001Miss, good evening. Can you hear me? >> Good evening. This is David. Uh, I can hear Rosalvo, but I cannot hear anybody else. for interpret. Thank you. Do we have consensus on the order of business? Seeing that we do, we'll move on then to presentations. Our student representatives to the board. Um I understand that we have standins tonight for our um our usual representatives. So we welcome you. We typically we start with the away school. So moral bay if you'd like to begin. and and please introduce yourselves. >> Hi, my name is Maya Massie and I'll be presenting on behalf of Moray High School. Um, first up, wanted to highlight that Peggy Flynn, our agriculture teacher, was awarded the honorary American FFA degree, which is the highest honor given by the National FFA organization. So,
002congrats to her. Um, the week before last, 65 of our seniors attended Questa Colleg's Promise Day, an event. It was on Thursday. It was very valuable and informative to all of the kids. Mora Bay High School held its annual Halloween costume contest last week. The overall winners were Sophie as Mr. Scaldy. Um, this is Sophia as Mr. Davis and Mr. Wallace played by Haley, the Mor High School admin team. Also, last week the Mor High School blood student blood drive was on Wednesday. It was a huge success. I personally participated in donating blood. It was a great experience and a great feeling knowing that just about 15 minutes of my time contributed to saving a life. Um 52 total ADVID students went on last week's college trip. They visited San Francisco Skate, UC Davis, SAK
003State, and Stanford. At each college, former MBHS students met our current Advid students to share about their campus and their college experiences. A special shout out to Miss Brinken, Miss Cherry, Mr. Spar and Miss Padiachi as their amazing teachers and leaders of our AVID program. Today as a part of our tutorial guest speakers was hosted by CA assembly member Don Addis. We feel lucky that she made the time to speak with us today and sup so great thanks to her. Um for sports this week our girls tennis and volleyball teams continue their playoff runs. Boys water polo is also competing today in the first rounds of playoffs and our girls water polo team is hosting a round one game tomorrow. Our cross country teams competed on Saturday at the slow county championship meet. Our teams
004did very well and Wendy Wilson placed first in the slow county girls champion. Also our football team travels to Delano High School for the playoff game this Friday. Upcoming this week, some of our auto students are attending SEMA and Apex shows in Las Vegas where they'll explore cutting edge automotive innovations meeting industrial prof professionals and learning about future career pathways in automotive and our aftermarket industries. This Saturday night is our annual MBHS Aggie Backer fundraiser. It's a boots, bids, and BBQ event at the Mora Bay Community Center. November 15th, 14, 15, 16, 17, 21st, and 22nd, our Moray drama will be playing The Play That Goes Wrong. And that is all for our upcoming events. Thank you. >> Thank you very much. Great job. Uh, are there any board questions? Okay, seeing none, then we'll
005we'll move on to uh, Slowheight. >> Hi everyone, my name is Maddie Perie. I'm filling in for Zoe Fuji tonight and I'm really excited to be here. It's my first meeting. So, yeah, it's going to be great. Um, so, uh, for arts and academics, um, I'm so excited to share that we had a ceramics club hosting our first, uh, throwing night of the year. And in this event, um, ceramics 2 and three students are allowed to come and bring parents, siblings, or friends and teach them how to throw on the wheel. And all of the proceeds go to our empty bowls event which basically um they the ceramics club partners with our uh culinary club and they take the empty bowls and you're able to fill it with soup for money that all goes to
006charity. It's a really fun event. And then also two weeks ago our marching band ended their travel season on a high note in Selma where they earned first place in the competitive parade and second place in the field show. And then just last Sunday, the honors jazz band showcased their talents at the jazz jubilee band, big band soundoff, which is also amazing. Um, and then uh for arts and academics, moving on. Um, on Saturday, the Roar Band competition happened at Holt Field from 5:00 to 9:00 and it was an exciting event featuring our high school bands from across um St. Louis Abyispo and Santa Barbara County. So, they all got to come and see Slow High and the tickets um were sold a lot. Yeah. And uh to wrap up their competitive season, our marching
007band also earned second place in percussion, drums majors, and overall division categories at the Pismo Beach competition this weekend. And then moving on to athletics, um our sports are kind of wrapping up because it's the end of the trimester, but we had a great milestone this year because um at slow we had the first uh girls flag football team and I was on it and it was amazing. You can see me being like strangled by my coach cuz he was really excited cuz that was his second um league win um in like 23 years um within the 6 months because we also won basketball last year and we got first in um our league and then we placed first place in CIF but weren't able to do it because there wasn't enough teams in our
008division but hopefully next year we'll be able to. Um, and then for other sports, we've still got girls golf, um, girls and boys water polo, girls volleyball, girls tennis, cross country, and football all still competing. And so, wish them the best of luck for the future. And hopefully we'll have some um, CIF wins and states uh, competitions coming up. And then we've got some ASB updates. Last week we had a really busy week with D Muertos celebration. And we had the cafeteria hallways all decor decked out. And then we had a uh a friend at the front of the school where we honored uh all of the Slow High kids who had passed while they were attending Slowh High. We put up all their pictures and um also staff who had passed while they were
009working at Slow High, which was really special. And then also in addition to that, any kids who wanted to could bring a picture of their loved ones and set it out during the week. And then we also had battle of the beads which definitely brought the whole school together. It's like a row shambo contest but if you win you have beads and you're able to pass them on to the person who won. So then at the end we had you can see like in the bottom left corner like people get a bunch of beads and then um and then at the end one person basically had their whole neck filled up with beads. It was really cool. Um and then we also had our student month barbecue which was held on Friday and this recognized
010students um who exemplify our think acronym at Slowhigh and um students are nominated by their teachers and it's a really good opportunity um to like show the students that you get rewarded for all the good work that you have put in. And then for other updates, over the past week, 20 members of our slow FFA program had an incredible opportunity to attend the National FFA Convention and Leadership Conference in Indianapolis, um, Indiana. And I've heard that that was a great, um, great time. Um, I got to see all everyone's Instagram stories of like all the stuff they were doing and it seemed like such a fun opportunity to learn about um, FFA and go beyond what we like have been learned in California. And then for um upcoming events, this week is finals, so we're
011all just cramming in for all of our um tests. And then after that, we have a nice 4-day weekend starting Saturday. And then um we have the first day of trimester 2 on Wednesday. And then after a couple days, we have Thanksgiving break. So nice breaks coming up. Excited for that after a hard finals week. But um until Friday, we got do a lot of cramming and studying. So yeah, that's it for me. Thank you so much, guys. >> Thank you. Uh are there any questions? >> Okay. Well, then what we typically say is we we appreciate that you came. You're certainly welcome to stay uh and participate in the meeting, but we understand if you have other obligations and schoolwork to do. So, um, please feel free to leave with our thanks. >> Thank
012you, girls. >> Okay. Item uh 5.02 is Pacheco Elementary Program Highlights. Mr. Quizart. Oh, buenas no toos. Good evening everyone. Board uh members, thank you for inviting us. Dr. Prader, thank you once again for supporting our school and and the programs that we have uh going at Pacheco tonight. Uh my name is Marcelo Wisar, principal at Apacheo and tonight with me I have three of our wonderful uh sixth graders and they are also our uh student senators. We have uh Charlotte Rodriguez, we have Bianca Ernnandez and we have Julian Pimea. So we're going to go through some highlights. I know we have a short time so we're going to just get some uh some of things some some good things that are happening at Pacheco. I will get started here. Uh just real quick, our
013mission for our school is that we want to develop uh bilingual and biliterate students and we do that through high um we go after high levels of proficiency in English and in Spanish. And of course we uh foster learning in all of our students. Our goal is to close the achievement gap and we do that through best first instruction as well as u multiple tiers of instruction systems and of course we focus on our e learners. Uh and the third goal is to build culturally competent students that are ready to for the challenges that they will face in their future whether you know they go to college which I'm hoping they all do or if they go to uh the workforce which eventually they all will. Okay. So, Pacheco has high standards for curriculum. Uh
014we like I like to tell parents that we uh teach the the standards in both languages and there we stick to the standards that have been established by the state of California and of course by our school district. And so these are some of the specials that we uh we also get to um um uh offer for our students. and our students today will go into a few of these um these specials that we uh offer at Pacheco. In addition to that, we also have afterchool programs. A couple of those may be before school, but in front of us, we have some of this extra um activities, extracurricular things that we offer at Pacheco. And I think it's just another wonderful opportunity for our students to engage in hands-on hands-on activities uh and then just
015extra learning. And I think that um all of that creates that sense that we are learning. A lot of it is academic but they we also offer the extra you know fun things. Okay. Um we have a wonderful staff at our school. They're very very dedicated. We have um staff members who have been there for many years and there's a reason why they've been there and a lot of them also have you know take have brought their children with them to PCO. Um, so we're proud of that. And but I do want to highlight Mr. Rob Hillman. He was recognized as the classified employee of the year for 2025. And a couple of weeks ago, we some of us here got to uh join him as he was recognized at the county level. So, we're
016very proud that we have a custodian of his caliber working with us and particular particularly now that we have construction happening on site. uh he's been through it at Mororrow Bay, so he knows what he's doing and that just reassures us that we're in good hands at Pacheco. All right, I'm going to turn it over to uh Bianca. No, Charlotte first. She's going to talk to us about some cool stuff that we're doing at PCO. So, so I'm Charlotte. We are doing performing arts at our school for the first time and we have our new teacher um Mrs. Forkroy. She's teaching fourth through six performing arts and kinder through third regular arts. But so we are doing a we are doing Greek myth skits in December and that's just really fun cuz everybody gets an
017opportunity to try out and even if they don't get the role that they want they will you they will get a role and so then we also have our teacher Mayas Kumab who is doing a um winter performance. We are the students are choosing songs and skits to do and perform. And then we also have our student directed play which I and my friend Piper are directing. and we are going to do a play maybe like Alice in Wonderland or um Wizard of Oz and that's going to be really fun. So we also did the muertos I sang and Bianca here actually introduce the whole thing. Hi. Hi. Hi, I'm Bianca and I'm going to be talking about di Mertos. This year's di Muertos, our sixth grade teacher, Meco M, made a dance for our
018sixth graders to sign up and perform. The day we performed at our school, everyone was happy that they finally did it. After all these weeks of practice, it was worth it. Some people were scared, but they faced their fear. Or maybe some of us were not scared. But either way, we we went out there and danced and made memories that will last a lifetime. But at the end, everyone knew that they performed amazing. Now, we're going to be talking about our sports. Our girls volleyball team in August performed at its greatest, ending the season with happiness and joy. And the girls also showed that they were capable to work hard with a team and improve drastically over the next five weeks. And as someone that played, I can assure you that everyone was trying their
019best, playing safe, working hard, and trying. Now, I'm going to hand it over to Julian that will be speaking in Spanish. Yeah, set up. much. Yeah. So, it was our first uh uh before PCO was the first time that we uh got to go to camp wittier and from everything that we heard and all the pictures and videos and this this is nothing because we got so many um they had a really good experience. The teachers came back with giving it uh high high ranks. So, we're happy with what they've uh they've offered our students this year. Okay. And one thing that I want to highlight for our school, last year we were involved in an equity challenge. Um, so as a group, we came up with with a goal because we want our students
020to be reclassified as uh before they go to Laguna or to Losos Middle School. We do need them to be reclassified. So we noticed that some of our students were uh becoming long-term English learners. And the new term that you'll see here, it says long-term emergent multilingual. that's being used a little bit more now. So, we selected 25 students in grades four, five or six. Uh, and there there was a uh different activities that we did with those students. Um, what I would say from the activities that that we did is that getting to know them and making connections with them and with their families was key to this. Of course, we focused on the academics and giving them extra attention, but I believe that just uh making that connection with them uh really made
021a difference. So, we were very happy. The goal was to have 60% of those students go uh go to level four and the what we actually got is we got 91 of those students. >> And the reason we don't it doesn't say 25 there is because three of those students were already level four but they didn't meet the other criteria to be reclassified. So that's what our staff did working with this group of students. And and I think also what you get is then a a secondary thing is that you're actually focusing on more students. So, we got those 25 that we're really going after and talking about them at staff meetings. But I think at the same time, you can check with my estramasi behind me is we're really focusing on all our English
022learners to the point where a first grade teacher at a staff meeting looked at the list. She goes, "Why do I see those, you know, those two or three kids were doing great when they were in my class in Spanish, of course." So, and that's kind of that's where it kind of just makes it all a team effort where we all are pulling for our kids. And um so I think that that so what I want to say also is that this year we took we're doing two goals. One is very similar. Now we're selecting 30 other students and we go down as probably as far as third grade because some of these kids are now at risk. We don't have as many long-term eels, but we do have those kids to who potentially would
023be long-term or or long-term emerging multilingual. So, we've got 30 of those kids. And we made a second goal where we're going to also focus on reclassified students. So, these are former English learners. And we gave them a math goal. So, now we have 60 kids. And the goal we just we said if we made 90 91% last year, we're going for 100% this year because we expect all of them to make growth. So, that's the goal there. And of course this work is is wouldn't be possible without all of our classroom teachers. But you know we also have a team. This is our equity team. Um these five ladies they they all we we meet regularly and we check in with each other and to make sure that we're being accountable and that we're
024bringing you know the activities and that we're staying on track so that we can meet that goal. So it's it's not something that we do is we do it throughout the year. Uh so this a few weeks ago I got an email from this um organization. It's a nonprofit here in California. They focus on schools with high numbers of um African-American students and also Hispanic students. And so Pacheco was one of 550 schools that got recognized. Um and and what they're telling us and you see on the board is that over 9,000 schools, they look at over 9,000 schools. So, we are one of 550 schools that are doing something that is is good for our students because we're showing that they're growing. Um, so we're happy. We know we have a long ways to
025go, but I think we're on the right track and we just have to keep plugging away. We're not making huge gains, but I think uh those little gains are making a difference. Uh just really quick, construction, it's going full speed. We're happy with the group we have there working. Uh we can definitely hear noise. The neighbors can hear the noise, but like I said, this is all going to turn into a beautiful uh brand new pacheco. It's going to take time, but that's where we're going to be. And we're making things work. This is our kinder yard. Those are kinder classrooms. Kinder children playing um you know on their front on their on their lawn there, and that's where they get to eat. And we're rocking and rolling. So, thank you very much for your
026time, and we'll see you soon. >> Thank you. Are there any questions? Mr. Buckman? >> Yes. >> Again, I just want to I just want to note that the students are from Dr. Prader student senate and they are wonderful and speak very well. I I personally want to say I was at uh Pacheco for Dia de los Muertos. Did I get close? Okay. Thanks. Um, and I don't know how you pulled it off with all the construction, but you didn't even it didn't even feel like there was construction going. So, it was a great job and I and I had a great time and thank you. >> Okay, seeing no one else, Mr. Wizard, we thank you very much. The next item is 5.03, 03 the CIA teacher of the year award and middle school
027award Mr. enough to see. Thank you board and cabinet for uh it's my distinct pleasure to recognize a couple wonderful teachers that we have. And so I have Greg Hangar from CITA, which is the California Industrial and Technology Education Association. It's a mouthful. here to recognize a couple teachers um that do outstanding work at our schools and in those areas uh and to present a couple of the awards that they got. So, I'll introduce Mr. Hang. >> Good evening. It's really an honor to be here tonight to recognize two of your outstanding teachers, but two outstanding teachers across the state of California. Um I'm Greg Hangar. I'm one of the board members uh with CITA. You just heard our long acronym, California Industrial Technology Education Association. Um, but we are a statewide professional organization for
028CTE teachers, career technical education, as well as we encourage core teachers, administrators, and counselors who help promote and support students um learning real world practical excuse me practical applications in the CTE. We cover five sectors. Building and construction trades, energy, environment and utilities, engineering and architecture, manufacturing, project uh product development and transportation. And in Pacheo's presentation, they mentioned STEM. Well, many STEM teachers have the academic background, but they don't have the practical background and the safety background. We will help train those teachers to be a bit more proficient in the classroom and better um make their students safe. Our motto is teachers helping teachers and so we do teach teacher mentoring, curriculum development and lesson plan sharing. We pre present conferences and workshops. Our annual conference uh is held here at Calpali in the summertime.
029And we also like to recognize this is the best part. We recognize excellence in teaching and outstanding teachers and programs which is why I'm here. Um C CITA we receive uh nominations, we seek nominations and applications and then uh we try to follow up with visitations which I had the opportunity to do. Uh we're looking for outstanding teachers programs uh at the middle school, the high school and the college level. Um, our outstanding middle school teacher, if Don Hugh, you teachers might as well come on up. I'm going to call you anyways. Our outstanding middle school teacher of the year for for this uh 2024 25 is Donald Rapuchi. Um, and he's at Lagona Middle School, but Donald's been working with CITA for years and he's very well known throughout the state. and we just
030wanted to um recognize his levels of e uh effort and his levels of professionalism as well as his enthusiasm for presenting workshops to help other middle school teachers uh improve their uh skills. So, both teachers received um wooden plaques at at our conference this summer, but we do have banners for their classrooms. >> Absolutely. >> So, Don, congratulations. CT CITA Middle School teacher of the year. Our outstanding high school teacher of the year. Again, these are awards from across California is Theo Wendorf. Did I get the name right this time? That's right. >> I I'm apologize. I gave him We gave him his plaque at summer and I misspelled his name. I feel terrible. and laser engraved wood is really hard to erase. U so um but Theo is out at um Morave High School
031and when I visited um I there was three things that struck me. Number one is Mr. Scaldy over here. That dude is impressive. He is really enthusiastic. He's enthusiastic to his students and to his uh his teachers and the program. And I really wish I would have had the opportunity to teach under a principal like Mr. scalding. Um, number two was Theo's positive input and and the way he has developed his shop and has things organized. It's really really effective for he and his students. But the thing that um impressed me the most was I asked for permission to talk to his students. What do you have to say about Mr. Wendorf? Almost every student in that class raised their hand. They wanted to talk about him. That was really impressive. So, ladies and gentlemen,
032Mr. Wendorf, I have a new plaque. >> And if you wouldn't mind, can we get a picture of these two recipients with the board, please? >> That would be great. >> Come around this way. All right. Yeah. Yeah. Go hop in. Everybody this way. >> Think I got it. What? >> Thank you for coming. Appreciate it. >> Okay. >> Two things. >> Board, I apologize. I would but I would like to say something. I've done these presentations several times and at a couple board meetings, it was crickets chirping. They did not say anything. They didn't get up. They didn't recognize their teachers. It was heartbreaking. Um, but on the other hand, please help support your CTE teachers and the programs and encourage your students to think about becoming teachers because the rest of us are
033riding the silver tsunami and we are graduate retiring. So, we need new teachers. Thank you for your time. >> Thank you. Okay, those those were welldeserved honors. Um, moving on then we have correspondence. Uh at the time the agenda was published, the board had received one item of official correspondence from Lena Egan and Lena was addressing um alignment of the academic calendars with Calpaly Questa and St. Louis Coastal. Item 6.02 is public comment. Um, at this time we will take public comment on items that are either not agendaized or if you want to speak to an agendaized item but are unable to wait, this will be your opportunity to speak. Um, we allow three minutes for public comment, six minutes if you require translation, and you may not seed your time to anyone else. Um
034so we ask that you identify yourself when you um come up to the podium and we will listen respectfully but we cannot engage with you. So Mrs. Sheffer. >> Yes. I have three sheets right now. Uh first is Joe Kausski followed by Elizabeth uh Arbisher followed by Ben Lipper. Um, my name is Joe Kofsky and I'm an assistant superintendent at the county office of education and I want to take a few minutes to commend the St. Louis coastal staff and faculty for their collaborative and effective partnership with the St. Louis Bispo County Office of Education. I have to begin by recognizing Dr. Prader for his proactive and forward-thinking leadership that extends across your entire organization. My team and I can count on St. Louis Coastal to be aware of the most recent and data supported
035uh educational trends to utilize decisionmaking that is driven by that data and by that research. We can always count on their initiatives to be informed by engagement of the diverse community that you support. Secondly, St. those coastal is a model for the county as it relates to securing student voice in determining priorities and actions. You saw that evidence tonight, your student board members and what a wonderful um display that was at St. Louis Coastal High School, huh for Dio de los muertes. uh the LCAP is is has students involved in its development and they speak into that and I've had the opportunity to attend student senate a number of times and it is so wonderful to see adults and students sitting at tables at the same level across from each other discussing important topics. Most
036importantly, St. Louis Coastal walks the talk as it relates to your value that all means all. Um they frequently re review youth group and other data that comes directly from your students. There were the driving force behind countywide efforts to create safe and inclusive environments in partnership with cultural creations that was evidenced by Pacheo's equity goal and what a fantastic outcome that was. uh your academic success especially in the area of ma mathematics is a model for the county not only for success for all students but closing the achievement gap. Finally, you as trustees play a critical role in advocating for all kids, especially the most vulnerable. On behalf of the St. Louis Bispo County Office of Education, it's an honor to serve alongside you. Thank you. >> Thank you, Mr. Good evening board and
037cabinet. My name is Elizabeth Abbasher and I am the English learner specialist at Seal Smith Elementary, one of our title one schools. I am here this evening because I know that each of you cares deeply about our students and that you aim to shrink the achievement gap for our so our SED students. As we are on the same team, you deserve to know what class sizes look like at Seal Smith. This year, we have two kinder classes with 28 students each. A kinder first combo with 28 students. One first grade with 29 students. Two third grades of 31 and 32 students. Two fourth grades of 34 and 35 students. Two fifth grades of 32 students. In all grade levels except for second and sixth. Our school's class sizes are well above the district average. You
038may think what's a few more students? And if you are thinking of spreadsh sheets, this makes sense. But we are talking about people, not numbers. And each student is a complex person with specific gifts and needs. At a title one school, this means that our students, many of our students experience unstable housing and food insecurity. 86 of our students are current or redesated English learners. They may have caretakers who are not available to help with homework because they are working or they don't understand English. They are more likely to have experienced trauma. They are more likely to have IEPs. For each of these students, we build creative inroads, making individual behavior plans, communicating with families and staff, planning the necessary academic and social emotional interventions. Just one student can take hours of creative energy in
039addition to the already challenging work of implementing our rigorous curriculum. When we have many students requiring this attention, this work becomes overwhelming. As our class sizes have increased at Smith, the morale of our teachers is fail is falling. Even our seasoned veterans are being pushed beyond their limits, holding on by a thread. The fact that our title one school has kinder and first grade classes that are so much higher than the district average is especially egregious. At this point, I referred to an article by Charles Achilles from the school superintendent website. Research shows that the largest impact on student outcomes is achieved when the youngest students enter school in a small class setting. Youngsters who start school in classes of 15 or fewer students, I'm shaking. Ne less remediation later. These benefits will this benefit
040will cut costs. Board and cabinet, as you consider cuts in next year's budget, you must know that maintaining this year's class sizes in the 2627 school year is not sustainable at our school or any title one school. You must reduce these class sizes, especially in the primary grades at our title one schools. Thank you. Uh, hi Madam President, members of the board staff. My name is Ben Libert. Um, I'm the parent of two SE SLC USD students. Um, I think you have teachers that are being stretched to their breaking point. And I think I don't know how much you guys know it. I suspect you do, but the elementary schools, the teachers are having are stretches as thin as they can get. And I know you've already said that we've we've stretched as much as
041they can with the elementary, but um that was powerful and very important to hear. Uh I wasn't going to talk about that. I'm going to talk about um something else. PG& um I'm proud to say now I'm the co-founder, one of the co-founders of the St. Louis Coastal Parent Information Network. Um we've just started a letterw writing campaign to PG. Um we've got um at least 160 letters out, emails out as of yesterday to Patty Poppy, to Pen execs, to elected officials in this uh region. I had some comments, but then we got an email from Eric Daniels, who you all know that was about as dismissive as you might expect. And I'm not surprised, but extremely disappointed. And I I hope that everyone who sent an email to PG& reads what he wrote because
042it's clear he didn't even read the letter that was sent to him. He copied and pasted stuff that was wrong about the unitary tax, but that's a different situation. We have had to deal with this. You have to deal with this with PG&E not being heard. And I want to be clear to everyone who sent a message to read the response. That's what we've gotten from PG from the beginning of this. I want to talk a little bit just about Patty Poppy because she leaves with love and and one of the things things she does is she sends a survey to her employees and part of that survey is to find out if they feel loved and if they feel seen by PG&E. I know some of you have met with PG&E recently. Do you
043feel loved? Do you feel seen? The parents do not. We're not going anywhere on this. Do the right thing. P Gen, come on. Do the right thing. >> And those are the only yellow sheets that were turned in. >> Does anyone else wish to address the board at this time? Seeing no one, then we'll close public comment and move on to the superintendence updates, business and budget update. Mr. Pinkerton. >> So, yeah, as the board knows, we're in the midst of a two-year $10 million reduction um from our budget in terms of revenues going down has been been discussed about PG&E. Um again several meetings now we've been talking about the reasons for our structural deficit what's been reduced thus far and we'll be bringing forward a Dr. Pra will be bringing forward a recommendation
044to cure that structural deficit um in December starting in November meeting kind of introducing those um those ideas and then of course hopefully for approval in December. Um we had a fiscal sustainability task force that met recently and so they have um again had lots of dialogue with them talked about priorities talked about just lots of I think a lot of good information for Dr. Prader to take in and examine as he puts together that list. So I just wanted to share that with the board. It was a very good group that we met met with. Um on the state front it's kind of an interesting mixed budget kind of conversation right. So coming out of kind of Sacramento, of course, the the governor in January will bring forward his budget for the year, right?
045Is kind of first blush will happen in January. Um and so on the nonprop 98 side, on the non-education side, of course, there's a lot of concern. So a lot of reductions federal government in terms of effects on the state of California and programs that we have for families, for kids, for for for individuals, right? Um that said, it seems as though the economy is still doing well. So because of the stock market gains, those types of things um coming through and so tax receipts coming in have been better than projected thus far. And so it'll be really interesting to see what happens in January with the governor. Will will we realize those, you know, potential one-time funds for a school district like ours for next year, right? um will they suspend Prop Prop 98
046and move those dollars into nonprop 98 things it which has only happened one or two times I think in the past and they have to get a two-thirds majority to be able to do that. Um so again we'll we'll know more. We're going to go to the economic forecast. Some of you are going to go on Friday. So that'll be really interesting to hear about what's happening in California. Um, and then we'll, you know, we'll see how this unfolds after the new year and, uh, as it progresses through May revise and and into the final budget that the board will have to approve. >> Thank you. >> Okay. Thank you. Educational services update, Mrs. Yumashida. >> Good evening, board. It's been a a busy and fun couple weeks since I've gotten to speak with you.
047I've conducted several site visits. We held our elementary and secondary principal meetings today with Mr. Nef and Miss Shepard in the lead. Last Friday was our secondary professional development day and it was all about AI, artificial intelligence and teachers collaborating and talking with teachers um about artificial intelligence and its youth u in the role of a teacher in education. And also in the afternoon they got to complete a statemandated prism training. So they got time to complete a training about LGBTQ plus students. Um I also got to lead student senate that was already talked about to talk with our student senators about the role of technology in our schools as well as artificial intelligence in our schools. Um I got to also uh go out to Los Ranchos for a morning. Remember we have the
048reading uh difficulties risk screener that we're required to do by the state of California. We elected to you do dibbles and so I got to go dibble a few kindergarteners for an hour. Thank you to Miss Shaka and Mr. McMillan and Miss Shepard was there. Um it was fantastic. Um I also got to attend understanding local law enforcement and and immigration issues and it was held by the League of Women Voters. It was a a webinar with all of the um law enforcement agency leads around our county talking about their role in immigration. Um we also collaborated with St. Louis Abispo County Office of Education. Mr. Ksky uh is still here, but we met with Miss Crawford to talk about all of our elementary schools and our two middle schools are now part of the
049social emotional behavioral learning cohorts. the PBIS work we're doing through the county office of education. And so we got to do a check-in with each of the coaches about what they're working on at each of the schools and how to promote that. Um Mr. Nef and Mr. Black and I are continuing to work on our athletics action plan document. Remember there was those 10 steps that we committed to to kind of move forward creating equity and safety and helping coaches understand their role and helping parents and students understand their roles. And so we've been working on that. We also are working with the St. Louis Abyspo Museum of Art. They are having um a big expansion a capital expansion project to increase the floor space and exhibitions that they can hold. and they want to
050make sure that our schools are collaborators because we know it's so important for students to get into museums and see artwork. And so we're trying to coordinate um a principal and PTA kind of parent event to encourage collaboration with the museum of art here in town. Um I did get to attend Pekos Diaz de los Muertos event which was phenomenal and amazing. um the superintendent's fiscal sustainability budget task force helping guide that. Um also Mr. Black and and our team got to celebrate at Trust Automation the kickoff of the family night for our students that are going to be in the um apprenticeship program. We had 22 students um and their families signed up to go visit Trust Automation and Mr. Sopheno and his team did an amazing job hosting. And um Mr. Nef and
051Mr. James also kicked off the year with the safe and nurturing schools learning walks at Mororrow Bay High and Slow High with the middle school team. So, it's teachers and administrators walking through the school um talking about what they see and what they want to see and focus students um continuing the University of W Washington work we were doing last school year and also got to attend the parent leader meeting and we were talking about more of the budget reductions as well as our CASP state assessment scores. And finally, another award that we just learned about, Lossos Middle School was named the California Honor Role by the Ed Results Partnership Group. And it was for outperforming their PE peers in closing the achievement gap and teaching the foundational skills that employers value. And this isn't
052something they were um given. They were recognized by their state test scores by this nonprofit organization as doing excellent jobs. So, congratulations to Los Soosos Middle School. >> Thank you. Any comments? Okay, then we're back to you, Mr. Pinkerton, for a measure C update. >> Yeah, just a quick bond update for the board. Um, we've had about a hundred trucks of dirt that have um been dropped off the slow farm. So, expanding the footprint of the slow farm and a lot of that we just had to pay the trucking. So, one of our dirt contractors that we've used had a lot of dirt to unfold. So, um that work is going up. We're actually meeting with the a teachers on Wednesday with uh Mr. Bonan to kind of lay out the new look. So, the
053goal is to again kind of double the footprint. If you've ever been up to this low farm, it's pretty it's pretty tiny in terms of that footprint where they're at. So, this will be a huge expansion for them as we unfold. So, just exciting stuff on that front. Um the uh putting in the master turf at both Mororrow Bay High School along with bleachers at Mororrow Bay High and San Louis Swispo will start next month in December. So we're going to start at Moral Bay High. The work to kind of get the fields ready um and then we'll they'll move on to Slowh High and it's kind of they're going to be going back and forth throughout Moral Bay will take a little longer because of the the stadium lighting, new lighting and bleachers that
054they're going to receive in that project. Um so we'll be working with Mr. is called on graduation and those types of things as this unfolds. Um if you've seen the fields right now, you you see why we're doing this, right? It's just we can't keep up with the amount of now flag football other things, right? So, um it'll be a plus for the community as well, being able to use our facilities more because right now we have to limit them, right? Because it's already bad enough in terms of field use. So, um I I think that it's they're going to be two really good projects, but again for our schools as well as for our communities on that front. Um we're starting to have conversations about Teach Elementary School and kind of the first phases
055of Measure C there. So, with SLOA moving out in June, we'll be walking that campus um with Mr. Martin. Um we'll be bringing the the board some potential ideas of how to utilize that campus and different programs that we have. Of course, we have a couple programs at Mororrow Elementary School that we'll be moving off like the adults with disabilities program, those types of things. So, again, we have some ideas that we'll share with the board as we start to kind of plan that out and um trying to make some improvements there as teach moves into the main heart of that campus. Um and then lastly, just an update with Baywood. Um so, we're in the midst of the county right now planning department and kind of going through all of the, you know, hoops
056and things that we have to do with them. So doing traffic studies now and um so kind of battling it out over a few things for that site, right? In terms of how they want the roads and the traffic to flow and those types of things. So um so we're doing that and again we'll we'll have more update, but it it definitely is pushing Baywood out. So we haven't forgot about Baywood. The plan is there, but in terms of that first shovel in the ground, it's taking some more time because of again this county planning process that we're having to go through. Um but RM is well equipped. Again, we've we're making progress and so I'm I'm hopeful that, you know, very soon we'll be able to kind of move forward with that. Um, as
057well, if you've been out to Pack Beach, they're starting to lay the forms for the first buildings there, right? So, the new foundations um and so really excited about that, the progress on that um school as well. And of course, we have as PCO other sites, there's a lot of construction happening throughout the the district. Good stuff. >> Thank you to our community for funding it. >> Thank you. Uh, I don't see any board comment, so I'll move on to 9.01, which is a resolution. >> Yeah. So, the resolution tonight is a two-part resolution. Um, the first one is basically for the board to approve granting um the intent for us to grant an easement to PG&. Um, their goal is to along St. Louis Bay Drive is to bring the power line underground. So,
058no cost to the school district. They're doing it. They're putting it all in. I have run this by Julie Turk. Um, thank you, Ellen, for letting me know, for reminding me to to do that. Um, it's our property, so sometimes we Yeah. Right. So, the good news is it doesn't affect anything in terms of their school. Julie looked at where they're going to put it. Um, so it doesn't affect their garden or anything else. It's a good thing for us long term. It's safer to have those lines underground. Um, and so tonight, I'm asking the board to approve this intent, resolution of intent. And what will happen is at our next board meeting, we'll have a public hearing and then ask the board to approve the actual resolution to grant the easement to BG. >>
059Okay. Thank you. Is there anyone from the public that would like to speak to this? >> Okay, seeing no one, Mr. Buckman? >> Yes. Um, you know, I'm thinking there's P Gen needs to put their stuff underground and they've come to us to ask for it and we need money for our schools that they have been giving us for a long time. So, I'm just wondering whether we could get some quid proquo on this and maybe they could pay us for doing this underground >> for the easement. I don't know if I should respond, Mr. Brookman. >> Well, that's an interesting >> It's an interesting thought. I don't think I would hold up the easement for that, but but yes. >> Okay. >> Yes. >> Anyone else? Any other comments? >> It was only that
060easy. >> I wish. >> Okay. Well, then we will be bringing this back at the next meeting. >> So, we do need to to pass the resolution, the intent resolution tonight. >> The intent resolution. Okay. So, I am seeking a motion and a second then for the intent resolution. >> I'll make the motion. >> Make the motion to adopt the resolution of intent to dedicate public utility easement to the Pacific Gas and Electric Company. >> I'll second that. >> So, I have a motion by Mrs. Baltadono and a second by Mr. Banfield. >> Mrs. Baltadano. >> Yes. >> Mr. Banfield. Yes, >> Mr. Unger. >> Yes, >> Mrs. Sheffer. >> Yes, >> Mr. Buckman. >> No. >> Okay. And I am a Yes. So, that passes. That would be >> five in favor, one of
061one absent. >> Are we two/3? Is that 2/3? Just to make sure. All right. I think we're okay. >> Thank you. Um, item 10.01 is an English learner update presented by Shannon McFaden Sullivan, Stephanie Shepard, and Dan Nef. >> Good evening board. Most of tonight's presentation is going to be led by Shannon McFaden Sullivan who came to us last year and she is a gem of a hire. I just want to talk her up for a minute because a lot of work that she does is behind the scenes in our district. Um she organizes and hosts our DAC meetings in addition to providing ELAC support for our EL specialists. Last year, right as she came on board, she helped to roll out our EL curriculum which was brand new called Benchmark Express at the elementary
062level. She this year has started to do a lot of collaboration with our S cubes and EL specialists um so that they are trained and prepared to deliver PD at each of their sites um and in her capacity really building up our EL specialists as those lead learners within their sites. So pretty exciting work. Um she also does ELPAC oversight and coordination which we're going to look at some scores tonight. and she has supported the launch of our sheltered ELD at the secondary level. In addition, she deserves just one last shout out. Um she helped to lead our compliance work that was done in last year's audits audits where we had zero findings and she did that around title three. So Shannon McFaden Sullivan without any further ado as I've thoroughly embarrassed her. >> What
063do I do though? I um >> Oh, yes. I'm ready to go. >> Okay. Hi. Thank you so much for having me tonight. Um I'm really excited to talk up our uh wonderful English learners um as well as all of our dedicated staff that are working so hard um to help support them in their academic achievement and becoming multilingual. Um, a little bit about where am I clicking this thing? Anywhere. Maybe maybe anywhere. Okay, now it's going to click through a whole bunch of slides because I clicked it a bunch of times. Okay. um our English learner numbers. Currently we have um 553 um designated English learners in our district and that's K through 12. Um if you recall last year um the state stopped testing and identifying TK students and so we don't have
064those numbers currently. Um the state is reviewing that decision and looking at some and I believe um in 2027 we will have some direction on identifying TK again. Um last year we reclassified 146 English learners um which is very exciting um for those students and their families. Um when English learners are reclassified, we do what's called RFEP monitoring. And so classified um reclassified students need to be monitored for four years after reclassification. Um and we are doing that with 482 students currently. After those four years, they're considered um fully exited. uh reclassification monitoring looks at um asks for teacher feedback on their uh academic progress as well as some questions around social emotional um factors impacting their progress. Um and um for our current English learners, we have 346 levels one and two. And so,
065um, those are our highest need currently, English learners. Um, and then we have 200 levels three and four. Um, we just wrapped up or are wrapping up reclassifying about 25 students just at the beginning of this school year who became eligible over the summer um, as CASP scores came out and things like that. Um, for our current round of progress monitoring, we have 165 elementary students and 315 secondary students. Um, and so it really is quite the production. We just opened that reclassification cycle today. Principles are getting those um, messages Thursday. Um, and so then teachers will be filling out those forms. Elevation is our online platform um that we use for managing EL data as well as maintaining compliance with all of these form pieces. I'm not sure where I got it to work
066last. There we go. It just takes um uh where we maintain that compliance. And so when we're doing um our FET progress monitoring, it is forms through elevation. Um and then we can kind of disagregate that data and we can look for some of those like red flags for students who are showing some social emotional concerns or academic concerns. Um, and once that uh progress monitoring cycle is over, we'll pull those numbers and then I'll reach out to counselors throughout the district um, family advocates and our wellness centers um to make sure that even though those students no longer receive EL services and EL instruction to make sure that we're still um, monitoring them for progress, make sure they're still on track to be successful. um our reclassification criteria. Uh criterion one is that all
067students need to pass the summitive LPAC with an overall four or the summitive alternate LPAC with an overall three. And this was a bit of a shift. Um, I shared last year, if you recall, in the summer of 2024, the CDE changed criterion 1 to where all students now need to score a four um in order to qualify for reclassification regardless of disability status. Previous to that, teams could make exceptions based on a student's IEPs and designated disabilities. Um in response to that um I am working really closely with student support services. We started that work of last year as soon as we knew because we knew that this new um requirement was going to impact our dual identified students and so I'm working closely with student support services in order to support our dual
068identified students to perform their best on this rigorous language assessment. Looking at our previous data, um about 134 of our current reclassified students um who were reclassified before the state changed these rules would no longer be eligible um to reclassify um unless they earned that four. And so time may have gotten them to that four. Um but that four may have precluded their ability to classifi reclassify for some of those students. So, um, we are working together with student support services to make sure that all students have the appropriate accommodations on the ELPAC test, um, so they may access the assessment, um, and that we're really just targeting that support. Um, so that hopefully that first criterion doesn't become an insurmountable barrier for our dual identified students. Um criterion two is um locally adopted um
069criterion to assess the basic skills in English relative to other uh English proficient students. Uh we have several markers that we use. So a two or above on the ESPback or CASP um the 40th percentile or above on the star reading. Um and at our DLI sites because they don't do the English language star readings in K1, we have um the star early literacy at the 40th percentile 40th percentile or above as well. Um and then the other components are um teacher recommendations. there a California um recommended optel form, the CDE approved optel form that is like a rubric for teachers to complete to assess students performance in their classes and then parent consultation. um RFEP rates over the last several years. Um last year 24% of our English learners reclassified. The previous year it
070was 15. Um in pre the year previous to that it was 20. And coming out of COVID in 2122 it was 15. Um and so we are headed in a a good trajectory for reclassifying our students. Oh, got it first time. Getting better. Um, some other kind of definitions and um, ways that we disagregate our data when we look at our uh, English learners. So, newcomers defined by the state of California are students not born in the US and who have attended a US school for fewer than three years. We have 135 newcomers currently in um, our school system. And then our dual identified students. So those are um students with IEPs, students with um designated learning disabilities. And our dual identified students, we currently have 116 English learners flagged as homeless. We have 80
071students. Many of those um Oh, okay. Hope that didn't go too far. Um, oh, are you doing it as well? Okay, you can go ahead to trying to be smooth here between my my transitions. I'm not doing great. Um, uh, 80 students flagged as homeless. Um, and many of those are living in in multifamily housing. Um, uh, doubled up. our SED students, our English learners flagged um socioeconomically disadvantaged is 463 which means 84% of our e population is SED. It's very significant and particularly when we look at um gaps and challenges for our students achieving um English language proficiency. Um you know these are really the challenges that that we face. Um talking about LES or LTEMs, um we have um 86 students on watch um and 70 designated LTEL students currently. So an English
072or a English learning student who has not attained English language proficiency within seven years of initial classification is designated LTEL or LTEM. Um on watch we kind of designate internally and look at and those are the students in their fifth or sixth year of being identified as an EL and um Marcelo spoke to this as well. Those are the students that we also are paying a little extra attention to and seeing what um might be holding them back, what might be slowing their growth, what uh ways we might be able to um wrap around and provide additional intervention to avoid them becoming LTEs or LTMS. Um Stephanie mentioned that this year um my team of uh English EL specialists um as well as C Corey Mike Trees team of SUB interventionists have teamed up quite
073a bit this year and some of that work really has been around targeting um our ELTELS and or onwatch LTEL students um in order to ideally kind of double dip their intervention. So, give them not only that English language support, but also maybe some additional reading support, really um look at the data and zoom in and try and target those skills where they're lagging so that we can get them not only caught up with their peers, but also English language proficient and on track to reclassify when we would ideally like them to reclassify. Um, having said that and to illustrate some of that work, um, Parseek lists our current ELTELS at 70 this year. That's down from 90 last year and 111 the year before. And so we're seeing some good downward trending. Um, some
074overall elementary ELE numbers. So, this breaks down um the EL numbers by site and you can see that there's really a wide range of numbers and levels across the sites in our district. Um and a wide range really also illustrates the wide range of needs. Um particularly when you're looking at um challenges like dual identified um students um levels one and two who need more kind of more of that designated one-on-one or small groupoup instruction in order to gain their uh English language proficiency. Um, you can see definitely the higher overall numbers at our DLI sites, um, which we want that. We want those, um, native Spanish speakers in our DLI programs, um, being those model students and we also want to really build their multilingual, multi- literacy strengths, K through 12. Um, but you
075can also see high numbers really across um, Hawthorne, Smith. Um, and then there are some schools that don't necessarily have high numbers, but that doesn't mean it's easier at those schools. Sometimes it's actually harder because it's harder to build a program that's going to meet everybody's needs when you have 13 students across six grade levels who still need that small group designated ELD. So there are still challenges, unique challenges even with the lower um numbers um at our secondary sites. Uh here is what our numbers look like. Um you can see an increase in els compared to elementary. Um and that is because of that seven years or more in um being designated an e. Another challenge we see at the secondary level is more of our level ones come in sife or scythe which
076is students with limited or interrupted formal education. It means they have significant gaps in their schooling and their literacy and numeracy skills. It doesn't mean they have to start at zero, but it means they have some pretty big gaps. Um, research shows that students who come in with strong literacy skills in their primary language move through the stages of language acquisition faster. Um but students with significant gaps in their schooling or skills face really increased challenges in gaining um English language and academic skills. That means um our newcomer programs at Lambs and Slow High um they have to remain really flexible and adaptive to the students enrolling from year to year in order to meet the unique needs of the learners in the room. um the teachers, counselors, admin, myself are kind of constantly meeting
077to assess and adapt and adjust plans um in order to meet their needs and keep students moving forward. Another key piece about students with limited or interrupted um ed formal education is there's a reason behind that. There's a reason they haven't been to school since second grade. there's a reason behind why they've been out of school for 18 months, etc. And those reasons are almost exclusively t traumacreating. Um, it can be that they've been in a refugee camp. It can be that they walked here 800 miles from Central America. It can be that they've been, you know, hiding from a dangerous or violent situation. And that is just another layer that um you know is an added challenge to meeting the needs of these students um getting them particularly at secondary um caught up academically.
078The older a student gets um the older a newcomer gets, the greater kind of chance for Slife. And the older that our newcomers are who are coming in um with u factors, the greater challenges. Um we had two senior newcomers enroll in the last few months. um one did not have interrupted education and one hasn't been to formal school since second grade. These are seniors. Um and we are so fortunate that we have really amazing EL specialist and EL teacher teams K through 12 um at all of the schools across um our district. Um, but there are some very significant challenges they face when they're trying to um, meet the needs of all of our students. A little more about our EL um, specialists. Um, so we have EL specialist like designated position at um,
079elementary, but I'm also speaking to our uh, EL teachers at the secondary who serve some of those roles as well. So, I'm kind of using the term broadly as I'm uh, singing the praises of our wonderful staff. Um, so we currently have 10 certificated staff serving our English learners in part or full-time positions. They're not all full-time ELEL um specialists across our elementary sites. And we have six secondary EL teachers serving English learners in part or full-time positions at our secondary sites. Um in elementary, they provide sheltered DELD to our level one and two English learners in small groups for at least 30 minutes a day. When possible, um they are also pulling newcomers for a second group. So, it's a great example of kind of that double dipping if the schedule allows to give
080that more intensive um intervention early on with newcomers. Um give them that kind of emergency English that makes them feel comfortable in school that lowers that effective filter so they can take in the academics and they don't feel so overwhelmed by not knowing where the bathroom is or being confused about how the cafeteria works and all of those things. Um, secondary teachers see students um for one period a day for EL. Um, except the newcomer teacher at Slow High really spends her full day supporting the newcomer ELELS's. Um, she teaches a ELE science class and co-ees other academic courses for the newcomer cohort. um specialists also facilitate the ELAC meetings, uh lead staff development meetings. That has been um an exciting new um kind of challenge that this team has taken on is sharing their
081expertise with the rest of their staff so that collectively we can really um build our effectiveness in serving English learners. Um they collaborate with the S cubes for intervention and looking at student data. They help proctor the ELPAC um which is a massive undertaking. Um they are supporting with the compliance paperwork that is required by the um title federal and state requirements around monitoring reclassification etc. Um for some of their staff development meetings this year they shared um EL student profiles. So these are similar to um in special ed you have one pagers that are just kind of a one-page reference for the classroom teacher to see what accommodations this student needs. And um our EL specialists uh have been able to share um these similar one-pagers um with classroom teachers. So at a glance
082they can see um where their English learner students are overall. They can see where they um are scoring across domains. Um some of the PD that I've talked about this year and some of the work that our EL specialists have been doing this year is clarifying some things around when a student seems like they're really proficient. Um they're very verbal. They can speak. They can hold a conversation in English. Why are they still like struggling in class? Well, the conversational English comes first. The academic English is much harder. Um, and so these EL profiles really kind of help illustrate that your listening and oral language score is real high, but your reading and writing is still low. And so those have been really powerful for teachers to see and have and reference. Um they have
083also trained staff um across the elementary schools on the ELPAC, looking at overviews, looking at sample questions, talking about ways they can incorporate not ELPAC practice but how they can incorporate those skills into their everyday practice with students. Um they've also led and supported with the benchmark express curriculum that classroom teachers are using with the levels three and four. Um and this year we launched uh unit assessments in benchmark which is also very exciting because previously we really just had these once a year big um benchmark assessments of the ELPAC to see how our English learners were making progress. Now, we're doing progress monitoring by using the unit assessments. They take them about once a month. They only take 20 minutes. It's a short little dip that gives a lot of data back to the
084EL specialists as well as um teachers on how students are progressing in their language acquisition. This is a sample schedule of year two of the sheltered ELD um cohort at slow high. Um while the state identifies newcomers as a student who's been in the US less than three years, um we also need to consider instructionally that newcomers need to be in a sheltered program no more than 12 months from their enrollment. Um after those 12 months, we have to as a system make efforts to increase their access to English immersion classes and um the like non-sheltered curriculum. Um so this plan might look slightly different from year to year, but based on our cohort of newcomers last year at slow high, this was the next step for them. Um, and so you can see in
085their one of their English only classes is their math class, geometry, and there's some uh language support in there. That is one of the places that our EL teacher at Slow High is kind of dipping in doing some co-eing and support. And then we also have one EL aid who's kind of going from class to class and offering some of that support. um the biology and integrated science um is also in response to what the students need as well as our um e teacher at slow high is B certificated B-clad and certificated science. Um I mentioned that kind of magical and very rare pairing last year when I spoke about her. Um it's pretty phenomenal to have um uh somebody in the maths or the sciences that is B-clad, that is bilingual, um that is
086that is working in the public schools. Um and so we're excited about that offering. Um and then you see the designated EL and so that's the sheltered course and then some co-taught um uh history social studies um courses and then students have an Englishonly elective um or study skills based on their needs and those sorry those social studies kind of co-taught classes are also taught in English with primary language support. Over the summer, many of our newcomers took world history with one of our EL um teachers who actually is our ELD teacher out on the coast at Mororrow Bay um to catch up on their social studies credits and be on track to graduate. And that was very successful. Students did well. Here's a sample of what sheltered ELD looks like at Lagona. Um, this
087sheltered model is for a Spanish-sp speakaking newcomer. Um, so they would have the ELD1 and then they would be in a Spanish social studies and Spanish science classes. So, this is one of the ways that we leverage our dual language immersion program to support our Spanish-speaking English learners and newcomers um to move them toward bilingualism, biiteracy, and also especially for the newcomers to give them some comprehensible input when they first join um school. If you think about a kindergarten classroom, it's pictures everywhere and it's colors and it's very visual and it's very supportive of English language development. As you get older and particularly in secondary, it's so much more textbased. Um, it isn't necessarily as naturally visual. So the more comprehensible input, the more that they can develop some of these concepts in science and
088social studies in their primary language so that they can understand it, we can increase that transference when they go into the English language classes. Um these students do have um an elective that is part of their English um immersion PE English immersion and then um we have our math connect class that is also a certificated math B-clad teacher very rare um able to um teach the math class while teaching um uh English language development within that content. Um, and both of our newcomer teams are really exceptional in that they are really catering to the individual students. Um, last year and this year they are looking for ways to push students who are ready out into the Englishonly classes as much as possible. push students out of the math connect that is really built to fill
089those gaps in numeracy that the students need in order to reach grade level math um as soon as they are ready. They are pushing them out into those classes um in order to get them out with their peers in order to give them exposure to the grade level curriculum. And that really reflects um an assetbased approach. Um not that learning English is a deficit or that these kids don't or these kids can't, but that these kids can and they can in two languages and we're going to get them there. And it's really um a testament to the teachers and a fantastic reflection of um the California English learner roadmap in action. more successes. Um the seal of biiteracy is awarded to students who can demonstrate um a a rigorous level of proficiency um in a
090language other than English. They also have to meet um English language proficiency benchmarks. Um and that can be through uh coursework, that can be through testing like the ESBACK. Um, and for our English learners, they also have to have reclassified in order to qualify for the seal of biiteracy. Last year, um, our district awarded 99 seals of biiteracy to students. Um, 55 of those were in Spanish. um 29 of those seals of biiteracy were awarded to previous English learners. This was an increase from the year before where the district awarded 55 seals of biiteracy total and 15 of them were awarded to former English learners. So the numbers um just about doubled and we are constantly looking for to increase these numbers to honor the biiteracy of um the students throughout our district. Not only
091those who have been in the DLI program, but even students who come in um multilingual and multiliterate in other languages. um we're looking to increase our capacity to get them into AP tests. That's one of the ways they can earn the seal or there are some other testing options um so that we can really broaden that opportunity to as many students as possible. Um we also had 50 um current or former English learners take AP tests last year. Um that is a growth up from 20 or sorry 37 the year before and is also um a number that we are working to and hoping to see um increase and improve. Um, we want our multilingual students, um, our English learners, um, to have all of these opportunities to be college and career ready when they
092leave, um, our district. Overall, ELPAC results from last year, um, in 2025, they demonstrated a higher English proficiency than the state average. Zooming in on some more specific um data points, we have our overall results over the last four years. So when we take a closer look at the last four years, one thing that um stands out uh our level fours or our proficiency is fairly consistent, but our level ones overall have really increased and that demonstrates an increase in our newcomer population. That means that really the distance from achieving proficiency is farther than in previous years. We've had more newcomers enroll. We've had older newcomers enroll um and with as I've said th that increased number of older newcomers, we have more students with that limited or interrupted formal education. um we are still
093seeing a lot of um successes but definitely when we look at numbers over time we need to be cognizant of the fact that our English learners are looking different than they have in pre previous years. Our newcomers are are students in sheltered ELD. Um this shows the overall ELPAC results disagregated for only newcomers. So these are those students born outside of the US and enrolled in US schools for fewer than three years. We've seen um newcomers coming to us with more need. You can see that significant increase in the levels in the level ones. Um increased enrollment with that um life component um increased trauma impacted youth. Um and really that just demonstrates that we have greater need for more intensive academic intervention in addition to the language acquisition needs. Um so in order to
094see kind of the the gains that we want the gains that maybe we've seen in the past um we need to really recognize that many of our students are coming with a bigger gap. They're not transferring to us from Santa Maria as a three. They're coming in um you know as a one having not gone to school for 18 months or something like that. Um some English learners come to our district though with primary language and literacy and numeracy. These students, as I've said, tend to acquire English proficiency at an increased rate um as compared to their students with that interrupted education. Um, for Spanish-sp speakaking newcomers with proficiency um in uh and literacy in their primary language, we really look for opportunities to fold them into our DLI program both at the elementary, but
095also we're looking for opportunities at that middle and high school level. Um, we want to build their bilingualism. We want to build their biiteracy. We want to move them toward that seal of biiteracy um in a supported way and in any way that we can to really celebrate that they're coming in with um with a strength. Um this is the data for our students enrolled over three years in our district. So these are non or no longer newcomers. Um the trend overall is toward proficiency. Um, you may see that there are still some students, they've been with us for three or more years. They're still a one or a two. What's going on? Um, in general, those students, all of the ones uh have IEPs, so they have documented learning disabilities um that are likely
096uh impacting their ability um on the ELPAC. the level twos over half have IEPs. Um, and you know what about the other half? Well, when you have a student learning um, English, you can't just immediately assess them for a learning disability when they don't have that language to communicate. And so, it really can take time to consider if it's a disability issue or if it's a language issue. Um, that's not something that we can do right away. And we definitely we have a process. We have a formalized process in the district um to make sure that we're not overidentifying students, to make sure that we're considering all the other factors, things like trauma impact, things um things like um houselessness um and we don't want to overidentify students, but we also want to make sure
097that we give the students time to achieve English proficiency um to some extent before we're assessing them for those uh disabilities, potential disabilities. So, some gaps and plans. Um, so we did we do know of some gaps, of course. Um, we've made so many wonderful gains and it's such a testament to um our EL specialists and our EL um teachers uh in all of the buildings throughout the district. Um, but we really want to do more and we have more work to do. So, we did note that some students dropped an LPAC level in 2025. Um, over half of those students are current second graders, meaning that the drop happened in first grade. When we drill down into that data, the drop overwhelmingly occurred in the writing domain. Um, one thing that we are doing
098this year and some of our work together is that EL specialists are targeting that skill um, in their small groups and now with kind of a greater understanding of the new curriculum that we just launched last year. Um, now that they've kind of been through a year of it, they um, going into this year were talking about identifying where they wanted to target some of those writing pieces where they felt like there were gaps. There are also points in time when the rigors of the test increase um and we tend to see some dips in those points. Overall, reading continues to be a challenging domain across grade levels. Um it is our lowest domain districtwide. Um and the rigors of the test are significant. The ELPAC is not an easy test. It is somewhat comparable
099to like the CASP. it demands a high level of reading and writing proficiency. Um plans for targeting that uh reading domain. We have targeted instruction and intervention at the elementary and that is a lot of the work that our EL specialists are doing in conjunction with our S cubes. Um at the secondary um I have been meeting with teachers across content areas and uh sharing and targeting reading strategies um to help build uh that capacity across the district. Um unit assessments at the elementary level also are giving us more frequent targeted reading skill feedback. um where they used to only get that one data point a year, we're really now getting a lot more frequent data points so that uh the EL specialists can immediately um turn around to those students and target a specific
100gap that they've identified. It also gives really excellent information to share with teachers and with parent conferences coming up soon. That information will be shared there as well. Um, it's only our second year with the standardized ELEL curriculum at the elementary and newcomer program at the secondary and we saw some pretty tremendous gains last year and hope to continue to see gains this year. Um so some of the other work that we are doing um building um really capacity with professional development um across the continent areas and across schools. Um I'm working with principles and EL staff to help support that at the secondary level and of course the EL specialists are doing that at elementary. Um, we're collaborating with district librarians to build the book collections for Spanish speakers and for our DLI programs.
101Um, another piece that we are really working on is researching and keeping up on immigration policy changes to inform our staff and families and to keep our students in school and feeling safe. um because if they're not feeling safe, if they're not in the seats, uh we're not able to deliver the instruction that they need. Um and so collectively making sure that students are feeling safe and families are feeling safe, sending their students to school um is some of the important work that we're doing. Um providing these updates through DAC as well as connecting um families to local nonprofit groups. So, um, we have some really great successes. I appreciate you giving me the time to share those with you. And then we have some, um, some exciting plans for next steps. So, thank you
102very much. Okay. Thank you. Uh, let me go to the public. Is there anyone from the public that would like to comment? Please come up and and state your name. >> Okay. Hi, my name is Michelle Pierce and I teach second grade at CL Smith Elementary School. Um, I want to speak to the ELE program. Um, I work with our EEL specialist Elizabeth Abbasher. she spoke earlier and um I wanted to just share a little vignette from my day today with my second graders. Um we're reading a new curriculum and we're learning about base jump sorry smoke jumpers which is part of the firefighter um division and uh a bunch of my eels have been working with Elizabeth and she's been pre-teaching them all of the different units and the different reading curriculum. Um, and
103it is so wonderful to talk about a new unit and have my EL students raising their hands, just sharing what they've been learning with Elizabeth, sharing what they've been doing in the class. They're just like bright and excited with all of the new information. So, it's been really great to see um the new program, to see what it's like in the classroom and what it's like in real life. So, thank you. It's really working. Okay. Anyone else from the public? Then I'll bring it back to the board. Um, Mr. Anger, followed by Mr. Banfield. >> So, I just I have a quick question for you. um what happens to the student that is a is a newcomer in high school who's had an interrupted education >> and who's about to turn 18. Um what's you
104know I I'm a special educator. I know that that we take care of our special education students until they're 22, but that's not the case here. What happens to those students? Um, we can, um, under California law, um, when a newcomer enrolls, I don't remember if it's after their sophomore year or during their sophomore year, we can offer them a fifth year of high school. And so that is one nice thing that we can offer. I know one of the two newly enrolled newcomers is interested in that. Um, we'll see. It is tricky for an 18-year-old to want to come back for another year of school and attend as a 19-year-old. Um, but it is something that we can offer them. Um, you know, and beyond that, it's really um targeting the language skills and
105the literacy skills and the math skills that are going to be the most useful to those individuals to be successful as adults. Do they do they move on to adult school for example? >> Yes. So we we coordinate with adult education to provide ESL classes as well and then we also coordinate within adult ed with Qua to transition support there too because they also offer adult ed and then can continue on if they want to pursue particular certificate or an AA or AS. They're part of our adult ed consortium quested as a partner with us in that too. >> And and what kind of electives do the students typically take? because I think personally I think electives are really important to you know encourage that um engagement in school. >> Um they have some choice
106and so I know that like culinary um has been a popular and challenging um elective for a number of our secondary students. Um music um sometimes uh but it I mean it really does vary. Um the students have a lot of different interests and um sometimes they kind of if there's a friend group they might travel through electives kind of as a cohort but um and if they do then we try and provide some additional support there although most of the support is in the core um classes just because of staffing um but I do know that culinary has been a popular one >> Mr. Banfield. Oh, >> so as I was following as I was >> as I was following along um an LTE is um an EL learner who has not reached uh
107proficiency in seven years. Is that right? And right now there's 70 on the watch list. something like that number was sad. >> 70 ls and 86 on the watch list. and 86 home. I have a I was thinking is there any kind of a pattern or commonality with these students that prevents them from um breaking through that lel barrier? Is there is there something >> um frequently it is uh the reading um skills some lagging reading skills that probably overall the the majority of those students. Um and so you know when we identify that at the elementary they're in reading intervention. Um and at the secondary uh it is a focus of several of the schools and so they are kind of rallying around um kind of targeting those l those reading skills across the
108content areas in the general ed classroom. Um but also the two middle schools have implemented kind of some creative um uh intervention plans with teachers having like a class period where they're pulling a small group to target that to make sure that students are kind of getting back on track. So, >> okay. The reading skills, can that be attributed to um a learning disability? >> Potentially. There's definitely a crossover between our dual identified students and some of our ELTELS or at risk LTELs. Um >> are there >> but not but not all of them. So, there is some crossover but not exclusively. >> Okay. A separate question. this uh seal of biiteracy. Who receives that? Who can receive that? >> Um any of our secondary students? Uh they have certain criteria that they need to
109meet. So first they have to demonstrate English language proficiency. If they're an English learner, they have to be reclassified. So they have to have gotten that four on the ELPAC. Um they have to either have gotten a 3.0 O in all of their English classes at the high school or a three on the CASP or um I think a three on any of the AP English. So that those are the multiple ways that they can demonstrate the English proficiency. And then um the other language proficiency can be demonstrated through a 3.0 in uh four years of coursework. So that can be Spanish 1 through four at the high school. Um, it can be Latin, it can be ASL because those are some of the other um, uh, seals of biiteracy that we give. Um, those
110aren't exclusive to Spanish. It can be through the Spanish AP um, tests or classes that we offer. Um, and we even had a student last year, we don't offer Japanese, but we had a student take the Japanese AP exam and pass and earn the cula by literacy. And so, we're looking for those opportunities. Um, the students don't have to take the class. They're not bound necessarily by what the courses that we offer. It's not necessarily a restriction. Um, and we have a meeting coming up and it's on the agenda where we're looking at some more tests. Um, we I'll be talking about this more in January, so I don't want to get um uh you'll see me. I'll be back. Um, I don't want to get too far um off track, but we mentioned um
111some work last year that we were doing to have an oral fluency assessment for our DLI programs. Um, and the assessment that we chose also offers, it's one of the components that could be used for a seal of biiteracy. We're just using one of the domains, the speaking domain, but they offer all four domains in tons of languages. So if we have students coming in, um we have many students who speak Farsy. If they are also literate in Farsy, we can move them toward that seal of biiteracy potentially. Um and so we are working to expand that um and honor the students who are multilingual and multiiterate. >> Thank you, >> Mr. Beckman. Thanks. >> So, I have a question that may be more off of your presentation, but I'm wondering, are we are we
112happy with the results of the dual enrollment? Is it doing what we want to have students their first three years only speaking Spanish? Do I have that right? Is that working? That's leading into my next question. >> Well, our current model is kindergartens 9010, so 90% Spanish. um 10% English and then it moves up. First grade's 8020, third grade. Um and so it's a little more English than than the just Spanish. Um I will let >> Thanks. >> So I I would say that I'll hearken back to what principalisar was saying earlier, right? >> Which is that we do have subgroups of students and one of them is our English learners that are at Pacheco that they're not achieving. not not all of them, but we have a subgroup of students that we're looking at
113that we don't want them to become els. And so really, it's the work of the staff there, right, to to hone in on those students and say, how do we wrap around these students to ensure that they are reclassifying. So it it is work that we're doing right now to examine which subgroups need that extra support, that extra um additional, you know, helping hand from the entire staff. And so he spoke very eloquently to that earlier. And so I would say just like any school, we are continually involving evolving and looking to improve. And so there are subgroups especially though that we've honed in on and they went from two years ago a red on the dashboard for EL learners to last year getting a green on the dashboard. And so it's it's continual work
114to examine our practices and try to improve upon what we're doing as with any school. And I guess so what the question that cames to me is if if we're if we're happy in general with the dual enrollment and we have hundreds of students that are still at Delmare and uh other schools where there there's high numbers. Would we want to implement a similar program on site for all those students that are there? So, we would just expand our dual enrollment program. Understand? >> I I want to paraphrase to make sure I'm understanding. Are you suggesting then that we would have for, for example, the other eight elementary schools become dual language immersion schools? >> Yeah, but maybe not the other eight, just the ones with the high the high numbers. And I'm just wondering
115whether there would be a benefit in that. Um, I'm not suggesting that we do it. I'm asking a question in there. And putting me on the spot, I would say the first thing that comes to mind that would be our biggest challenges, I'm going to look over at Greg Puchia, is um we have a hard time filling our um staffing needs at those two sites every year. >> Um and our principles do an amazing job of recruiting as does our HR department. And every year it is a challenge to fill all of the slots and um have our our staff that are bilingual, biliterate, and able to deliver that instruction. So I would say that's not impossible but a pretty big challenge to do here. >> I'd also like to reference slide six. Delmare has
116a total of 30 eels across TK through >> five. So it wouldn't um be very feasible for that number of students to be served in a program like that. >> Delmare was not I'm I'm looking at um Hawthorne. >> Hawthorne has and I'm looking at Smith. Hawthorne has 36 >> numbers >> four, but that's still 40 students at Hawthorne. The other kids for dual identified and els are are already counted up up above in the e level one and and level four. So there's a total of 40 students at Hawthorne that are identified as um learning English as another language. So it would be very challenging with 40 students across six grade levels seven in a program. >> This is what I'm hearing to is my question was whether it would there' be a benefit
117and so I'm going to put this spin on it. This is what I'm hearing. there might be a benefit, but it would be difficult to staff or are we are we thinking that there's no >> We're currently looking into the outcomes for our 11th graders from our DLI programming at Pacheco to establish if we are seeing the kinds of gains that we wanted to. Um, in our preliminary review, many of those ELS's are not seeing the gains at this time, which is part of the reason why Mr. Weizar and his team is so focused on getting ELELS's redesated before they leave that programming. So I think this is an interesting question that would require um I think a little more significant data dive into our outcomes of our DLI students at this time. But what
118we can definitively say is that we have more students achieving levels of biiteracy as our seal of biiteracy numbers continues to grow. And we also have had several presentations by our very own students who are biliterate and bicultural. So we know those two elements we are seeing some great um success but the outcomes may not be showing themselves on the state assessments yet. >> Okay, great. And then there's there's also the benefits of the English learners may come out being bilingual if I'm not mistaken. So there's that that dual benefit. just just an interesting question that I had when I um I just want to follow up on Mr. Anger's question about the electives. I was also wondering about the electives. So if is there is there is there support for an EL student goes
119and takes auto or mechanics or something. Is there >> some support in there? >> Frankly, it's limited because of staffing. >> Okay. um those teachers um the very little um staffing for EL aids is being focused in the core classes and so there's just is not the staffing to send that aid to a culinary class or an auto class or something like that and so it's really on the teachers themselves to do to use integrated ELD strategies um to help give those students access to their content and their curriculum. >> Um, that is one of the ways that I'm trying to support across the secondary. Um, but yeah, there's not the staffing for like an EL support person in those classes. >> I just I'm I'm just thinking and maybe guessing that the CTE pathway
120might be advantageous for those students as well as for English English learning English speaking students. Ideally, I mean, one of our goals and when we are scheduling students, even our newcomers, we are working to give them access to being A throughG compliant to completing a CTE pathway um when at all possible. It's also another reason why um our elementary sites and our middle school sites are really trying to reclassify students when they are able because then it frees up a class for them so that at the high schools they can um achieve those same pieces that we are pushing for our English speaking students. >> Well, I it was it was a great presentation and I learned so much and there's a hand back there but um and it kind of sparks all these questions
121for me. Yeah, thank you. >> Uh, we've we've closed public comment >> is that >> agreeable to the board. >> Okay, come on up. >> Sorry, here I go. My name is Anna Massie, fourth grade teacher at Del Sorry at um But Jacob, I just wanted to speak to you, Mr. Ban Buckman, about um our ELTELS and how you were saying, you know, is this working right as a teacher in the dual immersion program. Of course, it's working, right? It is working. Sometimes you just don't see it when you see data points. And so, um, yes, we're really focused at Poacho to making sure that we're looking at those kiddos who are, um, long-term and what we can do in addition to the paper and the pencil. And speaking as a former EL long ago,
122um, something that enriched my life was also those opportunities of um, enrichment, you know, not just paper and pencil. So we do the best that we can as you saw in our presentation where the extra activities we get you know the the STEM the innovate lab and things like that that gives our ELEL's that um additional support in terms of experiences you know our awesome after school sports you know getting them involved in those things that are also helping them with that vocabulary and that learning you know so we can um really see that whole child And so, yes, it it is working. It just takes some time. And then honing in on those kiddos like we are at Pico to making sure that we as a whole staff see those kids, see those 30
123kids that we really need to hone in on. >> Yeah. >> Great. Thanks. >> You're welcome. >> Okay. Um, Mr. Hunger. >> Yeah. I I have another question. Um, actually, I just want to respond, Mark, to what you're saying. Wouldn't it be nice if the United States was like Europe where everybody spoke at least two languages? You know, I know I've been to to the Netherlands and I would tell you that people spoke spoke English better than many Americans that I spoke there that I met there, you know. Um, but what what's our experience with so far with Benchmark Express? How's it working? And do you expect that that that will create some of the help with the you know the reading that that we'd like to see for our long for for our our
124bilingual students for our students in the DLI program and do we have any experience do we have any data from it yet? So I think it's been in two years now. >> Uh that seems a lot louder than I thought. Sorry. Um this is our second year with Express. Um I think as with any curriculum there are definitely some highlights and then we definitely see some gaps. Um I think some of the benefits um to it is it is very structured. It is across the four domains um of reading, writing, speaking and listening. It is built into the lessons. Um it is frontloading the content as you heard. It's front-loading the content and the concepts that the students are then learning in their general education classes. And we keep hearing anecdotally that the our e
125students who often times can be quiet and can be very compliant and like do you understand and like yes even if they don't necessarily they're being more active in the classroom. They're raising their hand. They're saying I know I know because they just heard it two weeks ago. Um, also following kind of that cycle that we have, um, they're being taught it, they're given some time away from it, and then it's coming up in their classroom again, which, um, from kind of an educational neurology standpoint is giving them time to really imprint it in their brain. And so, it's really good for their learning. Um, we do see some gaps with, um, some of the writing. We're filling in um, with that. Um, and you know, there are always some pieces that people don't love,
126but overall to have a united curriculum for all of our EL specialists to come together, um, it's building our collective efficacy as a team. Um, it is building the way that we talk about teaching English learners in our buildings. Um, it is overall a really positive addition. um and now having um the unit assessments where we can more frequently progress monitor our English learners and get a lot more frequent feedback on their progress. Um it's overall really powerful even with some of the drawbacks but some of the drawbacks we can you know our team is really um phenomenal and experienced and we can fill in those pieces and we are working together to do that. Uh I am taking over the meeting uh as Mrs. Roger and her cold retire home. So I just wanted
127to make let you know that and I see Mr. Buckley's light on. >> Oh, sorry. Thanks. So I think um Mr. Anger's comments are great and so I'm going to ask you. So, what I've read is is that people with dual language are actually using parts of their brain. And you're going to have to check me out. I'm asking for your um whether that this is true or not, I guess. Using parts of their brain that we single language folks don't even touch. Is that an interesting way to put it? Simplistic. I understand. It's been a little while since I've um I think I read my uh dual language kind of neuroplasticity research before I put my own children in a dual language program. So, if that speaks to my belief in it, um it
128is you are building neural pathways that other people aren't. You um are building connections and ways to code um switch neurologically that other people don't have. And so it is remarkably powerful. Also, a thing that is great for all of our multilingual students and that I tell my own children is the hardest language to learn is your second language. And after that, it just gets better and easier. And so we really are building a foundation for students to be like Europeans or um you know uh South Americans who are speaking three and four, five different languages. Um and a little bit to your previous comment and to kind of add on um to what was shared from Pacheo in addition to the academics um the DLI program brings a culture to our district um where
129it values multilingualism where our students have built a community um together through grade levels um that you might not see um in other settings in other schools. You see it at the middle schools when all of the schools come together. There's a different um I don't know there there's a different integration in um a DLI program and in schools that are impacted by DI programs. Um, and that is, you know, it's one of those qualitative pieces that we don't see in data necessarily, but it's really valuable. Um, and it really kind of speaks to the the achievement across the board and the culture of the district as a whole and where we place our values. >> And I just want to be clear, I support the dual language program 100%. >> Oh, no. I know
130you do. >> Okay. And as I >> You wanted at every school. >> I know. I wanted it. and and I just want so my latest reading is that um learning a second language also holds off dementia. So I'll be coming to try and learn I'll be enrolling at Pico. >> I'm I'm going to need Mark Buckman pulled for a small group. >> Okay. Thank you so much. >> Thanks. All right. We'll move on to our next item which is 10.02 102 the approval of the SIPS the 20 202526 single plans for student achievement. >> Thank you very much. This is our annual time where we bring our single plans for student achievement otherwise we just call them SIPs uh to the board for approval. And so for tonight we have a little presentation and
131we have some of our principles presenting highlights of their SIPs. >> Oh there we go. All right. So in the presentation we will cover Wait, did they get turned off? There we go. Um, talk about what is a SIPA, how Sips are developed. They go through every site has to have through their school site council prior to bringing them to the board. Uh, and then some examples that some of our principles will be presenting highlights from their SIPA uh this evening. >> All right. So, a little bit about what the SIPA or the single plan for student achievement is. Um, I want to highlight that this is really a continuous improvement process that we go through. And I'll show a graphic on the next slide, but there are many educational partners that are co-creators of
132this document. This is not necessarily our principles sitting in their offices by themselves looking at data and deciding how to spend site money. Um there are there's a lot of different inputs that go into this and it's a multi-month process for this initial development and then the school site councils revisit our SIPs throughout the year to do check-ins. So very thorough the way that we do this within our district and it is also that second bullet point there. Um it's very much aligned to our local control and accountability plan or the LCAP. And so the three main goals um that are listed up here that you'll find within the SIPS should be very familiar um to the public that is following along with us as well as our school board because they're the identical goals
133that we have listed in our board approved LCAP. Um it will list out within every single SIPA how our allocated funds are being spent. And when we're audited, as we were last year, our auditors will actually go through and add up every single dollar amount to ensure that it matches the header near the top of the SIPA to ensure that we are spending to the dollar as we say that we are going to. So, this is a a very um crude graphic, but really it's it's going through the fact that our initial brainstorming and planning at sites around the SIPs occurs starting for many back in the spring and continues all the way through the fall. And this is done not only with our ILT, which is the instructional leadership team, which is a sitebased
134team. It also then includes all of those other inputs, and you can see the groups there. SSC stands for school site council and they are the body that approves annually the finalized SIPA that is now before you all. Um for anyone in the public that's following along, if you would like to click into the slides, those two blue um underlined items on the bottom are the links to the actual SIPas that the board has been reviewing for the last couple of weeks. So, we are now here where we are submitting the school site council approved SIPAS for the board to review. But before we do that, we are going to have a a principal from each level, elementary, middle, and high school come on up and give a little bit more detail and background to
135you about their SIPA and their process. And we're going to start off with our principal of Bishop's Peak Elementary, Diana Jones. Okay. >> Good evening. Thank you for having me. I'm Diana Jones, the principal at Bishop's Peak Elementary School, and I'm honored to come to you tonight and share with you a little bit about the work that we're doing at Bishop's Peak, and to stand up next to my principal colleagues who will share from our middle school and high school about their Sips as well. and sitting here listening to um the presentation before, I'm really reminded that while these are school plans, they are tied in so much with our board priorities, with our district goals, and with all the work and support that's being done at instructional services and beyond. So, while this is
136a school plan, it's tying in all of those programs that we have going on throughout our district. So, while um Stephanie shared, this is a living document and something that guides us throughout our entire year. It is something that's approved in October by our school site council, but is really reviewed multiple times throughout the year and an opportunity to be reflective and strategic at the same time. Both looking back at what's working, how we're helping our students grow, and what we can continue to do to support them. So um this past year at Bishop's Peak, we were really intentional about our student achievement and thinking how could we approach this in a holistic manner. So um we spent a lot of time as teacher as a teaching staff looking at standards looking at our new
137curriculum and ELA that we just talked about um benchmark and our EL component to that and our math curriculum. looking at those standards, looking at the rigor that those um standards are asking our students to do and aligning that to our curriculum and instruction. So, through that work, we really saw meaningful um progress in both ELA, math, and science in our um state testing scores at Bishop's Peak. We have a lot to be proud of. we we over um extended overreached our goals that we had set in the previous year's SPSA sometimes doubling them which was really really exciting. We also had our CAST scores which is the science test that we give in fifth grade. We had the most growth out of any school in our district and that was a lot because of
138the intentional work that we did and thought about through our SPSA and reflected on throughout the year. So, um I mentioned that we had a lot of growth in our test scores, but we also earned several awards at Bishop's Peak which uh reflected this work as well. We were recognized as an America's healthiest school, a national award. We won two state awards which were tied into SEAL and PBIS which is our behavior system for learning. Um we made the California honor role and we were certified for our school garden where every student was part of our science NGSS curriculum handson partnering with Calpaly in our school garden and then we harvested that food and served it to our kids in our cafe. So that was a really great um circular learning hands-on experience. So our
139focus areas last year at Bishop's Peak are continuing this year because we are clearly on the right track. And it's no surprise um I'll I'll tell you our three focus areas this year are engagement and leadership, achievement and growth, and community and culture. And you probably recognize those as being very similar to the four priorities of the board. um our first four. And by looking at all four or all three of those goals, we're able to be very strategic in pinpointing what we want to do to help move student achievement forward. So, our first focus area of engagement and leadership. We have our teachers learning from each other. They are engaged in action teams. They have 20 minutes to work at each staff meeting where they are deciding how are we going to move our
140students forward in each of these areas. So we have a team of teachers providing PD topics and PD to their colleagues. One of the most powerful ways that we've done that over the past year and a half is by engaging in learning walks and lesson studies. And we've kind of come up with our own hybrid model of both. And so that looks like um our achievement team deciding what are the look fors that we want to see in each other's classrooms and they partner with our achievement and growth team to look at our student data. What is our student data telling us that we are doing well and that we want to focus on? And then we take that to come up with how are we going to move forward in visiting each other's classrooms,
141noticing what's going well, what's moving students forward, and what we want to continue to learn and grow from each other. So, that's been something really exciting that we're doing in our achievement and growth focus area. I think our biggest shift has been our achievement or our assessment culture. We have worked incredibly hard to make it an opportunity that is fun and engaging for all of our students, for all of our staff, for all of our families. Um, every student has a letter written by an adult that they get before testing starts in the spring. If their parent didn't write it for them, PTA had letterw writing campaigns. My own mother wrote hundreds of letters so that people could have them to open day after day. So that was a focus. We wanted to encourage our
142kids to let them know that they were that they were capable, that this was an opportunity to show what they wanted. Um, one of one of the fan favorites at school was memes. our Bobcat leadership team, which is what we call our um student council team, created a whole bunch of mean memes and plastered our school with you can do it or you know the little popular things that are on the internet and putting um great sayings next to them. The kids loved that. We also hosted an are you smarter than a sixth grader student versus staff during lunchtime over a couple days. But these are just some of the examples of how we brought the testing culture to fun and exciting and an opportunity rather than something that was stressful. And then our community
143and culture action team um really focuses on how are we continuing to build an environment for learning and belonging at the same time so that our students want to come to school and want to achieve and show growth. So, we use our youth truth data to guide this team a lot. I just take a moment to brag that we had um 100% of our staff and 100% of our students respond to youth truth and we increased up to um over 35% of our families responding this year, which was a big increase from last year. So, we're getting a lot of data from a lot of different stakeholders. And then of course we're working on our PBIS program which is um we frame that is these are the expected behaviors for learning because we're all here
144to learn. That's our job while we're at school. So um we've been working on those things in those buckets. But really when I think about what does our SPSA focus on? It focuses on being intentional and taking the opportunity to reflect on what we're doing with lots of different groups of people so that we get multiple perspectives on how we're doing and what we might do next. So really when I think about how this brings us together, it's about leveraging our partnerships with different groups. this opportunity to work on this living document. I think you said it beautifully. This living document brings together, yes, our ILT and our school site council, but it has us engaging in conversations of how can we partner with Calpaly more? How is our PTA supporting our school goals or
145our district goals? How are our teachers able to learn from each other? because we have so much in our community at Bishop's Peak that we can learn and lean off of each other. Not to mention, like I started, our district um resources that we're getting as well. So, I appreciate the time. I don't want to take up too much of your time, but I do appreciate the opportunity to share a little bit about our SPSA, um some of the great work that we're doing at Bishop's Peak and the value of this document that we can revisit year after year and multiple times. um to give us that reflective and strategic look forward. Thank you. All right, cool. All right. Hi board. Good to see you. Um I'm Nathan Miner, principal at Laguna Middle School. And
146I know I was just up here last month, but I get to talk about my SPSA. Um and couple things. One, I always like to point out our school goals. Um, you know, many schools have mission statements, but our schools kind of boiled it down to a much more abbreviated just two focuses that really kind of um hone everything we're doing that all students, staff, and families are safe, connected, and supported. Um, and then secondly, that students are learning and thriving, that all students are learning, and thriving. And that's really themes that you'll see throughout our SPSA. Um, and we had a couple great celebrations from last year before I jump into our plans for this year. Um, first, uh, we launched a couple new supports in our sheltered ELD program. Um, but then also
147started for our ELTELS, which we were talking about earlier, a co-taught English program. Um, where ELTLESS are all placed in a class with two English teachers uh, who are really focusing in on providing uh, strategic intervention and pullout supports for those students to target what their areas are for next steps for growth. Um we also uh saw a lower uh EL chronic absenteeism rate which was exciting. Um we saw some growth from 19% down to 17.5% over the course of last from the previous year to last year. Um and then lastly, we saw lots of students involved in lots of extracurriculars. And rather than share all that data, um we asked students at the end of the year how many of them felt like um their involvement in extracurriculars made a big impact on their
148connection on campus. And 74% of our students said their involvement in extracurriculars ma led to them feeling connected on our campus in a way that mattered to them. Um which is really exciting to have 75% of our kids feel that at the middle school level. Um, so for things for this year that I want you to kind of know, I'm going to jump by our areas for growth because they're actually all embedded in our highlights of kind of our action steps. Um, and rather than just tell you only these action steps, I wanted to share just a brief update on some of these things and some details um that I'll kind of draw out for you. So our first one is that 80% of our students with a focus on our LCAP identified subgroups um
149will be connected with at least one extracurricular and also with a staff member. Um, some fun facts or details of what that looks like. Currently, we had our biggest ever group of students attend our monster mash, our fall dance. We had 550 students come to that dance out of 730. Um, so we had less than 200 students that actually didn't come to the dance, which is kind of crazy. Um, and it was awesome and fun and all the middle school greatness that middle school dances are. Um, and so that was very exciting. Um, we also have had at this point 246 unique students attend clubs, our lunchtime clubs. Um, which is awesome. Um, to see that many of our students involved in that. We've also had over a hundred students participate in intermill sports, including
150currently our, uh, lunchtime bad mitten tournament that's happening right now. Um, that's been a real hit for our students. Um and then also we've added um in partnership with our foundation athletics for achievement um for some of our sports that previously had cuts as a part of our programs just because of our limitations to offer to all students. And so we have had 61 additional students be able to continue to be involved in girls volleyball and boys basketball at this point because of our partnership with our foundation and offering athletics for achievement for those two sports. Uh which has been super exciting. And then the last one that actually came up at our student senate this last um week um many of our seventh grade student senators remarked about how much um more connected they
151felt through our counselors just finished or are just finishing. We have a couple lingering ones um but less than 10 now meeting with every new student in one-on-one get to know you meetings where they're just getting to know students and asking some questions that may lead to further support they need. um but at the very least lead to students knowing their counselor and feeling connected to their counselor so if something comes up later they're able to know who to go to. Um so those are just some of the ways that we're pursuing that and already in the midst of pursuing this goal for this school year. Um and the second goal is to continue our work in our social emotional behavioral focus this year and that's with our county group that's doing PBIS that you've
152heard referred to multiple times throughout the evening. Um, and just so you know, our team was actually at the county today, um, doing some professional development that they're then bringing back to our staff for our staff meeting tomorrow afternoon. Um, our staff is really excited. We have rolled out schoolwide outside of the classroom goals and expectations and we've seen a really a lot of success in our public areas on campus with students meeting those expectations. um we're clear, everybody's on the same page as far as adults of what those are and our students are then able to meet those and we're now in the process of developing schoolwide or sitewide um in the classroom expectations for behavior and what their engagement leaning into their learning looks like. And so that's uh the conversation we're having
153tomorrow even in our staff meeting. Um and then the third area in attendance um we set an overall goal of continuing to decrease chronic absenteeism down to 15%. Um, and I'm pleased to share that we're actually doing better than that as of right now. Um, as of right now we're at 10% um, schoolwide. Um, and then our goal last year was around ELELS and we already exceeded that. Um, and as of right now actually we're at 6.5% of our ELSs are chronically absent. Um, and so I just want to shout out um, our my assistant principles and then also our um, other teammates in our my attendance secretary. Uh, and we also have a family advocate that's helping support us in attendance. Um and really they're doing a lot of work to reach out to
154families to communicate and to really try to draw students in. Um but it's really exciting to see that work paying off in that num in those numbers now a little over a quarter of the way through the year. Um our next goal uh goal four was around continuing to develop multi-tered systems of support. And there's so many things we're seeking to do. Um but going with the theme of what we're talking about, I want to share a little bit about our EL supports that we're working on. Um, so I shared last time I was here that we really have honed in on reading being one of the main areas that our English learners are not leading to redesignation. Um, they have a lot of skills in their speaking and their ability to listen, even in
155their writing skills. Um, it's reading that's really been the kind of stumbling block. And so we actually just finished doing a in-depth reading analysis for all of our English learners where they were pulled for um assessment of their reading skills to determine um whether it's a phonetical challenge or some other challenge for these students. Um we now have detailed data and we're working on developing a detailed plan for each student of what we're going to do to address their needs in that area to help them make growth. Um, and so that I just met with our EL lead um, today actually discussing that data and starting to look at how we're going to go about addressing those needs for each of those individual students and and some of them actually we discovered have great reading
156levels um, and admitted to us that they just uh, haven't necessarily tried as hard as they could have. And so that also is great data um to encourage them to show that grade level reading level on the next time that they take a standardized test um, to be able to be redesated. So, um those were also some really fun conversations because again that's reality for students and um it was cool to see that some of our kids already are at that spot and just need to show it um on in the right moment. Um and then uh for our next area, our goal five is around student engagement as an instructional focus for our school site. What that looks like is each of our ACT meetings on Monday mornings. Really making sure that we're talking
157about how we're engaging our students and helping them learn through what we're doing in class each day. and we've been rotating actually each department taking a turn to share with their colleagues be best practices around how they're doing that in their department. Um and so our social science department presented last and special ed is up next. Um and so we're excited to continue that work together. Um and then lastly, family partnership is a huge focus for us this year. Um both in big events but also in small things. And I just over the last couple days have had uh multiple family meetings that we've been able to work collaboratively to figure out how to support the student in a variety of instances. Um and I'm just so proud to work on a team that's so
158leaned in to partnering with parents and inviting them in and as soon as there's concern um asking to have a chance to sit and meet together. Um, and really just proud of that culture on our campus and the work that our staff do every day to do that as I'm in I'm only in a few of those meetings and yet those are happening on a daily basis to try to address the areas for growth for students whether it's behaviorally or academically. Um, and then one plug, I know multiple of you have come to our parent project. Um, we actually have our next session uh this Thursday and so our PTA is putting on um some learning for parents on how to navigate middle school um as a parent um to be able to help their
159students do that and we're looking forward to that this Thursday evening. So um that's just a little bit about how we're actually going about pursuing some of these goals that you I'm sure read all about in our SPSA. So thank you. >> All right. All right. And I'm Rand Dickinson Sim, principal at Slowh High. Um, I was able to speak with you recently about this, but to start with celebrations. Uh, so as you know, we had the highest number of students taking and passing AP exams at our school last year, uh, with over 91% scoring three or higher. Um, we also had A through G percentage rate of 75%. uh we have um highest um over 34% of our students taking all courses in a CTE pathway and we also keep reducing the number of
160students with Fs at our school. So those are celebrations you've heard before and we share them and monitor them regularly as a school but um that's how this presentation is set up. It's good to start with some of those strengths, right? Um, but as everyone's been saying, even you know, really good schools, we are always reflecting and always really striving to be the best possible school for each and every one of our students. And as you heard Shannon talking about, there are diverse range of needs uh in our student population and and we're here for them. Um, some areas for growth. Um, part of it's just about state testing. Uh, we essentially uh went down a little bit in ELA, stayed flat in science, and went up a little bit in math. Um we are
161continually the next one is English learners. We are continually working uh to serve our English learners well uh with a lot of focus on that sheltered ELD program uh that you heard a lot about uh this evening. Uh with MTSS I mean these tiered models for behavior uh for social emotional learning for uh grades all those things are really important to develop in a school system. So, we keep trying to work on that as best as we can with the staffing that we have. Uh, suspension rates, chronic absenteeism, and we're also continuing to work um to uh reduce those numbers. And one of the things that's really worked well um is thinking about suspension, thinking about chronic absenteeism and knowing our students, we went to a model last year where our assistant principles now are
162divided by alpha and they partner with our counselors and that has been really helpful for having these regular daily and weekly conversations with each other about our students, about their needs, about concerns that we may have and about interventions that we can we can put in place. So that's been a really powerful just design structural thing that we've shifted um that has allowed for a lot of really positive work uh on those fronts. Uh something on the state testing side of things that we've done is just working to build that culture of positive test taking a little bit more. Uh Mr. Miner was just talking about the students who maybe didn't try as hard as they could have um you know on the reading section and and that of course happens in high schools as
163well. Um, so one of the things that we're doing is working with Genhagen to have our students do some interim assessments in their English classes, which we haven't been doing in the past. We also shifted over to STAR testing and in our English classes that gives us some different and I would say better data uh for our students to for our teacher for for our students and for our teachers to inform their instruction. Uh, so that's really nice as well. Um, and so we're confident that that will keep going in the right direction. Um, and then just one thing to think about just instructionally is we're really focusing on questioning and discussion techniques with our students. Um, and for for me just in my work, one of the things I strive to do rather than
164having it be a lot of different things that we're doing is trying to really focus the work, keep it coherent, uh, and keep it on some level simple but powerful. Um, and so our PD that we do just with our school staff at the beginning of the school year, so much was about questioning and discussion techniques, but this idea that each and every student should be speaking regularly in their class each and every day um in academic ways. And to do that well and to really bring out learners that wouldn't otherwise be speaking, you have to have discussion protocols in place and these structures and scaffolds in place. Um, so that's not only been work at the beginning of the year, but each Monday morning with our ACTs, our teachers are presenting about specific strategies
165that they're doing. Shannon is coming to our school to share strategies that really work well for students who are English learners. And so our belief is that we and then when we do learning walks that came up earlier, um, we're also focusing on that specific instructional strategy to see how that's working. And we were specifically um in one of the classes we were talking about earlier, the the science class for students uh in the shelter DLD program. We were in a co-taught math class and we were also in an AVID class just to see how those strategies were at work and specifically serving our students who are English learners or our students on IEPs um or students who are Hispanic or Latino. So was um we're just trying to keep it coherent and so far
166we're seeing a lot of really uh positive growth for our students uh with that. So that's a short version of some of the many things that we're doing at Slowhigh. Um but it's good to have these processes of course um and to get feedback from so many different people to keep doing the good work that we're doing. >> All right. >> So with that, we're happy to answer any questions prior to hopefully getting an approval of the Simpsons. First, I'll go to the public. Is there anyone um our would our one public like to address this? >> Mr. Libert, >> you can have six. >> Hi, my name is Ben Libert. Um I just wanted to say if you look at some of the details, the e stats, we've talked about it before are rough.
167Those percentages are rough if you look at some of those details. And so I know you're trying to work hard on it. Um, I don't want to take away from all the awesome things they're doing, but I just want to point out, keep thinking about that. >> Okay, back to the board. Um, Mr. Hunger, >> so just a couple of things. Um, >> sorry. and then miss both of them. >> I I just as as I think I've said in the past, I was really happy to see throughout the SPSAS that we're really focusing on closing the achievement gap. Another thing that I think that that I'm I'm really stoked about is the focus on chronic absenteeism, getting kids in school, getting kids getting kids engaged. Um, you know, we've been talking a lot about
168Yale achievement and engagement, too, and I think that's that's a really important focus. Um and then of course the social emotional um the social emotional components of it that we're seeing too. And and then I just want to give a shout out I think particularly to to Los middle school. Well actually to all our secondary schools for having students on the site councils and giving you know seeing the student voice seeing the student experience being reflected in those and at Los Sos Middle School having the the school site chair as a student >> you know that's pretty cool. So, um, yeah, I'm I'm certainly going to support this, >> Miss Paulono. Um, yeah, thank you. I I just want to commend all the work that goes into these reports on an annual basis. Um, and
169uh, I I I understand that there's a lot of different people working on it. So, I just want to acknowledge all of that. Um, I just have a a couple of well, a general question, a specific question. I noticed that um under goal three um the the metrics of attendance and suspension rates and that sort of thing were often uh being measured by a specific question in the youth truth survey. And so I was just wondering what was the methodology for fixating on one question versus another because it seemed like some of them were because it was a lowcoring response and you wanted to improve it and so I just wanted a little bit of um background on on that methodology. um that piece is actually a sitebased decision. And so when we're providing our
170school sites with the template that they then fill in and personalize for their school sites, that portion is left up to them. And so typically they're having this carryover conversation from student senate where they are actually diving into that data under the um direction of Dr. Prader and Mrs. Yamashida to analyze what is the feedback that we're getting. And so they will then take that from student senate back to the school site councils. And so then they're embedding it within their SIPs so that that work continues forward and that focus remains steady as long as it continues to be relevant. >> Yeah. I I would say it shows the value of youth truth to our sites and and the student involvement and how as a district um we engage and utilize that and how important
171it is to the sites and the principles and the staff that they choose you know amongst the different metrics that's what they're going to self- select to focus on as part of that SIPS. So to me it's it shows the value of you truth data and and and how much we we put into it. >> Yeah. Thank you. Um and then um Mr. Dickinson on the on your plan um goal two one of the action plans was to have um secondary site administration and select teachers participate in the professional development with University of Washington and I as as a committee member have been able to attend um most of those meetings. I unfortunately had a conflict with the last last one. So I know the important work that's happening. I know the learning walks that
172are taking place. I appreciate the value there, but I was wondering because the plan didn't really get into it. So, you're training those administrators and select teachers, but how is that then going to what are going to be the deliverables or the what's the action beyond just the training? Because the action I didn't I didn't really understand that the action was just the training, but what are you getting from the training? >> Yeah, it's a great question. Yeah. So the currently where we are with that work um is we're working with University of Washington and essentially as a as a secondary team we are learning how to do learning walks really well. Um and specifically for us you know we were focusing on a specific uh instructional strategy. Um and we were also focusing on
173specific students that were perhaps using some of the language that we learned from them furthest from justice in our broad broader system. Um so part of that work is training us as educators to have common language around what high quality teaching and learning looks like. Um so it's like an awareness piece and a common language piece. Um part of it is learning like how to really see sort of without judgment what's happening. Um and as part of that process you become more reflective as an educator. So far it's been a smaller group doing that work you know. Um and so then the idea is um before February as a site, we will host another learning walk at our school, but we're going to bring more teachers in to that process of doing the the learning
174walk >> and then we'll keep going. We'll keep adding more and more teachers into that. So the idea is it's just going to grow >> um across our our staff and even just in conversations with teachers as we've been talking about, they're like, "When can I do it? When can I do it?" So it's that's what you want. >> Good. That's perfect. And thank you for that. >> You're welcome. And the next lot some the next steps become sight driven and that even in our first the ones we did in October the the host site then receive feedback and potential next steps from the visiting site and the visiting teams. Um so they they the process then generates next steps as part of that >> whole cycle. >> Well, it's been a real uh privilege
175to be able to sit in on on those. I mean it's all day. It's like 9 to three, right? Um and so they're powerful and it's important work and I appreciate um being able to observe it. >> Keep it up. So um I'm have a couple thoughts. Um first of all, I really want to thank uh the those who participate in this process who are not the educators in the room necessarily. So the PTA provides input and um ELAC and of course our student senate um and one of the reasons I'm doing want to make sure they're acknowledged is completely selfish. I started my journey to end up where I am here sitting at this table as uh on school site council for about 10 years as both my children went all the way through.
176And that was thanks to a former uh very effective and beloved board member Walt Malar who kind of got me into that room to do that. And it and it was um really meaningful and I think it was meaningful at the time for a few reasons. One was it expanded my knowledge of all the sites not just um home of the superstars but looking at you Mr. black, but uh also the learning about the in it's an opportunity to really as as you go through the SPS to look at the individual culture of each of our sites and that's really fascinating to me because it's a reflection of the students and the families who uh live either within the site of the school or make a uh um live within that that area or make
177the choice to send their student to Poacho or Baywood or teach, you know, to a different site. And uh seeing how that and my computer just went off. Seeing how that works is it just how the different schools um the choices they make. And it's such a I think it also needs to be pointed out that it's certainly more money than it was when I was doing this work, but it's a little bit of money that each site has to work with to make decisions about their own when you look at at what they're looking at and identifying the needs and that not just the celebrations but identifying the needs. And our and our sites have such needs and each site is given this relatively, you know, small amount of money to try and address
178the needs of their individual site. And so the work that goes into that, the figuring out how to do that, I think is it's it's quite a process. Um, so I I think identifying those needs and how to address them is really important. looking at the cultures and then as um Mr. Shepard and I discussed yesterday, you know, I think I and was pointed out by Mr. Liippard a minute ago is one of the things that really stands out to me is um poverty and you know we refer we keep calling these kids socioeconomically you know sed students so socioeconomically disadvantaged students they're poor we're poverty you know we've got poverty in our community and there are you know as I indicated in our conversation yesterday there are things that money can solve and we
179you know if we had lots and lots of money it could really make a difference to those students and and we of course focus on them as we should and there's needs and it's compounded when we've got poverty and not speaking English and you know coming from that background and I want to celebrate what we do for those students. we we are really throwing our best efforts and our best educators and uh all we have uh in towards them but it they're really huge needs. So I I I just feel that needs to be really acknowledged in this process and and then we have all the other students who deserve our attention as well and the best that we have to offer. So it's um it's a complicated it's a complicated environment. >> You get
180pulled in many directions. >> We get pulled in many directions. So uh when I was going through the subps over the weekend and then after our conversation I just felt the need to say all that out loud. Um and we don't use the word poverty very often. We use this sort of cover of sed. I think that I bottom line is they're poor. So, um, with that on that cheerful note, but we do have much to celebrate and I don't want to ignore that either. And I'm glad that the sites get to sit down with those with the parents and the PTAs and think of reflect on the the good work they've done and their successes. So, I see u Mr. >> I was I was going to make a motion to approve the 202526
181single plans for student achievement. >> Okay, we have a motion by Mr. Ear and a second by Mr. Buckman. Um, Mr. Anger. >> Yes. >> Mr. Buckman. >> Miss Balsano. >> Yes. >> Mr. Banfield. >> Yes. >> And I am. Yes. So, we've got five here and two absences. And that passes. And thank you for all that work. >> Thank you. >> Okay. Thank you guys. >> Missa, we've got some policies here. The floor is yours. >> Tonight, I bring before you um our first board policy I believe is policy, double check, Miss Shepard, 0460, the local control accountability plan. >> Uh no, >> no. Okay. >> I have 10.03. >> Yeah. Uh, >> it's that one. >> Oh, yeah. That is the OAP. I was just looking at the whole title from the beginning.
182You're right. >> So, this is brought before you tonight um per gamut update. Um, and there are some key elements which are not changing that um we're required to do an annual update of our LCAP with our budget overview for parents simultaneously, which we always do. The LCAP goals and actions have to align with the eight state priorities, which ours always does. Um, it talks about teachers being appropriately credentialed, students having access to standard-based instructional materials, facilities being maintained. Um, there's uh these are these are the eight priorities. Implementation and student access to state academic content standards, parent involvement and family engagement. Four is student achievement. Five is student engagement. Six is school climate. Seven is access and enrollment in a broad course of study. And the eighth one is student outcomes in specific courses
183of study. Um and it was adding to the original policy. Let me find the track changes version I have here. Um, there was a new paragraph added that beginning in July of 2027, if a district is identified as CDE as needing an improvement plan, the board shall adopt it and update it. We are not currently identified as needing an improvement plan and don't anticipate that occurring. Um and then similarly on the second page they added a clarification that the district's English learn learner advisory committee the DAC may be the LCAP English learner parent advisory committee which we have always um utilized here in the past. So, I am seeking um Oh, and then there on the last page, page four, there is just an updated paragraph probably related maybe to the wildfires that have been
184going on in California, a a special thing about if there's emergencies, um you can push off doing the LCAP until your board can meet. So, I'd like your consideration to bring it back for a second reading. >> Everyone good with that? Okay, you've got it. Great. The next item, do you want to name Do you have the number there? >> Yeah, I'm sorry. I was looking at the agenda number and you were telling me >> Sorry, board policy number. So, you're correct. Board policy 5126, awards for achievement. >> Thank you. This is um a board policy that we're bringing back to you as a second first reading. And a couple months ago um I had brought this to the board's attention again per Gamut and their update. Um but at the first reading we do
185currently celebrate the golden state seal merit diploma and we talked a lot about tonight and we do already do the state seal of bi literacy. The piece that is new in this policy was um the state seal of civic engagement. We as directors had originally crossed that out. Mr. Clawson brought to the board's attention that that's something at this time that may be very pertinent and it was rebrought to the board policy subcommittee for consideration to be added. We also did speak with our high school principles about adding that as an option. And so at this time um the board policy subcommittee and I are recommending that we go ahead and accept this policy now with the addition of the state seal of civic engagement. >> Is there any discussion on this one? I just
186have a question on that state seal of civic engagement. You just um said Miss Yamashta that you spoke to the secondary teachers or the high school teachers about principles. >> Principles sorry that's what I meant. Principles about having that as an option. Um I note that the policy does use shall language which >> we shall offer it for any student who meets the require the requirements of it. >> Okay. So it's not so much an option if if a student meets the requirements they shall receive that. >> Yes, that's accurate. Correct to say. Yes. Thank you for the clarification. >> So then I have a question for the board on this one because this is sort of a second reading just with the revision. Do you want to go ahead and and um approve it
187tonight or would you like it to come back for to be on the consent agenda next time? Any preference? >> I'm fine approving it. >> Okay. >> Yeah. Well, I don't I'm I mean I I am too. It's it's it's one for as the committee to get off the to have off the list. So, if there could be a motion, um >> um I'll move to approve board policy awards for achievement. >> I'll second. >> All right. We have a motion by Miss Baldano and a second by Mr. Banfield. Miss Baltadano. >> Yes. >> Oh, is Ben. Okay. He's good. Our public's good with this. Um Mr. Banfield. >> Yes. >> Mr. Hunger. >> Yes. >> Mr. Bugman. >> And I'm a yes. >> It's lovely. fitting to pass on election night the civic award.
188>> That's that's why I'm sure you voted earlier today or at some point. Yes. All right. So, the rest of our public is out voting. All right. Um so, thank you for that. And next we have um board policy 0441 artificial intelligence. So this is a completely brand new board policy that again is brought to us through CSBA's gamut programming. Also, Jeremy Kellish, remember our our IT guy, has sat on the task force of CSBA that was working to develop this policy. And it is the um overarching ideas and it specifically says the philosophies, goals and objectives um of artificial intelligence in the schools. it it does not outline any um specifics necessarily for students. We are still going to be holding the artificial intelligence task force um in January and February of this year,
189including students, staff, parents, and interested community members to continue to develop our actual procedures. What pieces or AI tools are students allowed to access? Right now, they're not. It's very limited right now. Um what what levels are students allowed to access? What kind of identifications are we going to require students to be placing on work that has been developed or created with the help of artificial intelligence etc. Those pieces of policy all will go into the AR and procedure. This is just meant to be a philosophical statement about the use of artificial intelligence in schools. >> Thank you. Anyone from the public wish to address this? All right. Not surprisingly, we have some people want to speak on this one. Is that a big topic? Um, Miss Balto, the Mr. Stronger. >> Um, yeah. So,
190I appreciate that this is um sort of a philosophical guide and it talks about um our commitment in accordance with these principles. So, I I understand that. Um, but I also, you know, I note that we had someone from the county office of education today commend us on how um student how we center student voice and we include student voice in our policym and in our programs. Um, I know that our teachers, our secondary teachers recent recently did some professional development on AI and I was at student senate where you a good portion of that meeting was spent hearing student voices on AI. So I was just wondering um I thought it was interesting that the policy references um one of the principles being student centered um another one being staff centered and then a
191reference to community engagement um and then I know we have the task force that's going to be meeting. So I just I to me the the the principles were still missing a commitment to student staff voices in the process you know in the process. I'm not, you know, I'm not talk, I understand we're not at the point of developing policies for students, but just I do think that um we pride ourselves on including student voice and we already are in we're already hearing from students. So I was just wondering if there was a place, you know, in that student centered number or and the staff centered number and then the community engagement number in terms of it just referencing parents. parents aren't referenced at all in terms of just having their voices heard. And so
192to me, that's just sort of a principle going into the process. And I think it's already in the it's planned. It's planned to include all those voices. And so I was just wondering if this policy policy should reflect that. That was my question. Well, that's Mr. >> Well, you know, I would So, are you saying that's something you'd like the committee to discuss? >> I think so. Um, I had a conversation with um another trustee who's not here today, and I I think that it's worth having further discussion. Um, and and and I I do appreciate these are just principles, but I think that just incorporating those into our principles uh would be more aligned with how we actually do things. >> Okay. >> So, >> did you want to respond to just that before
193you >> All right, let's bring it back. My thinking is is that this is a philosophical statement. I'm going to guess, and I didn't take the time to look it up and I tried to look it up real quickly, that we have a philos we have a philosophical policy that says parents, teachers, students, and staff will be tapped. And so, um, one of the things I'd like to do on the committee is to make sure we're not adding something that we need to add then to everything if there's already something that's a philosophical statement that covers it. So, yes, I'd like it to come back to the committee. I I think and I was trying to remember I think in the LCAP policy that we also just uh moved to second reading. I think it
194does talk about you know including um community voice student to staff parent voices in there. So I think there's precedent in that regard. I totally appreciate I I would just think there maybe can be more discussion on it whether it's the place to include it and um value in including it. >> Yeah, I I I would support that as well. Um one thing that occurred to me about this and thank you Lisa for the explanation because you answered my questions. This was a this is a not a policy that I would typically see. So it's it's almost not a policy, you know. Um, my suspicion is that it's going to come back as a more formal policy like what we're, you know, what we usually see perhaps even with ED code citations at some point.
195Um, and then I was wondering, you know, h how do how do we build the ARS off of this? And I and I think that's you you've talked about that, too. So, I think that bears more discussion and I would certainly support taking it back to the comm to the committee and and looking at those things. Yeah. And can I just be clear that I I otherwise am totally fine with this. I think the principles as set forth are really good. I just think there's there were a couple missing pieces for me. >> Yeah, it it's a very general statement about artificial intelligence. And you'll note also the next to last paragraph of the policy mentions that artificial intelligence is actually talked about in these other policies because it's talked about in the homework policy.
196It's talked about in the assessment policy. It's talked in um so I think this was a first draft general stab at getting a philosophical statement regarding artificial intelligence >> evolving thing. I mean, yeah, we could use AI to evolve this policy, right? >> Well, I want to thank Jeremy Kellish for, you know, he's been he's become um an important voice not just in our district, but he's been consulted statewide by other districts and organizations when it comes to this. I I guess what I would suggest since the committee has looked at it and put it forward that if there is specific other language rather than us trying to put something together and bringing it back and hearing that's not what I meant or I would like it to be different maybe you could just suggest
197something that the committee could then look at. >> Sure. >> I think that makes more sense rather than us trying to capture your thoughts which I'm not completely sure I understand. >> Sure. That's fine. And I just want to know >> work with Mr. I'm assuming it's you've spoken with Mr. Clawson about it that maybe the two of you could >> briefly could um come up with something that that you that would >> you know I don't know >> capture the >> yeah capture your thoughts whether we'll you know pass muster with everyone there's no knowing but you know rather than I mean that's my it seems that that would be more effective than us trying to >> I'm fine with that. Um, does that make sense to you, Mr. Buckman, as my fellow committee
198person? >> I don't I don't see any urgency. >> No, I nor Nor do I because this is this is like a thought bubble. >> Do you see any urgency? >> Well, the only urgency in that um I feel like our secondary teachers were just engaged in professional development about artificial intelligence. I let them know that we were having a board agenda item about this topic to develop the policy. So I it is the talk of the moment and the talk of the town and it's important that we have some statement on the books but I I think getting it right is also important. So I think we can we can navigate this. >> Sure. >> I I do I do feel there's a sense of urgency just from my perspective and it there's there's
199more than just a lot of talk. There's a lot of use of it in public schools. I can give you a fine example. There's a public school in our county that is letting AI judge students reading. So the student sits down and reads to AI and AI yes and I'll tell you what and the student then is it's the reading level is based on that reading. So if a student turns out and it's chai and it doesn't say things clearly and it's then the student students reading level is lower and that's use of AI right now. So I think a general philosophical statement. >> Yeah, this is not this isn't that policy that gets into th those types of issues. These are just the overarching principles. And I think AI is getting a lot of
200scrutiny from the public and from parents as well it should. And so as an out if I'm thinking of myself as an outside parent and I'm reading these principles and parent isn't mentioned once in there, that's what I'm thinking that that needs to be included. as a principle. >> That's not >> I'm just responding to the question of urgency. That's all I'm responding. >> I guess when I say urgency, I'm not thinking about six months. I'm thinking about the next meeting, you know, bring it back. >> I can make suggestions tomorrow. >> That's that's all I'm talking about. >> Okay. Um Yeah. No, I And it may not It may This may be one that's brought back more than once. So, but we'll we can continue to chip away at it until >> again important
201thing here too is what we see the is what ARs are developed out of this because that's really >> what's >> what is going to you know where the rubber hits the road is with the a with the >> with the ARs. >> Okay. So, do we have a plan? Are you >> I heard the board's direction was to bring it back to the board policy subcommittee and that um trustee Flores Baltadano would be sending suggested additional wording that mentions parents to be included as stakeholders as we develop policies. Did I did I represent everyone's interests accurately? >> Parents parents and students. Thank you and staff. >> Okay. All right. So, now we are moving on to uh action consent. Let me know if you'd like anything pulled. Um 11.01, approval of minutes from October
20221. 11.02, approval of surplus disposal. 11.0 03 approval of warrants for October 2025 and payroll for October 10 and October 31, 2025 11.04 approval of purchase orders and cow card purchases for September 30, 2025 to October 28, 2025. 11.05 approval of furniture and equipment requests. 11.06 Acceptance of donations 11.07 107 approve proposed revisions to board policy 4033 lactation accommodation second reading 11.08 approval of school site safety plans I think we already did that is did we approve those formally >> right >> okay just talked about approving 11.09 09 approval of certificated and classified personnel items. So I would like a motion please on Nobody pulled anything. That's amazing. Marilyn will be so so impressed. 11.01 through 11.09. >> I move that we approve items 11.01 to 11.09. >> Second that. >> Okay. Mr. We have
203a motion by Mr. Banfield. Thank you. And and a second by Mr. Anger. Um Mr. Mr. Banfield. >> Yes. >> Mr. Anger. >> Yes. >> U Mr. Buckman. >> Yes. >> Mrs. Baltadon. >> Yes. >> And I'm a Yes. All right. Um anything for advanced agenda and any board reports? Mr. Vanfield. >> I promised Jill that I would mention this tonight. She's holding my feet to the fire if I don't. No. We as a family, we've really benefited from the afterchool sports programs and the weekend sports program. So, saw David over at Baywood engaged in a tournament, a soccer tournament a few weeks ago. And then Saturday, Parker um did a 1.5 mile cross country run. And you know, it I can tell that families are really really benefiting from this. You know, it's it's
204nice. builds spirit camaraderie and school camaraderie and stuff like that. Very, very good stuff. >> Thank you. >> Okay. Well, I'm going to do something that I don't usually do and give a little report because I did some fun stuff recently that I just wanted to share. I went to the family night at Trust Automation and that was very interesting. I want to thank that um company and all the people who stayed around to talk to the kids and give the tour. Um, I attended student senate and as always, it just I'm so grateful that we have that. And then last but certainly not least on my list was that Thursday of last week, I was a pumpkin judge at Seal Smith and spent the morning at Seal Smith uh with the kids and 500
205pumpkins all donated by Grocery Outlet. And that's a reminder to me of the generosity of our local businesses and companies and not just the families and parents who who donate their time, but it was uh it was a few thousand dollar worth of pumpkins that they would otherwise have sold that they donated completely free of charge to Seal Smith. So, I think that knowing that we have such wonderful neighbors who are interested in our students and in helping is just is heartwarming. It's great. So, um had a great time and thanks to Grocery Outlet. And with that, we are adjourned and I hope we are all here and healthy at our next meeting. Thanks.