GJUESD Board of Education Meeting

001Good evening. I am going to call the meeting to order. Thank you. Oh, there's no action taken in close session. Okay. And the flag 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. Are you ready to do protocol? Yes, I can read our board meeting. I didn't miss anything. Yes. Thank you. So, our meeting is being recorded. It's open to the public and it's 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. With board consent, the board president may increase or decrease the time

002allowed for public comment. To make a comment in person, please complete the form at the door and that would go to Miss Bach, our board meeting assistant. Email public comment would be emailed to the superintendent 24 hours before the board meeting and posted to the website. We have received no public uh written comments for our meeting tonight. Board vote and connectivity. Each motion will be followed by a roll call vote for action items. Should we um lose connectivity um due to teleconference or phone, the meeting will be delayed by 5 minutes. Um Trusty Rabo is not with us tonight and our regular board meeting shall be adjourned by 10:30 p.m. Okay. So, we have a presentation. We do. We are starting with a presentation. Um, we have a new principal for McAffrey Middle School starting

003the 2526 school year, Crystal Grooms. She has served as assistant principal in the Folsson Cordova School District since 2021. And she has also served as a career technical education coordinator in the Woodland School District for three years and a teacher at Ria Linda Senior High School for eight years. And so we're very excited about her accepting the position for principal at Macaffrey. and she is with us here this evening and she would like to share a few words with the board. Thank you Crystal for being here with us tonight. Thank you and thank you very much for entrusting me with your most precious commodity, your children. I can't wait to get started and build upon the great work that McAffrey has going. Um for me, G feels like coming home. I grew up in a

004rich agriculture community very similar to Gaul and while I've served in many roles in the aggra the in the Sacramento region getting to a community that has this deep roots and just feels like home to me is very very exciting. So I can't wait to get started and thank you for putting this trust in me. Thank you. Thank you. Thanks for coming. Thank you. So, I will be sending Macaffrey staff um some communication um by the end of this week that has an letter of introduction that Crystal has provided to let the Macaffrey staff know as well. And next, we have another presentation, another announcement. We have a new assistant principal, Christa Dunl, and she has been teaching in G since 2013, and she has served as a teacher on special assignment as well. and

005she's currently teaching at Greer Elementary School and she will serve as an assistant principal in our district starting the 2526 school year. Christa, would you like to share a couple words with the board? Good evening. Oh, sorry. Um, as Mrs. Y said, I'm Christa Duncle and I'm truly honored and very excited to accept the role as assistant principal for the next school year. As someone who attended school in this district beginning in kindergarten, this opportunity feels especially meaningful. This district shaped who I am as a learner, a leader, and a person. And I'm deeply grateful to now serve the community that helped inspire my love of learning. Over the past 14 years, I've had the privilege of working at Greer Elementary in various roles, most recently as a sixth grade teacher and teacher on special

006assignment. Over the years, I've had the privilege to lead in areas such as science instruction through the NGSS implementation team, mentoring new teachers through the SKOYE induction program, and supporting school culture and climate as a lead on our PBIS andCAL uh initiatives. These experiences have strengthened my belief in the power of relationships, high expectations, and inclusive school communities, and I'm thrilled to continue this work in this new capacity. So, thank you for entrusting me with this role and I'm excited to collaborate with students, staff, families, and all of you to help our students thrive. Thank you. Thank you. Thank you. All right, we're going to move on to public comments for topics not on the agenda. Do we have any public comments? Uh no, we do not have public comments for topics not on the

007agenda. Thank you. Okay, let's move on to reports. We are going to start with a summer program report. Thank you, Lois. So, we are in the summer planning um time frame right now and getting our summer programs up and going. Um we were able to hire our coordinator. So, our um extended school year coordinator is Gina Fuentes. A summer school coordinator is Elaine Troll. And then uh continued support throughout the summer will be through our expanded learning coordinator Lorie Jones and uh Nick Suabada who's our food services uh coordinator. So, in terms of our summer programs, um we have extended school year. This is a special education summer school programs. We have our summer academy and these are students that are invited that have demonstrated some academic needs. Typically we look at students that are

008falling um between the 27th to the 45th percentiles on their MAP scores. So those students are invited to attend our summer academy. And then um additionally we will be having our uh MI migrant summer program which we offer every summer as as part of our continued uh funding for that program. So that's offered during the summer as well. And then on top of these academic programs, we will continue our gel uh summer offering as well. And so what I've provided for you in your uh board packet is kind of uh the um schedule of which programs are happening at which times. We have our academic programs starting June 9th and they will go all the way through July 3rd with no school on the 19th. School will be in session Monday through Friday 8 to

00912:00 p.m. Our gel program is all summer long. So we will start June 13th and go all the way through July 24th. and they offer kind of pre uh before school 7:30 all the way to 4:30 p.m. Um and in terms of the sites that we that will be hosting these uh programs, we have extended school year will happen at Fairsite with our preschoolers. River Oaks, we will have our autism programs. Lake Canyon will uh house our all of our other elementary special education programs. Macaffrey will host our middle school program. a migrant and summer school programs. This is the academic fair site will have a migrant program. Uh Greer, Lake Canyon, and uh migrant will be at Macaffrey, although today I got a call that they might move it to Greer, but we've typically

010we've had it at Macaffrey. And um in terms of our uh gel program that will be offered at every site, a academic or um ESY program is being offered. So they will be offered at Greer, Lake Canyon, River Oaks, McAffrey and Fairite. And the sites that are not hosting any program, their students, if they are participating in gel, have the opportunity to be transported to the site that is um going to be hosting the program. So last uh this year, this summer, we'll be hosting um Greer will have all of our programs. So our students from Valley Oaks can be bus to Greer, but most of our families live within the same kind of neighborhood. So they don't necessarily require it, but if there are families that do request transportation from Valley, then we would

011transport them to Greer. And so as I mentioned, we are kind of in the beginning stages of this planning process. Um we have started to notify teachers that they've been selected for the certificated portions and then um postings for classified staff have been um pushed out and so we're in you know kind of in those stages of filling all these positions to support the summer program. It's a pretty robust busy time with different programs throughout the district. Are there any questions or Yeah, go ahead. Um I just do you guys track um sort of the outcomes from the programs or see like if there's been any you know improvement over the summer? Is there a way or is that like more We do we actually have um for for our summer academy so these are

012the academic invited programs we do have our students take a pre and post test and typically I share all that information in August so we'll look at attendance rates and we'll see kind of what progress our student students that participated in the academy um what their scores were like were there progress in their pre and post data Yeah. Any other questions? Thank you. All right. So, we will move on to a curriculum preference for a survey that we gave our teachers recently. We'll turn. So during a prior board meeting, you had requested that we conduct a survey to determine which curricular core subject area teachers preferred that the district prioritized when funds become available uh to pilot and implement a new program. So on March 20th, teachers were asked to complete a survey indicating their

013core program priority as well as as their interest in piloting new uh materials when the time comes. We have uh responses from 156 teachers and the data indicates that 47% of the respondents would like to see a science adoption. 28 would like to see a history social studies adoption while 31 indicated 31% indicated no preference. The survey also showed that 26% would be interested in being part of a future pilot. Uh so science it is when the funds become available that is what teachers would prefer that we prioritize. Any thoughts any questions? So if that would happen does a similar like curriculum roll out look like say like the I Ready where that maybe over a course of a year you're looking at different stuff and thinking about it and talking about it. Um, it

014would probably take it wouldn't take I don't think a two it wouldn't be a two-year process because with um Leah's leadership and leaders from the district, I think we're pretty um wellversed in the new standards of science. So, we wouldn't have to have a year to either understand the new framework like we did with math and um standards. So, it would probably be a one-year process. What would be the next step? So now that we have this information and this preference, at what point can we determine that yes, we can start to move forward or start looking at maybe starting to pursue that option? I think that's something that Lois or Alejandra can answer. Yeah, I think the board would have to not vote right now, but make a commitment that you would want us

015to use the majority of the one-time funding. We're anticipating approximately a million dollars of one-time funding. I think it would cost more than a million dollars for an adoption. The math adoption is costing us two about $2.1 million. I don't know if science is going to be as much, although there's a lot of material with science labs and things like that. So, it could easily be as much as math. So we could the board could say okay move forward with a pilot next year and then we reach out to publishers they give us some sample materials we reach out to some of the teachers that indicated they would like to pilot and they would start to do that process they would make a decision on which curriculum they would like and then at that time

016we would say okay how are we going to fund it but I I wouldn't want to say teachers okay go through this pilot process if the board's not committed itted to allocating almost all of the one-time funds and possibly dipping into general fund to fund a curriculum. I think it might be helpful when we for the one-time funds if there's other prior like to see what the priorities are including this one and we can kind of see um what that overall picture looks like with the competing think needs I guess and where this one falls into it. Um, but I mean I I think that it seems like we have at least this starting point that it would be nice to start to move a little bit forward, but again the onetime funds is probably

017the big item. And are there other needs that are maybe more important in the district? I don't know the answer to that question. So, it's not a good practice to use onetime funds on salaries and so we really don't want to do that. It is the better practice to use onetime funds for something that is a one-time purchase and something that would sustain over time. A curriculum adoption can last 20 30 years. So, it is a good use of funds. Um will there be other competing there's always there's there's always going to be um factors out there. But our science curriculum and social studies, you know, both are very old. Um, we've talked about science for a long time. We've had NGSS, we've had teachers writing their own curriculum. Um, it is a huge investment

018and it is an investment that is wise using one-time funds. I can say that. But we would most likely also be trying also have to use some general fund. One time won't be enough most likely. Well, and there's ongoing costs associated with science curriculum like you were saying too. So I would just be interested whatever we adopt I think it would be good to know what that ongoing cost would be and I don't think I mean just because it was were to cost more I don't that doesn't mean I would want to rule it out because you're constantly using uh materials. It's just you know um but I guess my question is more to do with just the percentage of of teachers that responded. It seems really low to me. I don't know if that's

019normal if this is something you see when you give a survey like this. Um, and I understand why practically no teachers at FSight would have responded because they're not teaching the same things. Um, but you know, 14% at River and 13 at Mango. Is this normal to have this level? I would say it is normal. Keep in mind that we also have speech teachers, we have PE teachers, we have music teachers at Macaffrey, we have social studies teach. Well, they would have voted, but we have um PE teachers, we have exploratory teachers. So my guess would be that some teachers felt maybe this doesn't pertain to me, so I probably shouldn't vote if I'm not going to be teaching one of those core subjects. So it does look um the number looks appropriate to me.

020Okay, that's good. And maybe if we pilot next year, maybe it's going to take us another year to save the funds. I mean, maybe we're going to have to look at, okay, what's our reserve level? What's our carryover at the end of a school year? Can we say, "Okay, we're going to allocate $200,000 towards a science." Maybe it's going going to take us a couple years to fund it. And that's what I was going to add. Work on a plan, a financial plan to see how much do we need difference from the general fund in order to be able to afford a $1.5 million um curriculum or I don't know how much it costs. We'd have to start just getting a quote to get an idea to make a plan and then see how end

021of the year each year and maybe it takes us two years to get the difference and be able to commit to that in a few years or a year. You never know. With the math curriculum clue, prior to the pilots, did the publishers give us a quote on what it cost? They gave us a general quote. Okay. Okay. It wasn't binding, but it was a a general general quote so that we could um you know, choose a few and at least get a an idea of what it would cost. I was just going to say, is there a way we could get a the price quote for both uh science and social science? Because if science is like three million, but social science is a million and a half. You know what I'm saying? Yeah,

022we could definitely curriculum department can reach out to the different publishers. I think they'd be happy just to give us probably quotes and the onetime funds are still up in the air, right? Is that correct? Or is that are they They have said that um they provided estimates and it's close to the million dollars. Um again, when I went recently some budget comp um workshops um they said wait for May for more confirmation. Okay. um it's coming and they shared other news of what's coming with cola. There will be some projected reductions on that, but they do anticipate some of the onetime continuing, but it may not be at the exact same rate projections. That's true. Thank you. Thank you. And then what is our deadline to spend those fund the one-time funds for the

023new ones? Yeah, the the ones we're anticipating. Normally, they provide a few years. Okay. So, we have a little bit of time. It would give us enough time if we would go with an adoption. Um, it takes about a year or so, it would give us enough time to spend them. So, would you like us to get quotes for social studies and science? Okay, sure. We'll do that. Okay. So, we're ready to move on to instructional assistance. Sounds like Yes. So, the board um had asked for a report on instructional assistance. And so, what we've provided um is a breakdown for you of how many um IAS or instructional assistants we have in our district. They make up almost half of our classified staff. They are part of the CSEA bargaining group. Um we have

024144 instructional assistants in our district. 79 of the IAS work five or more hours a day. So over half are working what we consider a full-time day. There is a breakdown for you of the different classifications of IAS we have. It varies from preschool um special education, general education, the expanded learning program, um bilingual instructional assistance, and then also we have for you the breakdown for each of those how many um hours per day they work or how many employees are working at those hours. So you can see how many are 3.92, how many are 3.75, how many are 6 hours in each of the classifications. And out of these classifications, special education assistants make up the majority or at least over half. Um, we have the majority of our full-time IAS in special education

025as well, you'll see, and some in the expanded learning, some bilingual instructional assistance as well. Um, we provided for you a summary of some of their job duties. They all have different classifications and so they all have different job duties as well, but we pulled for you some of the similarities in supporting students, whether it be for intervention, um, whether it be to help with our class size ratios, um, to support students on a day-to-day basis. It could be behavior, um, it could be beginning reading. We have a lot of our regular education IAS that support in kinder, first, second, and sometimes third grade to support reading intervention, small group um reading support. Um we value our instructional assistance. They help us in many many ways. I think our teachers would say they value of

026course they value the support. Um but and they they do make up a huge part of our classified classified workforce. So, I open it up to any other questions that the board may have at this time about our instructional assistance in the district. Uh, just a question just from some couple things I learned recently. How many substitute instructional assistants do we have? Oh, good question. How many substitute IAS do you think we have? I don't know if I even want to guess, but I can definitely pull the report with HR tomorrow and email the board how many sub IAS we have cuz I'm think because you have 144 IAS and I'm thinking I'm guessing at least 10 10% is going to be absent every given day. Yeah, we're constantly hiring subs and we're constantly hiring

027IAS. We probably I don't know if there's a day that we ever have or that we ever not have a vacancy for an instructional assistant or for a sub instructional assistant. We have postings up constantly and that's why we have a wait list in the gel program because there's a ratio that we have to meet and until we hire another instructional assistant, we can't bring kids off that weight list to to join the the the group until we have enough staff. And so, um, and we have quite a wait list at all of our schools and we have postings up continually, um, to hire expanded learning IAS. Yeah. We ready to move on to LCAP goal 2? Okay. I believe you have a public comment for that report item. I do. I'm going to wait

028for the introduction of the It's for number three, I believe. I'm going to wait for the background of that and then we'll hear the public comment. Yeah, we'll hear the background and then the comment. So, are we moving on to LCAP goal two? Two and then number one. Yeah. Okay. because the public comment is for LCAP goal 2, not one. Maybe that was the confusion. Got it. Okay. Okay. So, we have um a parent that has reached out that would like to serve on the measure H citizens oversight committee, Carlos Bermirez Ramirez. He is a parent at Fairite and Macaffrey, and he would like to give back to the community and demonstrate civic engagement. And so, this is um a formality to add him to the roster for the citizens oversight committee. So, we will

029have a total of seven members now. Great. Thank you. Okay. Healthy kids survey. Yes. Thank you. I will report on the healthy kids survey. I will give you an overview, a summary of the district data and then I'm going to ask our admin site administrators to give a highlight um from their school data. And then are we going to project this? I can. Okay. Well, it might well we we have it in your binder as well, but the audience might want to see it. Um the data we had um we've been giving the cow schools healthy kids surveys for many years now. Um grades 5 through 6 at the elementary and grades 78 at the middle school. Our participation rates are there for you from 2022 to 2025. Our participation rates have um increased at

030all levels except for the staff. Our staff participation is down. Last year we had 246 staff members take the survey and this year we had 237. That is about 45% of our staff that took the survey. Our parent participation um really went up. Our LCAP goal was to get at least 500 parents to take the survey. You can see last year it was only 282 or sorry 252 and we jumped up to 582. So that was great. Um we did put out there an ice cream challenge. Um the schools with the highest participation parent participation would get ice cream. Um we met our goal so we ended up giving everybody ice cream cups. But um the the score the particip participation was really low and then we put out the ice cream and it really

031jumped up all of a sudden. So funny how that works, huh? Something about the ice cream, but we're really excited that we got that many parents to participate. So, um, looking at I will start with our grade five students. Again, this is districtwide. Um, we are the these scores show reporting yes most of the time or yes all of the time. So, there's two report um two reporting or two questions that they are they're collecting here. And so that's why for the students the goal is 80%. Because it's all of the time or most of the time and that is a difference for staff and parents that I'll explain. Um some areas that are fifth graders met the target of 80% or higher. Students are academically motivated. There's high expectations from adults. The facilities are

032well-maintained and students are treated with respect. Those were all over 80% for our our fifth graders. Looking at sixth graders, a couple of the scores, um, well, there's three areas that are over the 80%, some of the same ones. High expectations from adults, facilities are upkept, and students treated with respect. A couple areas that I think we need to look at that are a little lower than we would like from our sixth grade are caring adults in school and anti-bullying climate. That's at 66 and 67. So, something we need to look at at the site level as well. And then we get into seventh grade. Um all categories increased for both seventh and eighth grade. I would like to note that for students all areas increased. Um one of the highest scores while it's not

033at 80% it's at 72 for the seventh graders and the eighth graders are the high expectations from adults. 72% at seventh grade and 70% for our eighth graders. But definitely the the goal it's moving in the right direction. Scores are going up. Not yet at 80%. But we're we're making growth. And then looking at our parents, um the goal here is 50%. Because it is only weighing strongly agree. Parents could have also shown um I'm sorry. Yes, they could have also have cho um chosen that they agree. That was their second. So the first choice is strongly agree. Second is agree. So that's why the goal is 50%. Some of the areas that were closer to the 50%, some of the higher areas um are school has adults that really care about students and schools

034treats all students with respect. facilities upkeep. And then there is an asterk on this last one because this one does pull agree or strongly agree. So you're looking at an 80% goal there. Um is teachers responsive to a child's social and emotional needs and that is at 85%. So that's great to see. And then for staff, we are meeting at that 50% with caring adult relationships, high expectations from adults and supportive learning environment is at 48. And then school is a safe place for staff is at 46. So close close to meeting there. Question. Yes. Um I know this is the cow school's healthy kids survey survey. Is there a way we can ask like change it up a little bit? So if a parent feels welcome to participate and basically it's only 39%. Is

035there a way we can add something in there and be like if if you don't if you do not feel welcome to participate what can we do to make you feel welcome to participate because I'm looking at these low scores and I'm like super frustrated because like okay why why is this score low? Like where's the explanation right facilities upkeep? I'm like, what? How come these people feel at 42%. Yeah. That our facilities aren't up to up to standard. It's like, okay, what needs to be done? We do have to at 40 42% is actually pretty high with the goal. The goal is 50 because again, it's reporting strongly. You agree? Yeah, I know the goal is 50 and I don't even like 50. I think it could be like 75 80 like this other

036standards are and it's just frustrating because I the the time and money that we have spent into facilities. Yes. How are they not at 75 80%. How is how is your supportive student learning environment? How is it at 38? Like what can we do as this board to help you parents feel like your student is being supported for for learning at at school if you don't if you're at 38%. Right. What I would like to see, how I would like for them to measure this, which I could ask, is I wish they would measure strongly agree and agree because I think agree is pretty strong too. Yes. But their direction or their comment is, well, that's why the goal is 50%. But I don't know if the district asked us to measure that for them

037to measure it that way, they could. And I'm not sure if we can embed open-ended questions or not, but that's something I'll I'll definitely ask or or at least include include agree strongly agree and agree. Yes. Yeah. Yeah. Yeah. Cuz I think you can't um especially when the question about safety and I see 41, but then I have to remember that's only strongly agree. That could be 80% who have agree and strongly agree and we don't know that. It just looks alarming. And how are you defining safety? You know, are they are they concerned about, you know, the fence or is there other how how are they looking at that? So, right, that's a little open-ended and we don't have control over that, I realize. Do we? I don't think we can add open-ended questions.

038I will ask um they did let us delete some questions this year because one of the some of the feedback we've had from parents over the last couple years is maybe you'll get more participation if you reduce the amount of questions. that it too long and so our goal was to get it down to 8 to 10 minutes and so they let us do that. Um, but I will see if there's a way they can report out for us the percentage of agree for parents and staff and if we can add open-ended in the future. I know for um where I used to work, we did a survey and then they use that survey to do like follow-up little um uh workshops with to get more input from people to kind of dive in, peel

039it apart a little bit more. Yeah. Focus group. So that might be an option if it can work nicely into a, you know, open house or something. Um maybe just can you come in and give us a little more feedback on some of those? And we do ask our principles to share this data with their leadership team and their school site council because this data is part of their SIPA just like it's part of our LCAP. And so they have to get feedback. And so I this data just came out so I I doubt they've had their school site council meetings yet, but they will be getting feedback from their parents and their teachers on this data. And so we can ask those questions as well. um you know what do you think we can

040do to improve s what do you think if it's only 40% safe? What is it? The fencing? Is it the um the bullying on campus? Is it the the threat of somebody saying they're going to bring a gun? You know, those types of thing. Why is it that you're choosing not strongly agree? And is there also in this survey strongly disagree or like does it or is there only two choices? No, there's five choices. There's there's strongly agree, agree, no opin neutral. And so are you also looking at the strongly disagree areas as well to kind of dive into those because those seems like those would be really important to look at as well maybe not as part of the 80% but like kind of say, okay, what else are we learning here with this

041information? That's not in the reports that they currently give us, but I can ask if they can give us that in reports. Yeah, maybe dive in. And then I just had two comments. One is on the bullying. I think kind of along the same lines, what do you consider bullying? Because I've seen instances sort of in today's age where people maybe just disagree with something someone says and they say, "You're bullying me." So, I think sort of diving into that too, like what what do you consider bullying? Um because it can mean different things for different people. Yeah. And then um the other thing I noticed was there was a real disconnect between the students feeling motivated and then the staff feeling that they were the students were motivated and I wasn't sure what that

042disconnect was. Yes. Students were saying they feel they're motivated but the staff were saying no they don't think kids are motivated. Yeah. So I don't know what can be done there but I just wanted to make two observations that I had and one of them was on uh parents feel welcome to participate and being 39% and I just want to say like I'm a huge advocate for like any effort I think that could be done to let parents know that they're welcome to come like I know for Lake Canyon has the dads on duty thing and I think that's awesome and I just know for myself like have the dividends that that that's paid you know helping the kids and whatnot and so um I think I don't know if other schools do it but

043I think that definitely should and I think like it should be in writing, like maybe in the letters that go out or whatnot or in the monthly newsletters. I only knew about it cuz I remember coming home one day and my wife was like, "Hey, did you know that you're welcome to go participate and volunteer at school?" I'm like, "Oh, I didn't know that." And she's like, "Yeah, dad's on duty." And I'm like, "Oh, okay." So, I think anything that could be done to like actually put it in writing and put it in front of parents faces like, "Hey, you know, you want to come volunteer once a month or once a week?" Like, that could be huge. And then the last thing I thought was interesting was that on the difference on the bullying.

044So like for grade five like anti-bullying 72% kids thought like an anti-bullying climate but then when you actually asked the teachers it was at 40% like it was a 32% difference between like what the par uh parents thought or sorry staff and what the students thought and I thought that was rather interesting that like student the the staff had relatively lower number but the parent the students it was much higher. So I thought that was like pretty fascinating. It's kind of hard. It's almost impossible to compare it like that because the students are answering yes all the time or most of the time. So, you're getting a higher percentage whereas the parents and the staff, it's only measuring agree all of the time or strongly agree. I guarantee you those percentages for parents and staff

045would be higher if it was measuring the first two choices, strongly agree and agree. like students. So, it's hard to say, okay, students are at 80%, staff's at 40. So, I'll I'll look into that to see if there's anything we can do um in getting them to add that agree with staff and parents. Well, the other thing about this is that the students basically have to take the survey. Is that right? I mean, they can opt out. They can, but you know, if everyone's sitting down and doing the survey, it's they're a captive audience, whereas staff, parents, teachers, teachers don't I mean, they staff doesn't have to take it. Well, we re we it is it's required because it's on contract time, but obviously when you only have 45% of your staff that took it,

046obviously they not they're not doing everybody took it, but we did give contracted time to take the survey because your sample sizes are not the same and that makes a big difference. can skew your numbers quite a bit too. Yeah. Yeah. But no, good questions to ask house schools to see if there's anything that they can help us with on this and then we will um turn it over to our principles and our assistant principles. Um I asked if they'd be prepared to highlight just one strength in their data and one area for improvement. And we have Fairsight Elementary first. Lara Marquez is with us via Zoom. She is Laura. Are you there? Hi, I'm here. Can you hear me? Okay. Yes, we can hear you now. Okay. Well, for uh fair site for the

047parent survey, we met the 50% goal in several areas and got close in a couple of others. So, that was very encouraging. And then for areas of improvement and the staff uh for the staff results, well, um my eyes immediately go to facilities upkeep 11% and supportive staff working environment 19%. And for facilities, a lot has been done to um improve Fair Sight, to keep it in good shape, but it is a very old school. Um so I think that has um a lot to do with it. And then the support supportive staff working environment of of course I would want that to be higher. And so I'm going to have to find a way to get specific information from from staff on what um led to that low percentage so that I can work

048to improve so that the score will go up. Thank you Lara. We have Greer. We have Leah Wheeler. Good evening. Uh for Greer, I found um looking at fifth and sixth, they have very different views on school at the moment. Uh sixth grade, it's springtime. Uh fifth graders, a a big area of strength I felt was uh they were more in the aligned with treated with respect, which Lois highlighted earlier. And then sixth graders were safe, felt safe at school, not as much on the fifth grade end. Um an area of improvement I felt overall after talking to staff a little bit about results because we shared them. Um, and also with kids, I checked in with a few of them. They want more connectedness to school and they felt if they were more connected,

049they would have other areas on that survey improve. So, that would be an area of focus for next year for career. I'm just curious, Leah, did they give you any examples of what that looks like or how they want spirit days to happen all the time. uh one of the kids uh about how how would you want this to improve? So soccer every day in the field, things like that. Kona ice every day. Kona ice every week. Yeah. We said we'll work on we'll work. They have to help them gear their thoughts to something that's doable. Yep. And then we have Lake Canyon. Judy Hayes. Yes. An area of strength across both fifth and sixth for us were kind of a combination of students feeling academically motivated and feeling like they had a high expectations

050from the adults which was great. Um an area for growth and and focus for us is um getting parents to feel like they're welcome to participate and I know we're just seeing this the highest metric. Um I appreciate that there's conversation about that an example for you. I I pulled the metric for supportive student learning environment for the parents and the top metric was only 35% but when you combine in the second um it comes up to 96%. So you can see it's much closer to 100 when you look at the parent and staff surveys. So all right thank you. And then Moringo Ranch Joshua Sal good evening. Um as an area of strength at Moringo high expectations from adults was an area starting at fifth grade 84% sixth grade 77% and adults really feel

051at 100% that they are supporting and motivating students which is great. Um an area for improvement I think that was already kind of mentioned is you know students could feel that they have more meaningful participation in school. um 40%, fifth grade, six uh sixth grade was 34%. And I think some of the areas that highlight that is do teachers in grown-ups at school ask you about your ideas? Do teachers and grown-ups give you a chance to solve school problems? Do teachers ask you what you want to learn? So I I think you can always focus on like was said guiding them, right? Maybe isn't cona ice every day, but there is something and the more they can contribute, the more the connection is going to be. Thank you, River Oaks. Great. All right. River kind

052of different on their responses, but they um also in the area of high expectations from adults in both fifth and sixth. I do want to highlight the cohort that we have right now in sixth grade at River Oaks, fifth graders last year. That increased this year that they actually felt more connected to school. So that was good to see that increase. An area of improvement that I when looking at the data and also met with leadership yesterday and showed them these results and we talked a lot about it was they felt like we need to do some community building amongst the school more whole school activities and um even consider small things like buddying them up with peers like having a younger group of kids with older group of kids and maybe that will help

053that community connection um to increase that area of being connected to school. Thank you Leah. Welcome Valley Valley Valley Oaks, Stephen Nelson. Thank you. Good evening. Uh so I looked at something that I hadn't really um looked at before and that was taking last year's fifth grade right in 2024 and then looking at how the current sixth graders did uh with the with the same set of questions and uh different than just about every year in the past 10 years where typically you get fifth grade answers that are higher at least at Valley Oaks and then in sixth grade those same kids have lower you know they report lower scores in sixth that's been almost every year. Uh different this year was uh the sixth graders this year who were fifth graders last year and

054out of the nine categories in six of them uh they either maintained or improved uh over the previous year. So that's something that's unusual and unusual in a in a good way. Um a data metric that that pops out in in a in a real positive way. the same kids looking at the same questions in in two years showing an improvement in how they feel about the school. So that was that was something that was really cool. Um and then I I think probably similar to what others have said uh you know some of our lower scores have to do with students feeling connected to school and that's really I think maybe having a discussion or something with students and what do they feel that means? Is it really like just doing more recess? Is

055it really just doing more Kona Ice? Like, or is there something else, right? What is it that would help them feel connected to school? And if it's um you know, kind of the more I don't want to call them superficial things, but um if there some of those things, well, then maybe we do need to do some more of those. But if there's other things that they would feel um that you know would have them feel more connected to the school that are uh maybe more academic or relationshipbased I would want to know that and that's something and we just got the the data so I don't really know that yet but that is an area that we would like to improve. Thank you. And we have Macaffrey Middle School. Yes. I'll also I'll also

056report from Macaffrey. Um one of the areas um of strength was the focus that we've had on school culture and helping students feel connected and motivated and safe. And so you know with middle school really our guide is watching that increase. And I think if you look at those scores that's something that you do see from the areas of connected to school uh caring adults high expectations and and it is nice to see those scores move up. um an area of focus for us I think you know and I agree with Trusty Ward is helping parents especially middle school feel welcome on campus and feel like they can participate because so many have had the opportunity to participate in elementary and sometimes you get there and and discover what am I going to do now

057and I think the idea of focus groups is a very strong idea to find like what would you want to do what can you do how can we connect with people because there have been things that we have done the coffee chats with the principles Um the community events open house is now a showcase. It's a family event. Um information meetings for our incoming seventh graders, information meetings for our eighth. So there's a lot that we do, but I think there's always there's always more that can that can be done. So I think that's the focus. And just as a quick aside, I as one of those people who always um has struggled to put in strongly agree, I'm going to try to recommit myself to putting strongly agree on surveys more often. So, I

058did notice um just to uh Valley Oak seemed like they really those facilities changes made a huge difference in all areas. So, yay for that. Glad to know those re those results are coming in. I I was going to state the obvious with that with our fifth and sixth grade students being in the new building and I think it sixth grade was at like 91%, you know, but I was like, "No, I'm not going to state that." But but at least they're recognizing, right? They're recognizing, hey, like there's a lot of really nice things being done here and for me. And so both fifth and sixth grade recognize that and and report it. So, and I think that's important for the bond too. Like that's like a good indication that those things are making tangible

059changes. I also noticed the staff uh improved and almost there was some notable increases in staff as well at Thank you for for noticing that cuz like about 30 seconds ago I said to Leah I said hey check this out and um and just the the change in in data over the last two years to the third you know to this this year uh with our staff um I think that's a reflection of a lot of different things um but uh we have a great staff and you things are are really jelling, you know, in a lot of different ways. Uh, not just with scores, but with relationships and everything else. And and you can see it. I mean, it's I mean, it's not even close, right, in some of those in some of those

060areas. So, really really good to see. Thank you for for saying that. And then I just um I'm like a big fan of high expectation from adults. I just wonder if when the students are asked answering, do they see that as a good thing? Hopefully also or they're like, gosh, they expect so much from me. But I mean I'm I was happy to see that was a really common theme there that there was that high expectation from adults. Yeah. So thank you. I'll just give two observations on two things I think that I see every day that I think help build the connectess to school and one of them I think is music in the morning with the music going in the morning like kids are getting pumped up and the energy and they're feeling

061good and happy and another one being the bucket fillers where you're starting with like three nice things about somebody like I think those start with like a real positive vibe. see that and I think it's great. I just wanted to go back to the Macaffrey parents feel welcome to participate. It's you almost can't put it in the same category as the elementaryaries because middle school is a time where kids your parents are letting them have a little more independence and they're more doing their own thing. But also I have to read the question as do they feel welcome to participate by their own kids because we know at the age the kids don't want you to be there. So maybe they don't feel welcome because their kids are saying mom don't dad don't you know.

062So I I mean I'm it's just a thought of looking you know I'm looking at the data going what perspective when the parents answering the question are they thinking you know good point and Cal schools will tell you that typically statewide the data for middle school is lower than elementary. So yeah It's a different time. Yeah. And then we just provided for the board to the um they call them school climate report cards for each school. It's showing you um our scores for student reports um compared to the state average over the last few years and we're doing very well in many of the areas. We are exceeding the state average and each school has its own report. Anything else on that? Thank you. Okay, let's move on to the PE and music teacher report

063and we'll hear the comment after that. So, I wanted to give the board an update um that we have um we've had, as you know, we've had a vacancy in music all year. had a bonus and it just we were not able to recruit a music teacher for this current year, but we have successfully hired a music teacher for the 2526 school year. So, we will be back to nine preparation teachers for elementary. Um, that's 5 PE and four music teachers. um that is more than sufficient preparation time needed for the amount of classes and for the amount for the student enrollment that we have. Um currently um we're very fortunate to have the level of music and PE teachers that we do. The district continues to prioritize music. Um, we have had five music

064teachers to serve six schools since 2015. Um, it's been since 2008 2009 that we had a full-time music teacher at each school site and that was due to the enrollment. the enrollment was much higher then um and we did not go down to so if you look at the last time so we've had five music teachers since 2015 and that's what we currently have now and looking over the last almost eight years um our highest enrollment was in 2017 we still only had five music teachers for the district and we had 200 more kids than we do Now, our enrollment in 2017 was 3,642. Five music or five music teachers total. Now, we have 3,458 kids and we still have five music teachers serving six school sites. I know there's been some discussion or actually

065comments around um the different levels or the different opportunities of music at each of our school sites. And our school sites are not um cookie cutter. They are they do offer different music opportunities based on the expertise and the knowledge of the staff both the music staff and other staff. For example, we had guitar presented here. That's only offered at one school site, and that's because of Prop 28 funds. And that's because a teacher is teaching that after school. We have um piano, bells, and ukulele at a couple of our sites. Not at all of our sites because that's not an expertise area for every music teacher. Um, we have some sites that have a larger band program and that is because of I would say the the passion of that music or band teacher

066and so it is accurate that the music opportunities or the arts opportunities are different at all of our school sites and I don't ever see them ever being the same because our staff is different and so um I just wanted to point that out there. Bells is another thing. You've seen bells. That's only offered at one school site because they have a staff member or a retiree that they come that comes in and supports that school in that area. So, I feel like we have some great programs and some great offerings out there and music is very very important and this district has committed to serving music for many many years. Um I I can share my own kids were in music when they were at River Oaks in band in fourth, fifth, and sixth

067grade. And one of the reasons that I kept them in elementary school in G cuz we live in El Grove was because El Grove did not offer music at elementary level. And this was back I don't know my kids are 19 and 18 now, but I I kept them in G for one of those reasons because they had music at the elementary level. It's very unique still even with Prop 28 funds to have the level of music that we have in this district. And I don't want to cut that. I'm I we we need the music. I want to see it. But the reality is the nine preparation teachers that we have is more than sufficient to serve the needs and to serve the prep classes that we need based on our enrollment right now.

068Maybe that will change. Maybe our enrollment will go up and we will need to hire another teacher. Um, and I wanted to share there's been some questions about, you know, how much funding we're giving to music. And so there's a a table here that shows you that we have been increasing every year music. We are up to date we are up to almost um over $83,000 in just supplies and services to our music program. We've used one-time funds in Prop 28 to buy musical instruments, to support stages, to support sound systems, to send music teachers to trainings. Um, and the salaries are going up as well. Um, there's a little dip between this year and last year. That's um, just because of the vacancy we've had this year, the difference between a full-time teacher and

069substitute pay. Um but you can I mean we're we're now district is supporting um financially supporting music at $619,000 and it's been as low as $461. So I just I just want to say highlight how much we value our music program and our arts program. There's a lot of wonderful things going on in arts now because of Prop 28. Um and we will have a report at our next um board meeting. We have to bring to you our annual Prop 28 expenditure report and we will add some of the highlight some of the great things that students are are getting. Now I know Annette, you've seen square dancing and and all kinds of things that that are going on out there. And so yeah, let's go ahead with our public comment and then we can

070there can be additional discussion if needed. My daughter is a sixth grader at Lake Canyon. This year her band teacher was Miss Hill. Last year she had Mr. Wright. The year before was Mr. Fioro. The year before that was Mr. Alonsel Dua. And the year before that she was enrolled in the home learning academy which was based at Valley Oaks that year. So she also had Mr. Enzel Dua. Uh my daughter's enjoyed music class with every one of those teachers that she's had. But she also recently said that she wishes she could have had any one of them for the entire time. Um, having a consistent music teacher truly does matter for the students. I want this board to think of each of the five elementary schools like a sports team. Now, imagine that there

071are only four coaches. These coaches are told to figure out when they will leave their teams during the week to temporarily go and coach the fifth team. This wouldn't be good for any of the players, nor would it be good for the coaches. We have evidence of this by our music teachers resigning and leaving our district. We also see the detrimental effect that it's had by looking at how small the LC band is this year. Fifth graders were not given a chance for to be in band. This was an admin choice, not a music teacher choice. And many of the sixth graders decided not to do band because they did not have enough playing time. We also see evidence of how detrimental not having a music teacher has been by the fact that the LC

072spring concert was just cancelled. This is because the band would have had so few practices. If they had a band teacher three times a week or even just twice a week, that would have made a huge difference. Let's be clear, Lake Canyon has not had a position posted for a music teacher for well over 5 years, and there's no plan that I'm aware of to make a music teacher position for the 2526 school year. During the October 2024 board meeting, we were shown a presentation for the Prop 28 funds. LC received an allocation of over $76,000. So 232 24 school year of which 61,000 were for salaries and benefits. The 2425 allocation was over 106,000. That would have made the 80% salary and benefits over $85,000. Those funds should have been used to provide Lake

073Canyon students with a full-time music teacher. I'm asking you as a board to see if you can find ways to fund the VAPA the VAPA items with something other than the Prop 28 funds for Lake Canyon and to actually have a motion at the next board meeting to hire a music teacher for the Lake Canyon site. We deserve as music teachers an up or down vote from each of you. Our music teachers deserve to build solid music programs at each of their school sites, not to have burnout. And music is vital for our students. And right now, Lake Canyon, I'm not asking for equity. I know every school is going to be different, but we need I'm sorry, I'm not asking for equality. What we need is equity. Lake Canyon does not have a good

074music pro program at all, and it's not fair to their students or their families. Thank you. Thank you. Do we have anything any new questions or anything on that? No, I just wanted to circle back and I totally agree. Music is important. I I have just been really pleased to see the list of activities and like going to plays in Sacramento that I just don't think a lot of students would maybe even know how to do that. And so I think that that's super, you know, fantastic that they're able to do that cuz, you know, once you go once you kind of know how to do it and what's involved and then you can go the second and third and fourth time, but that first time can be really scary to go figure out what's

075this all about or even to know that it's there. So I think that exposure with those Prop 28 funds is huge. And uh so I just wanted to acknowledge that. So yeah, it was a good point. Uh I went and visited Greer a couple weeks ago. That day the the a bunch of the classes were just getting back from the B Street Theater. So it was really say was it's good knowing that those prompt 20 funds are being used in a in a variety of ways. Yeah. Anything else that we have? Okay. Okay. Okay, let's move on to our general obligation bond. This will be very fast at this time. Just want to let you know we had a successful bond sale this morning. Happened this morning. What around 9:30 or so, Alejandra? Um it

076was very successful. Six bids came in and the the winning bid or went to Morgan Stanley. And so we have a 4.8 true interest cost which is very good. The our financial adviserss are very pleased with that. They said it's a very good interest rate that will structure the debt service that we need. Um they were very happy with the six um some very big investment firms that were were bidding on this bond and our financial adviserss will be sharing more information about the cell and the debt service at our future meetings. So funds should be dispersed probably around between May 7th and May 10th. It was a 13.5 is what we sold. So half of the half of the bond money. Great. Okay. So we can move on to um preunding the other post-employment

077benefits. Um so just to provide some background um around December we presented the cost of liability for retirement um and how the district um does the pay as you go option. And um I know Luis presented that there's other options to reduce the liability and we brought more information a few months ago regarding what the options are. Now we have Ryan um Nikasio um from PARS public agency retirement service and he he's going to report on the PARB's OPIP trust program for preunding other postemployment benefits and um provide the board some information about it more in detail. Thank you for coming. Thank you. Uh good evening uh madam board president members of the board uh superintendent yel again my name is Ryan Aassio I'm a representative of uh PARS public agency retirement services actually been

078with the company now for 27 years senior vice president and had uh you know what PARS does is we consult and administer retirement plans and programs. Uh we've actually worked with the school district um a few times with early retirement incentives I think going back to uh 2016 um 2019 and 21. So uh we have experience working with the district but today I'm here to speak on the 115 trust. If you could advance the slide please. Um so in this dynamic uh PARS serves as the ongoing trust administrator meaning we take care of all the administrative duties uh with regard to uh processing contributions when they are put in uh when the district's ready to take out dispersements we would process that um sending out periodic statements on a monthly and annual basis to the

079to the district. um monitoring any planned compliance. Uh so with any changes with regard to Gazsby reporting requirements uh state government code IRS uh just ensuring that the program uh stays in compliance. Um and in this dynamic again PARS does not touch or handle any of the assets. We simply take direction uh from the district. You have the trustee US bank uh who is tasked as the plan fiduciary and custodian of the assets and you have their bank uh backing as the fifth largest commercial bank in the nation and one of the largest 115 uh trustees. Um the investment management's provided by PFM trust um PFM asset management. uh they have a v a variety of investment portfolios available uh to the uh district uh based on potential uh risk tolerance, investment horizons, etc. So

080again, those are sort of the the three entities involved with the trust administration of the 115 trust. Uh next slide, please. And what this the trust is is really it's a financial tool available uh to participating agencies such as your district to preund a liability in this case your retirey health liability or OPE. So rather than leaving it in your general fund, you would put it into a 115 trust. And by doing so, you have sort of um IRS protections and backing that any income derived from those assets um are taxexempt. And so the that asset growth along with the contributions helps address your liabilities. And at the end of the day, you always have access to those assets because whether for reimbursement directly to the uh district or uh paying directly to the provider

081because uh with the 115 trust uh those assets are meant for those specific liabilities or expenses related to your OPED. And part of the trust is that there is no setup cost associated with the program. So fees are only um come into play once assets are put into the into the trust and at the end of the day that you wouldn't pay that out of the general fund. It would just be paid from a plan assets and the growth that be generated from that. Uh just a sampling of uh neighboring districts, school districts and community college districts or education districts in the area. You know again we have uh over 500 agencies. you know, that encompasses cities, counties, special districts, but you know, want to highlight some uh education districts uh locally or in the

082area that are taking advantage of utilizing uh this 115 trust for preunding OPED. And the next slide, uh one more, please. Um you know, starting off, you know, taking a look at the district's valuation uh report. Think of your valuation report as a snapshot of your retirey health liabilities as of the specific date. Um, you know, this is always changing or gets updated on a a periodic basis uh to kind of show what the true liabilities are. And with the change in reporting requirements from Gazsby, this is a uh line item on your financial statements. uh previously it was a footnote but now it's a line item not only taking into account the liability but also assets that you have uh addressing those liabilities. So you know a snapshot of the most recent valuation report

083as of June 30, 2024 uh liability is just over $6 million. Um because there is no trust set up by the district. Uh the net fiduciary position is at zero. So if you were to utilize a 115 trust, anything you put in would go directly uh to offset that liability. So as a result of u no 115 trust setup yet, uh the net oped liability which is reported on your financial statements is that $6 million. And sort of it gets into sort of why our agency's preunding liabilities. Um next couple of slides just highlights that and this is maybe a good place to start with that look at that valuation report is that you know by setting assets into a 115 trust you can earn a higher rate of return than you would through your

084general fund in turn those assets as they grow as I mentioned tax exempt uh help offset or address those liabilities. So you kind of get the benefit of uh earning a higher rate of return than you would through your general fund as well as those assets directly offsetting those liabilities. Um you know sort of the rule of thumb in the previous slide with the valuation report was that for every 1% increase in that discount rate that's being used, you can lower your liabilities by 10 to 12%. So that kind of helps. Um again part of the preunding is reducing those liabilities and having those assets to offset those liabilities. Uh yeah with number of other reasons as well. Um you know you're protecting these benefits that are paid for your employees of the district. Um

085it's good uh financial planning or outlook GFOA looks at that as best practice. So, you know, aside from lowering your liabilities, having assets that offset diversifying your assets, um, you know, just additional reasons. Uh, the, uh, previous slide, if you could go back one, I'm sorry. The available to the district are these different target index based strategies. By using an index based strategy, you have the benefit of taking on asset al um equity holdings as part of the asset allocation to try to earn a higher rate of return while at the same time lowering the cost of uh the portfolio management fees because they are index funds. So you have the the choice of four different options that allow you to you know uh different portfolios to choose from. You know, part of that would

086be taking a look at that valuation report to see, you know, what is your discount rate? So, that uh ties into what you're trying to achieve. If you could go back a couple slides, I think yeah, right there. Okay. Uh and then next slide, please. uh just historical returns of that potential earnings. Uh from top to bottom is your more aggressive down to your more conservative um you know showing sort of that higher allocation with equity holdings uh potentially higher rate of return. Um you know we have transparent returns or we try to be transparent in our what we're showing. So we have a one, three and fiveyear historical returns to show you uh you know so that you know potentially what can be earned by utilizing that trust. And then the next slide just

087gets into a comparison of um you know with CalPERS's serit which is their version of the 115 trust for preunding uh kind of on a net performance uh fee analysis. So not only taking into account the fees associated with the program but also the returns and on a net performance uh fee basis over a 135year period uh the PARS trust with the PFM asset management uh overseeing the investments has done very well over a 135year period outperforming uh Kalpers. Uh next slide just gets into the fees. As I mentioned earlier, uh this is a feebased um structure where there's no cost to set up the program. Uh fees only begin once assets are actually put into the trust. Um for PARs, it starts at uh 25 basis points, which is one quarter of 1% and

088then goes down as assets grow. And then US Bank and um PFM asset management based on this target index based strategy approach which are lower based fees you're looking at uh just over seven basis points for those uh fee for that. And next slide please. And then part of the administration or making the ease of administration for uh your district um really we try to take off the administrative burden of the program. uh it really would just start with a adoption of a resolution uh to participate in the trust for the district. At that time after the adoption, PARS would send out um uh signature ready documentation to the district. Upon receiving everything back, uh we'd work with the trustee US Bank to set up the account. Generally takes about uh one to two weeks

089to set up. At that point, it'd be ready uh for the district. We have some districts or agencies that will set up the trust and once they have monies or ready to move forward, they can uh submit the contributions at a later date. Other agencies are ready to move forward right away, but there's again no um requirement as to how much you put in, when you put in. Again, that's all part of the discretion available to the district, that local control. and then ongoing uh we would just uh monitor the program and coordinate with the district to review the program and ensure everything's running smoothly um on a periodic basis etc. So So Ryan, the the board could choose to open up a trust and put zero dollars in. Yeah, absolutely. Yeah, it's not unusual

090for agencies to set up the trust uh you know and later down the line um when they are ready to make a deposit or if they come into additional monies then they can do so. Again, that's part of that local control and discretion of the district. So, um I went through this uh fairly quickly wanted to pro provide information uh on a concise basis. I am available for questions if you have any. Any questions? I don't have any. Thank you. Thank you, Ryan. So, the next steps would be if this is something the board would want to think about and see if we're interested in opening up a trust knowing that we don't have to commit to anything financially at this time. I do want to add that we do have funds in fund 20

091which is a retirement account not in fund one or general fund that can be used to fund it without implicating our reserves or has any anything to do with general fund and it could be just a beginning start a startup amount um whatever the board feels comfortable with and then we could decide on a planning annually of how much we we should be contributing or what we feel based on what priorities um at that time decide at a later date on on an amount. And is is that money just sitting there not drawing interest? Right. Very little interest. So if we were to choose to put that into a trust, we're going to draw more interest. Correct. It's been sitting there about 10 years, 10 15 years. So my question on that is what is

092the onetime setup fee? Because I see here these cost 0.25% for 0 to 10 million, but I don't see like a onetime setup cost. There there are no setup costs associated with the program. Okay. So, so we're only paying cost if we're using the funds. If assets are put into the trust. Okay. So, if we put managing the funds Okay. So, if we put money in there, then you're going to take some fees to manage the funds based on the interest we're Yeah. Just based on the participation in the program. Based on the participation. Yeah. Ideally, the money would earn enough to cover not only the cost of the of the program, but you know, earn towards that discount rate above and beyond. So, and I've seen it over time previously that eventually get to

093a point where it pays itself and it's just growing um from the interest over time and that's a long term. We'll see that growth in a long term. Yeah. Thank you. Thank you. Ryan, is there something over here? Thank you, you guys. Okay, good. All right. Thank you very much. Is there any direction from the board to continue this and and look at opening a trust? It have to go to another meeting for an actual vote. Is there any direction there or just hold on this? What would you like to do? I think that would seem reasonable to move forward with looking at a trust. I think it seems more reasonable to preund it, especially like the interest rate or the cost is like only a quarter of a percent of the fee to run

094it. It seems like if you're producing more in what's coming in than that cost and it would seem reasonable to do this rather than keep it in the general fund, I would think. Yeah, I agree. I think we're on that path. I think we need to continue unless there's a real clear indication that we shouldn't. Okay, we'll keep moving on Yeah, that was my question was is there any down like what would be any downside just um the only um times where the down would be there'd be a year let's say we're going through some um recession in 10 15 years we could decide not to fund any not even put any money in it because you're not we're not in the position to put money in it now and we're just going to hold

095off on it so that's the flexibility we have yeah I would say the the downside would be potential market risk or fluctuations. It's kind of the inherent risk, but yeah, I mean, uh, generally speaking, the OPED liabilities or retire health liabilities, they're long-term liabilities, you know, 30, 40 years. So, ideally, you would have a longterm investment horizon for that. Thank you. Thank you. Thank you, Ryan. Thank you. All right, we'll continue to move on forward that with the board. Okay. So Furry Williams uniform complaint process and we have no complaints to report. Good. And then um school calendars. Calendars. Yes. Let me see. Who do we have first? Let me get to that. Sorry. We have fair site. Laura Marquez. I'm here. Go ahead, Laura. Okay. Well, like many schools, um, lots of exciting things

096happening as the end of the year approaches and at Fairite as well. Lots of field trips planned, but I'd like to highlight two events in particular. Our open house is May 9th and at Fasite it is done um differently. Openhouse is the first 30 minutes of class. So, all of the morning classes have open house 8 to 8:30 and families are welcome to come and see all of the wonderful projects that um students have created throughout the year. And then for the PM classes, it's 11:30 to 12. And then a couple Fridays later, we have our picnic day and color run. And that's always um a very fun time. Um, our campus is packed with families who come to eat lunch with their uh, children and then watch them or participate with them in the

097color run as they the little ones run one very long lap. It it lasts about five minutes, but it's super cute. Thank you, Greer. Leah. All right, May is full of great events. One of the favorite things I've seen at Greer is the Three Piggy Opera. I don't know if you've ever been able to come, but it's fantastic. Second grade puts on a Three Piggy Opera where they perform. Look at Mrs. It's a good one. It's adorable. That's happening on Friday, May 9th. Um it's right in the morning, early morning at 8:15. And then we have the pleasure of joining River Oaks and Valley Oaks. Our sixth graders take off together to Sly Park which is an amazing opportunity for our kids in G going together because they form these bonds in sixth grade at

098Sly Park that carries to the middle school. It allows three of our schools to join up there which is wonderful. And then on the 28th sixth grade um celebration along with our picnic on the green and open house and that begins at 12 o'clock. Thank you Lake Canyon Judy. 15th um we have our you our service learning initiative um for the year kicks off with our nonprofit guests representing the American Heart Association K9 Companions and it takes guts organizations and our students will hear about their work in the local community and then raise funds to support them. And then also the last week of May, our sixth graders are heading up to Sly Park. So another exciting month. Thank you. U Morango Joshua. Um May is also the month of field trips. I won't share

099each one of them, but there's a lot of grades going on, a lot of wonderful field trips. But um areas to highlight on the 14th we have our picnic on the grounds and that extends into our open house from 12 to 2. Also on the 23rd Morango's Got Talent 1:30 to 2:30 um in for some some high levels of skills and abilities. And then um sixth graders have their their pool day and trip the 30th and field day is on the 29th. So just a lot of things to look forward to. River Oaks Leah. All right. River Oaks is in the same boat as Greer with going to Sly Park. Um, one special event that I recall being a mom at River Oaks of a kindergartener was they do a kindergarten Mother's Day tea and

100it's just adorable. So, that's going on on the 9th. And then their picnic on the grounds is and open houses on the same month but on the 21st. And then uh Moringo similar as Moringo with they've got talent. It's River Oaks talent show on the 28th. Yes. I still have my vases from Mother's Day tea from kindergarten at River Oaks with both my children in my office. Yep. I still have mine as well. Loved it. All right. Um, Valley Oaks, Stephen. Hi. Thank you. So, I'd like to highlight um on May 1st is when we're going to have our open house. And if you've been to our open house Dia del Nino Children's Day celebration before, you know that when I say there's thousands of people there, it's not an exaggeration. Um we really do

101have um a large percentage of the east or the west side of G at our school uh on that day where we have uh children's performances um singing, sometimes dancing um that precedes uh the openhouse portion. So it's it's a wonderful event. Uh there's food, music. I mean, it's it's just a great day. And it it falls in line with when Dia del Nino is is celebrated in in Mexico on April 30th. Um and so it's as close to that as we could we could make it. And uh it's a great day. And if you have the opportunity to come by and and check it out, even if it's just for a little bit, uh the performances and things like that are are on the earlier side. Um and then after that is the the

102openhouse walkthroughs. Uh I also want to uh highlight May 22nd which is our Valley Oaks spring concert and as you as you you know have heard a little bit today we have Mr. Anel Dua is a wonderful uh band and choir director and uh he really puts everything into uh teaching these kids and we have a huge uh band and huge choir and so much energy and enthusiasm for for that and so that no doubt will be another great concert. And then the last one that I want to highlight is on the 27th. And this is probably one of our our favorite days of the school year. It's when the graduating high school seniors uh come back to the school and do a high school or do a senior walk at the school and our

103our students at the elementary level cheer for them and do the you know the soccer line and they run underneath it. And then at least at at Valley, every school's a little bit different. uh we have a little assembly and the high school seniors get to uh present themselves, talk a little bit about themselves um and then we have some speakers. So, it's it it truly is one of the one of the really cool days of the school year seeing kids you know six years later that look like you know adults because most of them are adults and um listening to them and and what they're going to be doing in the future. So, another wonderful day. I think you might have a special delivery, too, by the way. He did it. That's my husband,

104by the way. How did Mr. Nelson get something? Look at that. All right. Mine's at home, right? Special treatment. Very special treatment. All right. He's He's a He's a good man. I thought it was in justest when I said it, but I I did include you though, just so you know. And then we have Macaffrey Joshua. All right, middle school excitement as well. Um the main areas to highlight, if you can come on out, open house on the 8th at 5:30, open house showcase. Um Avid is going to be in our BFL. Uh there's going to be a band concert, art showcase, and food trucks galore, and just a really nice family event to have that evening. Um another area is of course getting to all of the eighth grade activities that come before and

105you know, promotion. So we also have the high school senior walk on the 27th, 8th grade promotion awards night on the 28th from 6:00 to 7:30. Um, then eighth grade promotion field trip. They're going to get to go bowling and eighth grade promotion dance is on that Friday the 30th. And then of course transitioning into the next week since we end on Wednesday. It all comes very, very fast, but it's an exciting time. And yeah, feel free to come by if you can for any of those. Thank you. Lots of great activities to attend this time of year. All right. So, let's go to the consent calendar 242.586. All right. Just one highlight I would like to um the human resources consent calendar. We have some retirements, some big ones here. We have Victor Coleman.

106He's retiring after seven years as a custodian in our district. We have Diane Smith who is retiring after 29 years. She's been serving as um a secretary one at Moringo Ranch but 29 years in the district. And then we have Shelley Zimmerman retiring after 20 years in the district and she's currently custodian at Valley Oak. So thank all of these employees for their dedication and years of service and we wish them the best in retirement. Thank you. Can I get a motion to approve 242.586? I'll make the motion. I'll second it. Thank you. Have a motion from Matthew Ward to approve item number 242586, the consent calendar. Seconded by Wesley Kaggel, Katherine Harper, I. Annette Kunzie, I. Thank you. The motion carries 4042.588 consideration of approval of recommendation of reading reading difficulties risk screener instrument

107to be administered beginning in 2526. Thank you. A new requirement in California related to reading screeners states that beginning with the 2526 school year, a school district shall assess each pupil in kindergarten through 2 grade for risk of reading difficulties, including possible neurological disorders such as dyslexia. In January, a team of six K2 teachers representing all elementary schools as well as two administrators participated in the selection of a reading screener. The team heard presentations from three different agencies. One was Amira. The second one was MClass with Dibbles and the third one was Multitudes. All three screeners are available for kindergarten through grade two both in English and Spanish. The team is recommending multitudes developed by the UC San Francisco Dyslexia Center as the reading screener to be used for the 2520 school year. By identifying

108the early signs of reading difficulties, we can better intervene before challenges become barriers to success. So we are asking for board approval to start using multitudes starting next year. So my question is do they come actually to the school from San Francisco like send staff out here to assess the students? Is that how that works? No. What we will do is we will use the screeners that they developed. Uh they will train our staff, they will train our administrators and teachers would administer this assessment one- on-one. And again this is um a screener. This would be in addition to the district assessments that we already give. But this could highlight possibly reading difficulties that our current local assessments don't catch. So I was having this conversation with somebody yesterday or the day before about like

109when what age is it the most these kids um somebody uh diagnoses or catches that they're having reading difficulties like with dyslexia dyslexia. Do you have any idea? I would say that by within six weeks of kindergarten, we can already see what children might struggle a little bit more. We don't have a tool in the classrooms that would assess for dyslexia, but our current DR or district assessments. The goal of those assessments is to start monitoring, you know, what children are not um learning in the same way as maybe the rest of the class. Again, each child is individual. Sometimes children struggle in kinder and then in first grade everything clicks and they're fine. Um, but this again would be uh a a general screener that could potentially identify um again areas that we don't

110have the ability to do with our current local assessments. But it it could start with as early as kinder where we start noticing that um reading could be an issue for some children. What does the screening process entail? I believe generally speaking, high level, it's um generally it's a one-on-one. It will take about 15 minutes. Um the teacher would have a computer in front of them. Another uh computer or Chromebook would be in front of the child and we just the system would take the child through the process of different areas of reading to see what gaps or what strengths the child sees. At the end of the screener, the the program will give us a report for the teacher, a report for the parent, and again, and it would highlight for us, this is

111what we've been told. Um, it would highlight for us, these are there's nothing to worry about with this child, or you might need to do additional assessments for this child based on how they scored. But it shouldn't take more than 15 minutes. And I know um shouldn't is such a um general word because we're talking about 15 minutes per child in a class of 20 to 24. And then I just had another question. There's been sort of a lot of uh things out in the news with regards to age appropriate items that are shared with younger kids. Is that something that they are very in tune with like we're we're making sure these things are age appropriate for the children? Yes. And I would say all three had um the research behind it, right? All

112three had um strengths. All three had items that we liked, but of the three, we found that multitudes was probably the one that might be the easiest to administer and what that would give us at least some guidance on what children do we need to do a little bit more for. But the the research behind all three has been extensive. Mhm. Is this reported to parents um like on the pro not the progress reports but I guess the report cards on the trimester? No, this will be in addition to what we already provide to parents. It's a specific report coming from multitudes based on how the child um does. But this is an addition. Okay. And so then when it would they go over that at conferences, would they be able to time it like

113that? I'm just making sure that the communication is already they're thinking about how to set that up for parents. We're in the early stages and multitudes has a guideline as to when would be the best time to give this assessment. For example, they encourage us not to administer the assessment to kinder in the first I I want to say like 60 days because they're just getting adjusted to what a classroom setting is. Mhm. So they kind of give us a guideline on when would be the best time to administer the assessment. Um so we still need to come up with a plan as to okay so when do we administer? Um how does this align with other assessments that we already give? What would be the communication to parents? How do we ensure that the

114parent can then read the report? Right? If if we're going to take the time to administer, we want to make sure that this is meaningful to the families. So we're not there yet. the we're in the beginning um process of okay we identified a a screener we bring it to you for approval the next part would be to at least come up with a skeletal plan of okay how how do we roll it out next year okay thank you any other questions on that can I get a motion to approve 242.588 I'll make the motion to approve I'll second it. Thank you. I have a motion from Annette Kunzie to approve item number 242588. Second seconded by Wesley Kaggel. Katherine Harper. I. Matthew Ward. I. Thank you. The motion carries 40. Thank you. 242.589 consideration

115of approval of a tenative agreement between the district and the GEFA. Thank you. So yes, we have a tenative agreement with uh GEFA for salary and related items for the 2425 school year. Um part of this agreement includes a 2.5% across the board salary increase and that would be retro to July 1, 2024. also a health benefit cap increase of $150 which would raise the cap to 150 per month and this would take effect for the June payroll if approved. We've also agreed to increase the days of leaves. Um currently teachers receive 10 days a year and this agreement increases it by two for a total of 12 days a year. Also we have contract language changes for articles related to hours evaluation procedures term association rights and responsibilities and those changes are provided for

116you in the backup. This agreement has been approved by is has been ratified by the teachers union and the public disclosure has also been approved by our county fiscal team meaning that our district can afford this compensation that is also provided for you. The fiscal impact is over $850,000 ongoing of a commitment for the benefits and the salary increases. Um, attached for you is the actual agreement, salary schedules, proposed new contract language, and the public disclosure from the county. Any questions? I just had a comment. Um, I just wanted to I think it's great that you were able, you know, to have that collaborative process. So I I want to acknowledge that and it does seem like a very fair agreement considering the salary increase with the benefits. Um so I just you know there's

117different it's not just the salary but those other benefits as well. So I just wanted to make sure that that was out there. But I mostly wanted to just acknowledge the district for being, you know, there's a lot of different districts right now that are laying off staff. And so I just wanted to acknowledge that it seems like we've been fortunate to be judicious with our finances that we can continue to do this along with not having to have massive layoffs like a lot of districts are right now. So that I just wanted to make that comment and I think that applies to both this item and the next item. So I won't say it twice. Okay. So, but thank you. And we do have a slide for you that shows what this compensation um

118does to our reserve level. It's actually included in the online packet with a further um article or item related to compensation and we'll share that with you when we get there. But it does um it does drop our reserve down by about 2%. And that's considering compensation for all employee groups if that were approved. CSEA, GEFA, and unrepresented drops it down by about 2%. Any additional comments, questions? I'm going to make the motion to approve 242.589. Can I get a second? I'll second. Thank you. I have a motion from Katherine Harper to approve item number 242589 seconded by Matthew Ward. Annette Kunzie I. Wesley Kaggel. I. Thank you. The motion carries 40. And I'll just share with you since Kawhi put it up now. I won't share it when we get to the other item,

119but you can see 2425 our reserve for current year would be 12.23%. Um the following year would be 10.48% and then 2627 would be 9%. Okay. Item 242.590, consideration of approval of memorandum between school district and the GEFA regarding full day kindergarten early release days. Thank you. We continue to support the voluntary option of offering a full day kindergarten. For the 2526 school year, full day kindergarten will be offered at Lake Canyon, Moringa Ranch, and River Oaks Elementary. The memorandum of understanding theou that is included in this item has information regarding the timeline for indicating interest notification of attentive assignment as well as prep time to be provided. Theou also includes information regarding the addition of one additional IIA per site and it also reflects 17 days of early release or early dismissal to allow

120for planning and collaboration between the full day kindergarten teachers and the instructional assistant. We are asking for board approval. Questions, comments? Can I get a motion to approve 242.590? I'll make the motion. I'll second. Thank you. Have a motion from Matthew Ward to approve item number 242.590. Seconded by Annette Kunzie. Katherine Harper I. Wesley Kaggel. I. Thank you. The motion carries 40. Thank you. And I think I just want to note I think we have a typo on the fiscal impact. I I believe that's probably 28,000, not two 2,000. Oh, that's just the 34 hours. Okay. There is a little more of a fiscal impact because we are hiring additional IAS. So, I just want to make sure the board does understand that that the the fiscal impact is more than $3,000. The the IAS

121and they're currently built in the budget though, so that way it doesn't affect our fund balance. So the 14 to4 instructional assistance is going to go up to about 150. Yes. Because that's hiring. Let's see how many sites do we have teaching? Three. So we will be adding three additional 147 IAS. Yeah. Okay. Item 242.591, consideration of approval of theou between this district and um GFA regarding dual language immersion teachers who are opening a new classroom. Thank you. We continue to support the expansion of our dual language immersion program at Valley Oaks. Theouou that is included in this item has information regarding DLI teachers having access to $2500 fund during the first year of implementation to spend on materials and supplies. Theou also includes information regarding DLI teachers being excused from adjunct duty during the

122startup uh the startup year to be able to plan and collaborate to ensure a successful program. and we are asking for board approval. I'll make the motion to approve. I'll second. Thank you. I have a motion from Annette Kunzie to approve item number 242.591 seconded by Matthew Ward. Katherine Harper I. Wesley Kaggel I. Thank you. The motion carries 40. Thank you. Item 242.592 the consideration approve of approval of the superintendent's recommendation regarding implementing board resolution number 12 which was adopted in February reduction in particular kinds of services and abolishment of classified positions due to lack of work or lack of funds. Yes. So this is the final board step in the classified reduction process. The final notice of layoff will be given to the affected classified employees um before May 15. In February, we brought

123seven positions which included um the IAS for kinder. Um now we have done we're down to one position. It is the in preschool instructional assistant at fairside. Um due to no other classification, the employee is not able to bump, but the employee is able to apply for our vacancies. So we're hoping the employee will apply to one of our vacancies. That way she can continue to work as part of the district. and the rest were able to be bumped into a position because we had short-term contracts and actually were able to save that contract for them to begin in the new year. So, um majority were able to um uh secure a contract for next year questions. Can I get a motion to approve 242.592? I'll make the motion. I'll second. Thank you. We have

124a motion from Matthew Ward to approve item number 242.592 seconded by Katherine Harper. Annette Kunzie I. Wesley Kaggel I. Thank you. The motion carries 4042.593. This district initial public notice or the sunshine for fiscal year 2526 to CEA. All right. So this is a public hearing. It will come to the board next month as an action item is a two-step process. Um we are the contract is open full contract open next year for with our CSEA classified staff. So we have identified the district has identified the articles that we would like to negotiate next year. Um since the contract is open, we're able to negotiate more than two articles. So we are anticipating to negotiate CSEA rights, vacation leaves, transportation, disciplinary action, professional growth program, yard supervisors, shoe stipen, sick leave support system, and parody

125studies. Any questions? I'll make the motion to approve 242.593. I'll second. Well, this is a public hearing. We don't have to vote on this. Okay. Yes, we'll vote next month. All right. Uh 242.594 consideration of approval of non-represented agreement covering the period beginning July 1st 24 and ending June 30th 25. All right. Thank you. So we have 43 unrepresented staff members, administrators, supervisors, coordinators, counselors, and confidential staff. We are recommending a compensation of 2.5 ongoing salary increase that would be retroactive to July 1 and a monthly health cap increase of 150 for a total district cap of 1,50 that would go into effect the June payroll. Um the fiscal impact is 22,000 a little over 202,000 for salary and health benefits. um the attachments for you um is the res the reserve level table that

126we showed you here that we have that in the online packet. We have updated salary schedules for all of these positions and the county public disclosure was already provided for you in action item 242.589 with the GFA compensation. Everyone okay on that question? Yeah, I'd like to make one one comment that people who are questioning people's salaries and everything, it's in this packet. So, it's here. The information is here if you're wondering people out there. Just letting them know. It's online as well. All of our salary schedules are online. I just have a question on the dates because obviously like June 30th is coming up soon and so we're basically voting on stuff from like 10 months ago up to now. So is that is it normal for this to be presented to us where

127we're voting on increases for like the last year? Yes. It's usually salary increases are usually retro because you start negotiating in the year you're in. So we started negotiating um with our two unions in probably September, October and 2024 and then it takes a few months to come to an agreement and then the agreements have to be ratified, voted on, approved by the unions and our county office has to approve it and then the final step is to come to the board. In some cases, although historically our district has not done this, but some districts and unions do negotiate a multi-year deal. For example, they would negotiate for the current year they're in and also for the 25 26 school year. Many districts do that. It's We have not done that. Good question though. Anything

128else? Can I get a motion to approve 242.594? I'll make the motion to approve. I'll second. Thank you. I have a motion from Wesley Kaggel to approve item number 242.594 seconded by Matthew Ward. Katherine Harper I. Annette Kunzie I. Thank you. The motion carries 40. Next we have 242.595 the first reading of board policies. Yes, we have quite a few policies to share a summary with you of some of the changes and have discussion or any feedback. We will start with business services and this is listed as an action item. Are we No, in your the hard copy packet the binder version does say action item. We have corrected that for the online version. This is a first reading. Okay, that's what I thought. Yeah. And if we have comments, do you want them as

129we go or do you want them to us to wait till the end? What is best? You know, maybe maybe as we go. We'll we'll pause so that way it's fresh the the policy we're on. So, we'll just kind of pause after each one and see if you have any questions or comments. Okay. I will begin with district records. Um BP and AR 3580. Um some information regarding this is um cyber security. I know recently we have provided an annual training on that. Um we've also worked um with SIA what additional measures we have to do. So policy has been updated to include that. I've worked with um men um what's our backups for certain um records that we're supposed to keep. So it's practices that we're doing but now it's more updated in board

130policy. The next one I have is BP 4151 employee compensation. Some updates in this board policy was um when we adopt salary schedules, we make them available and review. Um some districts have it in the in in their off district office, but we we have a practice to have it on our website and we continue to update that. So now we're indicating that um we're also indicating um how how often do we pay our employees? it's they want to see it in board policy. Um, and we've updated that information. Some new changes about overtime um came up where districts are not requiring to do um double pay anymore. We used to an employee work past the 12 hours. Um we're now that became exempt as part of policy. So that was new added to us

131and I'm like we've only had one occasion when we had to do that. Um but now that it's become board policy and a code. So those are some new small changes. Questions on those two? Keep moving. All right. Curriculum. Thank you. Uh policy 1312.2 related to complaints concerning instructional materials. The updated policy um indicates that we will encourage parents and guardians to discuss any concerns regarding instructional materials with their students teacher or the school principal. If the situation remains unresolved, then a complaint may be filed using the process specified in these um policies and regulations. Um it also states that the district shall accept complaints concerning instructional materials only from staff, district residents, or parents or guardians of students enrolled in a district in our district. the regulation that goes with that same item. Um

132these are the steps that are to be followed when filing a complaint and the exhibit is the actual form that um can be used when there is a request regarding um a complaint with the instructional materials. Yeah. So I'll make a comment on that and that is I actually I don't have any issue or comment on this particular policy. It's that I would like to express my interest in seeing the district look at considering a policy that would be similar in nature but on the grounds of addressing uh controversial books and allowing parents to opt out of allowing their kids to have them either checked out or presented to them. I know Michaela Johnson spoke at it on the last board meeting so I won't reiterate her words. So, I do intend on looking I

133have spoken to some teachers to see if there are other other schools that have similar policies that in their manuals and so I'm going to be looking into that to see if there's something that we might be able to bring to the board to consider for the board to adopt in the future. Thank you. Try and keep track of all the policies that we have here. Uh the next one is policy related to science instruction. This is just updated language uh that now reflects the the opportunity to participate in professional development. Uh the need to develop appropriate safety measures. Keep in mind we already do this. This is just policy that updates what we should be doing. Um, not a whole lot here except that again it's important to develop those safety measures and 8th

134grade at Macaffrey in particular has very strict and has identified what children should follow during like collap. I had a question not on the change but on the policy. Am I able to ask that now or is that okay? So I the thing that sort of drew my attention where it talks about philosophical and religious theories um that are based on faith or not taught. So to me, I really struggled with that because it sort of required me to step back and think that faith and science are mutually exclusive when for me they're like so intertwined kind of along the lines but for God there would be no science. Um but I know that that's my personal belief and not everyone h shares that belief and that's certainly within their right but I also know

135that there is a lot of students in our community that would have that and a lot of our constituents and even probably our staff. So my question is um and I don't know this if this would ever come up but if a student were to say you know um I my parents talked to me and and or you know I believe that God has created the universe they wouldn't be told that that is wrong right would they be referred back to their parent or how would that be handled absolutely and I think anytime that a question comes up from children um our staff are very aware that there are conversations to be had at home and conversations that you know we should have at school based on the standards that we follow. So if a

136question were or a comment was made, I would think that all of our teachers would say, you know, thank you for sharing. Um if you have any additional information, questions, that's something that maybe you need to check in at home and and um you know, get guidance from there. uh teachers whenever um there's a lesson right that could maybe touch on items that could question or could trigger questions from children um they do a really good job in it of trying to stick their best trying to stick to the standards to the best of their ability. Um our job I think at the school site is not to promote one thing or another but to provide information to children and to encourage children to build their own questions and curiosity and again if appropriate then

137of course we will encourage it in the classroom but when it's a conversation to be had at home then that's that's for home. And the last policy uh similar to science with history, social science uh nothing really here new except again that we will provide professional development that um there's additional guidance for guest speakers at McAffrey. We tend to see this a little bit more when it comes to social studies. So it's just additional guidance on um how the guest speaker should have some knowledge related to what we're teaching in the classroom basically. All right. Thank you. It's my turn. Right. Okay. So, the the policy is around drug and al uh alcohol and drug. This is a board policy and administrative update. The uh language has been updated to account for new laws. And

138uh the first being that the districts are to uh annually inform parents at the beginning of the first semester or quarter on the dangers associated with synthetic drugs not prescribed by a doctor. There's also a new law around districts required to uh inform parents of the social media marketing to sell these synthetic drugs. There is updated um language around um prohibiting districts administrators sites to suspend or discipline students who voluntarily disclose their use of tobacco, alcohol or other controlled substances. Uh this uh board policy and administrative regulation is being updated to include language that prohibits uh prohibits districts from prohibiting students at middle school or high school from carrying fentinel strips or federally approved opiate antagonists and additionally students 12 years or younger that may need the nasal spray. It also authorizes a district that

139may use alternatives to a referral for a student to a law enforcement agency in response to an in incident involving the students misuse of an opiid to the extent that it does not uh conflict with any law that could be uh requiring that referral. In addition, the regulation has been updated to include the instruction on the effects of long and shortterm health risks of alcohol or drug use. Right. Questions? Okay. So the uh next board policy is around uh individual education programs and this is a technical revision. Um the change the most significant change is changing the terminology of students with disabilities to students with exceptional needs. In the regulations, the changes that have been incorporated are the requirement that um uh postsecary post-secary goals for students that start high school can be held no

140later must be held no later than the first IEP to be in effect before the child is turning 16 years of age. And really the idea is to h to start having those conversations as the kids are in middle school transition to high school and then uh uh beyond and really um involving these students in terms of kind of what are their post-secary goals and how do we put systems in place and make sure their IEPs are developed so they can meet those. Additionally, there's new language, new regulations that in an IEP for a student who is considered deaf or heart of hearing or deaf or blind, when they're considering placement options that they are considering the language, the primary language of that child. Additionally, there's language in this regulation around assist of technology and

141the uses of AI, which I figured would be coming since we're talking a lot about AI. So those um board policy and administrative regulations have been updated for that new law. And then the last board policy and administrative regulation is around non-public non- sectarian school and agencies for special education. So these are utili we utilize non-public schools when we have students that have an intensive need that our comprehensive campuses can't support. And so this policy um and administrative regulations has been updated to include language that if a foster child moves into a district that's currently placed in an NPA or I'm sorry an NPS school that they can stay in that school that they were originally placed from. Um and that aligns with um language and laws that support and um provide pro protections for

142foster youth to be able to stay in their schools of origin. So it just kind of has been reflected in the non-public school uh master plans. Um additionally, if there's any change in the status of an NPA or an NPS that we are required to notify parents like if they've lost their certification in a timely manner. you. All right. All right. My turn. So, I will start with access to district records. This is a simple edit here for this board policy. They moved the language related to copying public records to the administrative regulations. And so, with the AR for access to district records, they clarified and they provided a list of records that are defined as public or confidential. But it is noted that this is a non-exhaustive list of records. There could be other

143records out there that are not identified in this AR. It also prohibits sharing personal or confidential information for employees. And it also um updates to clarify that unless otherwise authorized um or required by law, information regarding an individual individual's citizenship or immigration status shall not be disclosed and we do not collect that that information for students. Um uniform public construction cost accounting procedures. Um, this is the bidding process that we have to follow by law because we're a public entity. Um, now after after you go out to bid for the first time, whether it's informal or formal bidding, if the district rejects the bids, the district can then perform the work um more economically by employees of the district. The AR also made a change. They are now clarifying installations of equipment for example that

144is now declared a public project meaning you will have to go through the regular bidding process for those that kind of work contracts. Um the policy states that the board ensures that contracts entered into on behalf of the district conform with all uh legal standards. There's also a new law that requires if the district utilizes a private labor compliance entity um that entity must sign a declaration verifying that it does not have a conflict of interest. And the um policy defines what a private private labor compliance entity is and what a conflict of interest would be. Emergency schedules now um allow for a school to or the board to close school for a health condition or a snowstorm. It also adds um language. It also addresses the fact that by July 1 of 2026, you

145would not be able to apply for funding if you closed a school. If you or if you close school for a day or weeks, whatever the event might be, unless you have an instructional continuity plan that's included in the district's comprehensive safety plan, and we are currently working on that. um we will have to add that continuity plan to our safety plans um here by July. Employee security um authorizes a collective bargaining representative to seek a temporary restraining order on behalf of a district employee who's been subject to harassment, unlawful violence, or credible threat of violence in the workplace. Um there's multiple policies because of the the different employee groups that we have. The AR also requires districts to provide reasonable accommodations to an employee who is a victim or whose family member is a

146victim of domestic violence, sexual assault, stalking or other qualifying acts of violence and also updates the policy related to an employee requesting to carry pepper spray. uh student records. There's guidance on when you can or when you cannot request uh warrant the um or apply with a request for deletion of student records. It also um updated the California Attorney General um related to responding to an immigration enforcement in K12 schools. And we also have to develop protocols to comply with the court's restraining order um that may prohibit a party from accessing specified student records and we also have to ensure confidentiality of student records with any kind of loss um especially related to AI. Now um again similar the AR also um references the attorney general related to responding to immigration enforcement. Um it updates

147the definitions of for student records of what is cl what is um personally identifiable information gives um updated definitions for that conduct. This what they did here with conduct is they are adding policy that is limiting um student smartphone use and requiring that a district update a policy that either limits or prohibits smartphone use every four years to update the policy. Our current policy for cell phone use is in our current board policy under conduct. If the board chooses to adopt this new policy for conduct, our cell phone policy would be moved to number 16, which is a new policy that we do not have for mobile communication devices. So, and this this one states here that by July 1, 2026, you would have to develop and adopt every 5 years, sorry, it was 5

148years, not four, a policy that limits or prohibits student cell phone use. And so we're recommending option two, which would require that students are not using their cell phones during the school day. Currently, that is our policy and they are supposed to be put away and in their backpack. So we would recommend that that option. Any questions on that? 17. Yeah, I do have one comment. So, I'll just say that I did read through the policies, especially 4158 on employee security. And I took special notice of the new provisions on use of pepper spray and it's saying employees shall not carry or possess pepper spray and then talks about how you can request authorization from the superintendent and that there's a process and you have to say, okay, this is why I want it and

149here's the dates for which I feel like I want it. And so I'll just say like on a personal level I I'm more in favor of more like liberal of like if a teacher wants to have pepper spray with them because they think that makes them feel a little bit safer at school. Like I personally don't think they should have to say well I'd like it from this date to this date. Um so like I don't know if there's any latitude. I don't know if that's coming from CSBA or that's in the that's in the ED code where like it has to be as such. But personally I'm in favor if a teacher wants to have pepper spray on them because it makes them feel safer being at school. I don't think they should have

150to say, "Well, I want it on because of these reasons for this particular time period because I for whatever reason just I generally feel safer with it." That's just my feeling. Mhm. Well, we could look into that to see if it's part of ED code or any law that states they have to give us the reason or the time frame of of how long they would be carrying the pepper spray. Um, I do personally, and everybody knows in the district office, I keep pepper spray in the um in the lobby ever since we had that one incident. Wes was there um of our our visitor, but I have personally put pepper spray in the drawer in the front lobby and it's labeled pepper spray and everybody knows in the office if they need to use

151it, it is there and I grab it and take it with me on my walks. So, but no, so we will we will look at that to see if we have some flexibility in reducing some of that language. Be interested to know how many teacher I bet you a bunch of teachers carried. Anyway, I say I have it on me when I met Lake. Yeah, I'm sure we probably have a lot of staff members that have it on their their key ring or in their purse or their backpack or whatever it might be. Yeah. My biggest fear is I'll forget to take it out of my purse when I get to the airport. Like I Yeah. Yeah. Um All right. Very slight change with bylaw oath or affirm affirmation just adds now that not only

152um governing board members but anybody exercising any function of a board member shall take the oath. And then 19. Oh, did I skip one? Legal protection. They added, this is another bylaw. Um, they added protection against personal liability for board members. Um, basically, no board member shall be liable for any harm caused by the board members's negligent act or omission when acting within the scope of the board member's responsibility. um including but not limited to the board responsibilities as specified um in the bylaw 9000, the role of a board. And so um there's protect protection there for personal liability when you are acting in in your role as a board. And then the last one, um we wanted to see if this language will suffice. This was brought to you last month visitors and outsiders

153and there was a comment or concern about the presence of sex offenders on campus. Um we do not we are not required to approve presence of a sex offender on a c on campus but in case if we were if we did it was commented that we to recommended to put some language in there that they would not be allowed by themselves on campus. And so we put the sentence here, unless unless otherwise directed by the principal or designate that should say designate I think. Uh staff member shall accompany visitors while they are on the school grounds and this is copied from the AR. So if that does that suffice for Okay. All right. Yeah. Great. Okay. So, do we have any public comments for topics not on the agenda? No, we do not. Okay.

154And then pending agenda items. I see we have a few there. Um, do we have is there any updates on those or do we have any additional things that we want to see on the agenda? We plan on bringing the dual language immersion program update to the May board meeting. I was hoping to bring the A program to the May meeting as well, but I know they are going to be at fair that week. So I don't it won't be possible to come to the board meeting and fair. So county fair. So that's a big big time. We'll probably have to hold that one off until the fall um when school's back in session. Okay. And I just had a comment. Um, one, I was able to do two classes at Lake Canyon on financial

155literacy and it was the students were really engaged and had a lot of discussion over needs and wants, especially when I held up a picture of a cell phone. That was very interesting discussion, but they did really good and talked about budgets and things like that. Um, and then also I attended the canoe mobile and had the pleasure of sitting next to Mr. Becket who knows everything about birds and so I learned so much. So he was really awesome in that whole I was so glad I was able to do that and spend some time out there. And then um I just wanted to mention that as part of the delegate assembly that I was elected to um may in May I'll be attending a two-day conference in Sacramento and then also I'm on the

156um it's like a pillar subcommittee regarding strengthening local governance. So, I've already got a homework assignment and I'm going to be working with uh the board president and superintendent on getting some feedback with regards to some of the items regarding board culture. So, thank you. Anything further? Seeing none, I'll adjourn.