GJUESD Board of Education Meeting

001the governing board has given direction to legal counsel to initiate litigation in one case. And also just as another note, um Annette is going to be leaving us at 8:00 tonight. She's going on a trip, graduation trip. Okay. You want to go over our board meeting protocol? screen to get it. Oh, you're I'm on. There you are. Thank you. All right. So, our session is being recorded, is open to the public, and being um 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, um, the board president may increase or decrease the time allowed for public comment. And to make a a comment in person,

002there are comment cards by the door and that would go to Miss Bach. Email comments can go to the superintendent 24 hours before the meeting and we have no public no written comments for tonight. Board vote and connectivity. Each motion will be followed by a roll call vote for action items. And should a board member attend the meeting remotely, lose connectivity, um the meeting would be delayed by 5 minutes and regular meetings shall be adjourned by 10:30. Thank you. So we have a presentation from the Macaffrey Middle School Music Program. Yes. Um music teacher Arianne Aguilera had a family emergency, so she couldn't be with us tonight. So Mrs. Gutierrez and we have some students test. Oh, there we go. Good evening, board and cabinet members. I'm Stephanie Gutierrez. I'm the assistant principal at Macaffrey

003Middle School. We wanted to bring some special students to you tonight to showcase a new classroom that we have at Macaffrey, which is called music production. In this class, um, they utilize technology to create digital music and sound. So, um, it's been a really exciting class. The students are loving it. And three of our students created a special project. They partnered with our K Dog um, production team as well to create this for you. So, I would like to let them take it over and I'll introduce you to Sim, Sophia, and Gianna. Come on up, guys. Hi, my name is Giana Robinson and I am in seventh grade. In this assignment, I learned how to write a melody. For this project, we were given a motif, which is a short building block to build a

004melody and I had to create 16 measures of a melody based on that motif. The strategies I used were value change and addition. Value change means keeping the same pitches as the motif and changing the rhythm. Addition means starting a musical phrase with the motif and adding to it. After I wrote the melody, I wrote a chord progression by picking chords that best match the melody notes. Then I picked the drums loop from Soundtrack because I thought it went well with the melody and chord progression. And now here's my project. [Music] Very nice. Very cool. Nice. Hello, my name is Simbasi and I'm in seventh grade. For this project, we are able to decide what form we wanted to create our project in. That means that we get to decide how we would like to

005split our projects up with A and B sections. In this project, I use a combination of loops, which are pre-recorded pieces of music and Soundtrack Trap, and my own music that I created using tools and features within Soundtrack Trap. I wrote the bass and drums for this project, and the rest of the loops are ones that I chose to fit with each other. Some of the things I have learned this year that I applied to this project were drum writing, bass writing, proper transitions, A and B sections, and using different layers with different pitches to balance my project. [Music] There it is. Hello, my name is Sophia Bozo. I'm an eighth grader in music production. My project is a abcb form. Most popular pop songs use this format. In this form, A represents the verse,

006B represents the chorus, and C represents the bridge. As you can see, both A and B occur two times in a song, while C only happens once to give your ears a break from the reoccurring sections. In the chorus, I made a copy of the drums with increased volume, so the chorus will feel fuller, giving the effect that this is the main section. I also added several vocal backup layers to again show this is the main part of the song. Before the bridge section, I made adjustments to multiple tracks to build down the sound. This way, the bridge wouldn't feel too empty compared to the course. [Music] Thank you so much for presenting. Good job. Well done. Amazing work. Thank you so much for sharing. Great job. And thank you parents for bringing them out

007tonight. Thank you. We're going to move on to communication. Yes. So, this is routine matter communication from our county office that we have a positive certification for our second interim budget report. And do we have any public comments? We do not have public comment. Okay, Miss Harper. Thank you. Move on to reports. All right, we will start with our LCAP annual feedback. All right, thank you, Lois. So, this past spring, we have been gathering feedback from our educational partners on our LCAP metrics and actions. Uh we have provided community members during u at DAC meetings, DAC meetings, our special education uh pack meetings this information. And what you have in your binders are the um metrics that we measure, data sets that we look at and then the action items for each metric. Um I

008want to highlight a couple of changes that we are proposing based on feedback and um information that has been gathered so far. So if you look at um goal one, goal one is around academic focus. We have made some adjustments to the metric one which is our district reading assessments and we've added language that once we have a cohort that reaches that 80% proficiency we want them to maintain that 80% proficiency. So just a slight edit there. Uh metric number two is new. Previously, metric 2 was map math, but since we are um transitioning to a new math curriculum, we wanted to align the assessments to that curriculum. And so, we have made an adjustment to number two to now include the I Ready math assessments because those are aligned to the new curriculum. Um

009in terms of specific actions that we've made some adjustments to um number 11 on LCAP goal one we have um moved towards a hiring a campus monitor. Previously, action number 11 included the alternative center at Macaffrey Middle School and just based on feedback and then looking at the data and the um the fidelity of the program, we really didn't feel like it was meeting our needs and so uh we will be putting into place a campus monitor to meet that action goal. Okay. Um we haven't for goal number two. So goal number two is around social emotional culture climate. It looks at our suspension data, expulsion data, our um school surveys. There isn't any at this time changes to what we have already in the LCAP in terms of edits or revisions to our metrics

010or our actions. Um we sent out all call emails to our staff and to our community members and um for our LCAP sessions in June. We will provide you kind of summary of the feedback that we received from our community and we actually received about 58 respondents. So that's pretty high. I think it's probably higher than I've seen it. So, we'll summarize um the feedback and present that at the June um study session. And so, um if you have any questions, but I've uh provided for you a copy of the the goals, the metrics, and then the actions that we currently have in place. And and it is feedback session time. So, as we get additional feedback, then some of these action items might change or might be edited. Okay. And we will be having

011a special board meeting. I just wanted to June 17th, Tuesday, um where it will be um a public hearing and and we'll bring to you the LCAP and we'll bring to you the budget and then it will go to approval the following Wednesday at the regular board meeting on the 18th. On the 18th. Yes. Okay. Thank you. Are we are we ready to move on to LCAP goal number one? Oh, no. I'm sorry. You're taking questions. Does anybody Sorry, I'm trying not trying to move too fast. Anybody have any comments or questions about that? Okay. Okay. I guess we are ready for the next one. Okay. So, we have our dual language immersion program or annual report. We have Lara Marquez and David Nelson, the principles of the DLI program at Verite in Valley Oaks.

012Good evening board members and district cabinet members. My name is Laara Marquez and as Lois said, I'm the principal at Fairsight. I am also coordinator of the dual language immersion program. Good evening. Um I could say that in Spanish too and in English. Um when is no. Um but uh anyway, it's my pleasure to be here along with uh Mrs. Marquez to talk a little bit about our uh the DI program, the district DI program that's housed at Valley Oaks and uh some of the wonderful things that are happening today. So, thank you. This is our our vision statement, our DLI vision statement um which is um very wordy. Um it was a group of educators, the dual language immersion lead teachers who put this together even before our first cohort started. And essentially it

013speaks to the three goals of all dual language immersion programs which we'll see on the next slide. So any dual language immersion program has these same three pillars or three goals. The first one is bilingualism and biliteracy. So by the end of the program which is sixth grade students will be able to understand, speak, read and write both English and Spanish. Second goal is academic achievement which is a goal for any educational program but for dual language immersion it's high academic achievement in two languages. And the third goal is socioultural competence and that has to do with ability to understand, interact, respect um and interact effectively with people of diverse backgrounds linguistically, culturally etc. We are following a 9010 model. There are different models for dual language immersion. Um and 9010 refers to the percentages.

014So, as you can see in the chart, the early grades, preschool, TK and kinder, 90% of the instruction is in Spanish, 10% is in English, and then the percentages change eventually to get to fourth, fifth, and sixth grade where it's 50/50. So, students are continuing to um build um strengthen maintain their skills in both languages in all content areas. And um the 10% in the beginning in English um this just shows that from the beginning students are receiving instruction in English. Um and it's very gradual. The whole DLI program is very systematic. In the early grades it might be a lot of it will be a lot of oral English. So the teachers reading a book that the the students are talking about the book. They're demonstrating comprehension. Um they may be making connections between

015things that transfer between English and Spanish. And there will come a point where they receive instructions and things that don't transfer. So it it is very gradual but since the very beginning students are receiving instruction in both languages and this is our language allocation plan. Um dual for dual language immersion we have many documents that we follow um because it is very important that we maintain consistency from grade to grade in order to reach those goals at the very end. So this document shows on the left hand side um the instruction that is in Spanish and the right hand side is the instruction that is in English by grade down to the minute so that we get those percentages. And so you can see let's go to TK um in Spanish, math, science, social studies,

016social emotional learning, reading and writing and the li and library time. And over to the right in TK the English instruction is English language development. Um, and so it's 15 minutes um, daily, but it's there and it's included. And then if we go to the next slide, Hawaii, um, third grade, if you look at third grade, the content says math, science, social studies, reading, and writing in PE, and you go to the English side, you see reading and writing as well. So that doesn't mean that students are doing the same thing in English as they are in Spanish. Maybe in Spanish they are reading a novel and they're doing all of the comprehension activities and maybe some writing activities, but in the English portion they could be working out of benchmark um the benchmark curriculum

017and working on other things um that still have to do with reading and writing, but it's not the same thing. So they they are just doing different things related to language arts in those languages. And then maybe next semester they would switch. So then they're going to read a novel in English and then do some other work um in Spanish. Maybe that's when they do the writing in Spanish. So that's just an example of how um the program functions and how gradually students do more and more in both languages and can toggle back and forth between both. And the last one is just the continuation of the language allocation plan. Okay. So, uh, that the language allocation plan is is something that I think is really important because, uh, parents, teachers, you know, everybody wants

018to know, well, what does it look like, right? What what actually gets taught in English, what actually gets taught in Spanish as we move forward in the different grades. And one of one of the things that we've done each of the last two years is we've had a parent meeting kind of towards the end of the school year. We already had one uh this year where we invite uh parents to come and we explain not only how our students are doing currently in the program, but what to look forward to as their child moves into the next grade. Um and it's it's great. We had great participation this year. We did something we hadn't done previously, which was invite them to come in person, which many did, and then we live streamed it at the

019same time, like through Zoom, more like a webinar. It wasn't necessarily interactive. Uh but we had almost just as many uh participate that way. Uh which was great because not everybody can make it. Work, family, whatever. Um and we had a lot of participation that way. Some great ideas um suggestions, questions came up from the parent uh meeting and we're able to discuss uh much of that in our um uh district level bilingual team meeting. So anyway, I wanted to throw that in there even though it's not on the slide. uh but when we look at curriculum and instruction for our students in the DI program, they will they are and will be using the same curriculum in English and in Spanish. Uh there's different obviously um you know the the English curriculum and then

020there's the Spanish curriculum but we use benchmark advance in Spanish atalante and then I ready which is what we have just adopted will also be available in Spanish. uh the SIPs program which is kind of that early reading sounds phonics everything in English we have an equivalent program in Spanish uh called SSRI which we have actually developed as a district um as the students move from grade to grade the it's a standardsbased instruction uh we we don't deviate there are there are uh standards both in English instruction as well as in Spanish instruction we follow those um again the lessons are taught in the target language. And uh another really important component of this is ongoing teacher development and training. And so from even before we started uh we've had training uh for all teachers

021who are either involved or who will be involved in future years in uh the DI program. Uh we've had um a um I guess you would say she's an expert from CABE which is the California Association for Bilingual Education. and she has come over multiple days and provided uh professional development for for our teachers and it's been really great and we're going to keep it going because um as we progress there's always uh new things, new teachers and it's just always good to keep up with uh you know with what's current with DI. All right. Um, for our program growth, currently we have preschool and TK who who continue to do DI and for them it'll be their fourth year um coming up. Is that right, Lao? Yeah, it'll be their fourth year. Uh, our

022kindergarten has two classes. Our first grade has two classes of DI. They're full. Um, we don't have room in any of those classes. And now into the coming year, we will add two more uh DI classes in second grade. Um and the question uh in the past has been well who's going to teach those classes. Thankfully at at Valley Oaks we have two teachers who are already qualified and um who have been teaching in the what was the old TBP program and have experience teaching in Spanish already. Uh so that has worked out for us. And then in TK they're adding uh a DLI class as well. So it's growing and you know we do have waiting lists and and that's a good sign. We're looking at students where they're coming from into the program.

023Uh I think at first we thought, oh, we're just going to mainly get fair uh Valley Oak students, you know, but we're really at a spot now where it's about half and half uh where they're coming from outside of uh Valley Oaks area. And actually, if the numbers are right for this year, there's more coming from outside of the Valley Oaks area to participate in the program than there are uh from Valley Oaks. So, it's truly becoming a district uh wide program. As as we look at the data, this data here shows what our current kindergarten and first grade DLI classes, how they perform on what we call the DRRA or the district reading assessment. This assessment is given to um all students in in English. There's an English version of the DRRA and there's

024a Spanish version of the DRRA. Learning to read in Spanish is slightly different than it is in English. And some would argue it might be a little bit easier because we don't have as many funky rules in Spanish. It's very phonetic and when it doesn't follow the rule, we put an accent on it. Um and uh so the the tests are not exactly the same because the the languages are different. However, there are benchmarks uh in each grade level that uh we want our DLI students regardless of what their home language is um to achieve in Spanish. So remember that we have students who have very little to no background uh in terms of primary language in Spanish and then students who also have background uh with primary language in Spanish. And the test is

025given of course in Spanish. And we we can see up here the results u show that a very high percentage of the students in this program um meet all of the benchmarks for the reading assessment in Spanish for DLI. We don't have the results yet for the third trimester because we're still in the um the assessment period or the assessment window. Um but these um a question that could be asked well how does this compare to the students who take the DRRA in English very similar and and in some cases uh slightly higher than what it looks like for English DRA understanding that they're a little bit different because the languages are different but uh it is a tribute to the success um of not just the students but the teachers in terms this is

026all new to all of us and even with that We're having a great success in helping the students with their early literacy in Spanish. Now, yeah, I just had one question. So, what percentage would you say already come into the program having from a Spanish-sp speakaking household versus not having a Spanish- speaking household? It's like 50/50. Yeah, great question. Is okay. Okay. So, um, what we what the goal for for us is to balance every classroom with about a 50/50. So, 50% of students who have English as their dominant language background and 50% who have Spanish as their dominant language background. And when we're making class lists like for the next year or incoming students, uh that's the number one thing because we've found um by a little bit of trial and error that uh

027the that is the best way for students to learn. Okay. Thank you. Um when the children are at recess or they're in unstructured environment, how do they interact with each other? Are they doing it like English, Spanish, a little bit of both? Great question. I I can't speak to to what they do at preschool and TK. Um but I can tell you that in in some cases um they'll you'll hear kids who you wouldn't think would be speaking Spanish. They'll be saying Spanish words and things to other students who like their dominant language is Spanish. They know that. They know who they are. um when they're very young, uh free play tends to be uh communicated in their language of dominance. So um but you will see kids who are interacting and they will use

028words and phrases that are uh common in in Spanish. So that's that's a kind of a cool thing to see, but but typically it's their language of dominance that they'll uh that they'll use like on the playground. Thank you. I just wanted to add about the professional development. Um we are very fortunate. Thank you David. Um to have the consultant come to us. So the professional development is customized and we've been working with the same um person for three years. So we have four to five days per year of professional development. Teachers are released and they spend a day in training. And the consultant um said you guys are doing it right. Because many districts they do it after the fact. they start their program and then realize they need the professional development when we

029have started with the professional development before we even started the program. So we feel very very fortunate for that. We feel very supported for that and um all all of the things combined have really put our program off to a solid start. So thank you very much. Thank you. Um I just had a little question. Um, do you have waiting lists for your program? Great question. We we do. Um, for kindergarten. Um, well, probably for preschool and TK. Well, for preschool, we don't we have had waiting lists. Um, for preschool, we don't currently because for the next school year, they're just enrolling. For TK, we don't have a waiting list yet, but um because we have two classes. We're planning for two classes and we have 40 applicants. So, if we only had one class,

030we'd have 20 students on the waiting list. I'm sure we'll have more as the as the registrations come in, but not a big one yet. And and we have had like for example, when we're creating kinder classes this year, we pulled from the waiting list to fill our kindergarten class this year. As the students get older, um it's important to understand that they have been in a program for however many years, kinder or TK, kinder first. Um, students who come into the program either have to come into the program from another school that has a similar DLI program or they just, you know, they won't they won't be where they should be or in some cases like a newcomer who comes from Mexico with Spanish only um would be um some someone who could come

031into the program. Okay. Anything else? Thank you so much. Very interesting, helpful. Thank you. Thank you. Thank you both for your leadership with this program. Next item, science and social studies. Yes, an update. Board gave direction last meeting for us for the district to obtain some quotes for um social studies and science curriculum. I'll turn this over to to Cleo. Thank you, Lois. So, you u see five options listed. Those five options came from the California Department of Education. They have a list of um uh publishers that they have agreed that have met all the the criteria uh to be on on the list. The quotes included in this report include the current enrollment and they reflect the 7-year access to materials. The quotes include a combination of printed material and digital material. And again,

032keep in mind that these are estimates. As an example, um I want you to look at Amplify Science. If we opted for a 4-year access of printed materials combined with a three-year digital, then the price would drop to around $650,000. um know that if the board prioritize science as our next adoption, we would also have access and most likely include um opensed materials not listed in in your report here as one of the programs that we would pilot. These resources are free. The district would only have to fund the training and the materials, the types of materials um that come with each unit. Also, at the bottom of that same report, you have information that we brought to you last month. Note that the percentages have been slightly adjusted from those from last month. We

033became aware that eight teachers prioritized both science and social studies. So, it altered the percentages a bit. Um, however, the end result was the same. 47% of our teachers would like the board to prioritize science as our next curricular curricular adoption. Any questions? Any thoughts? Do you think that the science materials are going to add a significant ongoing cost or did they give you any indication? I know you said printed and digital. So the the quotes that you see here and and it's something that we did for ELA and for math. We usually do a seven-year contract and for seven years we are provided with any needed materials. Okay. Any consumables, anything that we might need. Uh it just makes it easier for I'm guessing funding purposes and just easier to know that we have

034seven years of access to whatever materials we purchase. So, the quotes here are for a seven-year for the current enrollment. Okay. Leo, do you think that includes supplies too, like um you know, flour, eggs, you know, lab, you know, all the lab lab kits? I guess that's more my what I'm thinking. I I think it depends on which program we would adopt. Yeah. Um I believe the FOS kits are something that we we would have to replace whatever uh materials can only be purchased on yearly basis. I mean things like flour, uh baking soda, um just water, um things like that we would probably have to um buy those items every year for the open sedals that we can use year after year, but the tubs do come with materials that we would have to

035replace every year. Yeah. Consumable consumable material. So yeah. So it sounds like we would have to purchase the consumables separate of these numbers. Is that what I'm understanding? No, because the main ones, so for example, if we needed scales, that would be included in the price of the tub. But things like clay, soil, um we would I'm guessing we would probably be given a list of things that we would need to purchase for each grade level each year. Okay. Um, but I I would assume that the bigger cost items are included in the in these prices. Okay. Thank you. Any other questions? Okay. Thanks again. Thank you. LCAP goal number two. Is there any direction on that from the board? So, is it safe to say it's sort of a two-part? There's first the cost

036and then there's the actual implementation which is like you probably can't like it's pretty lofty to implement, right? So, doing two at once is is is that a hard thing to do? Yes, we would not want to implement a new science or social studies program next year. What we could do is have some teachers pilot a program um to choose what they would like if and when the funds became available. So, we would do a pilot of each or pilot of one. I would only recommend a pilot of one. Yeah, because teachers are learning the new math program next year and then um we do have some teachers that showed interest in the survey to pilot. Yeah. So, um, but they would be learning if they chose to do this next year, they'd be learning

037a new math program and then also piloting either science or social studies. And then for the following year, so if we don't pilot next year, then we're going to be further out. Yes. Years wise, right? because you'd want to give a year to pilot and make some decisions and and then you know see where we are financially next year and if it's feasible to make an adoption for the following year. So so there's eight teachers who are volunteering to pilot the science say we do science. So now do we uh divvy this up like two will do amplify three tci and three foss and we kind of go from there and kind of decide which one would be the best. If we do what we did with the math, um, we brought the committee together

038and say they looked at four. Mhm. And then they narrowed it down. They went through a process of looking at what the materials were, looking at the the curriculum, and they narrowed it down to two. Didn't they narrow Did they narrow it down to two initially? Yes. And so they we would pilot both, not at the same time, but they choose one. Say they choose FOS to pilot. They'd pilot that for a few months. Then say they chose Amplify. Then they would pilot Amplify for a few months. And then they would come together and make a decision on between those two. So there's a couple months of looking at at what you know we contact the publishers or and you know they send us materials and um we give some release time usually or sometimes

039we pay adjunct duty for teachers after school to start reviewing the material and then choosing two to pilot. So if I I I would like me personally I would like to recommend make a recommendation that we pursue this and go and start the process. Start the pilot. I agree. Would you want to start the pilot for science or social studies? Of course based on teacher feedback they would want to start with science. I would say science. Yeah. Yeah. I would like to do that. Yeah. Okay. Follow their follow their feedback. In talking about the pilot, I'm thinking about, you know, in the elementary schools, science is a component of the one classroom, but in in the middle school, it's a whole separate class. Um, I would hope that we have at least one or two

040middle school science teachers who also want a pilot. And I don't know who those respondents were, but I feel like we wouldn't be getting the most out of our pilot if we didn't have middle school science teachers willing to do that. Right. Definitely, we would hope that we would have some science teachers. We do have their names because they recorded their name on the survey. So, we can reach out to those and um and you know, it's something we can do. We could pull the committee together the beginning of the school year um look at the adopted list and and see which which programs they'd like to look at. And Katherine adding to that, it would be important of course to have uh teachers representing the special education programs, teachers representing our bilingual programs. So

041we would make an effort to ensure that all programs, all children, all schools, most grade levels are represented. Um I we would not move forward without representation from the middle school. Okay. And um just like for math, we had two teach three teachers from the math department highlighting material. So it it would be beyond just the the teachers. It would be looking at different programs and making sure that we had different perspectives. Okay, great. Okay, so we will do that. We will um establish a pilot committee for science the beginning of this school year 2526 school year. Great. Thank you. Are we good to move on to El Cap 2? Yes, we are. We have the canoe mobile. One of our favorite presentations of the year. I guess we're not gonna dance and sing about

042worms. Remember that? I do remember that. Yes. John Durand assisting Bill and coordinating the environmental education program at Cassumnus River Preserve. Delighted to be here because this is one of my favorite presentations too. Bill Beckett, environmental education coordinator. And yeah, thank you for having us. So, as as you know, this is I believe 10 maybe 11 years since we've been doing canoe mobile in the G school district. We started with just a couple classes. Sorry. Uh it started with just a couple classes 10 years ago. The program has grown every single year. Uh it's brought to us by a team from Minneapolis, Minnesota. Wilderness Inquiry brings their fleet of six 24 foot 10 passenger canoes along with staff. And so April 1st through 11th we had two full weeks of programming. Every day begins with

043a welcome and introduction. We're on LCAP 2. So there's a lot of support for the students, a lot of team building, developing social emotional skills, uh some youth leadership as well. Uh and then from the big welcome circle, we divide students into smaller groups. So half the students are out on the water and half are doing four land-based activities and then at lunch we we switch. So that all the students do both the land-based and and the canoeing activities. Uh so we'll go through the the four land-based activities. Um, so the students get to go on a natural history walk, which was a highlight for a lot of them because uh they get to they got to eat some snacks along the way. They got to eat some veetch, which is a plant that grows

044a native plant that grows out at Cassumnus River Preserve. And that's uh Mary on well, it' be our right there, one of our preserve volunteers. That's she's just a wealth of knowledge and the students thoroughly enjoyed having her along. And we have a lot of fun in all the activities. You'll see a lot of smiles in these pictures. Uh there's a lot of social studies connections, a lot of science, a lot of math, some language arts, but this is a a natural history walk with strong connections to the Miwok people who use this land. Uh so there is social studies um and fun. And then we talk about seasonal changes on the flood plane and uh the importance of flood planes. As part of new grant funding, we added a habitat restoration station uh to

045Canoe Mobile this year. So students were planting Valley Oak acorns and uh Buckeye seeds that'll be cared for in a nursery at the preserve and then planted uh in the future by students out on preserve lands. And and as a district, we have a strong commitment to service learning over the last 25 years. And it's really important to provide opportunities for students to know that just something as simple as planting a seed, they can make an impact. Whether it's recycling at home, whether it's turning off the light switch, but planting seeds is so powerful. And when on the the trail walks, they walk through groves of oak trees that have been planted by their parents or their siblings. and and so it's it's very powerful. So, hundreds and hundreds of acorns planted that were collected

046in the fall by second and third grade students. And again, it connects students to the environment in a very physical way. Students also get to learn how to use a compass in an orientering station. So, there's different letters set out on a course and they start uh by learning how to use a compass. So, we talk about uh there's a red arrow on the compass. So, you put uh red in the shed and follow Fred. So, again, some some math ties into their their skateboarding experience doing a 180 or 360 or snowboarding, but again, strong math connection, social studies. So, I know we're on LCAP 2, but but we don't forget about LCAP 1 and the importance of academic rigor. And this is just this is just funny. April 1st, there was a threat of

047some showers and a couple sprinkles and uh Wilderness Inquiry brings all the equipment, the the paddles, the life jackets, but rain ponchos for students. a couple students didn't bring the raincoats and so they were issued rain ponchos. Uh it became kind of a fashion trend, but I I think it also leads to the the discussion about being a supportive environment. Well, they didn't want one student standing out as just wearing the rain ponchos. So, lots of kids put on rain rain ponchos. But yeah, blue skies, sunny, warm, but but it it was just funny. But again, having fun, learning, and appreciating the outdoors. So, we also do an aquatic invertebrate station um as part of the land stations. So, the students get to learn about the some of the food webs at the Cassumnus River

048Preserve that support all the migratory birds that all the students come out to see all winter long. And it's really really fun to kind of watch their eyes get big. if we find a, you know, a dragonfly nymph for a a diving beetle that's this big because it's this whole unexplored world, you know, under the surface of the water. They're like that came out of where we were paddling throughout all these activities, a tremendous partnership, staff and volunteers from multiple agencies. So, Bureau of Land Management, Sacramento County Parks, of course, G school district staff, uh, conservation farms and ranches. It really takes a village to put this event on. Each of these land stations, we did 72 separate sessions over that two-eek period. So, 72 insect stations, 72 uh compass scores. Uh just tremendous commitment

049from our volunteers. an example of a dragonfly larvae which are huge and spend several years of their life in in the water in um some of our seasonal wetlands and then the slooh's in the delta and so part of the aquatic invert station. They the students start out with tweezers kind of like that they've got a bird bill that they're picking around in the in the sample. So lots of vegetation and a lot of exploration in the tubs. uh we capture some some of the student comments and the thank you notes are really helpful to help uh divide um develop the program for future years and it helps us document what the students remembering what they're learning. So Riley's you know favorite field trip ever and we get that a lot. So just yeah uh

050once again we had volunteers from California fly fishers. 20 volunteers came out to help students with a just a introduction to fly fishing. So so there's a strong theme about careers in the outdoors. There's a strong theme about what you're learning in the classroom and in the textbooks relates to real world. Uh but there's also an important theme that the outdoors is for recreating. And so it doesn't matter whether you're more interested in birding or photography or art or nature journaling. Uh there are recreational activities for you. And so introducing students to fly fishing that they might think, oh that's hidy toy or uh no, everybody can go fly fishing and it's fun. So we're very appreciative to California fly fishers. And the these are just fun silly pictures of some of our volunteers with

051the students. So there there's not a lot to add to that other than it it's fun and we're outdoors and they're off their devices. They're off their phones. They're they're they're learning new stuff and getting excited. And this is we're not making the Olympic flag. We're just the this the hula hoops are the targets for casting. But Ava's comment here, we learned about the bugs. Amazing was a word that got kept getting used over and over again, but just very appreciative. Canoeing. Yeah, sure. So, the students get an intro to paddling before they hit the water, you know, and of course, they make sure that all their safety equipment is is in good functioning order. Um, and it's a team building exercise. Like John said, these are 10person canoes. So the students have to learn

052how to work together when they're in their boats. So here in the picture, I think they're looking they're they're checking their paddles for fit, you know. So one hand on the paddle shaft, the other on the tea grip. Uh I think this is Valley Oak students, but we had eight school districts this year that that was a new record. Usually it's five, six, seven districts, but surrounding districts, we had Oak View, New Hope, uh our Koi, uh several Elkrove classes as well, but eight school districts, and then once again, all five of our elementary schools, all of our sixth grade classes came out to pedal. This is just amazing. So, we had more than 800 students from 15 schools and 36 classes. and and comments from our teachers. Uh they collected comments from the students

053as well. Best field trip ever, best day ever. Can we do this every day? Uh I think for a lot of our students, it's the high point of the school year. And coming at sixth grade, it's the culmination of multiple field trips starting at kindergarten, first, second grade. So by sixth grade they've seen various parts of the preserve so that they actually have a a connection. And of course our our teachers are very appreciative being able to provide a lot of the paperwork for the teachers in advance. The permission slips and doing the requisition and doing the scheduling all makes it so much easier for the teachers to bring classes out. So, we also had several um afterchool groups and there's also a um an opportunity for members of the public to come paddling. Um

054I helped captain some of the boats for the afterchool programs. We had Estrolita this year which was which was also the first. Yep. Nice. Uh so over those 10 program days, school events, uh one Sunday community event, uh we are very proud that there was no cost to any of the schools, to any of the parents, to any of the families. This was all done through grant funding. So federal grant funding, Bureau of Land Management, substantial funding from Nature Conservancy. And then we we need to put in a plug for Kowanas Club because at the very last minute there was some question about if our federal funding was going to be able to be accessed and we had not yet paid for the portable toilets and the wash stations. And with 800 students and close

055to a thousand members of the general public, we desperately needed the portable toilets and wash stations and we needed those to be pumped regularly like every other day. So Kowanas Club uh helped with that. A big shout out to Kathy Lo who no longer comes to board meetings but with the G Kuanas Club and then the Lagona uh Elkrove Kuanas Club paid the picked up the tab for the the portable toilets and restrooms. Oh, this if I read it, I'll start crying. So I'll I'll Okay. Uh this was my first time canoeing ever. I didn't know that this was something for my bucket list. I don't even have a bucket list, but this is 100% on it. And I am so happy I got to do this. I could cry. I am so happy I

056got to canoe today. I can't believe we got to paddle and learn at the same time. It was so cool. And there were so many birds. I felt like I was going to cry the whole time. I still could. I am so happy. And it was so beautiful. This is the uh volunteer p. So, we also do a paddle to say thank you to all the partners that are involved um and volunteers. So, this is just a shot from them on the water. And I see some school district staff. I think uh Ingred Curillo's in there, our bilingual clerk, Diane Smith up. Yeah, we've got some Nature Conservancy staff in there. Our nature conservancy botonist at at the preserve and Annette, I think, was able to come out. So, next year, I believe so. Yeah,

057I think it's a fun uh again just just tremendous support from our national partners, state partners, local partners, uh Sacramento County Parks, uh Kowanas Clubs, I mentioned over 50 staff and volunteers to make this event work. So, we're just so appreciative to everyone that came out. And that that 50 staff and volunteers does not include parent chaperones who also came out. So uh close to a thousand individuals. I don't think we quite hit a thousand. maybe next year. But, uh, really a a tremendous community effort and and our amazing transportation department because the schedule to get all these classes and still of course do all the regular routes and so we had programs during the day and then after school as well. U, so we have three buses lined up. I think a couple of

058those are New Hope buses, but just tremendous help from our district office. uh snacks provided by our district office as well. So, thanks for arranging that. But uh just everybody all hands on deck. Thank you for your support administrative staff to make this happen because there's so many moving parts, questions. It's fantastic program. Yeah, thank you. It is. It's a lot of It's a lot of work, but it's Yeah. Thank you. Thank you so much for all your hard work on this through leadership. It's so valuable. So healthy kids survey. So, based on our our really great discussion and questions, um, when we presented the California Healthy Kids School surveys last month, I went back and did a little more research and dug into the data a little deeper based on some of the questions.

059And you know, when we're looking at data, we always want to look at what we're doing well, of course, but then I think another very important point in looking at data and collecting data is looking at where we need to improve. And so I looked at this a little bit differently the way I have this presented. And I also am kind of going off some of the questions. And one of the questions we had from a board member was um can do we have percentages for strongly disagree. And so what I did was I went back and looked and some of the questions are a little bit different because I didn't have um these data sets for all of the questions that were presented. But they do break it down by strongly agree, agree, there

060is disagree, and I don't know also in some of the questions that I did not include, but I wanted to look at strongly disagree. And when we presented this last month, we were saying and what we've been looking at in our LCAP goal too is to really get that strongly agree at about 50%. And if you add up strongly agree and agree and almost all of the categories were above 80%. So, okay, does that really tell you where you need to grow? I don't know. To me, maybe not necessarily, but looking at that strongly disagree was bless you stood out to me. Um, so I and I haven't talked with our administrative team yet about this, but I I'm feeling that I would like to set a goal and maybe even put this in the

061LCAP that we try to look at the areas that we have 5% high 5% or higher at strongly disagree as an area that we need to focus on. Um, so I'm going to highlight that. And I also broke it down by, this was kind of telling to me too for the staff survey data. I shared last month how many participants, but it also breaks it down for you percentage of how many were teachers and how many were classified staff. And it doesn't equal 100 either here because there's some other categories as other and things like that. But um districtwide data here, we're looking pretty good. No percentage, no no area is over 5% for strongly disagree for the parent survey. Um, but when you get down to the staff staff survey data, we had 237

062participants, which is not even half of our staff. It's less than half. We need to try to get more people to take this survey, but 70% were teachers and 20% were classified staff. And the areas that jumped out to me that we need to look at more closely would be schools handle discipline problems fairly. That's 8% disagree. Facilities upkeep is 6%. Supportive and inviting place to work is at 5%. Students are motivated to learn is at 5%. And then what you have um you have a one page for each school site that gives you the same data um for each site. So some areas that I would like to look at more closely um with fair site would be um facilities upkeep. Well, I'm not surprised at that. That's 21%. That's our oldest school. We

063know some of our first bond projects are going to take place at fair site. So, I'm not surprised at that 21%. But supportive and working environment, um staff 7%. So, and I would like, you know, we're at the end of the school year, but I would I would recommend something that we'll talk about um you know, when I I meet with administrators, you know, the end of the year closing out is how can we get some more information from staff on, you know, what can we do to improve what how can we increase or we want to decrease in this strongly disagree, you know, what are some areas that you think were, you know, why do you feel that staff maybe are reporting those scores? Um and we can get that feedback through leadership teams

064and and things like that. Um moving on to Greer. Um again most of the areas that it looks like we need to look closer more improvement is in the area of staff reporting. Parents don't have any strongly disagree over that 5% but again here we have school handles discipline problems fairly. We need to look at that and supportive and inviting work place to work. And then um Lake Canyon um we don't have any areas that are 5% or higher for strongly disagree. Same thing with Moringo. And then Macaffrey, same thing. School handles discipline problems fairly. And then students are motivated to learn. Not really surprised about that one for middle school. Um, and then, um, at River Oaks, there's a few areas we need to look at and we need to really, I think, talk

065about talk with staff. We had 63% teachers and 30% classified staff that took the staff survey. Um, but there's some of the same areas that we've seen in some of the other schools. Definitely need to look at school handles discipline problems fairly across the board. um and supportive inviting inviting place to work. Those two areas are coming up at multiple school sites. And then Valley Oaks um there are no areas that are 5% or higher for or strongly disagree. So that was um you know I think it's we've been giving this these surveys this for quite a while. We've been sharing this data with the board for a while and I think it is time to look at the data a little bit differently and um ask those questions and and use it in a

066way to look at how we can improve. There's definitely a lot of great work going on. Again, most of these areas for all of the schools are above the 80% if you add this um agree and strongly agree. Um but then looking at the the the other side of it as well and I did not ask our administrators to prepare any any share out. Um I did share the data with them and I think we'll we'll look at if there's some some areas that we might put into the LCAP on how to look at this moving forward. It's helpful to have it broken down this way. It tells you a lot of where where we're strong and where we need to grow. And that's why we we share any data sets. Anything else? Okay. Thank

067you for that. And summer meals. Hi. So, this is um a routine item we bring every year. Um, so we're going to continue to offer free um, summer meals, breakfast and lunch Monday to Friday. Um, starting June 13 to July 24th. Um, we will have breakfast at 7:30 a.m. to 8:00 a.m. and lunch 11:00 a.m. to 11:30 a.m. The schools that would be serving is Greer, Lake Canyon, River, River Oaks, and Macaffrey. Um, we are closed for the federal holidays um, June 19th and um, um, July 4th. Um, however, I'll show share in the other flyer where we have weekly bags in case they want to take lunch for that week and just to have some food at home. Um, we will have um fair site serving um uh June 9th, so a few days

068earlier um including the for the aquatic center. Usually it's a common location where we have students participate still and it's available for all children in the community 18 years and younger. Um so in the next flyer that we have out um is the in the manner we're giving a bag breakfast and lunch 5-day meal plan. So it's it's an alternative option for our families and um community members. um pickups every Tuesday starting June 10th to July 22nd from 11:30 a.m. to 12:15 pm and it's one meal 5day plan um per student. So it it's it's good to have for the weekends and alternative option. So we're thankful we continue this and um hopefully we'll have a lot of participants this summer. Yes. Is that right? That's right. Yes, Cass. Thank you. So, um I want

069to thank trustees Ra Boy and Cable for attending our CAST meeting with the city and the high school district on May 12th in the evening. I will give some um highlights of what we covered in the meeting. Um in the area of safety, we debriefed on the active shooter training that we had on April 17th with the Gul Police Department at G High School and Kjet and I attended that along with quite a few other um staff members from the high school. Um it was really informative. We we talked about that and just that we need to continue to have these trainings and um even moving it on to other school sites as well. Um I've even I mentioned there that we um not at the cast meeting but I mentioned at the train training

070we'd even be willing to host it at Macaffrey one day. So um we did it at G High. And then the high school also shared some areas that they're looking at um increasing their implementation of PBIS positive behavior intervention and supports. um and safe school ambassador program. Um we also talked about the SRO. Um just really thank them for their supportive, proactive support at all of our school sites. Um both districts agree. Um, you know, I shared Officer Walters, um, one of our main SRO's that we have um, in our school district daily is already reaching out and wanting to get a meeting together before school starts because he knows the transition of administrators and wants to meet everybody and just make sure all of our administrators know the partnership we have and how to

071use the SRO's. And so, um, they're just continue to be a great support for us. And so we will set that up either in the either end of July or beginning of August before school starts. Okay. Um I shared um the East View Liberty Ranch project. I gave an update um about the potential school site acquisition. Um we did get clearance for the airport. We're okay there. Um now we need to move on to some soil testing. Um but we can't ex access access the soil at that area until at least summer of 2026 because um the excavation that has happened for the current homes that they're building, all of that soil has been put on top of the potential school site. And so the developers said they do not anticipate moving that soil until

072um at least no earlier than summer of 2026. It might even be pushed out further because they did report that home sales are are low or slow right now. um out there. So, we are actively seeking um approval from the state pending the soil testing. So, we're still moving forward with the SQA and all the process we need to do with the with the state, but it looks like we won't have that soil testing for a while and they won't give us full approval without it. Um I shared measure H the successful cell and I I shared that we'll be starting first projects at Valley Oaks and Fairite. Um G High shared um some work they're doing with um the developer and the city for the Liberty Ranch development as well. There is a bridge

073that is being built that goes basically right into the a department. And so that is definitely a safety concern. And so they're working the city is helping them work with the developer on figuring out what's going to are they going to do a a pathway, a fencing, a walkway, but it kind of drops right into Liberty Ranch property. So that that's a concern, but they're working through it. Um Liberty Ranch received um approval. Um the city helped them with this. They will be building a concession stand, snack bar, and rest bathrooms out at Liberty Ranch, the football field out there. And they will have summer school at Liberty Ranch. And they're also going to provide a summer boot camp at New Hope for incoming eighth graders in the area of math. And then the city

074shared um some market improvements. I um included a map for you that was provided for us that evening. Um there's a new market manager. There's goals to beautify the market to make it more customer friendly and to attract um more visitors. And they also are in discussion u with the attached map of upgrading ball fields for tournaments. They would love to bring more tournaments to the city. And there potentially um plans for a new city hall in the purple area on that map. But those are those are just some discussions right now that the city shared. Anything else that you'd like to highlight? I I I think you covered it really well. Um I think we were discussing that maybe the veterans field area for city hall that was mentioned. Just something interesting to think

075about. Yeah. Yeah, you you covered it pretty well. Um, yeah. And if uh they mentioned that if they did do something at at that veterans field that there would be a different place for the soccer fields and so yeah, not like they're losing any facilities for the youth. Yeah, they did share that. Yeah. Okay. Thank you. Thank you. Can I move on to calendars? Yes, let's do that. All right. We have fair sight, Mrs. Marquez. Yeah, students, but we do Thank you, David. An event for um for TK that I did not put on the calendar June 2nd and 3rd. Our TK teachers will have field day. So, some will go on the second and some will go on the third. So, they plan activities, kids rotate around all of the activities and just have

076fun. Thank you, Greer. Miss Simich. Okay. We we will have the same exciting field day on Monday the 2nd. We're trying to get all of our things done next week so that our last week is not chaotic and a little bit more relaxing for kids. Um the transition to summer is difficult sometimes, but looking forward to a a fun day of activities. Yeah. And uh Lake Canyon, Miss Gutier, you um at Lake Canyon, one of our larger events for the year is coming up on June 3rd and that's our color run. It's one of our largest fundraisers and we give a majority of the funds back to community partnerships and so um we've got a lot of work for that one we've been planning for. Okay. And then McCaffrey, Miss Gutierrez, at Macaffrey, of course,

077our largest event we're planning for right now is promotion. So, we hope you'll all join us on the last day of school at 9:00. And we have Morango, Miss Porter. Lot going on. June, we have um on Monday our sixth grade awards breakfast, which is really fun. We all come in and eat. It's like the Golden Globes. And um we give out a lot of awards for lots of different things, academics, service learning, sports, and uh we have a nice time with our sixth graders. And then we've got awards ceremonies all day on Tuesday as well. So I will be very busy on the days. Yeah. River Oaks, Miss Hondas. Um very similar week uh we have planned as you've heard in all of the other elementary schools. But something that's different this year that

078our teachers wanted to do for our sixth graders is in memory of our senior walk uh we wanted to give an opportunity to say goodbye to our sixth graders. So, something we're doing new this year is on the last day of the school, you're the last 10 minutes, the whole school is going to come out like we do for the senior walk and the sixth graders are going to walk the campus one last time and wave and say goodbye to all their teachers and parents will be there and out front they can do their pictures and things like that together. So, just a send off to say we wish you well and once a rocket always a rocket. So, Oh, that's a great idea. idea. I was just going to say I think I'm seeing

079a new trend or tradition starting here. So, it's something it's something new that that we wanted to do. And um I think it's more for the teachers to say goodbye because they've all had those kids. And really on the last day of school, you're saying goodbye to your current class. And if you're not a sixth grade teacher, you don't get that same goodbye. That's true. Yeah. Very nice. And Val, Mr. Nelson, thank you. the the main activities that we have those last three days in involve our awards assemblies. We have an awards assembly for for each grade each trimester. And so the last two days or two of the last three days we have awards assemblies. Um in the past we've we've had kinder and sixth grade on the last day of school. But what

080we found was that with Macccaffrey having their promotion on the very last day of school, uh the feedback from parents who have kids at both schools has been like, "Hey, um can we not have them on the same day?" So, uh kinder and sixth are are pushed back um for us on on onto Tuesday and that'll be their uh for kinder, you know, they're moving on to, you know, a number grade and then sixth grade, you know, promotes onto uh to middle school. So that's what we're basically having our our last few days of school. Thank you very much. Busy times. Okay. Are we ready to move on to the consent calendar? Yeah, I do have a few things to highlight. Um on our human resources consent calendar, we have some big couple big retirements.

081Claudia Del Toro Anguano is going to be retiring the end of June. Um she has served as our our director of HR and curriculum for the last 10 years. Um she's been a site administrator at Greer Valley in Macaffrey. Um she's been a teacher, bilingual resource teacher, been a very strong leader in our district for many years. She's been with us for 33 years. And um we will at our at our June board meeting um we will be recognizing our three administrators um Cleo, Jennifer Porter, and Laura Papano that are retiring um and will formally recognize them and wish them the the best in at the June meeting. So, and then also we have um Leanne Johnson who is retiring after 20 years. Um she's worked for the district for 20 years in the food

082and nutrition um programs at various sites. I think almost all of our school sites. And then um donations. I do want to recognize Fairite Elementary Westside um LCC donated books valued at $223. And um with this they reached out to principal Miss Marquez and said they had some funds they wanted to donate. They wanted to buy some books for the classrooms. And so um the teachers um submitted a list of about 8 to 10 titles that they wanted for their classroom and then they they purchased the books and had them delivered to fair site and then they went to went to classrooms. And um I just wanted to let you know too the the just a formality um you have um the identity of the underwriter for the measure H general obligation bonds. We are

083required to have this in board minutes that the winning underwriter was Morgan Stanley and Company LCC. And so you'll see that in the consent calendar and then we will have a a full report from our financial adviserss on the sale of the bond in June. Is that everything that you need to highlight? Yes, that's what I needed to highlight. Yes. Can I get a motion to approve 242.596? I'll make the motion. I'll second. Thank you. I have a motion from Matthew Ward to approve item 242596, the consent calendar, seconded by Katherine Harper. Casey Rao, I Wesley Kaggel, I. Thank you. The motion carries 40. Item number 242.598, board action regarding student matter number three. Can I get a motion to approve? I'll make the motion to approve. I'll second. Thank you. I have a motion

084from Wesley Kaggel to approve uh item number 242598, seconded by Casey Ra, Katherine Harper, I. Matthew Ward, I. Thank you. The motion carries 40. Item number 242.599, board action regarding student matter number seven. I'll make the motion. Second it. Thank you. Have a motion from Casey Raboid to approve item number 242599 seconded by Wesley Kagel. Katherine Harper I. Matthew Ward I. Thank you. The motion carries 40. Item 242.600 board consideration of approval of revel resolution number 18 public agency's postemployment benefits trust administered by public agency retirement services. So um uh as we spoke in the last several meetings about our oped um post-employment benefits um and we got direction from the board to move over the next step and the next step was to establish a trust which requires a resolution approved by the board.

085Again this is doesn't commit to put the money immediately. It's just the first step to start the account open um based on the requirements um with our auditors and um PARs. I do have Ryan from PARs that was here presently on Zoom for additional questions. So what this looks like is first step is approving um the trust and that's what resolution um number 18 and then additionally uh assigning a district plan administrator. So it would be the chief business official in this case myself and then there's documents even after the fact to start um getting the account open. We are selecting a balanced portfolio on with um P um the asset management team for investments. So it's more of a we're we want to see some incre we want to see earnings and I think

086the after talking cuz I did talk to our financial advisor I talked to our auditors um and then um I talked to our acturial study company because I wanted to make sure we made the best option for for our district and um that would be our my recommendation to begin with. But um additionally I it also notes the fees total lane and annual fee of 0.323 when we start putting money in there and then as the investment is there you'll see that fee there um and then um based on the um presentation from last month that Ryan share um I know one if you look at any investments in a one year it's always going to be volatile but the five-year average with um with um PARs was showing about a 6.49 return. So, we're

087hoping to see some um returns in the balance portfolio portfolio. Um anything else, Ryan, you would want to add? I know he's a he's on uh No, I'm just here for any questions. Any questions from the board? I don't have any questions. I think you've explained it really well and especially for I'm not super familiar with a lot of these things, but you've made it very easy to understand. So, thank you. Um, I have no questions. Can I get a motion to approve 242.600? I'll make the motion. I'll second the motion. Thank you. Have a motion from Casey Raboid to approve item number 24260 seconded by Matthew Ward. Katherine Harper I. Wesley Kaggel I. Thank you. The motion carries 40. Thank you Ryan. Thank you very much. Item 242.601 601 consideration of approval of 196

088architects professional architectural and engineering services agreement for Valley Oaks administration building expansion. So this would be if approved our first um bond project with measure H um Valley Oaks administr administrative building is very small and very old. Um no no working room, no staff room, no break room, very limited office space. I think most of you have been in the office at Valley Oaks. And so, um, our proposal is to, um, pretty much gut the inside, keep the structure, and add 1,000 square ft of additional space onto that building going into um, kind of the lawn area. We'd have to reduce some parking as well with this project. Um so you'd have new bathrooms, you would have new office spaces, uh break room. Um it this first step would be to engage get into an

089contract with the architect who would start working on drawing up the plans and getting DSA approval. um their timeline in here is I'm I'm hoping we can get it done a little quicker than this, but what they're proposing right now um is getting DSA approval by March of 2026. Um I'm hoping it won't take that long, but it does take time for something like this to draw the plans and get all the engineers and everybody involved. um they are working on it already looking at um the plans and they were at the site today because 196 they are the current architects that are working on the construction project at Valley Oaks um right now. So they know the site well and they were already looking at a few things today during our meeting. Um but

090we are proposing to engage with them to get this project going. I'll make the motion to approve 242.6. 601. I'll second. Thank you. I have a motion from Katherine Harper to approve item number 24260 or excuse me 242601 seconded by Matthew Ward. Casey Rao I. Wesley Kaggel I. Thank you. The motion carries 40. 242.602 602 board consideration of approval of the 2425 arts and music and schools annual report. Um so we're going to do this jointly. Um so this is an an um annual item that we have to take to the board now that we receive prop 28 or arts music funds. We have to reflect and show what we we how much we've spent and then what we have used the funds for and how much we allocate. Um, so we've included a report

091there, but what we want to show is, um, Cleo is going to jump in is what the funds have been being spent on. Um, again, it's a routine item that we would submit to the report to CD directly. Thank you, Alejandra. So, rather than Alejandra and I reading or highlighting some of the items on um, each slide, we have a video um, for you. Erica Walters put the video together and I think she can probably explain it better than Alejandra and I. Good evening board members. We're thrilled to share the 2024 2025 year-end highlights from the G Joint Union Elementary School District's visual and performing arts program. This year has been an incredible journey of imagination, creativity, and student expression. All made possible through our first year of Prop 28 support. So sit back, smile,

092and join us as we celebrate the moments that made this year one to remember. This year, we made it a priority to infuse the arts into student learning. To make the arts more accessible, we developed and shared a wide range of resources with teachers and administrators. And the results were nothing short of inspiring. From readytouse lesson plans and classroom materials to field coordination and hands-on projects, we gave teachers the tools to make arts integration seamless and meaningful across all grade levels. Students explored everything from art history, famous artists, cartooning, various art mediums, music appreciation and genres, dance, storytelling, reader theater, and literacy based art projects. And the creativity didn't stop there. Our gate students enjoyed STEM infused art activities such as the SMUD light project. First graders turned owl pellet dissection into nature-based art. Second

093graders designed kindness themed artist trading cards. Fourth graders at Valley Oaks made incredible fake cakes inspired by the acclaimed artist Wayne Tibo. And our sixth graders teamed up with our middle school media class to create a public service announcement video all about food waste in our cafeterias in partnership with Cowways and with some help from the G High School students. Throughout the year, our students had rich opportunities to learn by doing and to express themselves in ways that connect learning with creativity. After school experiences kept imaginations engaged with enriching opportunities through the G extended learning program and after school clubs, students had the chance to discover the arts in many different ways. From guitar to dance to plar beads and chocolate themed creations, culture and art clubs gave students a space to explore, create, and

094connect. We provided gel program leaders with visual and performing arts opportunities, including theater arts curriculum and training, as well as a roller dance skate jam summer program to expand access to VAPA well beyond the school day. We partnered with outdoor education to blend creativity and nature. At McFarland Ranch, students participated in art events like our Day of the Dead art celebration, snow much fun winter fest, and springtime activities with chicken themed art for first graders during our express yourself art and nature day. All designed to connect learning with hands-on expression. This year was filled with unforgettable field trips. Our students experience the arts firsthand with trips to many amazing destinations, including the Crocker Art Museum, the Sacramento Children's Museum, the California State Railroad Museum, and SMUD's Museum of Science and Curiosity, just to name a

095few. These adventures gave students new ways to connect with the arts and the world around them. This year, live theater became a gateway to inspiration for our students, many of whom experienced a live performance for the very first time. They were captivated by Broadway style musicals like The Lightning Thief and Juni B. Jones, and engaged by imaginative stage productions such as The Hardy Boys, Folktales and Fables, and Marie Cur's Sisterhood of Science. These theater experiences brought stories to life and deepened our students appreciation for the performing arts in a truly memorable way. We empowered our teachers with professional development and support offering VAPA resource sessions, grant writing workshops, and funding opportunities to deepen their impact in the classroom. Takeaway Tuesday's sessions cover topics like what is Prop 28, VAPA opportunities and grant writing, professional development

096opportunities in arts integrations, supply kits for teachers to lead their own integrated art lessons, and district-wide resources for lesson plans, art activities, and field trip extension activities along with coordination were provided. We also made key investments in our campuses, adding stage lighting, sound systems, music stands, new instruments like ukuleles, and updated tables and chairs. These upgrades ensure students and teachers have the tools they need to thrive. This year, we laid the foundation for long-term growth by building partnerships with local artists, organizations, and businesses. Looking ahead, we're excited to expand family art nights, integrate art into school gardens, create campus vapa centers, and grow arts opportunities districtwide. Thanks to our passionate educators, supportive staff, and enthusiastic students, the first year of Prop 28 implementation has been a powerful success. We can't wait to continue growing the

097arts in the G Joint Union Elementary School District, inspiring every student to imagine, create, and thrive. Thank you. Alejandra and I could have um presented that information the way Erica did it. Incredible. I could No, that's the best way. That was wonderful. Best way to do it. Um we would need board approval for the report to be approved on this action item. Okay. Any questions or comments about anything? Well, I'll just say I was fortunate to be at Lake Canyon when a famous cartoonist came out from Texas and that was like really amazing. He had the whole uh place like doing drawing and just going along and loving it. And I thought it was going to go terribly. I thought there was like no way it's going to hold all their attention, but it went

098so well. It was it was beautiful. And I got to go on the third grade field trip to see the Marie Cury science play. And I just it was great. It was wonderful. And so many of those kids, I don't think, including my own kid, that was their first live theater experience. And so it just opens the door to them realizing what's out there and the parents, too. So wonderful. Can I get a motion to approve 242.602? I'll make the motion. I'll second. Thank you. Have a motion from Matthew Ward to approve item number 242602. Seconded by Casey Ra boy. Katherine Harper. I Wesley Kaggel. I. Thank you. The motion passes 40 242.603 603 consideration of approval of the district's public notice sunshine for the fiscal year 2526 for CEA. Yes. So this is an

099action item this month. Last month we brought it to you as a a public hearing. Um these are the articles that we intend to negotiate with CSEA for the 2526 school year classified employee group. Any questions on this comments? You guys good? Yep. Okay. I'll make the motion to approve 242.603. I'll second. Thank you. I have a motion from Katherine Harper to approve item number 242603. Seconded by Casey Rabo, Matthew Ward, Wesley Kaggel. Hi. Thank you. The motion carries. 4042.604. Board consideration of approval to update the supervisory salary schedule. Um so early in the year we did um several parody studies with other um supervisors um positions. Um um we missed this one and we wanted to make sure we we did the right thing and included it in this fiscal year. So based on

100the study that we did in comparable districts, um it is recommended for the supervisory um the supervisory position for the district expanded learning coordinator to move his range from G to I. Um, we looked around in other districts and the district coordinator um and others are around that range and we looked at their enrollment size and the program overall and we we feel like um this is a good move up and makes it fair and it's approximately $8,600. Um we would be using the ELO funds. It would not affect um our our fund balance, our reserves. It would be self-unded through ELO. Can I get a motion to approve 242.604? I'll make a motion. Thank you. I have a motion from Wesley Kaggel to approve item number 242604 seconded by Matthew Ward. Katherine Harper I.

101Casey Rabo. I. Thank you. The motion carries. 242.605 board consideration of approval of declaration of need for fully qualified educators for 2526. Thank you. This is something that we bring to you every year. Um, when there's a shortage of fully credentialed teachers, the California Commission on Teacher Credentiing requires school districts to file a declaration of need for fully qualified educators prior to the issuance of any emergency permit or any limited assignment permit for potential teachers who may qualify for such authorization. In addition, teachers that either possess the intern credential or enough units in a specific area are then declared intern by our human resources department. The declaration of need provides the district with flexibility and options to fill vacancies. This declaration must be presented to the board for approval. Like I said, on an annual

102basis, the declaration of need for fully qualified educators includes nine intern teachers as well as the district estimated need for two limited assignment permits, basically single subject for middle school, one emergency transitional kinder uh teacher permit, three clad, this would be for uh teachers coming from out of state, and one B-clad emergency permit. Board approval is recommended. Can I get a motion to approve 242.605? I'll make the motion. I'll second. Thank you. Have a motion from Matthew Ward to approve item number 242605. Seconded by Casey Rabo. Katherine Harper. I Wesley Kagel. I Thank you. The motion carries 4. Thank you. 242.606 consideration of approval of board policies. All right. So this would be an action item this month. These were presented to the board um last month asformational item. The only edits that we did

103make was based on the direction that was given for um number 13 employee security board policy and AR related to employee security. Um we looked into the penal code on um approval of the use of or the approval of having pepper spray on a school campus. Um the language that was proposed was stating that um an employee needed approval from the superintendent and it was suggested that we look into that. Um we did. It is not required. It's not part of law that there needs to be approval from the superintendent to carry pepper spray. Um so we are recommending that we can strike that. Um what we would leave in here is the employees obligation requirement of keeping it safe and that they would be responsible for any any damages or harm that may have

104may come with the use with the use or them carrying the pepper spray. they'd have to be responsible for keeping that safe and out of um harm harm's way of students and staff. We would leave that in there. Um but we we would take the recommendation that was given to us to strike the approval process for that. Okay, sounds good. All right. Can I get a motion to approve 242.606? I'll make the motion. I'll second. Thank you. Have a motion from Matthew Ward to approve item number 242606. Seconded by Casey Raboi. Katherine Harper. I. Wesley Kaggel. I. Thank you. The motion carries. 40. Miss. Spock. Do we have any public comments? No. There are no requests for public comment. Miss Harper. and pending agenda items. Yes, we still have the National Suicide Prevention Month, which

105I believe nationwide is September. So, we need to probably look into that here this summer. Um um as a report to the board to see what the board would like to do with that. I know that did come up at the cast meeting as well. Um the police department will be recognizing that um during that month as well. They will be they're going to work on some signage for the police cars and and things like that. Um so probably need to work on that within the next couple of months before September. And then the agricultural program um we will wait until the fall when teachers are back and bring you an update. There's some really great things going on with the A program. We had a a a great dinner, awards dinner, first ever FFA

106awards dinner, well attended by some staff and parents and students. We had three trustees that were there. Um great job for the first first time having an FFA program and awards. So, we're looking forward to highlight highlighting what is going on in that in that program. pending agenda items you want to add, anything you want to see. Okay, we've got nothing further. I don't. Okay. All right. Yeah, I'm going to adjourn us. Thank you. Thank you.