GJUESD Board of Education Meeting: June 18, 2025

001Ready. Salute. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Shin was taken in close session. Uh presentations. Okay. Well, we're going to start our meeting tonight by recognizing some very special people. Um we have three leaders in our district that are retiring. And if you add up their years of service in our district, and I know some two of them have taught, you know, outside of the district as well, it's 77 years of district service for these three amazing leaders. And we want to thank them very much for their hard work and dedication, everything they've done, the impacts on many students and staff, parents, and G community. Um, we're very fortunate that

002their career paths led them to G and that they've stayed for so many years serving in our community. We're definitely going to miss their experience and their leadership, but we're very excited for them to go off into their next phase of life, right? Your journey, retirement. And that's Cleo Del Toro Anguano. Um, of course you know her. She's been the director of curriculum in HR for I think 10 years and lots of other positions prior to that. Jennifer Jennifer Porter, principal Morango for over 10 years, 12 years, principal, 13 years principal. Of course, she's had other positions as well. And Laura Papo, assistant principal in our district and held many other positions as well for many years. And so, um, we want to get a group picture and we have a certificate for you and

003we have some special cupcakes and it's your last board meeting. How does that feel? How have you added up how many board meetings you've attended? [Laughter] That's a lot of meetings. [Laughter] You might miss us. [Laughter] Yeah. So, how about we get and we have some we have somebody from the the G Herald is as well that's going to do a little report and put your picture in the newspaper, the three of you. And so, you guys come on up and let's give your certificate. I know nobody likes the the recognition. You wanted to go out with nothing. You have to at least have something at a board meeting. Ready? I'll let you picture. All right. Thank you. And then we have a few other um presentations, recognitions for this evening. Um we want to

004recognize with some of these retirements, we have some new leadership roles. Um Stephanie Simonich, current principal at Greer, is moving into the director of curriculum HR. Congratulations, Stephanie. We have Tina Hamdus, current principal at River Oak. She's moving into a principal and special assignment role. Um with this transition, we have four new principles um next year. And so um her support will be needed. And then I would like to introduce to the board Adam McLaren. Please come on up to our podium. The Adam is coming to us as the new Greer principal. Probably should I should my voice Uh good evening board president. Thank you so much for welcoming me today. Uh members of the board, superintendent John, uh colleagues and community partners. Uh Lois maybe promise to keep it under three hours. So down

005to two. Good thing there's cupcakes. You'll need them. But thank you again for the opportunity to speak with you evening. Uh this evening, my name is Ab. I'm honored to serve as the principal of Vernon Eri Elementary School. It with great excitement and a deep sense of purpose that I introduce myself tonight not just as a school leader uh but a lifelong educator. I had to do the math as it happens as you get deeper into your career. I'm going into year 22 of education. I started very young. I had to wear ties to make sure that the students knew that I was their teacher then I was 22 years old. uh I made my mission to serve in every type of school, every type of learner, every type of community that I can serve

006in and to ensure that all students regardless of zip code, language, income or label have access to highquality education and adults can believe in them. The first chapter of my career started in the Bay Area, El Camino High School in South San Francisco. Uh very small town with a very big sign. South San Francisco, the city of industry, uh, a tight-knit workingclass school community that taught me one of the most important lessons that I bring to me uh, with me every time I am working elsewhere is that students perform for the adults who care for them. Uh, those that build trust with them and those who show up every day as a champion for their growth. Uh it was there that I realized that leadership was in my future and I didn't just want to

007advocate for those hundreds of students that were going through my classroom every year. I wanted to support those thousands that you can through leadership uh through better systems through smarter practices uh and a stronger more inclusive school culture. Uh life brought me to the Sacramento region. Uh my journey continued. I was able to serve in Plaster County in Granite Bay High School, one of the most academically advanced environments that there is in the state. But even there, I saw firsthand that no two learners are the same. Things like advanced and struggling are just labels that don't tell the whole story of a student and they so certainly do not define their potential. Uh my philosophy has always been to see the whole student uh challenge them in their strengths, support them in their needs and

008always always always believe in their ability to grow. Leadership roles came along the way. These experiences led me to Woodland High School as assistant principal, my first sight leadership role. There I served uh in many different capacities, but I was most passionate about the AVID programs, the Poente programs, and English language learners because every community needs an advocate. And sometimes it's there in the office, ready to remove systemic barriers through policy, practice, uh sometimes even just presence. Uh when the opportunity arose, I made the bold transition to elementary school and elementary education as I stepped into my first principal role at Maxwell Ele. And I don't see leaving elementary anytime soon. I love it too much. There are too many cute things that happen in in a day, right? uh since 2022 I have had

009the pre uh the privilege of uh serving at at Maxwell uh and leading a remarkable team through some tough times right we focused on that community building that needed to happen in a postcoid world uh strengthening student engagement again and driving measurable academic growth which has been challenging for all uh in just the last year alone we saw gains in all the right areas ELA math English learner progress index and reducing chronic absenteeism at the same time. That kind of turnaround does not happen by accident. It's a testament to the hard work of teachers. Collaboration is important. Uh very intentional leadership and building a place where kids want to be because they feel safe, they feel seen, and they feel supported. When looking for new career opportunities, I searched for schools and districts that they

010had that had these qualities. A strong emphasis on teaching, learning, and assessment. a deep respect for educators and the work that they do and an unshakable belief in students and I believe I have found those qualities here in G. My leadership style is supportive, reflective, collaborative and I surround myself with driven compassionate people and together we do great things and I believe I have already found those people here in G. As I look ahead I'm excited to work alongside you, the board and the district to continue the mission of serving our communities. I know that there's always more to learn, more students to serve, and more opportunities to grow together. I thank everyone who has welcomed me warmly here to this community, and I can't wait to get to work. There's work to be done.

011Thank you. Thank you. Welcome. Thank you. So, we have another hour. Uh any No. Yeah. Looking forward to you joining the team. Thank you. Did I Did I I said I Yes, I did. She's last. I I kind of went out of order. Sorry, my phone. Okay, sounds good. Okay. For a board meeting protocol. All right. Yes. So, our session tonight is being recorded. It's open to the public and being broadcast live through Zoom teleconference for public comment. Comments are three minutes per agenda item and will be timed. The board shall limit the total time for public comment for each agenda item to 20 minutes. And with board consent, the board president may increase or de decrease the time allowed for public comment. To make comment in person, there are comment cards at the doors

012there that will go to Miss Bach, our board meeting assistant. You can also email public comments to the superintendent email address 24 hours before the board meeting. Um, we did not receive um written comment for our meeting tonight. Board vote connectivity. Each motion will be followed by roll call vote for each action item. Should a board member attend the meeting remotely and lose connectivity by teleconference or phone, the meeting will be delayed by five minutes and regular meeting shall be adjourned by 10:30. For public comment, we have Carrie and Alex. Bob, you can come to the podium and make your comment. ready. Hi, I'm Alex Bob. Thank you guys for having us here. My wife Carrie and our daughter Graceland. Um so we're here today because we are new to the G public school system.

013Our other two kids uh were in private school. So we registered Graceland to go to River Oaks. Um, we live right across the street at Throw a Stone at the school and um, we did it within what we thought was the registration window. So, we were told about what, a month ago, um, yeah, we got a call about a month ago and we're told that she was going to be relocated to a different school. So, that was really upsetting to us. We were really looking forward to River Oaks, especially because of our proximity to the school and I don't know, I guess just her growing up right there. We've always kind of just planned on it. Um, so yeah, that's what we're here to talk about or to bring to your guys' attention and hopefully

014we can find a solution for it that doesn't involve relocating her. Thank you. Thank you. Hey, next we have H reports LCAP goal one. Yes, we are starting with our spring assessment data and I'll turn that over to our director of curriculum. Thank you. So, as Kawaii um puts on the screen, the DRA data, I want to mention something that we share with you every single time we present to you data sets. As you look at the data, we want you to proceed with caution. Remember that each assessment will assess uh a different reading foundational reading skill. at each grade level. So, we're looking at data points. The benchmark is the same, but the assessments are different at each grade level. Um, we want to uh remind you that what you're looking at is the

015the data that reflects the percent of students who met all I'll say it again, all of the end of the year DRA targets. So, children who met all but one of the targets were not counted on these data sets. Um, you will see that some cohorts made growth but not all may have made the 10% growth that we are looking for. We have our administrative team with us. Um, they have analyzed the data by student, by grade, by uh PLC. We would like to hear from our admin team um regarding the their own data sets. Again, we're looking at cohorts with a LCAP goal of having a 10% growth from spring 2024 to spring 2025. And the first school we have there is Greer. So, Stephanie, anything that you would like to highlight? Overall, students

016did a really fantastic job in terms of the difference in expectations last year compared to this year. One of them being fluency in first grade. So, there was some even though they did a great job, not all first graders were able to meet the fluency benchmark. Um, you know, again, next year, first grade teachers will be more prepared in terms of what the expectation looks like by the end of the year. It's quite a big jump compared to what was previously expected. Um, at Greer, most students that didn't meet uh from kinder to first really it was accuracy. Um but we're really proud of the growth that students made their personal growth in terms of um you know independent assessments. So okay thank you. The next school we have is Lake Canyon. There it goes.

017Overall, uh, we were very proud of our scores at Lake Canyon. The teachers and the instructional assistants, the whole team, um, really worked hard. We prioritized, personalization, intervention, a lot of acceleration for students that were ready for that. Um, I agree with Stephanie. Um, the first grade fluency change really I I think hit us a little harder than we're accustomed to. And so, um, it'll be interesting to examine that deeper when the teachers return and have conversations around that and their ideas of what we could do next to support that. Um, I also want to give a shout out to our second grade teachers at Lake Canyon. You know, it was really neat to see the um they they were so committed to having a 100% of the second graders emerge from second grade reading

018chapter books and um I I think we met that goal by the end of the year and and kids are becoming avid readers and discovering the love of books. So, thank you. Thank you, Maring Ranch. Um I mean overall kinder, second and third are on track with where we want those scores to be. We do have some um areas to focus on for first grade. And we knew that that benchmark at the end of the year was going to be a lot higher than the benchmark in the winter. And so I I think even though we knew that and we thought that it was going to be challenging for the kids, I think we're still not necessarily doing what we need to do to get the kids prepared for that at the end of the

019year. And then beyond that, there were some students who were outliers who um missed maybe one other benchmark and kids weren't getting to a particular row on the BPST on the phonics skills test. And so we need to look a little bit closer at those first grade, third trimester reading strategies that we have in place and make sure the intervention is appropriate for what they need. Thank you, River Oaks. At River Oaks, we definitely noticed a increase of our students meeting most or all benchmarks, but the one outlier for first grade was that rate piece. And we know that in kindergarten, there isn't a rate benchmark. So, while they might be meeting in kindergarten, they're not being they're not being measured by how fast they're reading or their fluency yet. In first grade, they are.

020So, this is really the first time we're seeing how quickly they're doing those things with automaticity and they're being challenged in that way. But what we saw that we liked was that they are mastering all those other those benchmarks for the most part. the ones that weren't, we also noticed that we're providing already supports for them, interventions, things like that. So, there was no big surprises for us. However, that we did notice that that is a big transition from kinder to first. So, we weren't alarmed by that. Our second grade team knowing that uh as well with that group that their cohort their emphasis was in fluency and they were focusing and targeting that a lot this year with the the rate being a target for them. So that was a goal the second grade

021team purposefully were focusing on and we see they did meet in second. So some work to be done for sure but overall nothing really stood out to us as a surprise. Thank you. And Val, thank you. Um similarly to what has been shared, what what we found uh with first grade and second grade in particular is the rate meaning how fast they read, how many words per minute they read. And just in first grade alone, we had 14 students who met all of the other individual benchmarks, but they didn't make it in rate. And 14 students is a is a big hit on that percentage. Um it's the difference between looking, you know, really really good and then looking like and it kind of looked eh because because of rate, right? And then in second

022grade um similarly we had 10 students who didn't make it just because of rate. So obviously that leads us to the question is you know what are we going to do to to help that? What are we going to do? How are we going to allocate funds to address uh that particular need? And so that's part of what we're going to be doing uh this this coming year. Uh, additionally, I did want to point out, uh, similar to what Cleo said, like the numbers don't always show everything, right? There's always stories behind, uh, the numbers. In in our DLI classes, for example, our dual dual language immersion. Um, in in first grade, 86% of those students met their DRA benchmarks. Um, and in kindergarten, it was 95%. Now, the DLI benchmarks for Spanish look a

023little bit different than they do for English because the way you learn Spanish is a little bit different for English. Uh, but those are all the students. And so, they did a really really good job. And, uh, second grade, and this is the last year we have our uh, program that's kind of fading out, the transitional bilingual program. That's we're we're'll be done with that after this school year. Everything will be DL DLI. But uh those students have been taking DRRA in Spanish from kinder first and most of second because they've been take um learning um Spanish uh in in language arts. Well, in the in the last half of the year is when they start transitioning into English and then they take the DRRA in English. So they really have had little English instruction

024before taking the DRRA. However, of those students in in the transitional bilingual program, 50% of them met the benchmarks for DRA in English with having about a third, maybe half of a year at most of instruction in English. So that's, you know, something that that trends really positive and and leads us to kind of believe and and understand and further the belief that um primary language instruction when you're strong in your primary language, the transition to um English language uh there really is a correlation. So there's there's stories behind uh behind the numbers, too. Thank you, David. Thank you. So some of the questions that maybe um you might be asking yourself is well do we look at the rate normed rates by uh grade by trimester do we lower the target? Do we maybe

025say as long as children pass all but one we count them? But I'm wondering if a better question is how much reading do the children do while they're at school? If children don't read, then the rate won't increase. If children don't read, the comprehension won't increase. If children don't read, then we could potentially see some of the results that we're seeing now. So, I I think a question that we might need to research a little bit more is how many opportunities do children have throughout the day to read? And in first grade to read to someone, they have to read out loud. They have to reach a certain level of speed to be able to then read silently and understand what they're reading. This is why we measure rate because we don't want them reading

026silently if they're not at a certain level because the comprehension may not develop as we expect. So the the question here is how much reading are these children doing during the school day. Okay, moving on. Uh any thoughts, questions before we move on to Matt? In addition to that, first I just wanted to say, excuse me, thank you for the candid comments. I think that was very helpful. But um in addition to them reading um what I've also heard is reading to children at a higher level than what they're normally at helps with their their comprehension and learning words and vocabulary. So I don't know how much reading happens above their level to them like in a story or you know you're reading a book to them but I have heard that too that that's

027very helpful to read at a higher level so they start to stretch their vocabulary as well. Yeah. to build the academic language. Okay, moving on to MAP data. Again, by now you know that we administer MAP to first and second grade students three times a year. Uh grades three uh to 8 do not take MAP because they take ESPback. The data that you're looking at right now reflects the percent of children who met the 60th percentile for reading and math. The LCAP goal is to increase the percent of students reaching that target by 5%. We measure that 5% from spring to spring. And for tonight's purpose, we would like you to also note that there's a lot of growth made even when not meeting that 5% uh increase. In the area of math, River Oaks

028and Lake Canyon and the district as a whole met or exceeded the 5% growth target. In the area of reading, River Oaks, Lake Canyon, and Greer met or exceeded the 5% growth target. We would like to note tonight that Lake Canyon, as you can tell, has the greatest achievement in both math and reading with math at 82% and reading at 63%. And although not seen in these data points, we noticed something very unusual with one particular uh combo combination class at Lake Canyon. All 24 students met their growth target. But more interesting than that, almost all the children reach the 99th percentile in both reading and math. This is the first time that I personally see an entire group of children uh grow as much as they did as measured by MAP. Again, all 24

029children, almost all I should say, we there were a couple that um reached the 94th. I think we had one at the 97th, but almost all reached the 99th percentile. And this is a combo class. So, we um are very curious as as we are when we see something that, you know, catches our attention. So, I'm wondering if Judy Lake Canyon, can you maybe highlight a few things that um might have triggered this type of growth? Sure. We of course were very very proud of of this classroom and um Mrs. Alicia Lopez, the teacher. And I think as educators, it it really proved to us when there are no real big barriers to learning and you present rich opportunities for engagement and acceleration that students will rise to the challenge and this group of learners

030certainly did. Um Mrs. Lopez is a long tenur, very skilled educator and um she found some supplementary resources that fit perfectly with this cohort of learners. We also love the fact that we have lots of strong community partnerships at Lake Canyon and this particular classroom had access to a couple community partners that came in regularly and read with kids. In fact, our own Mr. Ward on the school board um is a dad in this classroom and was there regularly helping to support kids and help them with their math. And that was awesome. So, thank you, Mr. Ward. And, you know, I just think it also goes back to the incentives, the the everchanging incentives and just a whole combination of things that were in place in this room. but as a combo class. Um she

031also didn't have students with um you know special education 504 plan some of some of those sorts of things that we would see in non-combo classes and um and so that is telling to us also just as we continue to refine our practices around MTSS and supports for learners that do have barriers. Yeah. And it's certainly not to take away that it was more than just, you know, Mrs. Lopez's class. Um, it was the the entire first and second grade level as a whole, but her class, the group of children certainly um caught our attention. Anything else, Lois, with that? No. Um you know many many of our teachers have great scores and work extremely hard do wonderful things in their classrooms and and you know we we want to recognize everyone but again we

032want this this stood out because I don't think and we've analyzed data for a long time you know even as a principal I we gave map and just never have seen scores at this level for every student and I I went back and I said okay let me see do they make their growth target or maybe they all came in at the 90th percentile and that's why they all scored so high, but that wasn't the case. Correct. There's some that started um in the class at 26 35 percentile um and they made that much growth. And so um I know that there was a lot of small group instruction and differentiation in that classroom. Um Mr. Ward. I think you were there about maybe three days a week for an hour each time and um

033taught all student rotated in small group instruction with math and um you know take took kids out at recess if they met their math goals. He was teaching them first graders teaching them multiplication facts. And so she was open to having like Judy said community partners, more adults come in. And when you have more support, more adults, you know, you're you should get some some good results, right? Especially if the adults are trained and the adults know how to work with the students and you put those incentives in place. Um, so it was just we we did want to highlight that and learn from what was going on in that classroom. And I wonder if again that you don't see it on these data points, but I think this also speaks to the power of

034having high expectations for children and somehow making the children believe that they can, right? If if you tell them they can, most will reach or exceed I should say our expectations. So how does a a teacher how does um a community leader what do they say to the children to make the children believe that you know what you you can go beyond what we think you can reach. So lots to talk about. I think it would be a great discussion for us to for them, not us, for for you to continue next year as to, you know, what what causes um these wonderful things to happen um that stand out. I can also share, you know, I visit a lot of classrooms. I've been in Mrs. Lopez's classroom, you know, a few times, handful of

035times. And I think something that you can feel it in the room. there's a the structure, the organization, and the motivation. The kids are always on task. Um, and you know, there's there's no downtime. Everybody, even as little first grade, you know, they know exactly what to do, whether it's rotating, whether where to get their Chromebook. Um, you you don't really see behaviors um in her classroom, not just this year, but even in previous years, she's very has a way of managing um the little ones to where they're always on task. and um you can tell they're motivated and again not just this year and we just keep going back and forth all I know but adding to that I think what Lois just described I have seen in a lot of classrooms a lot

036of our classrooms I see exactly what Lois just described so then what was different I mean obviously Matthew you were in the classroom so you were a factor in this to what degree? What did you do it? I think there's just a lot of things to consider, right? It because again what Lois described it there's a lot of classrooms like that. You have phenomenal teachers in our district. So why in this class? Why that much growth in a short period of time? So certainly I I think a lot of questions that need to be researched next year. What is um Miss Lopez, what does she think the growth is attributable to? You know, I I have not spoken with her about this. I know I know Miss Hayes has. What would what would she say,

037Judy? Um she was very very excited and proud of her learners. We we talked about the fact that it was a combo class and it was a unique year where the the students were specifically placed there for readiness for a combo um sort of of environment and so we we think that was a factor. Of course she also believes in everchanging incentives and in fact a quote from Mrs. Lopez is they work hard and they play hard. And so and I I thought that's really fun. Yeah, that's great because the kids are very very engaged and I think that was a key also. Okay. Well, thank you Matthew for supporting our our classroom. Um if there are no more questions with the map then we will go on to um the dashboard local performance performance

038rankings. So as Kawaii puts that on the screen know that we are required to bring the dashboard local performance rankings as a component of the LCAP process. The purpose of this report is to inform the LCAP. It is important to remember that the local indicators do not apply to individual schools, but rather to the district as a whole. These local indicators are part of the California school dashboard, which will become public sometime in the fall. Once the California dashboard becomes public, it will include both state and local indicators. Both state and local indicators provide the public with information about how we are meeting the needs of our students based on a concise set of measures. So these are the set of local measures for our district. Priority one, basic conditions of learning. If you take

039a look at page four, the basic conditions of learning relates to ensuring that all students have access to teachers who are fully credentialed, have access to materials, and have a safe and properly maintained school. For priority one, we show a ranking of met. Priority two, implementation of state academic standards. If you take a look at pages 5 through 7, this priority ensures that all students are provided with academic content and standards which are aligned to the state standards. On page seven, you will find information related to professional learning. Um, which we have indicated a scale score of five in all three categories. For priority two, we show a ranking of met. Priority three, parental involvement and family engagement. This relates to our efforts to seek parent input in decision-m and priority six school climate. This

040priority relates or addresses the factors both inside and outside of the classroom. Cojet will share more about these two priority areas. All right. Thank you, Cleo. Okay. So, as Cleo said, priority three is around parent and family engagement. And this measure addresses engagement in three areas. how we build relationships between school staff and families, how we build partnerships for student outcomes, and then how we seek input for decision making. And so what you will find on pages um nine and um thereafter are the um and the information that we glean is taken from the Cal School parent surveys. And so what you will see on page nine is um the responses. And we've talked a lot about the strongly agree versus agree, but those are the responses that we pull from to be able to

041show evidence that we're meeting this criteria. So that's on page nine. Um the second prompt that we have to answer in each of these three categories is ways we aim to build the relationships. And so on page 10, you can see the strengths as a district in our uh capacity to build these relationships between our school staff and families by making sure we have mental health um uh specialists on campuses. We make sure we have bilingual staff. We provide uh resources communication in multiple languages. We have the support of a SRO officer. We have multiple various family engagement activities that are put on by our sites throughout the school year. In addition to identifying strengths and how we are perceived by our parents, we also have focus areas and also what are we going to

042continue to do to make sure that we are engaging our unrepresented families and those are listed on page 10. Okay. The second section is building partnerships for student outcomes. Again, we pull from our Cal School surveys and on page 11, we've identified strengths in our ways that we communicate with our families. We use parent view. We have technology trainings. We have parent advisory committees at the sites and at the district level. We have a student advisory committee at Macaffrey. We ex examine and review um state and local data. We have bilingual community outreach assistants and coordinators that support and then we have uh parent education classes that are offered uh through our school readiness center. And then we have sitebased student study team meetings. Okay. Additionally, we have to then answer what is that focus

043area and how are we going to continue to build that capacity and then also how are we going to continue to engage our unrepresented families in building these partnerships. So that's outlined on page 12. The third section is seeking input for decision makingaking and that starts on page uh let's see 12 and here again we pull from our Cal school surveys from our families and um we have identified strengths and also areas that we need to kind of continue to improve on. We've also highlighted strengths in our efforts to seek input. We have numerous stakeholder feedback sessions. We have parent advisory committees. Our principles, teachers, staff attend the advisory committees. We have our LCAP process updates. We review state and local data. We have our cow school survey information that we utilize to make decisions.

044We have um different uh principal principles have different parent club meetings on their campuses and um annually we have our dual language immersion program parent meeting. Okay. Similarly, we have to identify a focus area and then also what are we going to do to engage our unrepresented families. So as Cleo indicated, priority three comprehensively is met. The priority six is the school climate and this is measured through our Cal California healthy kids surveys that are administrated administrated in the spring to our fifth through 8th grade and these are reported on page 15. And so, um, priority six is really looking at school connectedness and safety. And so, we pulled the, um, items that targeted that specifically. And these have been shared with you previously. And then on page 16, we looked at which areas were

045their strengths across fifth, fifth through sixth, and then seventh through 8th. And as you can see um areas of strength or academic motivation, high expectations, facility upkeeps, parental involvement. Uh similarly for 7th through 8th grade, high expectations was scored rated high. Caring adult relationships was rated high. academic motivation, clarity of rules, and all of this information. Um, again, uh, relates back to how we can continue to support students through our LCAP process. Um, and comprehensively, we met the priority six school climate area. Thank you, Kjet. For priority 7, access to a broad course of study uh, found on page 17. This priority ensures that all students have access to all subject areas that prepares them for college and careers regardless of what school they attend. Bless you. Or where they live. So for priority 7,

046we show a ranking of met the completion of this report. And by reporting the district's findings to you, the governing board, and to the public, our district is considered to have met the standard set by the California Department of Education for the local indicators. Thank you. So our our last report for LCAP gold one is our fair site preschool program self evaluation of principal Marquez. Good evening everybody. Can you hear me? Okay. I'm here to share with you some information about our state preschool program and our yearly uh report. So at Fairsight, our goal is kinder readiness. So we prepare children in all kinds of different ways um for kindergarten and but that means both academically and socially. So academically, math, literacy, socially, their communication skills, their social skills, their interaction with their peers and

047other adults and everybody on campus, emotional skills, and even physical skills. Um, so we build on what they bring to school with them and strengthen those so that they have a solid foundation moving into kindergarten. Next slide, Kawaii. This is a snapshot of our preschool staff. We have five um preschool classrooms. Uh many instructional assistants in those classrooms. Um part of our preschool program also includes our school readiness staff and two home visitors. They go to the home to make visits and support families and children in the home. They also uh have the play group where families are invited to come to campus a couple days a week and um get that different experience on campus. uh preschool enrollment, 135 children were enrolled this past year. That includes our general education classrooms and those participating

048in the home visitation program were 23. We use many different tools to evaluate how our program is doing. Um the desired results for de developmental profile, the DRDP that measures um elements essential to quality programs for early childhood education. class is a new assessment that measures the quality of teacher child interaction. There's a parent survey and we also administer district surveys at fair site. Next slide. For our preschool parent survey, this is required. We had 50 uh families complete the survey and this there were many strengths. The overall quality of the program, all of the respondents indicated that they were satisfied with the overall quality. So, we're proud of that. And is a child safe and happy at school? They all said yes. We are very proud of that. And in all of the other

049sections, and there are several, the overwhelming majority of respondents marked that they were satisfied. So, if there were two areas of growth, two areas that we would like to improve in, that would be um how to find services in the community and information on discipline problems. So, the question is, have you received information about finding other services? And the numbers were low, uh maybe seven or eight that indicated no. But um this is still um something that we will talk about as a staff and see how we can improve um getting more information out to families in these two areas. This is one of the that assessment that measures the quality um indicators of an early childhood program. And so along the top, all of those colored bands, those are the different uh levels that

050apply to all of the many many areas that teachers measure and they measure with observations. So they are constantly observing children. They have their iPads, they're taking pictures, they're uploading the information to get evidence that children are meeting um this these different milestones in development. Um and so I'm just going to point out a few our areas of strength, English language development. So far, children who have been identified as dual language learners, they moved from a large percentage from building English to integrating English. So, it doesn't exactly match that uh colored range along the top, but the the idea is the same. There was still a lot of movement and we want to move to the right kindergarten entry. That's what we're preparing them for. In language and literacy development, a large percentage of our

051children moved from building earlier to building later and integrating earlier. And this is a comparison from fall to spring. So this DRDP gives uh overall program results, class results, and individual student results. So I looked at fall and spring in order to see the growth that the children had made. And then in social and emotional development, again, lots of movement. The majority in the fall were at building middle and then there was lots of movement over to building later and integrating earlier. And we also administer some district assessments to our preschoolers who were four years old because they will be moving to kinder. Three-year-olds take a different are given a different type of assessment mostly having to do with social emotional readiness. So for our four-year-olds, lots of students at the end of the year

052met their benchmarks. So 97% were able to identify their colors and at the end of the year was 10 for color recognition, 10 for object counting and 10 for wrote count. So that's pretty good. That's a lot of growth that that they've made um in this particular area and on these particular assessments. So overall our children have made lots of prog progress in many different ways in many different areas. Part of it is naturally because they're in school. They're in that school environment. they um are are being taught things. They're just learning constantly. And a lot of it, of course, has to do with the hard work of the teachers and the dedication um the love and the patience that they have for teaching our youngest of learners. So, um we've accomplished a lot and

053we'll continue to uh work diligently to make our program even stronger. Okay, any questions for me? Okay, thank you. Great results there for the preschool students. And if you ever want to put a smile on your face, walk on over to Fairsite and visit the three-year-old and fouryear-old classrooms. Um you'll you'll be in a good mood. It's very special place there. Moving on to LCAP goal two, measure H. Yes. So we have a measure H report for you tonight. We have Lori Reneeri, Government Financial Services to present how our bond sale went. We had a successful bond. Um, we have shared that with the board, but tonight you'll hear more of the the details with that bond sale. And we welcome Lori and Millie. Well, it's a pleasure to be here and the first thing

054I want to share with you is that sitting here hearing you talk about the learning culture for the students um I didn't hear anything about the staff and I just want to mention I mean I heard the staff speaking but I want to say um you know doing a bond sale is not something the staff does every day and we get so support from your staff. Um, they want to understand why we're doing it, how we're doing it, how can they help, how can they make it better, and there's a lot of districts that get involved in in a bond financing and it's just something that's happening around the edges and they hope it works out well and they don't really know how to make it excellent. And that is just not the case here.

055And so, it's rare enough that I feel like I should remark on it. And um, the district is a member of a joint powers authority. That's what we are. and were committed to excellence through best practices, ethics, and transparency. And that came through in spades because you may be following the headlines. And you might know that during this period of time when we were selling bonds, we had a lot of volatility in the market. And I'm just thrilled to tell you how we came through it. But it really came from that commitment to um being guided by best practices, uh ethics, and transparency. So, I'll go to the next page and I'm going to describe the bond cell process. And some of you have heard me describe this before and you might say, "Gee, Lori,

056this doesn't sound that different than what you've described before." And that's because the best practices are based what has historically shown to work. Best practices are not just what we made up, but it's what the research shows works. And that research has really stood up in this period of time of volatility. So, it isn't that different than what we've had before, but it was amazing how well it worked. We're going to talk about the results, next steps, and for reference. So, the next page, we follow the Government Finance Officers Association best practice. What I mean is we follow, we keep up with, and then we apply those that apply. And these are several that were applied here. And so, we definitely have that demonstrated commitment to best practices. We'll go to the next page. And

057um you know in the world of schools getting an A+ might be the highest grade you can get but the highest grade you can get is actually AAA and during this period of volatility the United States has not maintained its AAA. It used to be considered better than AAA and but an A+ rating is very good. Um in the markets um investors who are seeking high quality are looking for bonds in the A category. That's that's the top category and we're A+. So that was an excellent rating and the rating report from S&P which used to be known as standard importers but they I don't know why they thought S&P was better than standard importers but that's what they like now. Um and they said that we have a large diverse and growing tax base

058sound financial performance conservative budgeting practices good reserve position and positive demographic trends. So what I really like about the things that they noted is it's both some of it is environmental. We don't have a lot of effect and then some of it is about management. So we're really getting the best of all worlds. We'll go to the next page and we use a system that is it's actually owned by S&P. It's called Parody. It's an online system and people who are in the bond market that are looking to buy bonds subscribe to this and this is how they get notified that there's a bond sale happening. And if you look at the type font and the way it looks, this does not look like what you see if you get online and look at Amazon

059or um um I actually ended up going to grad school because of a banner ad that was alluring. My point is this does not look alluring, but if you're in the financial markets, it quickly gives you the information you are seeking and it's all consistently in the same places so people can look through what's for sale all together. So, I wanted to show you this because you might think, "My gosh, that looks like it's from a hundred years ago. It's not flashy. It's it's not colorful, but that is is this world." Um, and so, uh, but we do have a little bit of something flashy, which is that our sale, um, had a a cut off time of 9:05 a.m. And that is a vestage of the past. When I started my career in the

060dark ages, we used to have people come with bids in person. Then we moved to fax bids, but we had all these reasons why they could be late by a minute or two. So we set the sales at 5 minutes past the hour and then we would verbally tell everybody that it's on the hour. So if they were a minute or two late, they we didn't want to not have the winning bid be successful. And you might say, why do you still do that? The computer is telling them when the bid is due. The reason we still do it is because they think it's fun. And you didn't probably didn't think I was going to talk about fun, but there's a lot that was going on in the markets. And by making it fun to

061participate, that means the these are human beings, traders who are making a decision. And if they think it's fun, they've already talked to our staff. They've said they're going to bid. We've reminded them that they're going to bid. That's how we make we try to make it easy for them to bid and we try to make it fun so they don't just pass on it because they could. And so because of that, we had a great sale and we got um we also did all these other things that are listed here. I want to say that any bank or uh broker dealer who's licensed to trade municipal bonds in the United States could bid. And I say licensed in the United States, they could been bidding from a foreign country. They have a license to

062do this kind of um bond work in the United States, they could bid. Um, and we also do something else which is we allow a lot of flexibility with their bidding. And that's an interesting thing because you know when you do construction bids, how much flexibility do you allow people? We try to allow as much flexibility for them to make money however they want as long as we get the lowest price. So, we'll keep going. And of course, more competition means a better result. Now, what was going on in the market? We're going to go another page. There we go. And for years, we've been using the bond buyer index to monitor the market, but the market has been so volatile, it hasn't really kept up. And so, you can see that it took a

063big jump as we were in the week that we were selling bonds. But we're going to go to the next page. We saw what was going on with the bond buyer index which is uh uh the um bid ask pricing for 20 doublea rated geo bonds in the market. And we also monitor something called the municipal market um index. And uh what we saw was that that was that or MMD municipal market data. And we saw that was much better tracking. And you can see that green line um at the beginning of this chart. You can see the purple and green lines are right on top of each other. And then we started to see a divergence. And what's interesting about that is the bomb buyer index is done by survey data and it comes

064out once a week. The municipal market data comes out every day and reflects actual trades. So we're finding that that faster and more real-time information is more accurate. Now what's interesting about the bonfire benchmark, they've been collecting this data for like 50 years. So they don't want to change their method, right? because they it's not comparable if they change their method, but we also use the municipal market data and we found that that was that was uh more accurate. Now, we mentioned here the volatility budget. We budget for interest rates to go up. We did from the beginning and you may remember I've talked about that before and the the way you might remember it. I said is I don't need to budget for interest rates to go down. If they do, my job is

065easy, right? We budget for them to go up and they the bonfire index went up further than we expected. But the municipal market data index did not and that was good for us. We had enough in the budget for volatility that we did better than expected. Now we'll go to the next page. We had another thing we budgeted for. The municipal market data is based on AAA bonds. We have an A+ bond. So we budgeted for the spread between A+ and AAA. You would expect to have a higher interest rate on a bond that has a lower credit rating. Does that make sense? So, we budget for the spread based on historical spreads, but the spreads narrowed, so we did better. And then on the next page, we're showing some headlines. And I feel bad

066for this poor fellow because I think he has crazy hair, so he made a good picture for the for the um article. But what happened was the day before we had a steadying of the market and the day of our sale, interest rates were already headed down. So, as interest rates were headed down, it's like we just um how could I say it? Have you ever watched in a baseball game where the batter decides to hit a a deliberate um outside pitch where they're trying to walk the batter and they just step in and hit it? That's what happened to us. Interest rates are going down and we just stepped in and hit it and we got a great hit. So, we'll go to the results. We'll go two more pages. And the first thing

067is um we got six bids from the New York City and the Midwest. And you might be thinking Milwaukee, Wisconsin. What's going on there? Well, that's where Baird is located, the firm Bear, Robert Baird, who won our last bond sale. We last time we sold bonds, they were our winner. Um but we also got a bid from Chicago and then the rest of the bids came from New York City and none from California. Now, if you know very much about municipal bonds, you know that they are double tax-free. If you live in California, if you buy a California bond, you don't pay state income tax. You don't pay federal income tax. So, where are these bonds going? They're all going to go most I shouldn't say all. They're they're headed mostly to California investors because

068they get the most tax benefit from them. But why do we have no biders from California? Well, because all of these firms do business in California. They have traders and salespeople that do business with the buyers in California. You don't need to be in California anymore. So, I tell you that just in case you happen to go to CSBA and you you'll notice who pays for the bags and uh who's in the vendor show and there's a lot of California banks saying you got to do business with us because we're located in California. Well, I we didn't even get a bid from California. So, I don't that doesn't excite me so much. I might like a free bag, but um my current use of a bag that has a California Investment Bank name on it

069is I use it to carry Millie stuff. Okay, so we'll go to the bid results. Um so we had um the six bids, Morgan Stanley. Now there's a name that you would know and they were our winning bidder, which is great. But I just remind you last time it was bared and the time before that which was just one year before the time. So 2016 and 2017 were our last two sales. We had bar in 2017. In 2016 we had Raymond James. I don't know if you know those names. And the point is we have people that names you don't know. You probably don't know how to say Mezro but now you do. And um you you probably Huntington sounds like a name you've heard of but you may not actually know who they are.

070Or FHN. FHN is a new bidder this year to us. So the fact is that the market is it can be anybody in the United States and we want to be open to anybody who wants to do business. You probably heard of UBS. So anyway, our winning bidder um bid 200 over 260,000 less than our last place bidder and presumably nobody bid who didn't think they were going to win. They had to be prepared to underwrite at the pricing they gave us. So the competition really bears out. Now, what we're showing here across the top is the true interest cost. And for the accountants in the room, that's the same calculation of as internal rate of return because there's a lot of interest rates involved and a lot of different principal amounts that they apply

071to. So, the true interest cost is your overall interest cost of this money. So, it was well under 5% at 4.81. But if we go to the next page, this is kind of an insider look. Just like a mortgage, you pay a little bit of principal at the beginning and a lot more as your payments as you get closer. And so you can see that here that the principal amounts are increasing. And so getting a 6% interest rate on 545,000 that's due in one year. That 6% is a high interest rate, but it doesn't matter very much. What matters much more is what we're getting on the 20 52 53 54 because those principal amounts are outstanding for a long time and they're higher principal amounts. Does that make sense? So just statistically the more

072significant number here is the 4.625 and you can see that in that we got a 4.81. Does that make sense to everybody? So let me tell show you how that plays out in another interesting way on page 14. Now, here's a chart we never showed you before because we didn't have this kind of result, but it really it really was interesting. So, the green bars are showing you the amount of principal in each year. And you might be saying, where's the principal in the middle? The principal in the middle is coming with our next sale. We're saving room in our budget to pay make the payments on the second sale. Does that make sense? And why are we saving it in the middle? Because we wanted to grab the fixed interest rates at the end

073now because the risk in the future that interest rates will go up. So we'll be at a shorter time period in the future. Now in the future interest rates could be lower. Well, guess what? If they're lower, we'll refinance once we hit our call dates, right? So what we're trying to protect against is interest rates going up. So that's why we grab the the long end where we can. So we and the and the first two years that's before we issue the next bond. Does that make sense? So we're saving the short end of the yield curve for the second series of bonds. So you can see that here in the principal amounts. Those are the bars. And then the blue um squares are the interest rates we budgeted. We actually did the detailed modeling

074and budgeted. And you can see that in the in the shorter bonds, our budget was too low. But it wasn't too low on the longer end where it matters the most. Does that make sense? And that is why mathematically we were under budget. Now if you say did we get lucky? Well, the yield curve is kind of a it's like a whip, right? It could have any shape depending on what's going on in the market. And the whip was being whipsawed. So the conservatism that we had by budgeting for interest rates to go up has really served us here because they did go up and yet we could still meet our goals. So that was conservative budgeting. And let's look at our upfront costs on the next page. In in every category of the budget,

075all the different costs of issuance, we did better than expected. And you might say, you always do better. So are you sandbagging? No, I'm conservative because my goal is to do better than I'm expecting. I don't want to be disappointed. Right? So, we're conservative. We plan for an out uh we we plan for I can't say it's the worst case because I can always think of ways in which things could be worse than whatever I thought of the first time. But the point is we we prepare for an adverse market. We did better. And you can see all of that. And then um so we had lowers in underwriters discount and insurance costs, lower cost of issuance. We got more premium. That's an extra amount that the underwriter bids on top of the interest rate.

076They say, "We're just going to give you some cash on top." That goes right into the fund that the county that is deducted from the taxes will collect. So that benefits taxpayers directly. And we got more funds for facilities. And now we'll go to the next page, which shows us tax rates. And the average tax rate at, you know, pre-election was uh $29.5 per 100,000 of assessed value. And now we're projecting including with our projections for our next bond sale to be at at 2819. And you might say, "Oh, Lori, that's a a difference without distinction." But it is literally that's the way that we keep lowering costs. We do it with every sale. We do it with every refinancing opportunity. That's how we we get the costs low. So we're we're I would say

077we're on target, but I'm glad to be a little below the target. That's always a nice place to be. And um finally, what's next in this packet? We've gone over that. We'll go to the next page. Um the the we've provided some for reference material and go to the next page. Yeah, there we go. So, you already received the money. Um that was on uh May 7th. So, the next step is to spend the money. That's our our next thing. And I think we can um joyfully tell our taxpayers that they have borrowed at below market cost, certainly below you what you certainly are not going to get a mortgage at less than 5% in this market. And I like to say the best investment you can make in your own property if you're a

078property owner is a school bond like this. So, um, we can definitely report to the taxpayers that we have served them well and and their trust has been well served. And our next bond sale, unless the project slowed down, that would be spring of 2027. So, the only other thing we do is the compliance items that we work with Alejandra on. So, that's very smooth process and I'll be glad to answer any questions. So, is it fair to say that it's a variable rate? It seems it it starts at six and then it jumps and then it lowers. That is a great question. It's a fixed rate for each principal amount. So these rates are locked in for the life of the bonds and they will only change if we refinance and we would only

079do that to go lower. But the bond is made up of principal amounts with different maturities. So, in a mortgage, you get a mortgage and there's one payment you're making in 30 days and one payment you're making in 30 years and and all the payments in between, right? And they give you one interest rate. Well, how is that the case, right? That a 30-day money is at the same rate that 30-year money is. Well, not really because it's all divided up in the derivatives market, right? So, in our case, we have the principal payments every year, but because this is a bespoke custom financing, we don't just get one interest rate. We calculate that one interest rate which is the 4.81 but we literally have a different interest rate on every principal payment we make

080for the whole life of the bond. Does that make sense? And it's fixed and it's it's locked in now until we pay it off. And if interest rates drop, we do have the reservation of the call. Um we can call them. It's it's uh I think an 8-year call, 10-year call, something like that. I don't remember off the top of my head. But we do have the opportunity in the future to refinance. Not at any time though, like a mortgage. And that's what the call protection means. That the bond holders, they've given us these low rates and they expect to hold on to the bonds for a while. Thank you, Lori. [Music] other reports CSBA sounds like. Yes. So, we have um related a couple items related to CSBA. First, we'll um hear from Annette

081Kunzie, our delegate assembly. She's going to give us a summary of the meeting she had on May 17th. Yeah, thank you for giving me a few minutes to share. So, I just kind of wanted to give an update. Um, so I attended a two-day conference. It was all the delegates for California School Boards Association. And these are held twice a year and they're generally in Sacramento. The next one will be right before the big conference in December. Um, and this is really my first time attending, so I'm very much like in learning mode. Uh, represent the area 6B, which is basically in Sacramento. Region six includes Sacramento, Yolo, I think Mono, a couple other places, but 6B is a lot of the Sacramento area. Um, and then AROE, the high school district, Delta, River Delta.

082And so I'm still sort of understanding my role. I have a meeting with the regional director next week as well, but I think I'm going to be reaching out to our COE and the high school district as well as River Delta to kind of see if I can get on their agenda and maybe see what's important to them as well. Um, and then so what we did was we met as a big group and then we had some breakout sessions. I'm actually in the local governance committee. So we were asked a couple questions with regards to like what protocols and practices we use uh in our meetings to be successful and then also um an example of where we might have disagreed and how we move forward. So, I worked with Katherine and Lois on

083some responses to that and um and then we kind of talked about in our breakout groups what the different strategies that people use. So, some of the things that sort of rose to the top I I talked about how during my tenure like the presidents have been very very good at making sure everyone was heard and giving them the chance to speak and I know Katherine that's especi that's super important to you as well. Um, so I said that was really helpful. And then also some of the things that came up was a lot of the different boards use workshops more, like if they have something that they need to dive into a little bit more, they'll use more workshops. Um, and then they discuss how when a consensus is reached, sort of you have

084that discussion, everyone gets to provide their input, and then you kind of move forward from that. You don't really dwell on the decision. And then members meet with the superintendent prior to the meetings to review the agenda. And I know many of us do some version of that. So they felt that was helpful. Um I talked about how a lot of we really haven't had a lot of disagreements when we have had differing perspectives. I felt like sometimes the items get tabled and that really sort of helps you know sometimes they take care of themselves and sometimes we table them and allows them us some more time to think and things like that. So um shared that they also said that if there's a really strong conflict I didn't know this some people have reached

085out to a CSBA consultant and they come in um I can't remember what their issue was but um they talked about how they actually brought some something in the couple other groups uh I can't remember the names of the subcommittees but one met on mobile communication devices the feedback was that that topic was a little too narrow for the category that it was meant to um fall within. And I looked at the notes, there was nothing real earthshattering. It was really high school and elementary, so it sort of varied. Um but it seemed like our putaway and backpack policy was on the right track, similar to others. Consistency is very important that was stressed. Um there was also a funding discussion breakout talked about, you know, the federal funding potential changes there. probably bigger um

086issue for the larger districts and a majority of them it was like zero to 5% of their budget um talked about what different programs might be affected and we'll know more as things progress um I they had asked for a survey after one of the suggestions I had made was and they may have already done this because I'm new but I suggested they do a breakout on AI um that was one thing that was really helpful so in the um the agenda if there's little paper clips next to any items that there's more information. So if there's anything that you're like, "Hey, I'd like to know more about that." Um I'm not sure Kawaii if you can actually log into it. Um I sent the link so you can see if you can log into

087that. But one of the things that I thought was really helpful was they had a overview from the AI task force. So they actually had a task force looking at it and they actually have um different scenarios. So they threw them up and we had so much discussion with regard on these different scenarios where you're like well I don't know like is this cheating is this plagiarism? Is it you know so I thought that that would be a really good workshop for us or um but the link is in the and I can send you the link so that you can have it and going through those different conversations. You think it's easy but then you start to talk and you're like oh my gosh this is it's like an onion right peeling it back

088and it's so layered. Um, and they have like an AI road map that's spillable and things like that. So, it was a very I was really uh felt that was very helpful. That was one of the highlights for me. And then this year, just to kind of let everybody know, the conference is midweek. So, I know in the past it's been sort of carried on to the weekend. So, this year it's Wednesday through Friday, I guess, would be right. And it's in Sacramento. Um, I think I looked at next year's maybe San Die I don't know if they do that same rotation. San Diego, Anaheim, Sacramento, I don't know, something like that. But anyway, so um so yeah, still a lot of learning for me to do, but uh you know, it seemed to be

089helpful. And so I'll attend the next one in December that's right before the conference. And then I'm still using the platform that they um gave to with all of the information, but there is a lot of information. So if there's anything that catches your eye, I'm I'm more than happy to dive in and see if I can find it. So So that's it. Any questions? And this Oh, just to remind everybody, this was a role that I was elected to, I think around Marchish. Yeah. Thank you for attending. Yeah. Representing the district and the region. And I can Oh, I'm sorry, Kevin. Well, I was just going to say I it's a really good point you made about trying to draw our COE and I think you said maybe River Delta into that conversation because

090I feel like sometimes those little districts can go uh not recognized or they don't feel like it's worth going and so I think that's really great that you're trying to bring them into the conversation too. Yeah, I think and that was one comment that came up was the smaller rural districts don't necessarily have representation. So, I wasn't super sure if those smaller districts maybe felt like, you know, they may have different thoughts and perspectives that maybe aren't fully represented by the CSBA and maybe they just need to be pulled in. because when I got into the smaller groups and we're talking to people like it it was very enlightening to kind of hear their perspectives were actually very similar um in the smaller groups and talking with people. So yeah, I'm looking forward to maybe

091reaching out and getting some more contacts. Okay, and this ties right into the next report. Um as Annette mentioned, the CSBA annual conference will be dece Wednesday December 3rd to Friday December 5th and it's in Sacramento. So, it's nice. It's local this year and um Kawaii has already reserved our spots. Um but we do have I think a couple months probably before we have to make a final decision before the cancellation period. Um but we'll we'll reach out to you and get a for sure yes or no if you'd like to attend. Um but we do have spots reserved right now. Next, we have the consent calendar. Yes, I would like to highlight a couple items for you. Let me get there. The first would be on the human resources consent calendar. Would like to

092announce that Lori Flossy is retiring after 25 years. Lori is our expanded learning district coordinator. Um but she will be with us until the end of July. Uh her retirement is July 31st and we thank her for her many years of service in the in the district. I also would like to highlight a couple other items. Um, donations. We had one donation for Valley Oak School. Walmart donated $100, sorry, $400 worth of school supplies. And then, um, we have an out ofstate conference. Three of our speech and language specialists are going to a conference in Washington DC in November. And then we also have uh a contract a postretirement consultant agreement for um retiree environmental of education do John Duran that's in our consent calendar as well. Can I get a motion to approve 242609?

093I'll make the motion. Second. Thank you. Have a motion from Wesley Kaggel to approve item number 242609. Seconded by Matthew Ward. Katherine Harper. I. Casey Ra Boy. I. Annette Kunzie. I. Thank you. The motion carries unanimously 242.611. Board consideration of approval of our 2526 LCAP. All right. Thank you. So, we are asking for board approval of the 2526 LCAP. The district has two broad goals that address academics and social emotional well-being. The metrics are aligned with LCSF priority areas with accompanying action items. We have provided multiple opportunities for our educational partners to provide us feedback and have made edits to our metrics and actions from this year's LCAP. We held a public hearing last night to review and discuss the LCAP and the budget and so we asked for your approval. Any additional thoughts, questions

094on the LCAP? We did. I thought it was probably like one of the best LCAP discussions. It's very highly specific, but yeah, it was a great discussion. So, thank you again. Thank you. Can I get a motion to approve 242.611? I'll make the motion. I'll second. Thank you. I have a motion from Matthew Ward to approve item number 242611 seconded by Annette Kunzie. Katherine Harper I. Casey Ra boy I. Wesley Kagel I. Thank you. The motion carries unanimously. Thank you Kchet for your leadership on the LCAP. Thank you. Agenda item 242.612. our consideration of approval of the school district's 2526 budget. Okay. Um our fiscal team um has prepared the 2526 um budget. Um it was present yesterday in open s um public hearing. This budget reflects projections based on May revise. It also includes

095carryover funds that we're projecting for this year. Um it includes our state budget um projections and some um some large changes was the cola projection was lower than from second interim to 2.30. Um there's a per savings a24 savings compared to second interim. Um leaving our unrestricted reserve levels uh for 2526 school year at 11.114 sorry. um the district is able to certify as positive and maintain our uh fiscal stability and um based on last nine presenting um our adopted budget um we're asking for board approval. If there's any questions, I'm open to any questions. Can I get a motion to approve 242.612? I'll make the motion to approve. I'll second. Thank you. You have a motion from Annette Kunzie to approve item number seconded by Casey Raboi. Katherine Harper I. Matthew Ward I. Wesley

096Kaggel I. Thank you. The motion carries unanimously. And I want to thank Alejandra for her leadership on preparing the budget for us. Agenda item 242.613 613 board consideration of approval of the 2526 education protection act use of funds. This item is our education protection act which would refer to the EPA. Um a routine item that we must bring every year. And basically the EPA act requires us to spend a certain amount of funds in our LCFM funding for salaries for teachers. It can't be used for anything else but teachers. We have to disclose our pro our projections of what we're going to spend next year. At a minimum, we spend more than the 6.3 uh listed here, but um they have a minimum reflected as part of law. Um and this is just a routine

097item. We're asking for board um board approval for this. I'll make the motion. I'll second it. Thank you. We have a motion from Matthew Ward to approve item number 242613 seconded by Wesley Kaggel. Katherine Harper I. Casey Ra boy I. Annette Kunzie I. Thank you. The motion carries unanimously. Agenda item 242.614 board consideration of approval of the 2526 consolidated application. Bless you. Thank you. This is a routine matter that we bring annually and it is uh uh we requ board board approval to request the federal funding as a requirement for this request and receiving these funding. There are asurances that need to be in place and these are provided for you in your pocket. The federal funding that we request is listed out. We request title one, title two, title three and title four. I

098have listed out what we currently received this year, but um as we have all discussed and are aware, there may be some changes to kind of what we will receive next year. But a board approval is required for us to request those funds. Can I get a motion to approve 242.614? I'll make the motion. I'll second. Thank you. Have a motion from Casey Rabboy to approve item number 242.614 seconded by Annette Kunzie. Katherine Harper I. Matthew Ward I. Wesley Kaggel I. Thank you. The motion carries unanimously. 242.615 board consideration of approval of the 2526 single plan for student achievement for all of our schools. So this again is an annual item we bring to the board. The SIPA or the single plan for student achievement is a comprehensive document that outlines how how a school

099will improve student academic performance. It is required for schools receiving certain state and federal funds like title one and is developed and monitored and evaluated by the school site council with input from school site uh stakeholders. It's a comprehensive review of data, goals, and actions to improve performance. And it is aligned to the LCAP at the district level. Any questions on specific questions? We have our ad. It's a long a long Yeah. report. So, I wasn't sure if you guys are good. I'll make the motion to approve 242.615. I'll second. Thank you. I have a motion from Katherine Harper to approve item number 242.615, seconded by Matthew Ward, Casey Ra, I. Annette Kunzie, I. Matthew, or excuse me, Wesley Kaggel. I. Thank you. The motion carries unanimously. And I want to thank our principles for

100all your hard work on your sipses. That look great. Great job. Agenda item 242.616. 616 board consideration of approval of the 2526 expulsion expulsion panel. Okay. All right. This is a routine matter that we bring to the board for approval. We ask for approval of the following administrators to sit on the administrative hearing panel which is the exposion hearing when there is a recommendation for an expulsion. The panel is made up of can be made up of at least three administrators um and specifically not admin from the the school that the student that is up for expulsion. Um and ultim the panel makes the recommendation ultimately it's the board that acts on that recommendation. I get a motion to approve 242.616. Make a motion. I just want to say thank you and I'll second the

101motion. Thank you. I have a motion from Matthew Ward to approve item number 242.616 seconded by Annette Kunzie. Katherine Harper I. Casey Rabo I. Wesley Kaggel I. Thank you. The motion carries unanimously. Agenda item 242.617 the GFA public notice to sunshine. These two articles listed. So this is our notice from our teachers associ association GEFA that for the negotiation year 2526 they would like to negotiate with the district class size and educational lottery funds and we are set to begin negotiating on September 9th. Okay. So, next we have a public hearing regarding the uh regarding the district's public notice to sunshine these two articles listed here. So, this is the district's um sunshine to GEFA. This is a public hearing. We do management has to bring this back to the board next month or it

102would be in August as an action item. So, there's two steps for management. Um we plan to negotiate with GFA hours and work year and then um we note that salary and fringe benefit benefits are up for negotiations annually. And so those are our two articles and I would like to thank Jennifer Porter for serving on the management team for negotiations for many years. I don't know how many but you've been on the on the team representing management for many years. And so that's a another end for her. Yes, she deserves a cupcake, maybe two. And you can pass on maybe a cupcake or two to Mr. David Nelson. He's going to take her place and serve on the negotiating team for management starting in September. Thank you both. Do we need to do anything

103further with this public hearing? Okay. Agenda item 242.619. board consideration of the superintendent's contract for 3 years beginning the first day of July 25 and ending on the 30th day of June 2028. Thank you. The current superintendent contract is up for renewal and it expires um June 30th of this year. This new contract would be for three years. Um there's very little there's just a few changes with from the current contract. The first change is that the superintendent's salary will not include the health benefits cap for declining the district health benefits. In lie of that, the superintendent salary will be inclusive of longevity afforded to certificated directors. Um, currently my contract, my salary does not have longevity. I've been I've had the health cap um payout. So we're going to recommend to change that to

104receive the longevity that director that management received same level and um this has already taken in effect a couple years for now um or since this came that Junth was a holiday but now it's just updated in the contract that there was instead of 14 paid holidays now there's 15 due to the Junth holiday that is tomorrow. Um, other than that, there are no no changes to the current contract. We've discussed this one quite a bit. So, our um can I get a motion to approve 242.619? I'll make the motion. I'll second. Thank you. Have a motion from Matthew Ward to approve item number 242.619. Seconded by Casey Rabo, Katherine Harper. I, Annette Kunzie, I. Wesley Kaggel I. Thank you. The motion carries unanimously. Thank you very much. You're welcome. Agenda item 242.620 board consideration

105of approval of variable term waiver for newly hired educator. Thank you. Since early spring, we have posted for the 2526 vacancies on se several vacancy platforms uh with the goal of filling all vacancies of course with a fully qualified staff due to the lack of qualified fully credential applicants. We are requesting the approval to submit an application for a variable term waiver to the California Commission on Teacher Credentiing. The district has offered employment to the following applicant on the basis of a credential waiver. That applicant is Kaylee Roachcha. She would be full-time at Macaffrey Middle School teaching math for the coming school year. And we are asking for board approval. Can I get a motion to approve 242.620? I'll make the motion. I'll second. Thank you. We have a motion from Wesley Kaggel to approve

106item number 242.620 seconded by Casey Rabo boy. Catherine Harper I. Annette Kunzie I. Matthew Ward I. Thank you. The motion carries unanimously. Miss Boach, do we have any public comments? There are no requests for public comment. Looks like we have two pending agenda items that have been there. Looks like we're probably going to hear about those in the fall. Do we have anything additional pending agenda items? I don't have a pending agenda item and I wish I got this information before the school district I mean before the school year was out. But um just to let everybody know uh second lady Usha Vance is doing a summer reading program and you can read and then you can actually put your information in and potentially enter a drawing in to go to the to Washington DC.

107So just wanted to let everybody know that that's out there. Okay. and it's on you can just look up um second lady summer reading program and it'll take you right to the link. Great. Before we adjourn um I just want to say thank you to Cleo. Thank you for letting us Yes. Thank you for letting us benefit from your experience and your wisdom and for all of your help in decoding all the test scores and for helping bring those to life for us and see the stories behind the numbers. So, it's it's Yeah, we appreciate it. I appreciate it. So, Thank you, Cleo. And congratulations on our retirees and their their last board meeting. Yeah, we have no other business. I will adjourn us.