001Good evening. Thank you for joining us this evening. Uh the first announcement is that translation services are available. If there's anyone in the room who would like translation assistance, please uh go to the back and Jacob will fix you up. If you are online and need translation services, you will see a uh circle at the bottom of your Zoom page. And if you click on that, we will have translation for you. And now that message will be translated. Thank you. The board met in close session uh immediately prior to coming down here into open session and we discussed matters of anticipated litigation, personnel and conference with our labor negotiators. Is there consensus on the order of business? >> Good. Okay. Thank you. All right. So, here we go. Favorite part of the evening. one of
002them. The next is coming up soon. Uh our student representatives. So we have from Mororrow Bay and San Louis High. So Mororrow Bay, would you introduce yourself to everybody? >> Okay. Yeah. Um hi everyone. My name is Joselyn Oko Mateo. I'm the ASB president over at Moral Bay High School. Um I'm a senior this year and very happy to be back and doing another one of these meetings. Second to last one. So it's kind of sad, but I'm really excited. you have a lot going on. Um, let's see. Okay. Um, for starters, last Wednesday night, um, was a fantastic night. Our jazz band concert happened in our little theater. Um, with special thanks to Mr. Yungar for attending. Sorry if I mispronounced that. Um, there were, um, great funk tunes, some nice classic songs. Um,
003we had four different vocalists this night. Um, including Aaca Mayo, myself, um, senior Gabrielle White, and junior Deian Lewis. Um, so that was very fun and exciting, and I'm really going to miss it. It was so much fun being in the class this year. Um, also last weekend, um, or last week, our drama club went on their annual end of the year trip. They went down to Santa Barbara for a night and went to go see Hades Town. Um, this was super fun and everyone got like one last chance to bond as we're wrapping up the year and enjoy an incredible show. If you have not seen it, I definitely recommend the soundtrack. It's very good. Um, and then our end of the year rally was last Thursday. Um, every single year for the past
004three years, I believe, we've been doing a special tradition where the staff members of Mor High School do a fun dance at the very end. Um, this year was extra special because we had, I think, about 30 staff members this year and they all got to wear a shirt from the year they graduated and we got to celebrate four of our teachers that are retiring this year, including Mr. Furby, um, who is on his 43rd year of teaching at Mororrow Bay High School. So, we're going to miss him a lot. Um, Miss Rasada also came back to dance. Miss Coiner and Mr. Gaty all got special shout outs at the rally as they are all retiring. And then um the weekend before last, the Moral Bay High School engineering team competed in competed in the
005MA ROV regional competition in Monterey where despite being a firstear team tackling an advanced division, they built and operated a sophisticated ROV, completed a successful mission with 17 points, and impressed the judges with both their technical performance and professional presentation. We are so proud of them and I can't wait to see what they do next because it's just amazing. Also the weekend before last, several members of the Morave High School mock trial team competed at the UCLA West Coast Classic Invitational, going two to two against top California schools while showcasing growth in new roles, earning witnesses awards for Damen Lear and Arabella Feldman, and demonstrating strong leadership from captains Toby Roas and Benny Eastston Carr on a trip funded by the St. Louis Coastal Foundation. So, thank you so much This weekend, our Moray High
006School auto team has been working on improving and updated a donated car. It was entered in this weekend's Moral Bay car show, and our kids also supported the event in the concessions booth. The students earned an excellence award recognizing the rebuild of the car and the excellence of our Moral Bay High School auto program. Lastly, on Thursday evening, five of our students received free tickets to Angel Con. Angel Con is a Central Coast startup competition where six finalists pitch live for equity funding while connecting entrepreneurs, investors, and the local community. Um, this year, Cantaloupe AI, a recruiting platform that automates frontline hiring using voice interviews and delivers ranked recommenders, took home the grand prize of $155,000. So, we are so neat that some of our students were able to attend and witness this event. And
007then for sports, our swim and dive teams have had a great season with so many students qualifying for CIF. Special shout out to our boys swim team as they are undefeated league champions with one of our seniors, Jude Moore, for breaking two school records that have been held since 2010. Um, we're looking forward to 2026 2027 school year as Moro Bay has announced they will be adding girls flag football. Senior nights for softball and baseball are this week with softball on Thursday and baseball on Friday. On Friday, KSPY is coming to feature the seven senior boys who have played together for over 10 years and have broken many records over the years. We truly could not be prouder of this team and we know every single one of them will be missed very much. We
008are excited to begin the next school year as well with the turf in the stadium and new stands. There's a lot of buzz on campus. I'm really excited to see how it'll turn out. Um, and a lot of the last minute touches are underway and it's going to be really cool. And then we have so much coming up for these this last month of school. All of this week and next week we have AP testing. Um, I actually had an AP test today, so it can be a lot. Um May 8th there will be special Olympics with some of our ASB and um high school students being in attendance to help out. May 12th is the Coastal Choir concert at the Questa Pack at 7:00 p.m. May 12th, FFA is holding their end of the
009year banquet at 6:00 p.m. in the Commons. May 13th, coast bands concert will be in the big gym at 6:00 p.m. May 16th, our prom will be held at the Penny in downtown slow at 7:30 to 10:00 p.m. May 19th, AVID senior celebration night will be at 600 p.m. in the Commons. May 20th will be the senior recogni recognition assembly at 9:30 a.m. in the big gym. May 21st will be our our annual pirate Olympics. And May 23rd will be drama 24-hour musical at 700 p.m., not A.M., sorry in the theater. Thank you so much again for this opportunity to share. >> Thank you, Joselyn. Zoe. >> Right. Good evening everyone. My name is Zoe Fuji. I'm the ASB president of Slow High School. Uh like Jocelyn said, it's our second to last meeting. It's
010so bittersweet. I love going to these meetings so much and I'm so grateful to have been a part of this. Um, but yeah, that's I'm not I'm not going to get too sappy until the last meeting, but when it does happen, yeah, you will know I will be crying. All right, first up, let's go back. We have our academics. So, up above, we have our Elk students of the month for April, and we just want to give a shout out to both Nikita and Jude. Uh, they both work so hard, and thank you so much to the Elks for recognizing them as their students of the month. Uh, we also up above, we just have one of the colleges featured, but we had our senior uh college decision day this uh yesterday. We had it
011where our students wore their college apparel and sharing their future plans. We had a little wall where people will sign it. I'll bring in a picture next time. It's so cool to have everyone go up to the uh career center and sign their names on the wall. And then not pictured, but I should mention it anyways. Um as Josyn said, we're going through our AP exams right now. It's going to be a really stressful next two weeks on campus, but afterward it's going to be just smooth sailing. Everyone will be in such better mood. The sun's getting brighter. It's going to be so much better. All right. And then in our athletics, we're coming to the end of a lot of sports seasons, so please bear with me as I go through all of our
012amazing sports teams. So, we have uh several teams achieving major milestones. We have boys volleyball volleyball, excuse me, securing a league championship, while baseball also got a league title on their senior night. Um, we had our stunt team get a CIF championship and swim and dive saw the boys team win league while girls play second. uh we have so many individual championships under that. Um and then we also have track and field athletes uh having broken so many school records and advancing to the finals. We also have our dance program which they hosted a workshop and auditions for um our dance team this year. And then looking ahead for our all of our athletics uh pictured uh on the screen, we have our signing day on May 18th and we'll celebrate those student athletes uh
013continuing their sports careers in colleges. We have so many talented athletes on our campus, especially this year. Everyone works so hard and we're so proud to see them shine and continue their sport obviously uh for the next four years at least. But yeah, that's it for athletics. And then for our arts programs, uh they are thriving to say the least. Uh one of the coolest things we had going on recently was Murder on the Orian Express. It was put on by two student directors and it was such a wonderful show. I have heard nothing but great reviews about it. Uh it was over 30 students involved in acting, directing, and the production. Um it seemed to just be one of the best shows. Everyone loved it so much. They all put so much work into
014it, and it's so incredible to see um our theater department thrive. We also had them receive a major recognition as you're in town was nominated for the best overall production at the Rita Moreno awards. Uh we also had a student earn best supporting performer nomination. These are such incredible uh I myself am not in the theater department but I just know from recognition they have worked so hard to achieve this and they continue to do so incredibly well and we're just so proud of them. Uh we also had a couple of our improv team participate at an improv festival and contribute to the slow film festival and we're so proud of them. They're pictured on the top left. They all did so much work. Um, we also have an upcoming art show and empty bowls
015event on May 14th. So, we encourage you all to stop by and support our slow high school students. And then for some ASB updates, we have many major events that happened this last week and upcoming. Uh, we have our prom this weekend. The theme is Nostalgia Bay Y2K. Uh, it will take place at the Avala Beach Resort. So, it's going to be a beautiful venue. It's going to be such a fun night. Uh, and ticket sales and guest passes are going to be throughout the week. We also had the 24-hour relay, not this most recent weekend, but two weekends ago, and it was such a cold and fun event. It was put on uh by Mattie Party, our ASP vice president, and she has done just such a wonderful job. The theme was Sachella, and
016so there was so many good bands. I believe there was like three or four bands. We had a student DJ. Uh it's just so much stuff that had was going on. There was uh games, henna, a hypnotist at one point. Um it was just so much fun for everyone who participated. I participated. Uh my shoes were wet the entire time. It was freezing cold, but it was so much fun. We also had our 50-day dinner for our seniors, and there were so many good vendors. We had Dave's Hot Chicken, Efron, Chipotle, Hashi Deli, and Madonna in Cakesburg for dessert. Um our senior class officer, Kylie Case, will put that on and she just did such an amazing job. Uh not pictured above, but we have um our Tiger Olympics coming up. That's where a couple
017of the uh elementary schools come to slow high school and they compete all day and it's going to be so much fun. And this year it's going to be put on by uh our ASB class where it's usually put on by our intro to leadership class. But this year it's going to be such a fun event. I just know that everyone will have such a great time. >> All right. And then as graduation approaches, High School is preparing just a series of just important senior events. Uh we have our commencement ceremony on June 5th, but before that we have senior recognition, senior showcase, and uh the rehearsals for uh speakers are coming up. So that's going to be a lot of fun. I just know that coming towards the end of the year, everyone's just
018going to have so much fun and it's going to get so much more relaxed and chill for our seniors. And I hope all of them still show up to school. Uh I doubt it, but it'll still be fun. Uh we also have a model UN conference on May 30th through 31st actually put on by our model UN slow high school students. And then we also had our staff appreciation week uh ongoing fund fundraising efforts like the tigers fight cancer 5K. And then we just want to give some thank yous to our black and gold organization which has worked to provide our clubs with u sufficient funds. So a big thank you to black and gold once more. And then upcoming events um as I said before we have prom this weekend. It's going to be
019a lot of fun. Uh we had our art show and MD Bulls event on uh I want to say next Wednesday somewhere around then. Uh we had signing door we have signing day coming up. Senior recognition assembly uh memorial day uh no school a physical night. Senior showcase the last day for students and then our commencement ceremony on June 5th. But that is all for so high school. Thank you all so much. >> So my question that I have for each of you is um when do you sleep? >> Hardly ever really. Uh special occasions. Well, Memorial Day weekend's coming up. Maybe you can squeeze a few hours in there. But as always, thank you so much for coming, for participating, for sharing all the great things going on and for your enthusiastic and um
020thorough presentations. So, AP testing, lots going on. I I we certainly understand if you choose to depart and uh head home and get busy with all your other activities. So, thanks a lot as always. >> Thank you. Thank you so much. >> All right, Dr. Prader, >> good luck on your test. Yep. Please. Perfect. Okay. Good evening, board. Every year this time of year, we get to we are the lucky ones to hear from our student senators. We've selected last year we had our coastal schools come and present. This year we're having our uh representatives from our city schools come. So you'll hear tonight from Bishop's Peak Elementary. You'll hear from Lagona Middle School and St. Louis Abyspo High School. So for the for the benefit of our audience, what is student senate? Well, the
021student senate was created about 10 years ago. Um, and then the reason for us starting the student senate had everything to do with empowering student voice and really trying to find ways to engage students, not not just the top and high achieving students, but really representation across all um all different um walks of life. And so over the last decade, we've had students come into this room here and um we have grown the program and what started off as maybe 50 students, we're now at 150 students from grades five all the way through 12. And some might say, and by the way, they have said it to me, you really shouldn't put a fifth grader with a 12th grader. Dr. grader, are you crazy? And I will say right back to you, just come to
022I invite you to come and be a part of one of those days. And what you'll see will will amaze you. Um because our fifth graders are every bit as capable as our 12th graders in terms of articulating their position and um and using data to inform their their decisions. And so our student senate has evolved. We we have about six years ago, seven years ago, we um embraced the youth truth survey because it's a nationally norm survey which really evaluates um students uh and their perceptions around engagement, safety, um relevant learning, trusted adults, um and all those things that we know are important for kids when they're at school. Do they belong? Do they feel safe? Are they engaged? Do they have a trusted adult they could go to? This the youth truth data
023has helped inform us um not just within the student group but also um within our LCAP within our single plans for student achievement within our parent leader groups and certainly at the board level when we adopt our budget and our LCAP and our annual priorities. So students are very much a part of our decision-making process. We've also expanded our youth truth to engage our staff and our parents. We had about 94% of our students participate in youth truth. We had about 85% of our employees, our staff members, and around a quarter of our parents at this point. But they they'll catch on and hopefully we'll get more and more each year. And so every year what our students do and by the way our student senate group is a leadership development program is really what
024it amounts to. It is trying to give kids an opportunity to to develop their leadership uh ways to hold to a position and articulate and defend their position. And it has to do with the smarty goals that I'm going to talk about here and you're going to hear tonight. And so it's turned out to be a very important uh not just metric but also an important way for kids to grow in their leadership belong to a group. So when you start in fifth grade and you metriculate to middle school and then up to high school you stay on the student senate. And um I've had kids on the student senate for as long as many as eight years. So it's a it's a pretty amazing um program. So tonight, what you're going to see from
025the student representatives that are here is you're really going to you're going to hear common themes come running through our smarty goals. You might ask yourself, well, I've heard of smart goals, but I don't know what smarty goals are. Well, we lifted that idea from an equity workshop we attended uh at CSBA. And so we lifted the I and the E at the end, which is inclusive and equitable. And so smarty smarty goals represent strategic, measurable, ambitious, realistic, timebound, inclusive, and equitable. And that's what the kids are wrapping theirelves around when they look at the youth truth data and they engage their peer group at schools uh with the help of the principles and staff. And um and throughout all of the smarty goals this year across all of our 14 schools, what you're going
026to see or 15 schools, what you're going to see are themes. And the themes that run through it are student engagement, academic challenge, growth mindset, and family partnerships. So these are the things that the kids are looking at and talking about as a way to improve their individual school sites to make their schools available and accessible to all kids and parents by the way. So, this little spreadsheet here talks about how each of the school's smarty goals this year touch on each of those areas. And we've learned that you can't be all things to all people. You can't bite off more than you can chew. And so, you'll see most schools touch about two, maybe three of those areas in their smarty goals for next year. And um and by the way the kids when
027they present their smarty goals they also present to their teachers the whole staff and they seek feedback from the staff. They share the older the kids get middle school and high school they actually share concerns that they're seeing on campus. They're actually having a colleial dialogue between high school students on the student senate and the faculty which is really cool. It takes some courage. It takes some doing but it's super cool. So what you see up here are the different schools and the ways in which they touched on each of those things. Okay. And like I had mentioned here are the three schools you're going to hear from tonight. And um if you'd like, you can click on the red button below on the right and you can see all the other schools smarty goals.
028And I appreciate some of the trustees reaching out to the students or I should say the principles of those schools and and and letting them know that you read and that you had um you had some really good good feedback for them. So, what I'd like to do, if it's okay, is we'll start with our mighty Bishop's Peak um elementary school um students. And Mrs. Jones, would you like to come up and and share a little bit and then have the students take it from there? Okay. And let's see. I want to make sure I got this. There you are. >> Perfect. >> All right. It's the right button. Right. Thank you, Dr. Prader. Good evening. I am Diana Jones. I'm the proud principal at Bishop's Peak Elementary School, and I get to stand up
029here this evening with our three student senators from Bishop's Peak. I have Vincent who is in fifth grade, Sam and Luca are in sixth grade and they're joining me here tonight. I want to say a special thank you to their families who made sure that they are here this evening. And a shout out to Miss Kelly, our personal photographer, who is here as well to support us um with this. And to our student senators, they have been working really hard um over multiple years, some of them um to not only create our our smarty goals and adjust them through looking at data as it's changed over time, as Dr. operator said engaging in different surveys with our students, with families, with staff, oop, excuse me, but also um have given up their lunch the last
030couple days to prepare and have um taken extra time to be here this evening to share them with you. So, we're really honored to be here and appreciate the opportunity. So, tonight I'm going to share and then we're going to take turns kind of going back and forth. So, I'm going to read our first smarty goal, okay? And then Vincent's going to put it in just like real person talk for you. So, our first smarty goal is to increase academic challenge and engagement by integrating learning strategies that encourage student talk time. So, Vincent, what does that mean? >> Um, we're just trying to make kids talk more on task and more engaged. >> Okay. And we're going to do this um this is a this is a goal that is carried over from last year
031and tweaked a little bit. So, we're going to keep working on this um throughout our school year next year. How are we going to do this at our school? >> Um, teachers finished their book club study, book study about academic conversations using what they used to help infuse these practices to the classroom. In our YouTube survey, our scores went up from 2024 to 2025 to the 2026 to 2027. And we want that the month of scores to continue keep going up and up. >> Awesome. And how are we going to know if we met this goal at our school? >> We will know by comparing the pre the previous youth shoe surveys to the more recent surveys. Rock on. Nice job. Thank you. All right. Our second smarty goal. Let's get this up there. All
032right. So, our second smarty goal and and I also have to give a shout out to our student senators who showed um our peak expectations by showing up prepared because their principal forgot their smarty goals tonight. So luckily they had them all and were super prepared. So I'm going to read our second one. Our second one is to increase growth mindset language used across campus so that all students hear that they can succeed with effort leading to increased student achievement and improved student survey results. So Sica, what does that mean? >> It just means that teachers will use like growth mindset language to help students like feel confident in reaching their goals. >> Awesome. And what's growth mindset like what does that mean? Um it means like positive language or like um an example is
033like if I try I can do better or like it's okay I can do it next time. >> Awesome. Okay. And how are we going to do this at our school? >> So we're going to like um so teachers are going to use this language during like lessons and like stuff so that their students can like um be like more confident. >> Awesome. And how are we going to know if we met this goal? um if the youth truth surveys um improve and like if students are confident. >> Awesome. Thank you so much. All right, Luca. Our third smarty goal that we're sharing tonight is to increase the regularity of feedback that families receive about their students progress so they can be active participants in students education. So what does that mean? Uh that basically
034means to increase or grow the amount of feedback that families are given about their students learning. >> Okay. And what's our timeline that we're doing this? This is a carried over goal from last year. When are we going to look at these results again? >> By the end of next year. >> Okay. And how are we going to do this at our school? Uh we're going to do this by um using more of our student and family meetings, parent square, and our Bobcat bulletin, which is like our site for school information. >> Cool. And how are we going to know if we reached our goal? >> We're going to know if we re reached our goal by looking at the youth truth results and seeing what the families say. >> Rock on. Nice job. All
035right. Thank you for letting us share our smarty goals from Bishop's Peak this evening. Like I said, I want to give a huge shout out to our student senators who really truly have engaged in pulling up that data who have looked at data over the last three years and been thoughtful about how we're going to implement these. Also, it is teacher and staff appreciation week and I have a microphone. So, I want to give a huge shout out to all of our teachers and staff across our district who are the ones that are going to be implementing and working with our students on all of these smart e goals that you're going to hear tonight. AND PARENTS, IF YOU'D LIKE, you can come up and take a shot of your your not the backside, the
036front if you'd like. Uh, I'm proud to um to introduce Mr. Minert who is our Lagona Middle School proud principal and um and he'll talk about he'll bring his students up and he'll talk about his smarty goals. >> All right. Awesome. Well, we're excited to be up here. Um just a couple things for you to know. Um our goals are actually all three. Uh one thing that we we've been looking at in student senate is trying to have some continuity year-over-year. Um, and so each of our three goals is actually a continuation of prior goals, but we've added some layers that our students are going to talk about a little bit as they've honed in on specific pieces that are kind of next steps. Uh, and you'll also see on each of our slides, um,
037there's data for the fall, which is the actual youth truth survey. And then there's spring and winter data. Uh, and we actually as a school site for each of these goals that our students make do a follow-up survey in January and again in um May or the end of May to kind of see how did we do over the course of the year. One thing that's unique about Lagona is half our students are new every year. And so one thing we noticed was often we'd get on youth truth these really low rates of students feeling connected with staff which makes sense a month into school when half of the students are new. Uh, and so we wanted to see like what does that look like in January and in May as we continue to work
038on these things. And so our students may refer to that as well and just want you to know as you see that multi you across the year data um that something that we review and actually these goals that our students came up with this year are going to hone some of our focuses for our staff even as we have our PD days as we return in the fall. So I'm actually going to hand it over to them because they got it from here. >> Don't forget to introduce yourself. >> Hello, I'm Nelson. Um, this is my third year in the superintendent student senate. And I'm going to tell you about our first smarty goal, which is like teacher expectations and student motivation. So, we were noticing that like our our students weren't feeling like our
039teachers were like giving them the most of the expectations cuz we need clear expectations. And um the goal that we're having is so every student has like a way to keep track of them. Sorry. Um and so we this year have been super focused on like using Google Classroom and that's been working out great, but we also noticed that some students are feeling like Google Classroom and like online might not be like their forte or like the way that they would prefer to keep track of the information. And so we decided that next year we're going to be giving out planners to each student so that they can use those to keep track of all the information um because sometimes it's helpful to have it on paper. And even just writing it down helps you
040to like remember it better. And Denver last year they had planners in 8th grade. We don't have them this year. And Denver said that he liked his so much that he got his own this year. So, we're just trying to make sure that all the expectations are as clear as they can be because we want everyone to be able to do their best. And so, >> um, hi, my name is Denver. >> I got it. >> Um, hi, my name is Denver Willis. I'm in eighth grade and this is also my third year on student senate. And our second goal is to have engaging assignments for all students. So our like the main thing is we want every single student to learn through rigorous, relevant and engaging instruction in curriculum. So, and a couple of
041the ways our student senators um came up with that is to have hands-on activities and games, opportunities for retakes and revisions and um having teachers follow up on like students to ask how they feel about what they're learning and having more small group work instead of just like whole class work. And we want to measure this by um hold on um giving by the questions. My teachers give me assignments that really help me learn and having an 80% positive by the end of the year. And um like the ambition thing kind of the same thing but last year or yes last year in the fall we had 48% positive and we brought it up in the spring to 73% positive. And then this year in the fall we started off with 42 and in the
042winter we had 79.2% positive. And um the realistic part of it is to expect an improvement in the area of of like the emphasis with the teachers. So we really want to see like that big improvement. And then we are going to test them again in May of 2027 to make sure they do that. And then we really want it to increase learning and engagement across all student groups, especially those who are academically struggling. Thank you. >> Hi, my name is Isella Dwas and this is my third year in student senate. And this goal that we have for our third smarty goal is that every student on campus will have a trusted adult that they can talk to. So um for example when teachers like greet students in class that like builds a connection and
043at the beginning of the year we do really good in that but they're not as consistent. So our up like upcoming goal main focus is for student I mean teachers to be consistent with their connections with their students like throughout the year. And a question that will be on the youth truth survey is my teachers seek to connect with students on a consistent basis. For example, greeting at the door, spending time in class, checking in, oneon-one check-ins, and etc. So, we really want to like emphasis on that consistency. Um, we did increase in 2024 to 2025. In the fall we were at 57% and we increased to 82% in the spring. And this year 2025 to 26 in the fall we were at 61% and we increased from the winter to 86.9%. And that is
044all. So, thank you. >> And I just want to reiterate that I'm just so proud of the work that they've done to kind of hone in on specific things from the student experience that they're like, "This is the next step. Like, we saw this connection that you all did to start the year, but here's how you could keep it going. Teachers who are doing this, it's working. And teachers who aren't, it would help us." And so I'm just really proud of them like drilling down into the finite details of just like this is the little thing that makes a big difference. So looking forward to doing that next year. >> And I I know you're paying attention to this, but I'm sure you can see the developmental differences as the kids come up and speak
045and how as they grow older they deepen their thinking. But starting in elementary really gives them that that starting point to to wrestle with how to use information to create goals. And um and with that, I'd like to introduce St. Louis Bispo High School um Mr. um Dickinson, Thomas, and Zoe. >> I'll do it. All right, thanks for having us. Um, we have a great group of student senators and Zoe Fuji is also one of them. Miss Delinger, one of our assistant principles, really loves her work with our student senate. Um, but I'm here in herstead tonight to introduce two great ninth graders at our school, Zoe Clancy and Dominic Estrada, uh, who are doing a great job and have three more years of doing a great job ahead of them as well. So, Zoe,
046here you go. >> Thank you. Hi, my name is Zoe Clansancy. I'm in ninth grade. >> And I'm Dominic Kishada. I'm also in ninth grade. >> And these are our three smarty goals that our student senators have been working very hard on this year. So, our newest goal is during the 2026 to 2027 school year, our school strengthens student teacher relationships by building consistent structured opportunities within existing systems for teachers to better understand students lives outside of school and for students to share their experiences in meaningful ways. So, our school generally has very high um positives on the youth through survey. And these first and these um goals are based on these first two goals at least are based on two outlying questions that are trending low. And the first one is how many of
047your teachers make an effort to understand what your life is like outside of school. And our second goal is also on the topic of respect. It is to deepen and sustain the tiger standard initiative by increasing consistent, visible and measurable ex demonstrations of student respect towards adults on campus. And this is a continuation of last year's goal. Um and the goal is was developed to um increase the percentage of the question students at my school treat adults with respect. And what student senators came up with was the was the tiger standard initiative. And this initiative is weekly and introduce a challenge or topic that helps us build a culture of respect, empathy, accountability, and connection with the adults who support us every day. Some examples of this initiative are greetings teachers in the hallways, saying
048thank you when they are done teaching their class, and holding the door for them. Thank you. >> Uh moving on to our third goal. Our goal, our third goal is to increase and uh diversify student representation across campus uh so all students see themselves reflected all around their school community. The way we intend to do this is by creating a simple yet sustainable system through activity boards. Students will have the opportunity to show people who inspires them, highlight their own work, and many more opportunities to connect students to the world that they are in currently. Any questions about any of these goals? >> Oh, thank you. >> Thank you. >> So, these smarty goals will end up in the single plants for student achievement in some form or fashion. the students circle back next fall
049and we retake the youth through survey in October and that's when they can do a compare and contrast. Um and what's interesting is when the students were up here speaking one of the things we do in student senate is we oftentimes offer up students an opportunity to facilitate and a number of these students um that came up here today have done that in large groups and have just really done amazing things. So, I want to thank all of you for coming tonight. I really appreciate you doing this and I know it's busy time. So, thank you. >> I'd like to see if there are any comments from the from the board. If you're are you done with this part of the presentation? You see Mr. Buckman's light on. >> Thank you. So among the work
050I with the work I do and representing this area on the California School Boards Association, I have time to interact and ask questions. So one of the questions I've been asking lately as we do the intros at the beginning is is we have our student senate did this and our student and people are going shaking their heads and rubbing what's a student senate. So, you know, Chris was on the phone with me the other day by six six representatives of school districts. I work with probably 160 school districts around the state. Nobody that I've talked to has a student senate. So, I just want to praise Dr. Prader um for coming up with this idea and and it's just amazing. It it is just amazing and obviously the students as well because They are amazing.
051They rise to this occasion. It's wonderful. So, thank you. >> Mr. Hunger. >> Yeah. I'm curious from one of the principles. I'm not sure whoever wants to answer the question. Um, how are how are you how are you uh implementing this this the smarty goals within your site plans? Can somebody talk to me about that and and what a site plan goal might look like that derived that was derived from one of the student smarty goals. >> Come on now. Don't be shy, Diana. Don't be shy. Um so I can specifically talk about um the our second uh let me see our first goal which is increasing academic challenge and engagement by integrating learning strategies that encourage encourage student talk time. So um that is in our SPSA through professional development. Um specifically this year
052we wrapped it into our math professional development. Um, also our student senators talked about um we started a book club at at school with um Miss Kelly I don't know what did we have eight >> yeah so we had our large upper grade cohort um engaged in academic conversations and so that was written into our school site plan um as far as focusing on that through our professional development >> and I and I think people should understand who's watching that a school site plan involves funding for the ideas or for the for the opportunities that come forth through that. It's it's the school's way of saying this is how we're going to spend money. Um the other question I have and Dr. Prader, this is for you. Um I know that one of the things
053we had talked about was modifications to the youth truth survey. Can you talk a little bit about that because a lot of the goals that we're hearing about are based on youth truth survey data. >> Yeah. Are you referring to the reduction? >> I am. >> Yeah. So, in the reduction um process back in December, we put um to eliminate uh $60,000, which is what we use annually to um for this uh youth truth program. So, um absent uh additional funding, we're going to have to come up with an another way to look at um how we're doing in the areas of engagement, safety, and all those things. So hopefully um there will be some um uh change a positive May revision and I can come back to you in the in the budget process
054and say hey here's a a negotiated reduction in Youth Truth which I've already started talking with Youth Truth about. So they're um prepared to work with us. They know we're coming because they they were watching the budget reduction process. So, um, so she knows, uh, Heather Smith is her name. She knows that we're coming and she's ready to negotiate with us a reduction. >> Great. Thank you, Dr. >> You bet. And I would like to remind the board that this student senate model is um recognized by the California School Boards Association as a Golden Bell model program for the state. So, it's it's pretty phenomenal. And it's not just youth truth. It's more than that, but it's the underlying data source is youth truth. That's what we use as a reliable data source to engage
055kids in discussion. >> And and and I would just point out to people again who wouldn't know that the Golden Bell is a really prestigious award that's presented to to model programs throughout the state of California um that are replicable. >> Yes. >> And and really the cream of the crop of the thousand school districts in California. Correct. It's really amazing. >> Mr. Clawson. >> Yeah. I have a question that I'm hoping um one or two of the students might be willing to answer. Um which is just one of the really neat things about smarty goals is that they're measurable. Obviously, the M and you all really demonstrated that you're using data and survey results really well in your analysis. And I was wondering if any of you could share what you like about the
056survey and if you particularly have any recommendations on ways we could make it better. Does anyone have any ideas that sort of put you on the spot? >> You got this. >> Thank you. Um, well, I just like I really appreciate like when you open up the survey, it like asks like a lot of questions about you as a person and I feel like all of the questions like leave like super broad range and there's always like a prefer not to say option and I just feel like it's like a very inclusive survey. And also the fact that it's anonymous really helps because um I think if students were to know that their names were being given with all the information they would not want to share as extensively as they do. I think however
057something that could be changed is like I think the questions need to be like a little bit more detailed because I feel like on the elementary level like the questions that we have in the middle school level would be appropriate because I feel like once you get into the upper grades the questions start to feel like the same questions that you're asked over and over again a lot and I feel like just a more diverse range range of questions and like more like pinpoint questions especially like designated by grade level too because like developmentally each grade level is so different and I feel like the questions need to match that. >> Thank you. I really appreciate the feedback. >> I agree with everything Nelson said he was that was wonderfully spoken. But I love how
058the youth truth survey applies to like it is so diverse in the questions and um I love the anonymity and um it gives us data that we can specifically see like which groups are saying which things like if we are looking at the data um we could see like by grade level by race um and as I've gone through the grades and taken this youth truth survey throughout the years, the questions I have noticed do get more detailed to specific things throughout like when there's more there's more specific questions about like um it's more mature topics in high school and I like that. Um, but I think that some of the data might be getting um might be a little um not as reliable because some students may not understand what the question exactly is
059asking them and that but otherwise I love having this reliable um survey that we can see throughout the years and it tracks our growth like exceptionally well and great. >> Thank you very much. Yeah, thank you Nelson and Zoe for letting me put you on the spot there. And all eight of you, just really great job on your presentations tonight. It's really impressive what you've done this year. >> Thank you. Um I just it's a comment. I've seen um in looking at these goals over the years that there are there are um objectives that seem to be sort of consistent themes. Uh one of which is that students want their education to be relevant to their lives. Uh and they want it to be rigorous. They want teachers to challenge them. um they they're ready
060to rise to the challenge and they would like it to be presented to them. Um, and then a pretty consistent theme is that that our students want to be known. The uh they want to have a person that they can talk to at school, a reliable adult that they can trust, but they also want their teachers to acknowledge them as individuals and to know them as individuals. and um and have a sense of their life experience. But this year, what's interesting to me is that this goal came out of St. Louis Bispo High School that the students generated uh a goal of treating the adults respectfully. And I think it's wonderful. I think it's really wonderful to not be saying what can be done for for me but to be saying how can we treat
061the adults on our campus in a way that um acknowledges them and and um and treats them with kindness and respect. So, I would like to applaud that role because it is different than anything we've seen over the years and it's it is really um outstanding I think and I thank you all for your presentations. What great work you're doing again of course I echo my colleagues remarks. I I wanted to you know just I wanted to pay a lot of attention so I I just jotted a few notes while you were speaking but Bishop's Peak I love how you turned that academically kind of dry sounding academic dry sounding complicated language into the way we actually talk to each other and I found that to be um easy to understand. It provides you an
062opportunity to explain things to your your peers, your classmates in a way that uh that is accessible and people can hear it and understand it. And thank you for doing that. It was a great job. Uh Lagona, I was really impressed by your doing actually gathering data in the fall and in the spring. So, you're seeing real actually you're seeing results almost in real time and I'm really impressed by that because you're you're indicating you you're letting the staff, your teachers and your counselors and those who you see every day and who work with you every day know what you are looking for. And it also shows that they're responding to that. And I'm very impressed by that communication and I I think that that uh gathering of information and data and rather than seeing
063it, you know, there are there are tests that you take in school, especially in the spring, that you don't know, nobody knows the results until the following year and especially in middle school, you could be gone by then. You know, you don't even you don't know how you did in order to improve during that same school year. And this really provides good information and I appreciate that. That's how you do that. And St. Louis High, I am very impressed by your your goals of um engaging seeking engagement with staff and the others you work with and uh hoping that they will seek engagement with you. that acknowledging that two-way street that it takes um takes everybody and and with each other. So, you want to engage more with your peers, with your with your school
064uh colleagues as well as with staff, and you would like to see that uh that reciprocated. So, I'm really impressed by the the deep thinking demonstrated, by your ability to then articulate that and and let us know what's going on. So, thank you very much. I really appreciate these presentations. So, with that, you are welcome, of course, to stick around, but we understand it's getting near the end of the school year. There is a lot happening. But thanks so much for taking the time and doing this big work. >> Thank you guys. Well done. So kind of hand in hand with that we have our common ground task force information. Oh Great. Thank you. For those that are not sure or certain, the St. Louis Coastal uh began a program or a a a committee
065called the Common Ground Advisory Task Force about 10 years ago. In fact, Mrs. Baldano is an alum of this prestigious group and um and it came out of a very difficult time in our district where we were confronted with some really big challenges around discrimination and arguably hate. And so we put together in partnership with our um our law firm at Lzano Smith at the time um Mike Smith and I along with Josh Whiteside who's behind me um put together a 10-point plan for us to specifically address some of those concerns that we saw occur at one of our schools. and we've been going every year. And this is also a Golden Bell recipient. Um it's actually a um National School Boards Association Magna Award model program as well. This is a um very important
066system within our district where we bring diverse um groups of people together to talk about controversial and difficult topics for which there's plenty. And we use this group and this opportunity to actually engage one another in ways that um require safety, require trust. And we've built that and one of the ways we've built that is we've built in a system of support and that is we have a facilitator we have an attorney and myself and um this year we've had Mrs. Yamashda join our team and um we've talked tackled some tough issues this year. Tonight you'll hear recommendations from this group to me that we will share with you. These you'll hear about more and more as we work towards um developing annual priorities. We'll work towards the LCAP discussions around safety, inclusion, equity. These
067are the things that um are impacting many of our students in this district. And so what you'll see tonight is a series of recommendations around each of those topic areas that we touched on this year. And um Josh will present them to you. And um I will circle them back. And as you well know, I utilize these recommendations every year in the board annual workshop along with the student senate uh components and we fold that into the LCAP and we fold that into the bigger ideas and and items that the board really looks at and examines closely and it helps inform our thinking. Okay. So without further ado, I'd like to introduce Josh Whiteside to share these with you. Good evening board. Well, it's nice to be back in front of you again uh tonight
068and to talk about another year of the Common Ground Advisory Task Force and the progress that has uh been made this year uh to come up with some recommendations to the superintendent. Um that will then be folded into uh how the different plans and goals are are developed over the next month. Uh just to follow up on what Dr. Crater was talking about this is a group that has been forged through the fires of controversy. You know, this is something that um you know, I was there part of the genesis of this idea and to figure out how do we tackle issues where at that time uh you know, social media was on the rise and was becoming more prevalent in our daily lives and it was having an impact in terms of how people
069were discussing what was happening at their schools. And it was no longer just parents talking to each other, you know, at pickup and drop off or at different school events, but talking about it over social media. And at times we came to realize, you know, they're talking about controversy in potentially a echo chamber that might be algorithmically based, that might be based on who they're friends with or what communities they've developed in those spaces. And how do we get people from different walks of life, different communities to come together into a room, understand more about what the district policies, procedures, and practices are, and really evaluate what the district is or isn't doing to address really important issues that are facing our students. And maybe today in 2026, we might think of it as uh
070parents maybe now relying on uh overly approving artificial intelligence uh recommendations and opinions about different things that are happening at schools and how that is affecting how we're going to be talking to one another going forward and talking with our our computers and our community um going forward uh here in the next decade. So without further ado, let me go into what the this year's recommendations were. As Dr. Prader mentioned, uh this group has t tackled some controversial issues over the year and specifically this year we talked about uh library books and uh the collections of library books that we have at this district and how those reflect uh mirrors and windows. So, mirrors for students to see each other in the material and windows to see others and explore different perspectives and ideas in
071those materials and how that impacts their appreciation of of literature and understanding of of their world around them. and um and how that conversation has been a talking point has been at the forefront of national conversation um with regard to different controversies over this last year including uh last summer's Supreme Court case Makmood versus Taylor uh that dealt specifically with the inclusion of LGBTQ related uh curriculum and how that is is folded into uh the national discussions on this issues of parents rights LGBTQ students and religious rights of students and their families. So, we talked about those issues. We also talked about immigration enforcement. Uh, another hot button topic that we actually talked as a group with the task force last year, last January um in anticipation of the changes that were going to occur
072with the new presidential administration. And as a result of that um last year we that led to a community forum taking place at Pacheo Elementary School and um to talk about what was coming and to have uh you know a robust discussion with our community about those impacts. And so this year it's essentially a step further uh into recommendations related to that student population in particular and their families and what this group would like to see. So, I'm presenting these as uh on behalf of the task force. Um, again, I'm a facilitator for the the task force. And so, this is not my recommendations. This is not legal counsel's recommendations. This is the people in that task force's recommendations. And so, I think that gives it a little bit more oomph in terms of uh
073that community feedback uh to our superintendent and to help him and his team implement some of these changes uh for the betterment of our students. So, if you go to the back page of um the second page here, I'll scroll down. We're going to start with uh immigrant student rights. And number one is to implement a district-wide standardized response protocol or a care triage kit for immigration related incidents affecting students and families. This protocol would include information and referrals providing support for immigrant families and consistent and compassionate communication tools and techniques to assist with the after effects of immigration enforcement activities that have occurred in the community and may have affected students. Number two, strengthen trust and communication networks with immigrant families by hiring bilingual staff. Increasing use of multiple communication channels such as print,
074digital, social media, and in-person communication, and flexible meeting formats such as virtual formats to ensure steady flow of information to and from families so they can remain engaged in their child's education and know and understand their rights. The next category uh topic that we discussed as a task force and they came up with a recommendation was regarding AI use in schools. uh one that many school districts across the state and across the country are discussing uh right now. and their recommendation was to establish age appropriate guidelines for students and staff that emphasize foundational skills, human connections, and ethical responsibilities for the use of AI as a tool to enhance rather than replace critical thinking, creativity, and authentic student voice while monitoring academic, ethical, and mental health impacts. The next category uh is one that we
075have tackled many times and you've likely seen many goals over the years regarding access, belonging, and achievement uh to assist with our students and their equity inclusivity on our campuses. Uh there's three goals under this category. The first one is implement proactive education, training and accountability for students and teams, families and staff and coaches focused on inclusivity, respectful dialogue and bullying and hazing prevention alongside structured support systems for students impacted by policy changes and legal updates. Number two, as much as legally possible, support access to participation for transgender students in school athletics, clubs, and activities. And number three, develop a sustainable growth plan for athletics for achievement that clarifies staffing, transportation, and funding needs while expanding accessibility by removing participation barriers. And then finally, the final category, curriculum and books in the classroom. Establish a
076clear, transparent, and consistently applied curriculum opt- out process that includes the opportunity for the teacher and district/school administration to explain the purpose of the curriculum and supplementary materials before automatically granting the request. And that is this year's task force recommendations. Thank you. >> Thank you. Any questions or comments from the board? This is Roger. >> Yeah, I just would make one comment that um the common ground task force operates I just for for the public's knowledge operates totally independently uh of the board. We are not invited to participate. We're not invited to attend uh their meetings. Uh it's comprised of I think uh community leaders, faith leaders. Um I don't know who all is on the task force because it's not my job to know that it is it is a group of people who
077care very much about this community and who are invested and who have strong feelings uh working together to come up with these goals. So when when the board hears the goals, it's the first time we've heard them and we've had no input to them. I just would >> Yes. And Miss Roger, it's not because we don't like you that we're not inviting you. Um but it is uh in order to get more authentic, honest feedback and criticism too of of the district's practices um from our community members that also include uh we have a couple parents, we have also a couple students that take part in this group as well. So there's a wide range of individuals that that take part in this and um and that that setting allows for them to kind of
078freely share uh their criticisms and thoughts on different plans and perspective actions the district might take. They've done some great work over the years and I, you know, I really appreciate them and I know that having board members there would sort of change the atmosphere of the room or could potentially change the atmosphere of the room and those people are I I assume um being very honest and direct with one another. >> Yes. >> Okay. Thank you. >> Thank you, >> Miss Baldano. Uh yeah, thank you. Um, I'm always excited to hear what the Common Ground Advisory Task Force has come up with yeartoear. Um, and I'm curious about uh, you know, in the past um, the members have learned about potentially controversial issues or legal updates that could cause controversy when implemented through through
079you through presentations from attorneys. Um, but also they've heard from panels of students or staff members or teachers. Um we have also we did what I would call now learning walks at you know in in different campuses to observe and see you know the way different practices are happening. So I'm just wondering what methodology was used in this past year. >> Yeah. So this year we did use some of those panels that you're referencing um and presentations including by myself as well. Um we're we've been talking about going back to those learning walks um and trying to make that happen and uh trying to get out to the coast to potentially do that. So that's in potentially in the offering for an upcoming uh year, but we did not get a chance to do those
080learning walks this year. >> Yeah, that and then that those were helpful for um looking backwards because it's great to make recommendations, but you also want to see how they are being implemented and to have some sort of accountability there. So I think that's really great. And um oh the other question slipped out of my mind. Um um I'm sorry I don't remember what my other question was. Maybe I'll remember in a moment. Thanks. Thank you. >> I will say that we do miss you being on the task force. >> Thank you. Oh, I I remember what my question was. I'm just wondering h um you Dr. Prader, have you um been able to maintain a good diverse um pool of uh participants >> that reflects sort of you know >> Yeah. So, Mrs. Baltton,
081you remember it was always a challenge um keeping our more conservative viewpoints on the on the uh committee or the task force. that still remains a little bit of an issue. However, what I'm what I've come to appreciate about this group is um there are um while it's not half and half, it's about a third of our staff uh representatives. I would argue a third of our staff and about a quarter of our parent um group that um is leans conservative and questions things um and but there's still a very strong um strong voice around justice, strong voice around achievement. They're quite vocal individuals. It's always an interesting night when we hold these meetings. um you've witnessed it. Nothing has changed in regard to that. Um but um but what I can tell you is
082from that fiery um we are able to have these very in in just engaging conversations. In fact, when we were putting together the recommendations, it was one of the best examples of why diverse voices are so important because Miss Yamasha and I were just sitting back listening and watching as Josh and Sheila and the group were words smithing the recommendations which look totally different than when they than what they were draft presenting. So imagine two hours of word smithing with high school AP English teachers and parents and attorneys and LGBTQ advocates with a strong voice, you know, it was pretty amazing and we came out of it. I was exhausted. >> Yeah. But those recommendations are really good if now they're also very challenging to operationalize and that's what that's the work we have in
083front of us. Um that's the hard work. It's one thing to get it there. It's another thing to actually make it happen. And so this group is interested in knowing how we're operationalizing and executing those recommendations. In fact, they're asking for metrics, >> right? >> And boy, I appreciate that. So, it's it's um it's going to be a very fun summer planning um as well as getting out there. And I imagine our next planning meeting is going to be about uh learning walks and we'll be out at sites and and talking to kids and staff and trying to figure out what's what's working and what's not working. and I look forward to bringing you updates as we move along. >> Sounds good. Good work. I wasn't even thinking about the perspective that you shared in
084terms of um diversity on I was just thinking are we are we just reflect I wasn't thinking of any particular group. I was just thinking are we reflecting the diversity of our school district and the students that we serve and so it sounds like we are >> I would say we are yes >> always working to maintain that. Thank you. >> Yeah. And I think also that this group um going to what Dr. PR was saying that it really buys into that sense of civil discourse and using that to cut through some of the social media or the AI speech that that people are leaning on these days. And there are definitely um strong voices in that room, but voices that have been on this group for a long time that have been able to
085model uh how we can engage in productive conversation about changes and about social change and how do we can we improve student outcomes. So, uh, there's some on that task force that I've been on that task force since the beginning. And um I think getting up to almost a decade now of of work on this, I I think it's been a really good example for those that have joined us and um would encourage those that are, you know, that are are thinking about joining or or want to join um that, you know, it's going to probably see some changes over the next couple of years and especially if um there are funding issues too with regard to what we can do with the task force. Um, that's something that I think the board would need
086to consider. Um, and something that I think the group is really excited about what the potential for the next 10 years looks like. >> Thank you. This is a very important opportunity I believe for the community and school personnel and students and staff to gather and learn differing uh communication styles as well as goals and hopes and dreams for our district. I think it's a it's a great opportunity. It was forged through a trying period in our district that was a little bit caught us off guard a little bit several years ago. Um there are several of us who were on the board at that time and weathered. You know, it's amazing when you weather a storm what can be created out of that. and this was an incredibly positive uh result of a of
087a difficult time. So I applaud Dr. Prader. I hope that Mr. Whiteside and Dr. Prader if you would please express the gratitude of the board to the continued service uh by the by the members who are kind of operating. You know, we don't know who they all are. I'm sure the community at large, the school community at large doesn't know who they all are and they're performing a very valuable service that has a positive impact on our students and our uh educational our district culture that we value. So please express that. We would appreciate it. Thank you. All right, we will move on. Um 6.01 is correspondence. Uh, thank you Josh. At the time the agenda was published, no official correspondence had been received. We'll move on to 6.02, which is public comment. This is
088the opportunity for um folks who are present to address the board on a on any item that it falls under the jur the jurisdiction of the school district. Uh you'll have three minutes in which to address the board. We do. There will be a timer that appears. If you're interested, we would appreciate it if you would fill out a uh speaker request form that's on the table in the back. If you have if you wish to address the board on an item that appears later in the agenda, you can either wait for that topic to uh come up or if you don't feel like sticking around, you can uh just let us know and uh and address it now. And I see that I'm going to receive a blank form from Ben Liippard. >> Sorry
089to over >> Sorry. I um It's great. Um thank you, Madam President, and um members of the board, member of the public and staff. Uh I just want to point out I think it's so great what everybody was talking about for that task force. I think it's also really important to note how much money we spend on that task force for people that none of us have any I I don't know who's on the task force. I'm not allowed to know who's on the task force. And while I appreciate the board is not in the room for those discussions. District staff is in the room for those discussions. And so I think if we really and again I I I I'm talking from very little information. So, um I just think it's important to people
090that are out there listening to this to know that there's a cost to consultants and attorneys that run these um discussions. And that's that's it. I appreciate it. Thanks. It's $50,000. >> Thank you. Any other public comments at this time? All right. Thank you. We'll move on to our superintendence updates. Uh we've had so many presentations. We're so late with getting to these. Right. It's a busy busy time. You've >> just been waiting to present. It's good. >> Uh so first is our business and budget update. Mr. Pinkerton. >> Yeah. So just a few quick things for the board. The auditors are here. So preparing for our annual audit and going through. So the fiscal staff is busy um getting all the documentation. Even our school sites, right? ASB um attendance. So they they're out
091and about and uh and again our staff does a good job so far. I met with the auditors today actually. Um and things look really good. Things look great in terms of of where we stand. We have our TK issues which the board is aware of which we've talked about publicly at board meetings and in terms of you know 20 to 20 to2 and instructional minutes those types of things. So, um, we'll continue to monitor monitor those. Those those will those will be findings. Um, there's no financial penalties associated with those, but and and we are making some changes even for next year in terms of trying to to address those. Um, in particular, the instructional minutes aspect will be addressed. Um, and then we'll see kind of where we're at. TK enrollment actually across
092the district is down a little bit from the past, which is very surprising. So, um, so we'll we'll continue to monitor that, you know, through the summer as it goes, but but so far we we may actually be able to meet the 20 to two, um, requirement, uh, throughout the throughout the schools in terms of TK. Um, we continue to refine the budget as well, looking at things. You're going to start to begin to see, you know, kind of budget LCAP information upcoming, right? Important things. So, um, but a big day comes very soon in the next week and that'll be the May revise from the governor. So, that'll be very telling in terms of where we're at with any potential onetime funds to help our budget, right? Um, as we kind of finish up
093that budget planning, um, we are at the five-year mark of our hazard mitigation plan. So, we're starting the process of renewing that plan and updating it for the next cycle. Um, it's great to see the I'm I was, if you've seen me typing, I'm giving all the updates to uh for the plan for all the all the things we've been able to accomplish through Measure D and Measure C to make our campus safer. you know, everything from instructional upgrades to surveillance systems to um security fencing throughout to ADA accessibility to, you know, all of those things, right, that are um really only possible because the people of our community supported those bond measures, right? So, we're trying to um of course, you know, really update our schools and modernize them in that way. Um we
094uh met today with um the attorneys for the Los Soosos Community Service District and talked about Sunnyside and the potential sale. So I'll be meeting with the surplus property committee um over the next couple of days to kind of review that agreement. Then I'll be bringing that to the board um also going to be taking it to their board to discuss. But I think we're really close to an agreement. Um and so we'll we'll be bringing that forward as that vote will happen I believe the first week of March, right? in terms of that the low socialist community uh for Sunnyside School. And then lastly, uh Belleview Santa Fe is up for renewal, their charter renewal. Um it's kind of like NCAA eligibility for COVID. They got like multiple years added on. So I think
095this is actually like year eight or nine for their five-year charter renewal, you know, um charter. So it's been fine. But uh Julie Trurk has put it together. Again, our attorneys are reviewing it. I'll be sharing that with the board as well, trying to get that accomplished before Julie leaves um as they'll have a new uh superintendent principal who will be taking over at Belleview. You know, that the school continues to do incredibly well, right, academically, serves the community there. Um so there shouldn't be any issues in terms of of that, but I just wanted to share that information with the board. >> Thank you. And next we have educational services update. Miss Yamashka. Yeah, I wanted to get to celebrate with you all um the 2026 St. Louis Abyspo County Bar Association in collaboration
096with the Superior Court held a law day essay contest. U Mrs. Baltadano alerted me to a special event held at the courthouse in the jury room and the essay topic was the rule of law and the American dream. and one of our dear middle schoolers, Daisy Banfield, granddaughter of Mr. Banfield and student of Lagona Middle School, um won first place. So, congratulations to Daisy. There were many students recognized. Um also with the help of our fine principal team, I accomplished getting in every classroom of our school district this year. I finished up a couple weeks ago at Seal Smith and just hats off to our incredible educators and the teamwork that is to be observed between classified staff and certificated staff and administrators is phenomenal from um you know touring CTE programming at slow high
097to out at le um lossos middle schools like maker space lab and into the DLI programs of Baywood and Pacheco is just phenomenal and I wish I could just share with the world everything I got to see and experience. So, thank you again to our principles and incredible staff. Um, I've been busy participating in lots of interviews this time of year. Um, also Friday night we got to celebrate the uh slow highs DPLA which is dedication and what's the P stand for? Purpose. Thank you. Art show titled who we is. And it was students that had wrote pieces and taken black and white photography of what it means um you know to them. And thank you to Dr. Gillette, Mr. Pria um the Slow High team, also Slow Museum of Art and our foundation all
098uh worked together to put on that fantastic show that many of you were at. Um Mr. Nef and Ryan James held our last safe and nurturing schools learning walk um work day with our secondary schools to talk about uh student achievement and students furthest from justice. Um I'm continuing my AI task force work. I also participated with Dr. Puchia and Mr. Pinkerton in our negotiations with the labor groups board policy subcommittee. We've started an aquatics advisory committee that Mr. Black and I are um running to try and make a plan to get every one of our kids water safe. It's really important living this close to the ocean and lots of open houses and dances to attend this time of year. Um so con I was going to yeah concerts and all the fun celebrations
099that we get to have around our campuses. So please do come out and enjoy it um and celebrate with all of us. >> Thank you. And Mr. Pinkerton, back to you for measure C. Yes. So, I shared with the board um but I wanted to share publicly as well. So, we just found out that we're going to receive funding for the 11th um application for measure D actually. So, we had 11 applications for uh extra funding, $16.6 million. Um and so basically when you do projects, you can apply for the state to get additional funding, right? Modernization or CTE grants or charter school grants, those types of things. But um Kelly Lee who's a BG&T right doing all the paperwork that goes through it and putting those forward. So um this will $3.2 million for
100one of St. Louis St. Louis High School projects matching funds. So you know we took that $177 million from measure D and made it about 220 by the end. And so we have another I believe $65 million worth of projects that we've now applied for with measure C. So, it's it's just a way to take those dollars that the public again has put forward and maximize those, right? Because we need every penny to upgrade all of our schools to where they need to be. So, um again, kudos to Kelly and really exciting to get those funds to come through. So, it's it's really like when she finds out, you know, she's so all that work you put in, right, and effort. So, um looking forward to receiving more of those matching funds and I'm getting
101that support as we go through tonight. Of course, we have our phase 2 projects are coming. You're going to start seeing them at the board meetings for approval moving forward, which is great, right? So, we've done a lot of the TKK improvements throughout. Some campuses are Hawthorne, Monarch Grove, like we're going through the whole campus already, right? And modernizing those, but um a lot of the other schools, Los Ranchos, Delmare, um Bishop's Peak, right? So, all of those are are kind of happening right now. So, we just got approval for the Bishop PE classroom building, new classroom building. Um, as well as the Delmare childc care new PEEP program classrooms that we're going to put on that campus as well. Um, again, we're waiting for CHRA slow high school classroom, Delmare phase 2, Los Ranchos
102phase 2 should be coming in like any week. Um, and then we'll proceed with that process. Um, and then lastly for Baywood, we're still waiting on kind of the county sequel process to finish up, right? so that we can know exactly what we need to put into the design and so we can kick in as soon as as soon as that's done. I'll be providing that community with an update on kind of the plans and the changes that happen. So, just for everyone to know like that it's we're still moving forward. It's just kind of waiting for that approval process to happen which um unfortunately can be very slow, right? And a little bit out of our our control, but but we we will move forward. >> Yeah. I I have a neighbor of Baywood
103School that has spoken to me a number of times wanting to know when it was going to get started >> and I talked to her this past week and my best information from you was that it might be a year out >> and that's what I I passed on to her. Okay. >> Thank you. I Dr. Prader, I see some uh resolutions. Yeah, these are we every election cycle we are required to pass two resolutions. One for the order of election that's this one 8.01 and then 8.02 102 is the consolidation of election and I'll explain both resolution 8 point resolution 182526 is the order of election and the board's resolution must basically this the board must adopt a resolution ordering that an election be held to fill these vacancies for which in November 2026
104we have trustee area one which is Mrs. Roger trustee area two which is Mr. Vanfield, trustee area 4, which is Mr. Buckman, and trustee area five, which is Mrs. Schuffer. And the board's resolution must be submitted to the county superintendent of schools for action by the county board of education. The county superintendent then forwards the resolution to the county clerk recorder who prepares the election. This resolution must be adopted by a majority of all seven board members to meet legal requirements. And once this is approved, um then Mrs. Dawson will get the necessary signatures and move those forward as quickly as possible so that we could um move this forward. >> So I I'm seeking approval of resolution 1825 26. >> We need a motion for that, please. >> I'll sorry, you know, but I
105do have Chris. I need to go to the public first. Is there anyone from the public who has a comment on this exciting uh resolution that we're required to pass? >> Seeing none, we will come back. Miss Baltadon. >> Uh I move to approve resolution 182526 ordering governing board member election. >> I'll second it. >> Thank you. We have a motion by Miss Baltadono, a second by Mr. Banfield. Miss Baltadono. >> Yes. >> Mr. Banfield. Yes, >> Mr. Runger. >> Yes, >> Mr. Clawson. >> Yes, >> Mrs. Roger. >> Yes, >> Mr. Buckman. >> And I am a yes. >> All right, motion passes 70. >> And this next resolution, resolution 19256, is the consolidation of election. The proceeding resolution that you just approved called for an election to fill expiring terms on the school
106board. Consolidating this election into the regular election has been our custom and will reduce the total expense incurred by the district. Without this action, the board member election would run separately and the district would be responsible for the entire cost. I recommend approval of resolution 192526, consolidation of election. >> Anyone from the public? Seeing no one, we will come back to the board. This is Roger. >> I'll move approval of resolution 202526. Wait, no, no, no. Of resolution 192526, the consolidation of our election. >> And I'll sec I'll second that. >> We have a motion by Mrs. Roger, a second by Mr. Mrs. Rogers. >> Yes. >> Mr. >> Yes. >> Mr. Buckner. >> Mr. Clawson. >> Yes. >> Mr. Banfield. >> Yes. >> Miss Baltadano. >> Yes. >> I am a yes. That motion
107passes as well. Thank you. And we've got one more resolution. >> Good evening board. Uh I am here tonight to ask for your consideration approval of resolution number 202526 appreciation of St. Louis Coastal Unified School District employees. Um I am we had a pretty great day today I would say as our first kind of run at uh recognizing the amazing educators both classified certificated our administrators across the district uh Dr. operator, myself, part of my team were able to get out today and and present our final uh winners of all of our respective and teacher of the year, employee of the year, and the different classifications. And we'll be bringing them uh forward next uh week to have you um and I'm sorry, on the 19th uh you know, for more public recognition. But that
108being said, May is uh really the month where we recognize all of our amazing educators again, both classified, certificated. And uh tonight we are seeking uh your consideration approval of our resolution uh stating as much and our efforts to uh really recognize our employees. >> And I'm going to read the resolution and then we will go to the public and we will vote. So this is resolution number appreciation of St. Louis Coastal Unified School District employees. Whereas the St. Louis Coastal Unified School District Board of Education believes that every student has the right to access high quality educational programs to further their academic and personal success. And whereas the St. Los Coastal Unified School District Board of Education believes that quality educational programs are made possible thanks to the dedicated, talented, innovative, and hard-working educators
109and support staff who have chosen public service as their calling. And whereas the St. Louis Coastal Unified School District Board of E Education acknowledges the extensive skill and effort required to provide individualized educational opportunities for students. And whereas the St. Los Coastal Unified School District Board of Education is fortunate to have a team of skilled educators, staff, and administrators who provide students with valuable guidance, support, and encouragement toward helping students become tomorrow's leaders. And whereas the St. Louis Coastal Unified School District Board of Education is proud to recognize the dedication and commitment to excellence displayed by the team. And whereas the St. Louis Coastal Unified School District Board of Education believes that the St. Louis Coastal Unified School District team serves as a model of public service and pride for our community. And whereas the
110St. Louis Coastal Unified School District Board of Education believes that such a team deserves the gratitude, respect, and recognition from the board, students, parents, and the entire community. Now therefore, be it resolved that the St. Louis Coastal Unified School District Board of Education proudly proclaims the month of May 2026 as employee appreciation month to include the California Day of the Teacher today, Tuesday, May 5th. Teacher Appreciation Week, May 4th through 8th. The week of classified employees, May 17th through 23rd. School Lunch Hero Day, Friday, May 1st, and recognition of confidential support and administrative staff. In making this declaration, the board honors the St. Louis Coastal Unified School District team for dedicating their lives in service to promoting the success of our children and our community. Adopted this fifth day of May after voting. So, I
111would like to go to the public. Is there anyone who would like to address us on this? Back to the board for any comments or a motion. >> Mr. Banfield, >> I move that we adopt resolution number 202526, employee appreciation. >> And I will proudly second that. So, we have a motion by Mr. Banfield, a second by me. Um, and we'll go through. Mr. Banfield, >> yes. >> Mr. Uner, >> yes. >> Miss Baldon, >> yes. >> Mr. Clawson, >> yes. >> Mr. Buckman, >> yes. >> Mrs. Roger, >> yes. >> And I am a grateful Yes. So, thank you very much. And thank you to everyone involved in serving our students. We are deeply grateful to you. All right. Next, we have 9.01 1 DLI program updates. >> Good evening board. Thank you for
112the opportunity for us to uh talk about our DLI programs both on the city and coast with a focus on our roll up to Los Souls Middle School with their first cohort at Baywood moving on into sixth grade. So we'll talk about that in just a moment. Get the slide deck loaded. Shannon is here to join me as well and thank you principles for being all right. So we look at DI programs as a whole. There's a main end goal and that main end goal is this California seal of bi literacy. And so by having students participate in our dual language immersion programs both in the city and coast as our coast rolls the way all the way up through Moral Bay High School in a few years, our students will have the ability to
113earn that uh seal by literacy. And we'll talk about that a little bit more uh later into the presentation of the different types of awards. As students go through a dual language immersion program, there are a number of goals we want them to achieve. one bilingualism obviously and also biiteracy but also having a high academic achievement by doing a comprehensive program in both languages that's a lot that's a quite a bit of uh learning and achievement to um get through and so they do that naturally going through the program as well as um probably most importantly is the social socio comp cultural comp competence stumbling on that one um as they through they learn those cultural components that are so important um to that other language and so they come out with all those things
114um which is wonderful. >> So wanting to speak to um this exciting next step in the St. Louis Coastal expansion of the DLI program. And just to kind of take a little bit of a step back, um a lot of this work has been going on for many years. Um was largely guided by um research like the guiding principle guiding principles of dual language education. Um and is outlined in our district dual language um immersion program framework. Um so we have had our two elementary schools. Um the DLI program started at Pico in 1996 with a 50/50 model. In 2015 um guided by research and by feedback from the community, it switched to a 9010 model. The success and growth of that led to in 2020 the expansion um of the DLI program to the
115coast and to Baywood. And now we're here to discuss the exciting expansion from Baywood, our first graduating class who will be joining um Loos Middle School this next year. Um and so at our two middle schools, we will have three course offerings. the Spanish social studies, Spanish science, and Spanish language arts. Uh so students can take any one, two, or all three of those courses through middle school. And then in high school, um our course offerings are working toward offering a honors Spanish 4, AP Spanish literature, and AP Spanish language. um all of this to culminate in the seal of bi literacy um by graduation. So our middle school adopted curriculum um our social studies and science curriculum both align with what our English uh courses are doing. And so in Spanish social studies they
116use the National Geographic um Spanish version of the same texts that are used in the English classes. It is standards aligned social studies curriculum. Um for the Spanish science class they use FS which is the same curriculum used in the English science classes. It is NGSS standards aligned science curriculum presented in Spanish. Our Spanish language arts um curriculum is anecdote in that is actful aligned and designed as a ladder to the AP Spanish classes. Um it is also aligned with common core state standards but as you get to secondary the actful standards um start weaving in as well. they have some additional components of um focus on culture and comparison um that lead to uh the Spanish AP classes and those are important components on those classes as part of the expansion at um Lagona
117Middle School. Sorry, not Laguna Middle School, Losus Middle School. Um we have been again going back to those guiding principles of dual language education, going back to um the core components of our dual language immersion framework as a district and looking at what professional development we're providing. And so for the teams at Losos Middle School, we had um a teacher and the principal attend Cababe this year. Um the teachers are going to be attending an ATDLE conference which is the association of twoway and dual dual language education. Um we have provided and are ongoing providing some additional planning time because of course launching a new program particularly um uh a new dual language program um at a middle school requires time and we've been providing and are going to continue to provide opportunities to collaborate
118with the teachers at Lagona. Um we are working on lesson planning, unit design, scope and sequence uh with the district adopted curriculum. Um vertical alignment through some visits with the losso staff have been on site visits to Pacheo and Baywood and Lagona to step into some dual language classes and kind of calibrate themselves around what is expected in the dual language program. And we have also been um purchasing additional books in the Los Middle School library. Um and so now they are at about 350 uh fiction and non-fiction books in Spanish highinterest um novels um grade appropriate novels for students to be reading. um 102 of those titles were purchased this year and we're continuing those efforts um not only at the middle schools but at the high schools as well so that the program
119is really supported not only in the classroom but in all aspects of the school. Um, another way that we're supporting teachers next year, um, really at both middle schools is with some release days where we'll have some common planning, um, for all five teachers to come together and so that we, um, you know, have some scope and sequence and some, um, planning time between the two sites um, and between the teachers. As part of this work with both aligning city and the coast, we've established some district-wide recognitions. Um, existing sites both at Laguna and Pacheo of course have their schoolwide recognitions. They will continue as well as LOMS will have it. But overall, we wanted to have some uniformity in the recognitions for students participating in DI programs in both the city and the coast.
120And so what we have at the elementary, we have a couple different ones. ones for kindergarteners that are um going through that program and then at the elementary level when they get to either fifth or sixth grade having recognition there. We have a middle school one uh that's available in 8th grade and then for high school it is the California Seal by Literacy which is literally that icon you see on the screen. They literally get a gold that gold seal that's placed on their diploma um when they graduate. And so that's at the high school level they get that examples of what these look like. So here's example of the elementary one both in English and Spanish that will be provided starting this year. Then there is the middle school one in English and Spanish.
121And then as I said the high school is literally the gold seal that they get put u gets placed on their diploma. >> Dr. Prader signed a lot of uh certificates already. Um he opted I we asked twice. He opted to hand sign um the certificates. Uh we have more coming your way but I think the bulk of it is behind you. Um and so part of this process has been um sites hosting family engagement nights and making sure that communication is getting to parents and to the community. And so both sites um at um on the coast, Baywood and um Los Sos Middle School and um Lagona also uh has been hosting these things, but open houses where there's a a section dedicated to DLI and the program. um fifth and sixth grade orientations
122when the students are coming to sites and being shown around um and those students are being shown their program because it is a step away at the elementary school they are in um kind of a contained program a DI school and once they go to the middle school it's a DI program within just a general education school and so that is a bit of a change um DI parent nights um and Baywood and Pacheo both host principal coffees where they talk to parents about this. So impacting future outcomes um the ongoing expansion and increased alignment between the coast and town DLI programs are really working toward that increased attainment of seal of biiteracy. um increased engagement of EL students in sports clubs, leadership, extracurricular activities because we know that the more all of our students
123are engaged across their campuses, the more successful they are. Um greater opportunities for college and career multilingual um individuals, particularly those who have academic academic multi- literacy and multilingualism um are very valuable. um that that skill base is important in our world. Um and so this year we have we are awarding a total of 123 seals of biiteracy which is very exciting. 66 of those are in Spanish and 43 of those um are from former English learners. Um, and so that ongoing growth, um, I kind of could read additional numbers, but if we stair step just the last three years, um, every year we're expanding how many students are receiving the seals of biiteracy. We're expanding how many students are receiving it in Spanish and we're growing the number of um, multilingual native Spanish speakers
124who are earning that. And so it's really a testament to all the hard work of our um DLI program and leadership. So very exciting. Thank you. >> Thank you. I'd like to go to the public just are are you done, Dan? >> Yeah. No, I was just going to like go to that slide. Just Okay. The frame of thing I should have mentioned in the notes section of the slide deck, you'll see some of the statistics and a link for the different ways to attain the seal of high literacy. There's multiple ways to get it. So there is information in the notes section. >> Thank you. I noticed that. Yes. I first I'd like to see if anyone from the public would like to address the board. >> Yes, we'd like to invite Marissa Gomez.
125>> Hello, I'm Marisa Gomez. I have students at Baywood and at LOMS and my expertise is in language acquisition and education. Um, so I hope it goes without saying that I love dual immersion. Um, I also want to raise the topic of our multilingual students who aren't in the dual language programs. We have many students who speak another language at home, who are acquiring English, those we generally are aware of, and we have many other languages besides Spanish represented in our district. And I would love for those students and families to recognize early on their language capacity as an asset that our district appreciates and consider creatively how to expand um the seal of biiteracy pathway for students at all sites and likewise make foreign language accessible to native English speakers. Um, for example, right
126now at the middle school, Spanish is an elective. If you're in band, you can't take Spanish. Um, and I know these are problems we're all aware of and concerned about, but specifically with regard to language competency when we say that that's an outcome we seek. There are other ways we can be thinking about it um to really be more inclusive and see even more give Dr. Prader even more certificates to sign, shall we say. So, thank you. Anyone else? >> President Schffer, I'm over here. Oh, yes. Can um I'd like to address one of the items that Miss Gomez brought up related to allowing students that speak a language other than Spanish as their primary language um to earn a seal of bi literacy. And we are expanding that capacity this year. Um, Miss McFaten,
127Shannon, McFaden, Sullivan, and Dan and I have discussed um how students can take an AP exam in any number of languages um even if they don't take the class at our school and as long as we have a way to give them uh oral language assessment in that language. So, we've employed the Stamp E as a curricular product to be able to assess oral language fluency. So we are doing our best or looking at ways to expand the ability to earn a seal by literacy in languages other than Spanish although we offer DLI Spanish programming. >> Thank you. Thank you for that information. >> I will come back to the board for questions or comments. Um Miss Baltadano. >> Uh yeah, thank you for the presentation. Um, I I just want to use the presentation
128as a way to just point out how intentional this process has been. And um, unless you're involved from the inside and doing the hard work that you all are doing, it may not be evident. And I can say that from the perspective of a parent who whose kids started school at Pacheco Elementary and there was a little bit of buzz about maybe the program expanding into middle school and and my perception was well I'll believe when I see it I'll believe it. Right? I and then my kids graduated and they were able to continue with their Spanish language acquisition in middle school and then go on and graduate with the seal of biiteracy and I still have a student um in the high school. Um, and then throughout that process, you know, well, maybe this
129is going to expand to the coast. Well, I'll believe it when I see it. And it happened. And um, and now we're talking about expanding from Baywood to um, Losos Middle School. So, that is just really exciting to see that progression and um, that intentional strategic growth and also, I think, a good lesson in how these things take time. And so we it wouldn't have been feasible or um strategic to just start a district-wide DLI program, right? It needed to happen in stages. And so I think that that's something important to point out. Um the other thing I'll just say is that I had the opportunity to attend the Lossos Middle School um humanities writing celebration, I think it was called. Um, it was celebrating wonderful writers at the middle school there. But afterwards, I
130got to talk to some of the teachers and two of them were the DLI teachers or will be DLI teachers and they are so excited about this. They talked about having attended conference. I don't remember which conference they attended, but I know you've been attending a couple of them. and um you could just see hear the excitement in their voice and um it was really nice to be able to offer just my appreciation for the extra work that I know they're having to put in to you know uh make this all possible. So um just wanted to share that. Thank you. >> Great Mr. Banfield. >> Yeah. Um Mrs. Yamashita and I have had a few conversations regarding this. Um, one of the courses that I believe is going to be offered at the high
131schools is uh, Spanish heritage. >> We currently offer Spanish heritage. One thing we're adding is Spanish for honors. >> Uhhuh. I think the Spanish heritage class um, can be a real leg up for native Spanish speakers um, who don't know enough about their own language. Should they take that class, >> it will give them the opportunity to gear up then for the seal. >> Correct. So yeah, the the Spanish heritage is still being offered um primarily on the coast and I would say as DLI rolls up on the coast through Los Middle School into Moral Bay High. I think you'll see it'll be a more natural alignment between both high schools. But for now and has been in the past, they do have that heritage course and they will um as DI continues to roll
132up through Losos. >> Great. The other thing I wanted to comment on again that Lisa and I have talked about at length is um um the anctoodas textbook that is going to be used for Spanish literature. It's really great for cultural awareness, but I think we've agreed that there's going to have to be some scaffolding involved, grammar, all of those things that have to be put in place in order for that textbook to really be a benefit to them. >> Yeah. And I would say the Spanish language arts piece is a newer component. that class um sort of had it last year with some the staffing setup we have um have it this year. So, it's something that we continue to refine. It is a newer offering in the DLI program compared to say the
133social studies component has been around at Lagona for I don't know 15 years. Yeah, 20 years. Long time. So, yeah, we will continue to refine uh that course and supplementary kind of materials for that. and you have in place. Did I understand from the presentation that this summer there's going to be um some amount of planning, collaboration >> to provide teachers with the necessary tools, curriculum uh for that scaffolding. >> Yep. Yep. Attendance conference, all that. trying to as best we can. You know, Heather's been able to get a couple, you know, get some really good teachers that are excited to do it and we're excited to have them, you know, do it at the sixth grade level at LOMS and um takes time. So yeah, we've been giving them some time and giving them
134sha, you know, kind of shadowing opportunities, collaboration opportunities as we said at Pacheco and Baywood and Lagona. And um that's sort of the the culture we've established and we'll continue to support their ability to collaborate as they develop it, especially as we they get in the seventh and eighth and can work uh more kind of closely with Laguna. You know, LOL's having sixth grades, a little bit different setup. Um so there's additional work there to get it going, but yeah, very much said, you know, giving them opportunities to collaborate and plan and do all this thing. It's it's a heavy lift. It's a lot um to do. It's a lot to just do a class in English, let alone you're going to do it in English and Spanish. So, yeah, very much trying to do
135what we can to support them. The other thing is um I want to express a sense of gratitude that that seal of biiteracy does require some form of oral proficiency and that that is in place. And I've been wondering about that since I started here on the board. Is there anything like that? And there is. And I think that's really important that there be a standard set. You know, it's it's it's one thing to be able to read a language or even write it, but to communicate, >> that's that's another thing. >> Thanks, >> Mr. Clawson. Uh yeah. So first of all, I'm really excited about the growth of the DLI program and the momentum. I guess I have some questions about um just the the way we measure it, the way we look at
136it. I mean the presentation seems to really focus on the seal of biiteracy being the primary success factor. >> Correct. I guess I would have I I was maybe expecting more thought on how DLI students are doing socially and academically in our broader programs in comparison to, you know, English learners that aren't in DLI and to nonDLI students and and is that something that um you can share some perspective on? um may maybe is my first question and then I guess my second question is the seal of I I might have a misperception about seal of biiteracy but I'd like to understand kind of how difficult that is to achieve and and the context is um I think my daughter got it in Latin for taking like two years in Latin in high school and
137she cannot speak Latin like I I I I would argue she has um minimal to zero Latin skills but she has a seal in biiteracy which which um is fine for her, but I mean if we're we're using that as the primary measurement of success here, I guess my perception is it was such a trivial thing for her to achieve that it being like the the crowning measurement of this program just seems um strange for a program that's this strong and this powerful to be measured by a seal that um you know really didn't take a lot of effort to achieve in that example. So, um, maybe would you mind spending a minute on the on the seal and and maybe do I misunderstand it? Um, >> I'll let Shan speak to SE if you
138want to look on the slide that there's a link that shows all the different ways to get it. So, I would say um probably as you do with any course and what grade students get. You might have some variety in their proficiency um in it. So, you can have some different variation their ability, but I would say overall my son got it in ASL just this year as a junior. um it is typically pretty challenging to get to meet those marks of those different things. Um in terms of the the pinnacle of the goal, I'd say it's a metric set by the state in terms of for a DI program. I that is the thing that the state is pushing. I would say it's not the beall endall. Obviously the the cultural piece is important.
139There are other sort of softer metrics that we could look at trying um to acquire and measure and and they are important. I would say the seal by literacy is that is the metric kind of the main metrics set by the state and so that's our court of sort of model that we have but we for sure can look at other things with those other sort of goal those achievement areas that we have >> well so am I misunder I I guess I would assume a student coming out of baywood or pico right now probably could um earn that high school seal as a six >> they have to earn it they have to show competency in English as well so it depends on where where they're at in that it's >> so so is
140it a stringent thing? I mean or >> I would say so. Yeah. >> So my daughter >> they have to pass the AP test to earn the seal in Spanish. So they have to be able to pass AP Spanish or a AP Spanish split or lang. And they also have to pass with the three or four the CASP state assessment in English. So, those are the two measures to prove. I have proficiency in English on CASP because it requires reading and writing and listening. I'm not sure if 11th grade has listening off the top of my head or not. Okay. >> Um, but it does all the domains of literacy in English are assessed on the CASP and then the domains in the other language are generally assessed on the AP exam. Shannon, what would
141you like to add about that in terms of requirements for the um seal? >> Um the the Latin is a little bit different being essentially a dead language and so there is a national test associated with it and you have to take at least three years um and pass um the test. I believe now there is an AP test. Um, I saw some of our students who earned Latin this year earned it through the AP test and some earned it through the national test. And so there um it it is still there is still a level of rigor of what students are supposed to demonstrate. Um but it is going to be a little bit different than students who are demonstrating reading, writing, speaking and listening um as required in other like in Spanish or
142Japanese or we had a student qualify through stamp this year in Arabic. Um, and so they have to show proficiency in all four of those in addition to having that English metric. >> The other two elements I'd like to highlight about our DLI programs is that bicultural celebration, by cultural awareness that happened probably to some degree in her Latin class, but probably a a lesser degree than what the students experience at our schools that are fully immersive. >> Sure. So, let me refocus this not around my daughter in Latin. Um well well so this is the perspective I'm coming from. This program is really powerful and broad and it's a life immersion program that's not just about language and and so there's so much powerful in the DLI program that I guess when I look
143at it its culminating outcome being the biiteracy seal there's just so much more that it creates and it and and that it could be measured by and I guess that's maybe my confusion and so um what what are the social impacts of it what are the emotional benefits of it. What What are we seeing in terms of life outcomes from students in this program? >> Because I'd expect them to be really positive, right? And >> I I think it would be perfect to have some of our principles come up and speak to that >> and we don't have to talk about the seal of biiteracy again. >> We won't I won't bring up your daughter. I promise. >> She's very nice. It's fine. >> Um Kirsten May, principal at Baywood. Just off the cuff, I
144mean, as I was sitting there listening to the conversation, um, and we were talking about maybe some softer members. Those of you that I interact with regularly know that I am a bit of a data nerd, so we can talk all day about the hardcore data and our student achievement. I mean, at Baywood specifically, our students subgroups had exceptional growth on ELA um, in our most recent CASP and um, accelerated grow in ma growth in mathematics. So, those are measurements that we're continually focusing on and building program alignment and I'm waiting for my ELPAC scores to create my master schedule so that my students have um you know the um least amount of barriers to access their education. And so that's just constant and revolving and hard numbers. I could sit down with you all
145day long. But as I was sitting there listening, I was really thinking about the seal of bioliteracy um specific to the outcome data. What was it? 43 um reclassified students earned the seal of biiteracy. So I think that's an important note too for students who are English learners to receive the seal of biiteracy. They also have to have had reclassified as well at some point in their educational journey. Um and so I was thinking about the pride of those families. many of them um and I have relationships with many on a personal level and many of them that came to this country and cho and chose along the way for their student to hang on to their language to not only be bilingual as Mr. Banfield was speaking to but that that biliterate piece where
146do the accenttos go? Where are the strong syllabus and the weak syllabus and all these things like I hardly know in English our students are learning in Spanish and and so I really had the thought about the pride of our families when their students receive that seal potentially at the end of the road and so as a selling point for that. But, you know, I love looking at the hard data. Um, social emotionally, you know, I think we've maybe could pull out some youth truth data. Um, but, uh, yeah, I don't I mean, I think that that's evidence we could gather along the way. >> We do have absenteeism data also from these two elementaryaries that are particularly better than our other elementarymentaries. >> Yeah. um to suggest there is a level of engagement by
147families and students that is different at least at the elementary level. And Lagouna has had um with its DLI program um better regular attendance, stronger regular attendance than Losos Middle School, although Los Middle School is improving. So that could be a component of improved attendance. I can also speak to just the sense of engagement as the principal as we built Baywood. You know, also remember coming out of COVID where all schools were dealing with learning loss. We were focused on learning loss, doing it in two languages and building a program on the side. And as a parent of Pacheo and as the principal at Baywood, I can just s speak to the sense of community at both of our schools and this sense of identity that I think our students have that I've worked at
148almost every school in our district over the 20 years I've been here and I can say that there is something special about that DLI community. No, I I appreciate that and and I guess that's where my question was coming from is there's so much positive in these communities that you you guys are building that um I I would love to see us measure it and talk about it as broadly as possible and I think there's opportunity to do that. So >> yeah, I'd love to. >> Thanks. Yeah, >> great. >> Yeah, sure. Yeah. So, I've had the unique opportunity to see both at the high school level and then at the middle school level at Lagona, what it looks like after students have left the DLI program that's kind of self-inccluded at the elementary level
149and then moves into this kind of bigger ocean where they're mixed in with all the other students. And one thing that stands out and it's not, you know, to your point, we we could potentially look at like how do we longitudinally measure this long term and really continue to look at this DI group individually in addition to the whole school data because, you know, we talked earlier about our youth truth goals and and data on student connection and we haven't drilled in to say what is the like our PCO students, how are they doing here compared to everyone else. But what I can say is that school pride that exists for around our students who have come out of Poacho. Um we have every year Dia del Nino um that they do as a celebration
150that they reach out and say hey would you like to send some students to come and they are like all just like we're in no matter what this year it was the day of our um spring dance and they were like we can make it work like we'll get a ride back to be able to come to the dance but like we're all going to go to this thing and so I think one thing that stands out at the middle level and I saw it at the high school too is this deep sense of community and pride across so many different diverse subgroups. of our students that all went through dual immersion together. And I don't think I could stand up here and say like, I have this exact stat for you of what that
151looks like, but you can see it in just the relationships and the friend groups on campus. And then the pride that they have when they respond with a, hey, we have Dia Delino and like, do we have any volunteers? And it's like 50 kids are like, we're in. And it's not just our high achieving students and it's not just our low achieving students. across all of these different groups on campus that then reccome together because they're all a part of this program that they feel great pride in and great identity in. And then another thing, this this year is our first year. Um we actually offered a seventh period PE which is basically saying, "Hey, do you want to do more school to middle schoolers and we had a lot of students that took us
152up on that to continue in Spanish language arts as an additional elective?" So they didn't have to pick Spanish language arts or band like we were talking about earlier. and that challenge. Um they're able to say yes to both options. Uh and it's amazing to see the number of students that were like, I find this so deeply ingrained in who I am that I'm willing to do an extra hour of school every single day to be able to continue in this program. Um and so again, those are kind of anecdotal things. It's our first year doing it, but to me that was something that was really staggering. I don't think middle school Nathan Miner would have signed up for an extra hour of school every day. And so to see kids that are like, "Sign
153me up. I'm in." and even on hard moments like I'm still in and it I'm sticking with it has been pretty impressive and speaks to the culture that has been built at Poach and I know also is built at Baywood. >> Thanks. >> Yeah. So just to wrap wrap that up I think Shannon and Dan, sorry if I put you on the spot. It's really coming from the perspective of how how great and successful this program is and wanting to see all the great things about it. So just thank you. We really appreciate what you guys have all done. Thanks. >> Good question. It's a good point for something to look for for us to kind of develop and work on for sure. >> Well, just two thoughts. I think I think DLI is a
154step in the right direction. And I say that in a national sense. We're such a backwards country. You go over to Europe and students learn English. They they master English by the time they're in high school and we're saying all basically all students learn English. It isn't an elective. They just do. And it's so funny when you stumble in a foreign language, you're trying to um you know, let's say you're over in France, you're trying to order some creps or something like that, and the girl says, "Hey, need anything else?" Just blows you away, you know. Um my hat is off. Um and I'm so humbled by anyone who comes to our country to learn English. English is a difficult, screwed up language. It really is. There's so many strange rules about everything. It just
155makes your head spin. And so that seal of my literacy, especially for those that are acquiring it, you know, as English learners, wow. because it's it's more than language. It really is. It's more than language. When you go to a foreign country and you learn a language, hopefully you learn to love the people. And you know I at the same time I'm hoping that these these students who learn English do not drop their mother tongue to not turn their back on their mother tongue but keep those languages strong. >> Thank you. All right. I wanted to thank you for the presentation and also uh recognize and and express um appreciation for Mr. Miner and Miss Contraras and Mrs. May and Mr. Wizar for being here tonight also for this presentation um and for your participation
156and for your wonderful leadership uh Pico and Baywood and also implementing the programs at at uh the middle schools. It's been a big lift and we've it's been just such a pleasure to watch it happen. So, thank you. Thanks very much. >> We've been able to do it during budget cut time, too. Yes. Which is phenomenal. really a phenomenal >> and I see Mrs. Roger as her last. >> Yeah, I just wanted to chime in and say and also um I'd like to acknowledge Shannon McFad and Sullivan who participated in this and um and was a big part of the presentation and I thank you both >> team effort. Thank you. >> Thanks very much. >> You know it's super important for the board I think to again as Mrs. Baltadano said to give yourself
157a little round of applause for making this happen. Right. It was your choice six years ago, right? To to decide to add a DI program to the coast, >> especially during CO. That was >> that was a great >> teachers may not have. >> I don't think we knew CO was coming when we made the decision. >> Well, listen, I mean, we we we have enrollment issues on the coast, >> right? So, this was a direct way to keep kids on the coast to keep our student population up. And so bringing those students who are naturally just flowing to Bacho, right, to keep them on the coast and keep that program >> equity, it was an equity response. >> Absolutely. >> Right. And so it's it's it's been I will tell you because I do
158the enrollment looking at TK. And so it's been kind of a a a perfect mix so far in terms of the number of kids that want to go to Baywood versus the number of kids who want to stay in English school. It's it's been pretty stable. We've been able to really let everyone in. I think this is the first year where uh we may have to hold off on a couple of TK kids kits in terms of allowing them to, you know, make the move to Baywood, right? Just in terms of overall numbers. Um so it's an interesting, you know, aspect of it, but definitely with the continued decline of coastal students, right? It's continued. Even this year, Monarch Grove is, you know, for next year is looking really low. Um kind of like Delmare.
159So, you know, things that we can do to keep kids on the coast, um, keep those programs going, which includes, you know, we have a lot of kids coming back from teach even who come back in Los Middle School. Right. Again, we've talked about, we've echoed that Moral Bay High School is doing fantastic and so really trying to draw kids and and ensure that they stay is super important. >> Thank you. >> Um, I see Mr. Well, I I was just going to add that one of the other things that that's happened over time is um we have increased the amount of students who can take the program. So, if you remember pre Baywood, >> yeah, we turned a lot of people away. >> We we were turning people away from Pacheco, people who wanted
160that opportunity to send their kids there. You know, siblings could go, but other kids couldn't go. And so, now we've had this wonderful opportunity for all kids, especially kids on the coast, to be able to avail themselves of this program. It's it's a it's a tremendous thing. And I remember when we did it, there was there was some push back. >> Yeah. Oh, yeah. For sure. >> There were questions about it and push back and and and I think to to hear the it it's not done yet, but it's you know, who who would have thought? I guess we had that must have had this pipe dream when we started six years ago thinking about what's it going to mean for Los Soso Spittle School, right? We had those discussions down the road and and
161and here we are today and then in three years we're going to say what can we do to to to increase access at Moral Bay High School. This this is very exciting. >> And and Mr. Anger, you're right. I remember I remember Mr. Bloom and I having a conversation about he said, "You need to come out here at 7 in the morning." And I said, "Why?" And he goes, "You need to see the bus of little kiddos going to Pacheco. These kids I So I went out there. I made a special trip. I sat in the parking lot in the front and watched a 70 passenger bus fill up with little kindergarteners and first graders and second graders and third graders. These were the e kiddos going to Pacheco from the coast and they were
162on the bus. I did a quick calculation two hours a day, >> right? >> it just made perfect sense to do what you did. >> And then I think the other thing that that that I perhaps think about is once students went to Pacheo, they were probably more likely to go to Lagona and St. from Los Bispo High School which disadvantaged Losus Middle School and disadvantaged the culture at Los Sos Middle School as well as the culture of moral bay high school and and this is this has been a seed change. It's really a wonderful thing. >> Okay, we will now move on to measure to 9.02 measures the award bid. Thank you so much for coming. Thank you. >> Great job. >> Thank you. Um so tonight I'm uh asking the board to award
163bid to Weisson Construction. Um we uh put forward this was a design bid build project. So um you know we've done lease lease back we've done design build. So in this case we kind of feel like there's a and you know there's a lot of um I don't know people looking for work right in terms of right now it's it's picked up as you'll see we had a number of bids on this project. Um I was happy to see that our you know we do our own estimates when we put the bids out what our expectation was. So in this case our estimate was about 7.2 million. So very very close right in terms of what the bids came out to. Um you'll see Mr. Weissong had the low bid of 6.9 million. Um next
164next was precon and then Newton uh construction. But again bids ranged all the way down. Um and so really a good a lot of biders on the project and so that was exciting to see which of course um you know gave us a great price as we move forward and and it's important as we as we you know in terms of trying to get all these projects done with budget um as we move forward. So it was good to see. So um in this case uh again we construction was was 6.9 million was the low bid um and so we're asking the board to approve tonight. he'll be moving off of the uh Los Ranchos job will be finishing up. So, he's got some some room in terms of, you know, shifting positions and so
165we'll see. But he definitely has he's made his mark in terms of working for St. coastal and coming in and so um you know with with his economies of scale I think he's able to offer the district you know low low pricing as we go through which again will help us achieve what's necessary for us to get all the projects done at all of our sites. So I'm asking the board again to approve the uh the or award the contract I should say for CL Smith phase 2 modernization base bed to construction. >> Thank you. I'll go to the public. Anyone wishing to address us on this? Right. Back to the board. I see Mr. Mr. Banfield. >> Well, I I'll go ahead and I'll I'll make the motion to approve bid number 336 CL
166Smith phase 2 modernization to Weisson Construction. I just wanted to point out the other thing about Weisson Construction. I think you mentioned it is that it's a local company which I believe means we're going to have more local subs. Yeah. Which benefits the which benefits the economy and benefits the workers in this in this community. So, >> almost all local subs. Yeah, I'll second it. >> All right. And then Mr. Buckman, I saw your light on. Did you >> Oh, okay. Got to move on that button a little fast. All right. We have a motion by Mr. Anger and a second by Mr. Banfield. Mr. >> Yes. >> Mr. Banfield. >> Yes. >> Miss Baltadano. >> Yes. >> Mr. Buckman. >> Yes. >> Mrs. Roger. >> Yes. >> Mr. Clawson. >> Yes. >> And I
167am a yes. Thank you. Motion is 70. Right. Miss Yimasha. All right board, are you ready for 9.03? Um first reading of food operate service operations cafeteria fund. Yes. Okay. So um this I'm bringing you this board policy tonight to consider after review with our board policy subcommittee team. This was brought to our attention through Gamut and the California School Boards Association. Um, with the SB348 in 2023, uh, it it legislated all public schools in California must make available free of charge one nutritionally adequate breakfast and one nutritionally adequate lunch each day regardless of a student's status. Um, also they said in view of the potential upcoming conflicts between federal requirements and CDE guidance, it is recommended that districts adopt this policy and the accompanying administrative regulation which addresses meal charges. Um, so I'd like
168to recommend this uh for your review and recommendation to bring it back for approval at a second reading. Any questions? >> Thank you. Let's see if the public has any questions on this policy. All right. Any board questions or comments? Mr. Clawson. >> Um, yeah. Had a couple questions there. I I just didn't understand. Um, it looks like we're making a change so that not all employees have to be 7 CFR California Department of Education compliant. And I didn't know what that was. Let me see. Pursuant um >> third paragraph. >> Yeah, there's a paragraph here. Pursuant to 7 CFR210.9 blah blah blah blah districts participating in the national school lunch and/or the breakfast program must maintain a nonprofit school food service program. Revenues received through this program may be used for the operation or
169improvement of the food service program but not to purchase land or buildings. So this has >> Yeah, my question was we used to say that all employees had to be compliant with whatever that is and now we don't say that employees have to be compliant. I was just wondering why or maybe it doesn't matter. >> They do shall ensure yeah that the food service director predest you're right that we no longer require all of our employees to do that. I I don't know the details to that. I can get back to you on that. I just didn't know what it was. So, I didn't know if I should care, I guess. >> I would have to do research to answer that question. I'm happy to put something in Friday notes about that. >> Yeah. I
170mean, if you look at it and it's not a big deal. It's not It's just I I'm more just saying I didn't know, but if if it if you >> I don't know what it means to be compliant by 7 CFR21030 off the top of my head. I apologize. >> One other question. And um the red line on page two in the middle, it strikes a sentence, a paragraph that says, "Superintendent shall ensure that a student who per whose parent guardian has unpaid school fees or a student is enrolled in the free or reduced price meal program is not overly identified by the use of special tokens, tickets, and other means and is not shamed, treated differently, or denied a meal. Well, I was just wondering why we struck that and then >> I think
171in the clean version it's still included. >> So, there's an inconsistency between the red line and the clean on that. >> I might be way more in the weeds than I want. I'm sorry, but >> So, that is paragraph one, two, four. >> Wouldn't that be because >> six >> uh >> it is covered in Yes, it is covered and it's all the same. So, >> and it's covered in another board policy that we're not allowed to exclude students based on anything that they money owed, etc., but I'm not I I am concerned or trying to follow up and check on if it is in one place and not the other place. >> Well, so the clean version has it included in the red line has it struck. So, that was what made me >>
172read it. But the clean I don't see it in the clean version. Are you looking at the original? in the clean version yet either >> the original version that follows the clean version looks a lot >> I might have read it wrong but so we struck that cuz it's in another policy is that what we're saying >> it's struck through because gamut suggested that we strike it through that is read so that is not a board um policy group decision that was a gamut's recommendation and I believe it was struck through I'm trying to >> if I should yeah I mean if it's just read and it's gamut and we want to just follow gamut. I'm fine with that. >> I I just also wonder um we looked at a lot of statutes with this
173policy in the last one. Um but uh we're not using tokens and tickets anymore. >> So, right, there's just everyone h swipes their ID card or just has an ID number. So, I think that might be part of it is it's kind of a relic from back when I was in school and you knew who was getting free meals because their tickets were a different color >> and that was not a good thing. >> The same reason why we don't ask parents to pay anymore. That the stuff that was struck about having parents have to pay because it's free for all so there's >> not a need to have that language anymore. >> Okay. So, >> I'm I'm good. I'm sorry. >> No, no worries. So, we're comfortable bringing this back next time on the
174consent agenda. >> Yes. Thank you. All right. Uh, next one. All right. Um, I will also I'll have Miss Primer follow up. Um, Mr. Clawson on your question about the what it means to be approved. Um, education for English learners policy 6174. Uh this is a CSBA gamut recommended update regarding state and federal law that establishes requirements for the identification, placement, and education of English learners. And an important part of this policy is that the education code 60811.8 prohibits districts from denying any student who is an English learner the opportunity to enroll in corecurricular courses. courses that are required for middle school promotion or high school graduation or courses that are required for graduation for college admission. Um there are some specific exemptions to that for recently arrived immigrant children and youth. Um but this
175has been through the board policy subcommittee. Anyone from the public have any comments or questions on this? Thank you. back to the board. Any questions or comments? Everyone good with bringing it back on the consent agenda for at our next meeting? All right. Thank you. >> All right. Thanks. >> All right. We are at the action consent portion of our program this evening. So, please let me know if you'd like something pulled. Uh 10.01 CIF representation form. 10.02 approval of minutes. 10.03 Acceptance of donations. 10.04 Approval of Warrants for April 2026 and payroll for April 10th, 2026 and April 30th, 2026. 10.05 proposed revisions to board policy 5141.5 mental health. Second reading 10.06 Approval of certificated and classified personnel item 10.07 07 surplus property disposal Latin textbooks 10.08 approval of furniture and equipment requests from
17644 2026 to 428 2026 10.09 Approval of purchase orders for the period April 4th to April 28th 2026. Not a peep. >> I move approval of items 10.01 to 10.09 >> and I'll second that. >> Hi, we have a motion by Mr. Stunger, second by Mrs. Roger. >> Mr. >> Yes. >> Mrs. Roger. >> Yes. >> Mr. Claus. >> Yes. >> Miss Baldon. >> Yes. Mr. Banfield. >> Yes. >> Mr. Buckman. >> And I am a yes. All right. That carry 70. Uh, anything for advanced agenda? any reports by board members. >> Very briefly. >> All right. >> Um, we have some folks left in the audience here and I'm hoping maybe we have some on Zoom and I just want to remind everyone that we are the board is in the middle of its
177search process for a new superintendent and we want to hear from you. We want that process to be as collaborative and as inclusive as possible. And so if you go to our district website, slcusd.org, you'll get a popup message with a survey that is available in multiple languages. Um, and you can complete that survey until May 11th at 400 p.m. And that's a way to provide your input into the process that will help us um draft the um job description for the position. And that is it. Thank you, >> Mr. Mr. Buckman. >> Um, yeah, I took started to take advantage of all the activities that the students were outlining. Um, so I did go to the students senate which was great. I went to Hawthorne's welcome of new new families. Hawthorne CTA. Um, just
178did the St. Louis FFA barn bash. Dr. Prader was there as well. That was delicious. Um, the board's subcommittee, a few other things. And I I'm sitting on the city Santa City um vote once committee which has been very interesting and I'm finding that um it was beneficial to them to have somebody from the school system. Um I'm not there representing us. They're representing the NACP, but there were questions that came up. So um I'm going to urge that we seek ways to stay more involved or find ways to sit on some of the city committees. Thank you. >> Um, Mrs. Roger. >> Yeah, I I was able to go to >> Oh, Mrs. Roger. >> Oh, sorry. I said Mr. Sorry, >> we're often confused. >> Okay. I just have a question. Uh the
179measure C study session that is scheduled for May 14th uh I believe I thought it was going to be held at Pico but I'm seeing here it says district conference room B3. Has that been changed? >> It's it's at Pico. >> It's at Pico. Okay. Thank you. >> On that Can I just on that calendaring situation? I noticed that in the Friday focus the trust automation ceremony for tomorrow evening is at 6, but it's on our calendar at 5 and so I just want to make sure we have the correct time for that. >> Let me double check. >> Thank you. And just >> on that I'll text uh Mr. Black. >> Thank you. >> Find out. >> It's all because Mandy broke her foot. Just messed everything up. >> All right, Mr. >> Mr.
180Oh, >> you're on. >> Now it's my turn. I better you know what I need to pay better attention. Um yeah I went to the moral high jazz band concert and and it was wonderful as usual. Mr. Beier and the band did a really great job and it was great to hear Jocelyn sing. She she's just so talented and and she you know she just puts herself out there. It's really great. And then I also went to the art show that Mrs. Masha went to u last Friday night and it's really fun to see the black and white photos and the descriptions that the students did. So, it's pretty cool. >> All right, that's a wrap. Thank you everybody. Thanks for coming. Thanks for sticking with us. You folks out there in the chairs, we
181appreciate it.