I this is one of my favorite things as I've probably said before, but I just think we're so fortunate to have um this these programs

053within our school district and so I just want to say thank you for your commitment because it's very very apparent in all of the things that take place in our district for these kids. So thank you. >> Thank you Annette. Yeah, I mean I'm always happy to get kids outside. >> Sort of my mission statement. >> Yeah, I've been to a lot of the outdoor ones especially the Kasunus Preserve. I was just out there a couple weeks ago with you and you out there and like I think it's such a gym that's in our own backyard that's so easily overlooked because it's just so close not realizing like how massive and important it actually is. >> So I think it's great. So thank you. >> Yeah, for sure. That brings up a good point. We

054always, you know, at the beginning of a field trip we'll say like, "Have you been to the preserve before?" And I would say at most maybe half the kids in a given class and and like Mr. Ward says, I mean it's only like a 12minute drive from G to out to the preserve. and it is free to attend. So, yeah. >> Thank you. Thank you, Bill. >> Wonderful. >> So much. >> It's been great working with him this year. >> Um, we do have a presentation from Erica Walters, visual and performing arts. She's not able to make it tonight, but because she's our VAPA coordinator, she was able to combine visual art with media art. And so her presentation um is ready to share. There we go. Good evening, members of the board, superintendent, staff,

055and community members. Tonight, we are proud to highlight the impact of Proposition 28 funding on the G Join Union Elementary School District's visual and performing arts program. The 2025 2026 school year was another successful and inspiring year of expanding equitable access to the arts for all students through meaningful learning experiences, creative expression, and lasting investments in our schools. Our district teachers were provided with opportunities and valuable support to integrate the arts into everyday learning. Funding supported classroom projects, professional development sessions, and personalized instructional resources that empower teachers to creatively connect visual and performing arts with core academic subjects. Inside classrooms, students explored a wide variety of artistic mediums, including pastels, watercolor, clay, music, and digital art to express what they were learning in science, literacy, history, and math. Our schools also expanded opportunities beyond the

056classroom through afterchool clubs and campuswide arts events. Students participated in engaging programs such as guitar club, Lego club, and hiphop dance, giving even more students access to creative experiences and artistic exploration. School sites hosted engaging events including silent discos, student art showcases, assemblies, and special performances that brought the arts directly to our campuses and community. Students participated in the dare to draw program with artist Mark Kisler and experienced live theater performances such as Lightning Girl through the Gallow Center of Arts on Tour. This year, students and staff enjoyed unique arts experiences on site through partnerships with professional artists and organizations. Visiting artists, Dawson's from the Crocker Art Museum and the Traveling Ancient Artifacts Museum enriched learning by connecting art with history, literacy, math, and science. Inside classrooms, teachers found innovative ways to use art and

057music to enhance student learning and engagement. Students explored hands-on projects that connected artistic creativity with academic learning with activities like making quills, designing fruit crate art posters, studying famous artists, and creating Native American beadwork projects. The Sacramento Children's Museum helps students explore the connection between emotions, colors, science, and art through interactive learning experiences. Proposition 28 funding also supported a wide variety of arts integrated field trips that extended learning far beyond the classroom walls. At Fairy Tale Town, literacy and imagination came to life through interactive storytelling environments and sculptures. Students visiting the California Railroad Museum explored music, fruit crate art, and performance experiences with museum actors. Trips to Indian Grinding Rock State Park and Sutters Fort allowed students to experience history and culture through leather making, candle making, and role-playing performances. Students also explored how art

058and creativity connects to sustainability, agriculture, and STEM learning. At Nicholas Derry, students participated in hands-on learning stations and leather art projects that demonstrated how natural resources and animal byproducts can be responsibly repurposed into artistic and functional materials. While the dairy council's mobile learning lab inspires students to create art tied to agriculture, environmental science, and imagination with the memorable visit from Daisy the Cow. After visiting our local Cowways facility, students learned how artists use recycled materials to create art, reinforcing environmental awareness and creative problem solving. Additional educational experiences included visits to SMUDs Mosak, the Sacramento Zoo, the Sacramento Children's Museum, the WOW Museum in Stockton, and McFarland Ranch, where students connected outdoor education and creativity through activities such as sketching, art scavenger hunts, and pumpkin painting. Our students also participated in more traditional arts focused field

059trip experiences that strengthened appreciation for visual and performing arts. At the Crocker Art Museum, students learn how to observe, discuss, and critically analyze works of art to develop visual literacy skills. At the ColorWill Studios, students created painted pottery and participated in guided canvas painting sessions, building artistic confidence, and self-expression. Throughout the year, students attended a variety of live theater and performing arts experiences that inspired creativity, empathy, literacy, and cultural understanding. Students enjoyed performances including Hero: The Boy from Troy, The John Lewis Musical at the Gallow Center for the Arts, Home for the Holidays, Harriet Tubman and the Underground Railroad, and Once Upon a Time at the B Street Theater, The Lightning Thief, the Percy Jackson Musical, and Pete the Cat the Musical at the 24th Street Community Theater, and Stepping Out performance featuring spoken word

060poet Brandon Leak at the Stockton Symphony. These experiences gave students opportunities to engage with storytelling, music, theater, and spoken word in powerful and memorable ways. In closing, Proposition 28 funding has made a truly meaningful impact across the G Joint Union Elementary School District. This year's programs helped ensure equity, and opportunity for all students while strengthening creativity, confidence, community, critical thinking, and self-expression. From classrooms to performances to field trips to clubs and community partnerships, students experience the arts in meaningful and lasting ways. We are proud of the work accomplished this year and grateful for the continued support that allows our students to learn, create, perform, and thrive through the arts. Thank you for supporting the arts and helping us create joyful, creative, and inspired students. Right. >> Very nicely done. >> Yeah. That's really exciting. All

061of those opportunities that our students got this year. >> Yeah. And Bill mentioned it um a little bit earlier and Erica mentioned it in there as well. Our goal is outdoor education experiences and VAPA experiences for all for all students equitably. So yeah, great. >> We'll be busy next year, too. >> Yep. All right, we will move on to our Cal Schools healthy kids survey. So the month of March, parents, staff, and students in grades 5 through 8 were encouraged to give us feedback related to safety and school engagement. Um we had a huge increase of parent participation in 2025. Last year we had 582 parents in the district that gave us feedback. This year we had 975 districtwide that took our survey and we also had an admin level workshop with a consultant from

062West Ed that came in to help us review the data and our site admin. I've asked our our uh principles and our assistant principles to be prepared to share their individual reflections um a highlight and then maybe an action step based on their data. We have fair sight first and I'm going to share Lara Marquez her reflections with you as she has been evaluating this data for the parent survey. Um she was very excited about the favorable ratings from parents. One area that she wants to research a little bit more is in the area of do I feel teachers support students with social emotional needs. Um, she said perhaps they need to make it clear to parents all that they do to support social emotional needs because it's a significant part of the preschool and

063TK educational program. They were also excited about staff participation. They have 60 staff members. 55 participated. There is an increase in all areas except one area. Parents feel welcome to participate. And so they're going to research um and reach out to staff to figure out why that number didn't increase because there's numerous opportunities to participate and they want to make sure parents feel welcome um to participate. We will um we'll start with Greer Elementary School. Miss Duncle, hello. Um so we were really happy to see that our participant rate for both staff and parents went up this year. So that was really nice to see. Um we noticed that the strongly agree and agree were pretty consistent in for our staff or for our parents and um staff. The you'll see for example on the

064parent survey that promotes academic success was pretty um steady from last year which is nice. One area that we're working on is we noticed that the students in both fifth and sixth grade there was a decline in students feeling treated with respect from adults. So, while we might have some ideas on why that is, we're going to go directly to them and see if there's maybe areas on campus where they feel that more than others or how we can help them feel um bring that up, right? Because we want them to feel respected while they're at school. So, >> right. Thank you, Miss D. We will move on to Lake Canyon, Mr. Lyman. >> All right. Can you guys hear me? Okay. I would say um for Lake Canyon just overall we were really impressed

065with the data. The participation rates were up across the board. Um and you know one strength that I noted um that immediately popped out is as as a principal I I would say my number one job at school is to keep kids safe. Um, and as a dad, um, I want parents dropping their kids off at Lake Canyon knowing that their child is in a safe learning environment. And our, uh, parent survey data, the staff survey data, and the fifth and sixth grade students um, all agreed that school is a safe place. There was zero that disagreed. Um, so sometimes with this data, it's neat to look at the who disagrees. Um and it can because the sample size can be smaller but that is telling. Um and so that was that was definitely a

066highlight. Um as far as a kind of an area to grow um I noticed we had um from the staff survey school handles discipline problems fairly. Um and it was just there was five that seemed kind of high to me. So, I think there's opportunity there next year to do some kind of calibration as far as um you know, minor versus major infractions and just make sure that we're handling um you know, our discipline problems equitable. >> Thank you very much. Morango Ranch, Miss Steel. >> Okay. Um thank you. So, we saw over double our parent participation. So, we were really happy to hear that. Some of our uh teachers actually personally reached out to parents to try to get them to take the survey and seemed to really be um successful. But we noticed

067that um one of our strengths had to do with academics. So, parents, one of our highest areas was that parents felt that we promote academic success while students felt that there were high expectations from adults. So, we were happy to see that correlation both both parents and for students. And an area of growth we have is for um anti-bullying climate. So, in both fifth and sixth grade, that was our lowest area for both grade levels. And so, we feel like there's some work to be done with our students. Um, maybe educating them on what bullying is, figuring out if there's some things that maybe um they feel are bullying that we can address. Um, and and let them know what's in place. They might not realize what's in place right now for bullying. So, kind

068of some education when it comes to that. >> Thank you. And then we have River Oaks, Miss Rogers. >> All right. Good evening everyone. Um so we also saw a huge parent involvement. We had over 225 parents uh take the survey for us this year which was really great to see. Um especially with our students we we went up in all areas except for two um our that was with our fifth graders. So our sixth graders and even our fifth graders we went up in all areas but where we noticed areas for growth. There was a couple of different things but one of the things we saw is there's a slight decrease in the fifth and sixth graders feeling like there's a caring adult on campus. Um, and there was more decreases from the sixth

069graders than there was the fifth graders, which I think we all saw across the board. One of the things that, um, we want to do is implement a fishbowl and actually get these students from leadership and different community groups and ask them what they're feeling, h, you know, why do they feel like there's not a caring adult on campus? Kind of go over those questions with them because there was some, what we found when we did that training is that those questions may come across differently to the students than how we perceive them. Um, so that is one thing that we're going to do. Uh, one thing that Miss Wheeler already has done is done a, um, pulse check with the student with school site council with the parents and ask some questions on those

070areas that we were a little bit lower and got some information about what they actually think when they when they filled that out, which was like facilities upkeep and things like that. So, you know, the front of the school with the irrigation issues that we've been having and, you know, just kind of that was what they were saying is that River Oaks is a beautiful school, but we just there's some things that still need to be fixed. So, other than that, we've kind of already started implementing some things to try to figure out how we can support our families and our students and our staff. >> Great. Thank you, Valley Oaks. Mr. Nelson, >> thank you, Jessica. Um so wanted to uh point out again like like others we increased in our parent participation from

071105 to 176 which statistically speaking is actually a very large uh jump as was with many. And so sometimes when you have a huge increase statistically um there's a possibility of a wide variety of of change in in your answers and uh or in the results. What we found was even with that large increase uh the data is very similar especially with the parents uh we went from 105 to 176 and even with the increase of parents like the data is still very very similar and just wanted to you know highlight that in all of the areas uh our parents felt right around 90% or higher in all of the areas felt strongly or agree or strongly ly agree um with all of the different uh questions that were asked. So I think that that

072you know that points to a a general overall good feeling of of the parents uh of students who attend Valley Oaks. Um wanted to point out again um some data uh with our fifth and sixth grade students. The the lowest or uh the lowest area combined between the two had to do with anti-bullying climate. And again, like with data, I'm always looking at all what's the story behind the data. Um because what does that actually mean? Uh they were they were asked a number of different questions regarding uh anti-bullying or or bullying at the school. And we have that information that was given to us. What we found was that students uh like 90% of them felt great about teachers and grown-ups making it clear that bullying is not allowed. They're good with that. Uh,

073if you tell a teacher that you've been bullied, the teacher will do something to help. Again, 80 95 80 85 90%. Great. That's that's what we want it to be. But the question that brings their overall score down was uh students at or from your school try to stop bullying when they see it happening. And the yes most of the time and the yes all of the time drops to the 40s 30 39 40s. So it's not so much in analyzing the data that they don't feel like teachers or adults are going to help them with bullying situations. Uh what it tells us is that there is a general overall feeling that students don't uh uh stop bullying when they see when they're seeing it happening. So you know we've we've talked about this a

074little bit as a staff. We've talked about it um uh with our counselor school counselor. One of the things that or some of the steps that we're going to take to address that uh is working with the students. We have a safe school ambassadors program. Um working with the students who participate in safe school ambassadors. Uh we're looking at um the instructional materials that we use through SecondStep to highlight the sections that deal with bullying and ensure that we're, you know, teaching it um in terms of what to do if you see or witness bullying as a student. Um, and also looking into, you know, the option of bringing in some uh guest speakers to do some assemblies that that focus specifically on what your role as a student can be in situations where you

075see bullying or the the possibility of bullying happening. Um, so we narrowed it down to which section of that we want to address and uh that's what we're looking uh to address next year. >> Thank you. and Macaffrey Middle School. Miss Troll, >> hello. So, first and foremost, we would like more parent participation. We only had 61. So, that would be your first goal. But, um, one of the highlights is that students feel that there are high expectations from adults and parents feel that we treat all students with respect and students have a caring adult on campus, which is huge for middle middle schoolers. um areas of improvement are including um we want to do some parent improvement and academic motivation. So we already have um some plans in place to have award assemblies um

076to increase that motivation for grades and participation with parents and hopefully makes families um more comfortable with the school. And we're also going to focus on that caring adult relationship piece um and what that looks like for students. Thank you very much. Thank you for your thoughtful reflections and looking forward to our our data next year as well. We will move on to our summer meal program. Okay. So, it's that time of year. We're getting ready for the summer due to our summer programs. So, we're going to continue to offer um free summer meals for children 18 and under in the community of G. This will begin June 8th all the way through July 24th. There is some federal holidays that we won't have um meals available, but there is the the 5-day meal boxes

077available for for families to ensure that they do have meals. So, the locations um that we have would be will be Greer, River Oaks, Lake Canyon, and Macaffrey Middle School. There will be daily breakfast and lunch available at those sites and during those times from Monday to Friday. Fair site will have that as well. And our we will continue to offer meals um in the aquatic center during the pools. The hours are early cuz they have um the pool hours are earlier. So breakfast will be at 6:30 a.m. um to 8 a.m. and then lunch 1 pm to 1:30. um the manor which is the location where we will be providing the five deal meal boxes. We do have signups because we want to ensure we have enough meal boxes. It's a 5day um box

078with all all the meals for the students depending on how many um children you have in your households. So we we do have a QR code. We also have this flyer available online um and where um parents can sign up and ensure that they pick up during those locations from 11:00 a.m. to 12:00 p.m. Our food service department is always very flexible and understanding. So if if for any reason during that time doesn't work as long as that's communicated with Nick and his staff, they'll ensure that there's always meals for our students and community children under 18. And the addresses um are located in the back of the flyer, too. Is it the same as it was before where they actually have to eat at the school? >> Not necessar um this for these locations,

079they'll have a location to eat, but for the boxes, no, you can just come and take the boxes and uh and they just mark how many kids on their list. >> Okay. >> Any other questions on summer meals? Okay. We'll move on to our cast meeting. We got our cast meeting last Monday. I want to thank Trusty Kaggel and Re Boy and Stephanie Simmonich for attending our meeting. Some highlights for the school and city safety. Um, as a standing agenda item, the SRO, our SRO officer Matt Walters is providing traffic safety presentations at our school sites. Uh, he was at McAffrey today and I think we'll be at Macaffrey maybe more this week. I'm not sure if he finished, but he's going over um mainly bike and scooter safety, especially going into the summer. Um

080the laws and and helmets and you know, how to be safe. There continues to be a concern related to ebikes and scooters. Um not just in our community, almost really everywhere. I think most of us are aware of the accidents that have been um reported in the news lately. Um the police department is going to be um doing a three-week enforcement period that will include a formal warning calling and then calling the parent guardian guard guardian and then possibly towing with a fee if um that doesn't work. And so um they're going to try that moving into the summer. Um the police department also shared that they are in a kind of a pilot program right now to use drones to increase safety in the community. So we might be seeing drones out there in

081the the near future. Um high school updates um they are in the process of updating their facility master plan as they are um possibly going out for a facility bond in November. they pulled the community and they had about 60% that are in favor of a facility bond. So, um I I believe here within the next month or two they will be having a a formal action on whether or not to move forward with um a bond. They are also working on educating the community about facility needs moving forward with that. Is this there's a lot of feedback. I know. I don't know. Is Is there something that men can do? I don't know. Am I too close to it? >> Usually it's not like that. Can you hear me now? Is it better? >>

082Is better. You're fine. Yeah. >> Okay. >> Um the city updates, they are putting speed bumps on a dare way. Um due to the traffic over near Walmart and with the Tesla charging area, they're having issues with people driving too fast and so that's in the works. It's still doing that. >> Yeah, it's still happening. Yeah, >> I don't know. >> Maybe the volume I don't know how. Yeah. And then another city update. They are u moving forward with next steps for a commercial commercial property right at Simmerhorn in Basau. That would be with the Maverick potentially Maverick gas station. Trying to fix this. just keep talking. >> Okay. Um, it's worse. >> Want to use this one? >> Maybe I just I can talk loud enough. Do I need to use a mic? >>

083I can hear you. >> I know. I'll talk louder. I mean, >> try. >> Oh, yeah. >> Okay. Keep trying here. Oh, I think that's better. >> How about you turn that one on? >> There's something with that. So they um they did receive an appeal um and they had a city council meeting last night and the council did not approve the appeal. So they are continuing to move forward with um the project. >> Okay. Um I know that they had addressed the bike mo the electric bike and or yeah the ebike and scooter and motorcycle. There's a whole bunch of things under that category. Have they seen an improvement at all? >> I know the schools have I know McCaffrey has seen a huge improvement with students wearing helmets and students um that are

084not legally supposed to be riding the electric scooters. That has decreased at Macaffrey, but that's where we saw the biggest problem. >> Yeah. >> Um but I I don't know as far as citywide. >> Sure. Okay. >> But they are concerned. They are still really concerned about it and that's why they're doing this 3-week enforcement. >> Okay. >> I say to the high school sent out the wire information about the Everybody should have received it probably inside the high school uh boundaries because we received ours the other day. >> Came in the mail. >> Yeah. I didn't get that. >> I did not get it. Okay. Um, I know there have been in the news there's been deaths and and lawsuits. Um, so yeah, I can understand why they want to be vigilant. >> Definitely.

085>> Any other from Casey or Wes? Anything else that need to bring up from the cast meeting? >> You hit it all. Okay. >> Sidewalk. High school private res. >> Oh yeah. >> He's got telephone pole in the middle of the road. >> Yeah. ask about. >> Yeah, we didn't ask for. >> Good. >> Kind of a dicey area, but >> and that was our last cast meeting for this school year. We will meet again, I believe, in September. I think September. >> Okay. >> Then we'll move on to school calendars. They will be very brief because there are only three school days in June. Um I you might just want to say end of the year activities. I don't know. That's up to you. I'll share for Mrs. Marquez at Fairside. They're having on

086the 2nd they're having um various TK promotion celebrations. >> Um Greer, anything special? >> Um we're going to do our third annual whole school field day and um we've moved our second annual kickball game to the second too. So should be fun. >> Lake Canyon. >> All right. We got um actually our sixth graders are going to Sly Park after the long weekend. So on Tuesday they'll leave for Sly Park. That's going to be a fun time. And then uh on that same day, that Tuesday is our senior rally. So the seniors are going to come um to Lake Canyon. Um we've got a volunteer thank you assembly on the 28th um just to kind of recognize all those parents and volunteers that really help out um make Lake Canyon special. And then going into

087um the last three days of school on the second, you guys have that invite for our color run. Um it'd be great if you can just make a quick appearance. Um and then later that day at 1:15 we're having our talent show if you want to stick around and see some amazing Lake C Lake Canyon talent. >> Thank you McAffrey. >> Um before we go into June, tomorrow is our spaghetti family night bingo night that you're invited to. Hopefully you can join us for that. We've got some great prizes. Um and also we have a lot of kids at fair. So either through 4 or FFA, they're showing their animals. They start tomorrow. It's very exciting. Um but in June, it's promotion and I'll see you there. >> Y Moringa Ranch. >> Okay. We have

088lots of awards assemblies as we wrap up the end of the year and our sixth grade, you know, tradition for all the sixth grades in Gaul that is longstanding to go to the pool. So they're really looking forward to that. And I believe the slide's supposed to be open. So, they're really looking forward to checking out that new slide because it's I think it opens this weekend, right? They're having a grand. So, lots of fun. >> All right. >> Already on. Okay. So, uh just like everyone else, we have our sixth graders going to the pool on the on June 2nd. We also have our kinder end of year celebration, which is always very sweet and cute. Um that same morning before they go to the pool, we're doing our sixth grade awards and they

089have a breakfast that's along that they do alongside that. So, it's a it's a standing tradition at River Oaks to do that breakfast. Um, and then we have awards assemblies also. And then we have a sixth grade sendoff. Um, it's really fun. The whole school comes out out and sends their sixth graders off to Macaffrey. And I believe Yeah. And we have our talent show next week on Friday. So, if anyone would like to come out in the morning. >> Thank you, Valley Oaks. >> Okay. I want to point out uh teachers favorite day, which is June 4th. You can see we have nothing on the calendar that day. First day of vacation, but uh we do have our annual uh sixth grade staff kickball game coming up in June. We have lots of uh

090awards assemblies. And if you can't make the slide at G Pool on Thursday the 28th, there'll be an inflatable water slide at Valley Oaks for all of the students who met their reading goals. So, we'll have bouncy houses and an inflatable water slide and that will be awesome. Don't worry, we got the insurance. We did it the right way. I know. I know. >> We have the insurance. We did it the right way. >> That's her job. >> We We did it the right way. So, we're gonna we're gonna have some fun. >> Great. Thank you very much. We're at the end of the year. >> Wonderful. That was a lot of reports. Thank you everybody. Should we move on to the consent calendar? Is there anything you wanted to highlight? >> Yes, I do

091have some highlights. We have quite a few retirements. We have over a hundred years of experience. Um we have Diana Evans who is retiring after eight years instructional assistant at Lake Canyon. Gilberto Gil retiring after 29 years teacher at River Oaks. Brett Larson, 20 years teacher at McAffrey Middle School. Also, McAffrey Middle School, Eva McCormack, retiring after 15 years, currently secretary 2. And Harold Moore, 31 years of service, teacher at Greer Elementary School, over 100 years. So, congratulations to them all. We thank them for their service and dedication and wish them the best in retirement. on the consent calendar. I also just wanted to highlight that we have a new job share uh team at Lake Canyon second grade for next year. We also have a donation. Um there is an error on this school

092site. Sorry, that is not Valley Oaks. It is Fairite Elementary and Early Learning Center. Nash and Tinder LLC donated $350 to support Mrs. Turner's preschool class. on the consent calendar. We also had a couple of outofstate conferences and disposal of some surplus property um kitchen equipment due to all of the new grants and the the kitchen equipment that we are putting in. And that those are my highlights for the exit calendar. >> Any questions on that? >> Can I get a motion to approve 242.712? I'll make the motion. Second. >> Thank you. I have a motion from Annette Kunzie to approve item number 242.712, the consent calendar. Seconded by Wesley Kaggel. Katherine Harper. >> I. >> Casey Raoid. >> I. >> Matthew Ward. >> I. >> Thank you. The motion carries unanimously. >> Agenda item

093242.714. board consideration of approval of the 2526 arts and music and schools annual report. >> So, um I'm glad that the presentation showing everything we've been able to do with the Prop 28 funds um the arts and music um grant that we've been receiving for the past several years now. um as part of receiving the funds um it requires certain reporting regarding narrative how many teachers and staff we've hired students serve and the school sites that are offering these programs. So we've been very fortunate to be able to provide all the services field trips activities and experiences that students now have access to. Um in the actual report this is the formality that CD wants it. It literally just wants a small narrative, limited um words explaining what we're doing with the um arts and

094music prop um arts and music grant and which has been um continuing to fund our art teacher. Um we are funding our VAPUP coordinator. She's done great incredible things like that presentation. I even like like their new logo. It was like the painted version. So I'm probably going to start using that too. Um but being able to increase student access and opportunities, live performance assemblies, um the district has also upgraded their stages. Um um improve um functionality with our even our audio system. So we've been doing great things with those funds. Um we're also been able to pay for teachers for the guitar club, art clubs, and other um activities even after school. So, for the report that we're submitting to CDE, we're basically reporting um 3,481 students being served in all our school sites.

095There was a change in funding throughout the year. It's probably about 8 9,000 more, but we divided through the schools. Um but when we looked at the site budgets, all the schools are spending the funds appropriately and actually when we ask for backup auditors want to know how it relates and they do a great job on it. Um the funding by site is provided there on the annual report and we upload this information on the website because it's required and we put the link in there for you guys but any questions on the annual report? I know the presentation everything, but this is the formality of it. >> Can I get a motion to approve um 242.714? >> I'll make the motion. >> I'll second. >> Thank you. I have a motion from Matthew Ward

096to approve item number 242.714, seconded by Casey Raoy, Katherine Harper, >> I. Annette Kunzie >> I. >> Wesley Kaggel. >> Thank you. The motion carries unanimously. >> 242.715 board consideration of approval for pre-construction services site lease sub lease and lease leaseback agreement for the Valley Oaks school multi-purpose room, restroom and administration building additions construction project. Yes. So we are excited to announce that we are potentially moving forward with our first larger measure H project. This is the expansion of the Valley Oaks Administration building. Um we have a picture, a rendering to show you of what that building could potenti well the what it's u proposed to look like. Um there we go. So it will be a complete gut of the existing building which is you're looking at the picture to your right >> and

097then an extension of about it's about 1,200 square feet David of um a new office space where you can see the much taller elevated um part of the building that will be new added on. So, it will have um workspace. It'll have a kitchenet, conference room, um work room, ample office space for administration and secretarial staff. It's a very um modern looking building and staff has been able to give feedback on all of the inside of the building as well. Um we're really just really excited. I think all of the schools are going to be very jealous of that building once it's done. >> Um, so we received two bids. We went out to bid and we received two proposals. One from Rodenbuilders, Inc. and one from SNB James Construction California, Inc. We scored and

098the scoring guide or the the outcome of the scores are included in the packet for you. Roden Builders scored a total of 44 points based on their cost, their proposed cost and their evaluation. And SMB James Construction California scored 100 points based on um their experience with us and also they came in as a low um bidder as well in both areas for percentage and um preconstruction services. And so we are asking the board recommending that we move forward with uh the lease lease back contract and letting them start pre-constru preconstruction services as of tomorrow. We have our first first meeting with them. They want to start right away. Some of the the construction will start at least some of the demo and we'll start this summer. And so we've got to we're working on

099plans on where staff will be and so we need to get going right away on that and figuring out the staging and what we need what we can get done this summer. >> But it will take about a year to finish. >> So um we're we're moving the admin building for a year. >> Very exciting. Um we do not uh what will happen next um they they will do their pre-construction services and they will get their subcontractors on board and they will be um providing us with a guaranteed maximum price for the project. We don't have that yet. They develop that during the um pre-construction services and so we have to bring that back to the board in June to approve the final budget for the project. It's estimated around 4 million. That's what we

100um that's the the architects have estimated. So, we'll see what it really ends up coming to be once they secure subs. So, one more step would be to bring this to you in June. >> Okay. Um, I'll make the motion to approve it. >> I'll second. >> Thank you. Have a motion from Katherine Harper to approve item number 242.715. Seconded by Annette Kunzie. Casey Rabo boy >> I. >> Matthew Horde >> I. >> Wesley Kaggel >> I. >> Thank you. The motion carries unanimously. >> Item 242.716 board consideration of approval of declaration of need for fully qualified educators for 2627. >> Yep. Okay. Got it. Uh, school districts are required to file a declaration of need with the California Commission on Teacher Credentiing before we can issue any of our emergency or limited assignment teaching

101permits. So, this is the official acknowledgement and public disclosure that the district does anticipate a shortage of fully certificated teachers in certain areas which um we've included for you. Um and we will need to hire personnel to fill those gaps. I think we have um um on the in enclosed document we have an estimated number of needs for emergency permits and limited assignment permits and single subject limited assignment permits. Again, it's estimated um if we make any changes, we'll bring that back to you. Any questions on that? >> Nope. Port approval is recommended. >> Um, can I get a motion to approve 242.716? >> I'll make the motion. >> I'll second. >> Thank you. I have a motion from Matthew Ward to approve item number 242.716, seconded by Casey Raboy. Katherine Harper, >> I. >>

102Annette Kunzie, >> I. >> Wesley Kaggel, >> I. Thank you. The motion carries unanimously. >> Item 242.717, board consideration of approval of theou between the California School Employees Association and its called chapter CSEA and the district addressing updates to job descriptions, title classifications, and program assignments within the special education department. >> Okay, so I'm going to be sharing the next few items. So the district has been working collaboratively with CSEA and with our cabinet team on severalus with CSEA. Um some of these came up due to program questions concerns and what we found out for special education programs. So we have several programs. We have intensive intervention um which is II, severely handicapped, SH, autism, special day class, RSP, and then our county um office education classic. Historically, special ed um instructional assistants have been

103hired district-wide employees with the program and site assignments being provided at the start of each year. So, we conducted a parody of special education IAS and across se several districts. This was this review was needed due to updated um job job descriptions clarify on duties and align salary placements for more accurately reflected in their scope of responsibilities. And when we reviewed and um in this alignment the compensation alignment that we were proposing in related to their classification we ended up prov um coming up with the new classification. Right now we just had special education. Now we're going to have spe special education IIA1 and IA2 um because of the increase of responsibilities more intensive more intensive program to maintain appropriate different free uh differentiations and career progression. We are also um uh changing the registered

104behavior technicians which is RBT um to be more aligned with the specialized certification. So there is a higher level responsibility. So, we're making those proposed changes in thisou and as we work together with CSEA, um this will provide equitable compensation, clarify expectations on the job and also strength the program overall to support um our students with specialized needs. The fiscal impact is about 75,000 um uh for out of the special education um funding and thisou will address all the questions and concerns. Um, we have updated the salary schedule and the appendix and the job description to align with. Any questions? >> Can I get a motion to approve 242.717? >> I'll make the motion. >> I'll second. >> Thank you. We have a motion from Wesley Kaggel to approve item number 242.717. Seconded by Matthew

105Ward. Katherine Harper >> I. >> Annette Kunzie >> I. >> Casey Rabo boy >> I. >> Thank you. The motion carries unanimously. Item 242.718 board consideration of approval of theou between CSCA G chapter 362 and the district addressing the calendar transition job transition job description update and salary schedule placement for the expanded learning opportunities program. >> So to continue the conversation on theouus. So when ELO started a few years ago, some of their requirements included additional 30 days in the summer work um uh that were non-instructional days. As that was transitioned and required, um our district didn't update the calendar to align with what's required to receive this funding. So one of the troubles we had in the summer is being able to staff summer and because we're required to provide the program for eight

106hours. So, one of the things that we've been discussing over the years is um having that conversation to make the change. Additionally, the program has evolved, the responsibilities have evolved, the classes have grown and many districts around as we conducted the parody. Um they're not instructional assistants. They do beyond that. Um they do group works. The um the class sizes depends up um there's a racial requirement, but they don't have a teacher there to support them. they are creating the activities responsibilities. So what we did during this parody is looked at other job descriptions of other districts around the area. We looked at the calendar which would require them to work more during the summer and we did look at the compensation because the responsibilities from an instructional assistant to an expanded um site assistant

107is much different. So we try to um change that classification and then align that compensation with what's going on in those programs in the after school programs. The fiscal impact with this change is um increasing the the expanded learning programs ranges. It's 174,959. It's it's a self-funded program. There is funding for this change to support this and the additional days days are funded strictly. It is not it's not something general fund will be paying for. The program itself has evolved. So we just needed to evolve our job descriptions and align everything with the compensation and board um approval is recommended. Any questions on that? Okay. >> I'll make the motion to approve 242.718. >> I'll second. >> Thank you. Do you have a motion from Katherine Harper to approve item number 242.718? Seconded by Annette

108Kunzie. Casey Rao >> I. >> Matthew Ward >> I. >> Wesley Kaggel >> I. >> Thank you. The motion carries unanimously >> and 242.719 board consideration of approval of theou between the California school employee association and G chapter and the district regarding a new classification skilled maintenance technician 2 and updating the existing position. >> Okay. So on the lastou we were working with um um CSEA. Um so currently we have um we've had three skilled maintenance technician positions. The positions have historically been filled with highly skilled, experienced employees. As retirements and separations have occurred, the district has experienced difficulty recruiting qualified candidates with specialized trade expertise required to maintain our district's facilities and systems. So, it retirements happen. Um, we have people that have left with specialized and it's been very difficult to hire staff.

109That resulted for us doing a parody on what we see around the area, what's comparable, and that's how we came up with the skilled maintenance technician too, more qualified, more specialized, and um we need that. Their sites are are continue to have more needs on sites and we continue to want to maintain our our our facilities at the best of our availability. And um we with that with that parody we resulted a two-level classification structure. This also supports recruitment retention and also provides a career advancements because we'll have the one and then we'll have the option for two. It just has more experience and qualification required for the two. It also promotes knowledge transfer and mentorship between the both um the classification. fiscal impact is 104 um 104 54 104,000 out of the maintenance fund.

110Um the employee that we will have that meets the qualification is one of them. Um Stan, he's been here long enough to meet the skill maintenance too. The newer ones will be remaining at the one and we will be posting 401 and it we just need them to it's going to go based on qualifications and experience based on the new job classification but board approval is recommended. questions. Can I get a motion for 2.242.719? >> I'll make the motion. >> I'll second. >> Thank you. I have a motion from Annette Kunzie to approve item number 242.719 seconded by Casey Raboy. Katherine Harper I. >> Matthew Ward I. >> Wesley Kaggel I. >> Thank you. The motion carries unanimously. 242.720 board consideration of approval of tenative agreement between CSEA and the G chapter and the school

111district. All right. So I wanted to start by thanking our turn that one off. >> Men couldn't turn it on. >> Oh, it's stuck. >> He could. We've had a great year bargaining with our CSEA team. You can see by the last three action items and then this fourth one tonight, our contract was open. It was an opener year with CCA, meaning all the articles were up for um negotiating. And um with this, you can see how many we worked on. Um we have settled with CSEA for a compensation package equal to other employee groups slightly over the 2.9. You'll see a 2.907. Um what the team voted on and and approved was adding an additional step to the salary schedule. So the classified salary schedule has six steps. We've added at step seven at

112a 5% increase. That uh equals a 2.82 increase overall. We've also increased longevity. The levels are there for you. And increased um the range for the mechanic job description. currently at CC, we would move that salary to DD on the current salary schedule. Um, again, you can see all the articles that we worked on, the backup and changes are there for you. The total fiscal ongoing impact is almost $361,000. Um, the county has approved this that we can't afford this. Um, and um, just been a really busy year working with CSA, but a lot of great work was done. um you know, some of these job descriptions and these changes that we've made have really been long overdue for a couple of years and so glad that we're thank you for board approval on that

113and we recommend this compensation ongoing increase for our classified employees. >> With no questions, I'll make the motion to approve 242.720. >> I'll second. >> Thank you. We have a motion from Katherine Harper to approve item number 242.720 seconded by Casey Rabo. Annette Kunzie. >> Hi. >> Matthew Ward. >> I >> Wesley Kaggel. >> I. >> Thank you. The motion carries unanimously. >> 242.721. Board consideration of approval of underrepresented salary agreement for 2526 fiscal year. >> All right. Thank you. We have 42 unrepresented staff members. Those are administrators, supervisors, coordinators, counselors, and confidential staff. We are recommending the same ongoing salary increase total package as the other employee groups in our district at a 2.9%. Um, all of the groups or all of the classifications except for two um voted to have all of it

114go on the salary schedule. two classifications, as you can see, did um opt for a lower level of salary increase, a 2.29%, but um opted for $100 towards the health cap. The fiscal impact is 173,000, almost 174,000 ongoing. Um public disclosure is enclosed for you. The county has also approved this as well. >> Thank you. Um, I'll make the motion to approve 242.721. >> I'll second it. >> Thank you. Have a motion from Katherine Harper to approve item number 242.721. Seconded by Wesley Kaggel. Annette Kunzie. >> I. >> Casey Rao. >> I. >> Matthew Ward. >> I. >> Thank you. The motion carries unanimously. I have 242.722 uh the district initial public notice um to GEFA the public notice for the sunshine articles for 2627. Thank you. So this is a two-step process um for

115the district. It's the first month isformational item only to notify the public. It'll be an action item for next month. Um but this is our notice that we plan to negotiate with GEFA. Um an article related to evaluation procedures that's mainly related to the updated teaching standards and also summer school um supplemental instructional programs. We want to negotiate that article as well. And then salary and fringe benefits. Those are always that's open every year. So no no action needed at this time. Next month we'll have an action. >> Okay. Another information item 242.723 um the district public notice to CESCA what we're sunshining for 2627 similar what Lois is doing for this is for CSCA our sunshine that we are um public noticing them on the proposed language changes um the first one is article

116um eight I had to remember my numeral Roman numerals employee performance evaluation and article 15 um transportation the section for field trip is where we want to focus on and then our wages and French benefits are open annually for negotiations and this is just the public notice we'll bring in the action item next month. Okay. And finally we have the first reading of some board policies 242.724. Thank you. So, this will be our u first reading. We will bring it to the board for approval next month. Um we will turn this over to our director of curriculum to discuss some changes with these two board policies and ARs. >> Okay. Um board policy and AR 6142.1 sexual health and HIV AIDS prevention instruction. Uh there will be updates that ensure our district remains uh fully

117aligned with the California Healthy Youth Act um which um incorporates education code 51930 through 51939. The revisions uh will clarify parental notification and opt out processes and ensure that our curriculum continues to be medically accurate and objective. and then board policy and administrative regulation 6142.8 comprehensive health education. Um these updates reflect current state content standards and frameworks regarding physical, mental and emotional health. Um streamlines how we integrate health literacy into our existing curriculum and will reinforce our support um for student wellness. Okay, >> any questions or comments for our first reading? >> I do have a few comments. So, I want to make a few comments in regards to item nine and it says teach students about gender, gender expression and gender identity and explore the harm of negative gender stereotypes. So, just a few

118thoughts I want to say on that. So I want to read from the prism training that was given out and this is the training I took this year as well. And what it says in the state prism training is it says the difference between sex and gender. Although the term sex and gender are often used interchangeably, they have different meanings. And it says sex is the biological distinction between males and females. And then it says gender describes the roles and characteristics of males and females according to societal norms. one of the most fundamental aspects of someone's identity. Gender deeply influences a person's life. So I think it there seems to be an issue here where it talks about negative stereotypes. However, if you look at the definition of gender, it literally is describing stereotypes when

119it says roles and characteristics. So the way I understand the prism training and the the definitions given by the state is it literally defines gender in terms of stereotypes that you can become something based on fulfilling stereotypes. And then further reading the definition of gender identity. So from the California Health and Safety Code, the definition of gender identity, it says gender identity means a person's identity based on the individual stated gender identity without regard to whether the self-identified gender accords with the individual's physical appearance, surgical history, genitalia, legal sex, etc. It goes on. And so one thing I want to point out there is that in the definition of gender identity, it usually it literally uses the words gender and identity about six times creating a circular definition which then goes back to stereotypes. And

120so I don't understand how you can teach the ideas of gender and gender identity without literally talking about stereotypes because that to me is what they are. So I'd be interested in seeing how that plays out in an actual training. Number one. And then number two in terms of some uh correspondence in terms of curriculum says middle school most commonly taught 8th to seventh grade um districts rarely write rarely write their own sex educational programs from scratch. Instead they adopt vetted medically accurate and state compliant curricula. Um outside consultants districts have the option to contract out some districts bring in guest speakers community health educators or organizations like Planned Parenthood etc. And so along those lines, like if if gender identity is going to be taught in any way, I feel like it should be

121very balanced in the sense of bringing on perhaps dransitioners, for instance, like Khloe Cole, Leila Jane, Johnny Skinner, two of which I've met personally, and for them to speak to the what would might be the other side of gender identity and what's being taught in uh the school and in education as they are dransitioners that have gone through horrific processes and are now very vocal and talk to kids and talk to the state legislature about the harms of gender identity. So, I think I would be more than happy to reach out to them. They would be happy to come speak to kids. I know they would. And so, I just want to throw that out there that I'd be more than happy to speak with them and facilitate that if that was part of the

122um training that requested. Thank you. Bye. So, what we're doing, um, and we're in the process right now of reviewing some curriculum or some instructional materials because our current, um, pro I can't I can't talk. I'm sorry. Um, we we need to figure out what this will look like for our district adding this material. And so, we're in the process. We've already made a few connections with some organizations that provide this instruction. Um, we've been using an outside consultant or I'm sorry, an outside presenter for the last few years at Macaffrey. Um, I I think we've been pretty happy with the presentation. They've done a really good job. I attended it a couple weeks ago. Um, but based on this based on the current ED code and the Healthy Youth Act, there are a few

123things that we need to include. Um, so again, we have some time. We won't provide this instruction until May of next year. and it will be for our eighth graders next year. But we'll bring that to the board. Um but yeah, we're we're in the process of starting to look at other instructional materials and what we might need to add. >> And then um I had some comments and they're they're about four comments and they're kind of all related to each other. So if you'll allow me to kind of go through each of them. Um, so one is just I think the natural assumption with regards to sex ed is that this is like what we took when we were in high school or you know in middle school. And so I really hope that

124parents thoughtfully consider what is being presented and that they're very comfortable that their their children are you know that they're comfortable with their child's participation in that. Um, and so I think my concern is that a lot of people just assume it's what we had, but it is very different than what we had when we were in middle school. So along those same lines, um, in the cover letter, I appreciate, um, seeing the cover letter that went out with it and it talks about the lesson we'll cover and then it talks about the different topics that are included. And so I would just ask that if we're including new topics perhaps we can consider in that cover letter sort of highlighting that so that can draw those attention to these are potentially new things that

125are that are being taught. And then kind of along the similar lines of medical accuracy and objectivity um you know there were several options that were presented saying you know uh parenting adoption abortion and I would just ask that um and I'm not sure the best way to do this but there are documented cases of individuals who have had abortions that um have either physical or emotional trauma for decades after once they realize the magnitude of the decision that they And so I would just ask that that be considered as we're going through and developing these materials. And again, it sounds like we'll have a chance to kind of look at that. And sort of along the same lines and related to I know there's other districts that have included um videos regarding fetal development

126as a supplemental resource in addition to the sexed um basically to provide that balance view. I mean we look at the life cycle of plants and we look at the life cycle of the fish you know it seems like to create a full picture with regards to some of these choices that they would be making that it makes sense to have you know that full picture there that talks about you know um human development from the conception to birth and so um I just wanted to mention that and I think that of course you know parents could opt out of that I it would allow for well-informed decisions. But I do want to just address something right up front because I think it will come up and I know that people in the past might

127say, "Well, Annette is just saying that because of her religion and her religious beliefs." And so I wanted to address that head on and say that um while yes I believe that a human that is in the womb has just as much rights as a human developing outside of the womb um and that it's one of the most beautiful magical things in our human existence is uh fetal development and birth. Um, it's more about making a well-informed decision and the right to having full information with regards to those types of decisions that can be made that perhaps once they're made, they can't be undone. And so, I would just ask I think another district look at about five different videos and then they chose one that they felt comfortable with. Um, I don't know if

128our provider that we're working with perhaps has a fetal development video. I don't know how the other board members feel about that, but I just wanted to mention that. And I think it just really provides that whole full picture to um you know as these decisions are being considered. So thank you. That's what I had to say. >> Yes, we will make sure um because we've used the same instructional material for quite a few years. Um it will be important that if we add anything whatever it might be that we do outline that in the opt out form. Um so that we've definitely that is on our radar and so um make sure we do that. Do we historically have a lot of optouts? >> No, we don't. We had one for this year. >>

129Okay. >> We had more um in fifth and sixth grade. Different instructional material for fifth and sixth grade than seventh or eighth grade, but for eighth grade this year, we had one. >> And it would be interesting to know if they are aware of the some of the changes that have happened. I mean, obviously parents, I know some parents are very diligent in looking at the materials and what's presented. So I hope that all parents take that step and and are comfortable and not just making it working off of a an old assumption. So >> I do know that it is published the materials are published for parents to review according to law and ed code. >> Yes, we have uh according to ed code you have to provide the instructional material at least 14

130days prior. So, >> um, we would want to we would make sure that we're ready to do that. I' I'd say probably at least a month before because there could, you know, potentially be changes, but we posted on the website. Um, it's still on the website right now for Macaffrey what we presented to eighth graders this year. We send out a link to parents that can access it. >> Anything additional on first reading? Okay. Um, anyone have any pending agenda items future board meetings? >> I do. I have um next month I believe I'm going to be providing an update from the delegate assembly I attended last weekend for CSBA. >> Thank you. >> This report item for next time. >> Okay. Thank you. Yeah, I don't have anything additional as far as an agenda

131items. Um, I was at Greer's picnic on the green and open house today and enjoyed that a lot and seeing all the hard work that teachers have put into their classrooms and then the hard work that students have put in. So, that was a good time. It was fun. I appreciate Greer for hosting that every year. Um, I don't have anything additional. So, >> hey, wait. I want to say something. I forgot now. You mentioned the the events that you attended. So, I just wanted to mention the ones I attended as well. So, I attended the open house at Greer and the AVID uh showcase. That was wonderful. They were all dressed very nice professionally and were able to answer a lot of questions and then was able to tour some classrooms. I went to

132the Valley Oaks talent show. Um, a lot of talent there. Beautiful Tahesian dance. That was probably my favorite. Um, and then I went to the Fairside open house and was able to tour the classrooms. all very cute and the the children were so excited to show their family members what they had had done. And then um also just uh I can't remember what day it was. Uh was it yesterday? No, two days ago. When did I go to the Monday to the Greer music? Uh >> oh yeah, >> that was really good, too. So I always love hearing the bells. So it was great. And the chorus was wonderful with their Mary Poppins. So just wanted to mention those. And I'm sure we'll be seeing each other for next month, too. Mhm. Great. Okay, I'm

133going to adjourn us. Thank you.