001Let's see here. Uh, I take it it's not Maria, but it looks like uhation. Let's see. start that. I think that's how that goes. I'm sure you click here to get started. Okay. Can you hear me? Are you online? Oh, and then Hey, hey, hey. Interpretation, are you there? All right. the audio. So, oh, look at that. I can hear you. Can you hear me? I hear you in the Spanish translation headphones. So, when somebody clicks on interpretation, they should be able to hear whatever you're translating. >> All right. Perfect. All right. Awesome. Yeah, no problem. Thanks, Maria. Okay. Bye. Yeah, you're in there. [Music] Yeah, I think we need to Oh, hey. Yep. Did it uh you hear it in your headset yet? No. >> Yeah. Okay. Okay, cool. We just >> Oh, these
002are You don't know this one row should be solid. give you a little camera. >> Okay, thank you. >> We're on the same page. >> I'm not good at hiding my facial expressions. >> Yeah, I got >> about that. That would be nice. >> My glasses were always >> Did you guys have Yeah, we did. Okay. >> How's it going, >> guys? >> Yeah. Uh, they're good. Yeah, so far. [Music] >> Yeah. Yeah. She's doing the YMCA for the morning. Just trying out. >> Yeah. She's a November birthday, so she's a little older for her especially. >> Oh, yeah. >> Okay. Did they stay with you or did they go? >> How are you? >> Yeah. Yeah, I got to go back. Yeah. Do you have Jake, it shows the bottom. [Music] Yes. >> Sorry.
003>> Yeah. Did the TV turn off? >> No. >> So, you're going to sh the things over here so they don't I don't need to start >> diligent over here. >> What I did was >> I had >> diligent right there. >> Thank you. Sorry. I had this was I think >> um >> that is that presentation right? I think that was the one that he wanted to share. So >> what I figured was >> I gave this one >> to Ryan. >> Yeah. as a presenter or whatever or something like that. So, they should be able to share now. >> Okay. >> Um >> but the presentations, the slideshows, you'll share from your side. >> Yes. >> Perfect. >> And they'll just click through. >> Okay. >> Um we tested it. It works. >>
004Okay. >> Um I might take a second because I got to click on that screen for them to advance it, but other than that >> work. Rock on. >> Cool. Did the TV just turn off? I'm out of here, buddy. How are you? Oh, really? >> That's awesome. Exactly right. Yeah. >> I heard So yeah, you're like, "Hey, cool. Oh, really? >> Oh, really? I've been in a few Okay. If everybody has got their computers configured, >> yes, >> up and running, then uh I think we'll begin at 6:15. >> Let's see here. The board met previously in close session and we discussed um pending litigation and real property matters and no decisions were made. Well, >> we did on the pending litigation. >> No formal decisions were made. >> Okay. Do we have consensus
005on the order of business? Okay, seeing consensus, then uh let me move on to um we have simultaneous Spanish translation. Um we for those who are in the room if you require translation if you go to the table at the back and to the fellow who's holding up the headphones um translation will be provided for you there. If you are watching us on Zoom, if you go to the globe icon on the bottom of your screen, um it will direct you to translation. So now we'll have um our translator repeat this. Gracias. Thank you. Item 5.01 is correspondence. At the time the agenda was published, no written correspondence had been received directed to the board. Item 5.0. 02 is public comment. At this time, um we appreciate hearing from anyone who has come to speak
006to us. Um you will be afforded three minutes um to if if we would prefer that you hold off until if you want to speak to a specific agenda item until that item is called. However, if you're not able, um, feel free to come and and speak to us at this time. Um, you may not seed your time to anyone else and we will hold to the three minutes and though the board cannot respond directly to you, um, please be assured that we are hearing you. I have a a public speaker request form from Phil Angel and we would re ask that if anyone wants to speak forms around the table back there. >> All right. Am I on? Sounds like it. Uh good evening board. Uh it's been a great start to this school
007year. I as an educator I um I'm Phil Angel of course uh president of the St. those coastal teachers association and also a comm a community member. Um, as a teacher, I love August. I I I can't wait. I'm always chomping at the bit to get started and this year was no exception. Um, the PDS that our that our district offered were outstanding. Kudos to our Isla team for the the work they put in. Um, I transitioned away from Losos Middle School this year and so I spent part of my day over at uh, Slow High and I've never really got to uh, interact much with the principal there, uh, Mr. Dickinson. And his first day uh, speech was absolutely motivational just like all of our good leaders here in our district. So, uh, kudos
008to the team that that the district team has hired, the our our leadership team. Um, I know you guys were busy over the summer and I appreciate the work you put in in uh developing goals. Of course, we all agree uh fiscal responsibility is a school board members number one job and I've had to sit behind that desk at one point and ponder the same questions um that you guys are pondering. And so I understand the need for fiscal responsibility and I also understand the need for uh maintaining and keeping qualified educators. So, I'm anxious to be a part of the team that helps you develop u and meet both of those goals. Um, the other thing I wanted to speak about in the summer and I missed it. I apologize for missing the board
009meeting, but uh it was my understanding that there um you guys are getting rid of the Zoom protocols and I know you can't answer, but if you are, I will say um at this time it's not the best time. Not because I'm worried about Zoom or I'm always worried about Zoom. It's not because I'm worried about COVID protocols or whatever. I'm really worried about there are members of our community who right now given the political climate are afraid to come out in public, afraid to come and speak to you because you don't know who's waiting outside. You know, we're not in a safe place yet. Um, our federal government is attacking people and I would I would hate to see voices silence when we could still use Zoom in this in this time where there's
010great fear and uncertainty uncertainty in our community. Thank you. >> Thank you, Mr. Angel. Next, I have Ben Libert. Uh, hi Madam President, members of the board. Um, I had been hoping that somebody that's better at public speaking and uh better at um impulse control would um would take over and speaking, but there's nobody else here, so I'm going to come and do it. Um, I'm going to talk a little bit about um something I think is going to be important this year and that's um transparency and accuracy in the information that is given to both the board and to parents. Um I have two daughters um both in um loss Ranchos this year. Uh when my oldest daughter was, you know, 18 months old, we used to joke that she had this mantra of
011prove it, daddy. If I told her we didn't have yogurt, she wanted to see the fridge, right? So, prove it. And we're skeptical family. Um and I think that's important as you get to school. Um elementary school, it's show your work, right? show your work so that we know that you understand the question, not that you just have an answer. Um, when you get to, at least in my experience, law school, you it's citations and you end up with people jocking to see how many citations they can get in uh a journal article, which is excessive, but my point is this. I want staff to show their work. I hope that you ask staff to show their work. Um, I think that starts with the budget, sight specific budgets, line item budgets. We did, you
012know, um, the staff did a great job showing um, the MTSS uh, line item budgets and I think that's how things are understandable for people. And I think going forward with the budgetary challenges that we're going to have, it's important that the board require or request staff to show their work in a way that parents can understand. Um I think that you some of the board members go a long way and there's a great deal of trust and difference provided to staff. You know them very well. There are parents who have been engaged starting this year who haven't had that trust built up. And so I think it's going to be really important as people get more upset because I think that's what's going to happen. And I don't know if you have uh I'm
013running out of time here. I don't know if you have kids in the district or not, grandkids in the district or not. There's rumblings with parents. It's going to things are going to get, you know, exciting, I guess. Provide as much information as you can. Site specific budgets, I think, is a good way to start. Thanks much. >> Thank you, Mr. Liippard. Is there anyone else who would like to address the board that did not submit a written comment sheet? Seeing no, and then we'll move on. The next item uh is superintendent updates. uh business and budget update, Mr. Pinkerton. >> Um so yeah, right now fiscal department in particular is focused on closing out the books from 2425. So critical information for the board will come in September with unodudited actuals which at that
014point will let us know exactly what we spent, how what our revenues were. Um and and really the the probably the most important thing with unodudited actuals is really where are our reserve levels, where did we end up the year, right? So again, that's coming in September. I'm going to talk a lot more about the budget. I have a presentation tonight to share kind of walk through some some just general information to start the school year out, I think, for the both the public and as well as for the school board. So we'll go through that very soon. Um and along with that, we're also so that we can provide that type of data that Mr. Liippard was discussing. um working with both human resources and our fiscal department to really put staff in place,
015have position control set, who's working where, what are, you know, have that information because until we have that ready to go and have that laid out, it's hard then to what are those supports, get those detailed things to again share with both our budget committee as well as the board. So, those are things that we're really working on right now. HR I know in particular is kind of getting those set right as the school year begins our 10-month employees getting them put in um so that we can begin to really give that board that information that they need to uh that you will need to you know make the right decisions moving forward. So more to come. >> Thank you. >> Uh next is educational services update. Mrs. Yamasha, >> good evening board and community
016members. Um, I wanted to share with you some exciting news that Bishop's Peak Elementary School has been awarded America's Healthiest School Award in six areas of excellence. Strengthening social emotional health, cultivating staff well-being, increasing family and community engagement, improving nutrition and food access, bolstering physical education and activities for students, and supporting school health services. So congratulations to Miss Principal Jones. Also, Miss Primer from our food service department was part of the group that put together this um application for the award. And so we're so happy for Bishop Bishop's Peak community to be recognized for their um you know strength and focus on the whole child. Also an exciting development this year are our family guide videos. To Mr. Liippard's point about the importance of transparency with families. We are trying to be not only transparent
017about budget but also about learning topics in schools and the curriculum materials we're using. And to that end, we have our family guides that describe at each grade level exactly the content the students will be learning in the four core subject areas, English, math, social science, and sciences. And then there's also QR codes to the curriculum, parent resources, and there's also tips about how you can talk to your child at this grade level to help them be successful in school. That was the old version. The new version is we have uh videos put together for each grade level that is a opening video by Dr. Prader talking to our communities at large about how to be a good partner with our schools. And then each grade level has one of our very own grade level
018teachers discussing the topics that are at hand in the family guides. And those are all posted on our website, hosted through YouTube. And I encourage all family members to get to look for their child's grade levels and look up and see what their children are going to get to experience in our schools this year. Um, what a fantastic to Mr. Angel's point, what a fantastic start to the school year. We had an opportunity to go out and celebrate and visit each of our schools. I'm going to run through briefly some of the items I saw. Um, I hit Baywood during TK playtime and the TK teacher there was so excited to share with me how great it is only having 12 students at a time in TK. You know, formerly when we had all kids
019all day, they had 24 four-year-olds at once, which is a lot of little a little friends to wrangle. And so she was talking about how great it was to have half the class in the AM and half the class in the PM. At Bishop's Peak, we got to go visit the brand new kindergarten and first grade classrooms that we had visited as a school board, but now they have children and backpacks and name stickers on cubbies, and it just looked amazing. Also, Miss Parsons at CL Smith, the new principal there, got to hold her first well-attended back to school night. Um, where she shared with the community at large some of the new things they're going to be working on at Smith this year. And actually, one of the highlights for me was watching her
020Subed. Stacy Soncho was right at her side as she was having te technical difficulties trying to navigate the um TV going offline. Stacy was able to jump up and help and get it online and you could see a really blooming pair of leaders that are going to do great things at that school this year. Hawthorne certainly had some challenges getting up and running. We were down to the last minute and I do want to celebrate BG&T team, Mr. Pinkerton, Mr. Bonnin. They were driving around Hawthorne seven days a week updating cement pour calendars to show us what had been poured when. It was phenomenal work and nevertheless um so Hawthorne was focused on getting teachers connected with students and having students that are new to the campus feeling like they knew where to go and
021Hawthorne both held a fabulous event in the park. Um Mr. Buckman saw me there. We got to see the families meeting their teachers at the park in advance of starting school since the campus was still under construction. They also um their ILT, their instructional leadership team of teachers volunteered and came in early to give family tours on a day that would not have been a work day for them to make sure any family wanting to tour the site in advance could. So we were so excited for Hawthorne to get up and going. Los Ranchos and Mr. McMillan sent out the most fantastic video of the entire Los Ranchos Elementary School students in the multi-purpose room and he was up on the stage with his phone making a video for parents about what a great school
022year it was going to be and all the kids on the on the ground were like yelling yay. So if you haven't checked out Mr. McMillan's video at Los Ranchos, I highly encourage you to see that. Um I got to go see Mr. Gusen at Griffin. um Monarch Grove and I arrived as he was marching this perfectly silent straight line of third graders back into their classroom after having talked to them about how to be leaders in their combo class of second and third graders. And so he was giving them a talk about how to be a role model for the other younger students in the class and why exactly each of them had been picked to be placed in this class and the extra responsibilities that bears. So it was a super fantastic opening
023at Monarch Grove even with uh some water dripping down from roofs and ceilings and again our buildings and grounds team quickly came to the rescue. um at Pacheo. Wow, they have torn out like completely down to the bare bones one of the buildings. But what was a beautiful thing was man, school was just going on as if nothing had happened. I did get the opportunity to again run into a very um engaged Subed uh Lisa Stevens and her EL specialist partner. I ran into them out in the community having lunch because they were going to be returning to the district office for a combined subed eel teacher professional development that I'm sure Miss Maitri will tell us about later. Um, but this is such a fantastic sign that these out of the classroom NTSS educators
024are choosing to spend their their private time together um collaborating and working on behalf of our students. then you know the great growth that we've seen at Pacheco and their success with their EL students being reclassified and moving up levels and I just have to think that part of that is the great collaboration. Um since I also showed up during TK TK lunch and man there were a good four large cafeteria tables outside filled with four and fiveyear-olds simultaneously. And there must have been eight to 10 adults all there hands ready to help open juice cups and peel back the cheese mozzarella cheese sticks etc. So while it might seem like holy cow this is pretty a lot of four-year-olds in one spot they had it under control. Um Laguna Middle School has had a
025beautiful opening. I got to participate in it as a parent. Um, but they have had events at nights, uh, during the school day, multiple events to make sure students knew where to go, parents got their question answered, family guides were passed out. Lossos Middle School, I don't know if you've been to their campus recently, but their front office is now split up into three separate local. And Miss Contrarus was doing an amazing job organizing and reorganizing the structure. So, there was an administrative assistant, an administrator, and a counselor in each of the locations prepared to jump to and help as I was there, a student who had arrived late and needed to find the the classroom that they were going to. I've heard nothing but good reports about nutrition and lunchtime and how appropriately engaged
026all of those students are. And then finally with our amazing high schools, Pacific Beach has a fantastic opening protocol where the first day of school in the morning, returning students come and then they have a special afternoon session for anyone who's new to Pacific Beach so they can acclimate them and connect with their advisor that's their teacher that watches them. Um they have about 55 students which is their usual projected targeted enrollment to start the year. So they are off to a fantastic start and they get to have their WASK accreditation this year. So that's something new and different for Pacific Beach. >> Moro Bay High as I got to visit campus. Of course, as always, I met Mr. Scaldy, Mr. Wallace, and Mr. Davis were standing out in front with their speaker blasting and
027playing as they were welcoming students into campus. And there was one family who was trying to figure out where to go. And they were helping that family figure out where to go. We got to go visit a couple of classrooms and there was great culture building games going on in Miss Cher's classroom. They were playing something called spicy uno um as a a team building game with the students. And at Slow High, I got to visit on the first day of campus. And all of the administrators were were in the office working together, trying to help support both train the new office assistants that were there because there are of course students that help out in the office and they needed to know what to do. And simultaneously, they were also um reacting to and
028supporting the vape sensors going off. And you will remember last year we had um the same challenge of at the beginning of the school year students are not aware that um we have tools and technologies that help us make sure that everyone is following the rules and not smoking on our campuses. And so um with the vape sensors when they go off they're able to react quickly and follow up and and all of the things and then after a couple days that goes away. Um, so we have just had a fantastic opening um to our school year. Finally, I know I've been talking a lot, but I wanted to be sure that you knew just today the US News and World Report came out regarding high schools. And in the Tri County area, both of
029our high schools um ranked very highly. Slow High got third place and Mororrow Bay High got seventh place. And we are so proud of the rigorous experience that our students have when they are at our fine high schools. So top 10 in the tri county area of Monterey County, San Los Aispo County, and Santa Barbara County. I thought it was up, but I was like, that's too big. But yeah, Santa Barbara County. So we're excited. >> We should have been. But >> yeah, congratulations to uh everyone that's working to achieve that student success. Okay. Measure C update, Mr. Pinkerton. Yeah. Well, um, as has been discussed, Measure C is in full swing. So, we have, uh, projects happening at all of our elementary, you know, almost all of our elementary sites, both middle schools. Um,
030brand new campus pack beach beginning. There's just a lot going on. And so, I would be remiss if I didn't thank the teachers, secretaries, principles, um, staff who are having to deal with that construction, right? Um I mean last minute move in a day two days before school starts and um and honestly when we went around to meet with teachers and try to you know again what do you need? What can we do? How can we help you type of thing um you know they were all taking it in stride smiles on their face really appreciative of the new classroom spaces um that they're going to have for their kids and and just making it work right and so it it really helps. And so again um as as Mr. you should have said, you
031know, kudos to our our BG&T staff or I or I believe Mr. Angel said um our custodians, I mean, they they really took it upon themselves to get teachers moved and get things set up. You might notice a few extra weeds around the front of schools. So, normally that's like our two weeks before school starts. They hit every site, they go the front, they make it beautiful, they do well, they were moving teachers in the classroom. So, they tried to get to a lot of those spots and um and they will clean those areas up over the next few weeks, right, as we get caught back up. But, um, of course, the most important thing we had to do was to get teachers and classrooms ready for kids. Um, and so, a lot of that
032was accomplished. And again, um, we're seeing finally starting to see some of the TKK classrooms coming on board. that was our focus to start, right? Because they need a larger area um you know, for the the kids to play and have restrooms and all those things. And so um again, there's still a lot of a lot of construction happening throughout our sites and and uh we try to warn staff. I go out to sites, we talk at staff meetings about, you know, just kind of getting through it and it's one thing to talk about, it's another thing to have to live through that construction and pain and those types of things. So again, thank you to both our our certificated and classified staff for working with us and with our project managers to uh to
033get this work done in in the end. It will be a beautiful thing, our schools for kids. Um you know, when you go to a school like Hawthorne, even though they're still working on that main building, when you look at that main building and compare it to the site that hasn't been completed yet, multi-purpose room or the the classrooms, and you It's so nice, right? And it is great to have um really nice facilities for our teachers and our kids. Um and that's what we plan to, you know, have throughout all of our sites as we move forward. So um thank you. >> Thank you. Item 7.01, uh multi-tered systems of support, the MTSS program update. That would be Mrs. Shepard and Mr. Nef and Mrs. Gould and Ms. Maitri. >> Thank you. Good evening
034board. Um, as Miss Roger said, we're here to present tonight on the multi-tiered systems of support. You'll hear us refer to this as MTSS throughout our presentation this evening. And we're going to be providing an update. Um, first starting with elementary. Both myself and Miss Mike Tree are going to get us started and then we'll shift gears and talk about secondary with Mr. Nef and then Miss Gold will round us out talking a little bit about the social, emotional, and behavioral aspects of MTSS. All right. So, we're going to start big picture. >> We're good. Can you guys Can you guys see this slide? Okay, absolutely. Can you hear me better now? Okay, so we're going to start big picture and that's taking a look at how does MTSS align with and how is it
035embedded within our bigger priorities. And so first off within our annual board priorities, what you all have charged us with is academic achievement. That's our first and most paramount priority that we're focused on. And so you'll see not only are we looking at academic achievement for all students through that first best instruction, but also what is that tiered system of support that we're strategically and systematically going after by looking at student data and to the end of attempting to close the achievement gap. And so those are outlined really big picture within the board priorities and also within our board approved LCAP goals. So, it calls it out specifically by name within our second goal area. And you'll see that it's supported. It's our first priority from our educational stakeholders as well, which is to strengthen
036our district-wide MTSS um within academics within goal three. You can also see it outlined within our stakeholder input. So, we're going to speak specifically to the academic side of the house first. Um Janet will be speaking to a little bit more about those categories for action when she comes up to the mic. So how does this actually play out in terms of how we spend some of those LCAP dollars? You'll see within the bottom, it's coming out as kind of a purple color there. Um our categories for action, we hire personnel so that we can provide targeted support to our students that need it most. Um and that's in the form of our student success specialists or what we sometimes call our S cubes. Um they were already mentioned this evening. We also hire academic
037intervention teachers or AITS. And in addition to that within the LCAP, we fund Spanish intervention teachers at our dual language immersion sites. This graphic um provides us an opportunity to look at what a healthy system and recommended system for MTSS looks like. Um and I want to just take a minute to provide that frame of reference before we dive into some of the data and talk about what does this look like within St. Louis Coastal. So you'll see the very bottom level of this triangle states all students 100%. And so that is under the header of tier one or what we call universal supports. Within this um section you would be thinking of core instruction or curriculum that is delivered within a general education setting. All students get access to this. Tier two should be
038supplemental something that we're identifying as a student need and it's only for some of our students. ideally 10 to 15% of our students. Um the rest of them are absorbing that information and able to meet standard and proficiency through our first best instruction that they're receiving within tier 1. So tier 2 is supplemental and targeted. And this is where you would sometimes see our SQS or AITS pulling students out into small groups from various classrooms based upon data to fill some of those knowledge gaps. You also might see it looking like a general education teacher running a small group in their classroom though. So there are various ways that we can deliver tier 2 or supplemental instruction. Tier three is intensified support. So this might look like one-on-one intervention that's being delivered by school personnel.
039It might also be written in the form of an individualized education plan. And this should be for very few students. And that means that we've provided tier one. there's been some supplemental support and now we're going to that next level of intervention and support. Um, so within that, what we're now going to shift to is Corey Mree is going to come up and speak to not this generic slide, but a little bit more about what does it actually look like here in St. Louis Coastal. Before we go before we go to the next slide, I just want to say last year for the 2425 um school year um when we looked at all of our interventions that we were students we were serving in intervention in tier 2, we hit about 14.8% at was the
040average at our sites. Some of our sites were a little higher um DLI for example because we have a little more personnel regarding intervention at the Spanish and English. Um and some sites were a little lower than that 14.8% because um they also had less resources. So um moving on to some numbers. I just wanted to show you across our um nine sites that have a tier 2 system um that we have a pullout system. These are the numbers of students that were served at each of those sites. um these students that are the numbers that you're seeing right now are the actual students that were pulled out into small groups, not necessarily the students that stayed um in class and or um received small group instruction during like wind time with their classroom teacher.
041Um it also those numbers you'll see um Pacheco and Baywood are a little bit higher because we do um have an intervention system for um in KN1 for Spanish as well. The next slide here you're looking at is a breakdown um by our subgroups um both SED and our ELE by site. How many students that were served again remains on the top and then how many of those students were SED students and how many of those students were e as a collective um like I said 621 students were served. We were hitting that 14.8% 8% um 387 of those students or 62 of the percent of the students we served in tier 2 were SED um and 30% 186 students um we served in tier 2 were EL students this year um we plan again
042to continue progress monitoring the growth of these students but we also would like to add additionally um uh foster homeless youth as well as um students that have been e learners for a significant amount significant amount of time. Um and with that I'm going to move on to kind of some of goals that we set as a team last year and where we fell. So at the beginning of the year 161 of the students we were serving fell into what we call high- risk um in STAR it's called urgent intervention. Typically those students fall below the 9th percentile. um that's essentially one in four of the students we were seeing were high risk or urgent intervention. At the end of the year, 98 students, so we actually decreased to 16%, one in six were in
043high risk. And I will let you know of those 98 students, 44 of them were K and first grade students. So we know that that literacy takes some time and sometimes in that early foundational skills, it does take longer for students to acquire reading. um also starting with language acquisition. Another the second bullet point um at the beginning of the year we started with 64 students who were um at at or above. Of those students they were probably pulled because they were just slightly above the um risk threshold of 40%. But at the end of the year 278 students screened at or above and we were really proud of that. We um set a goal for ourselves of 45% and we actually hit that. We did set a goal for um high risk and it
044was at 15 and we we missed that by 1%. The last slide I believe I'm going to share. Yep. Um is kind of our next steps for this year and kind of where our focus is. We last year for universal screener we utilized fastbridge um at our English sites and we had star at our um DLI sites and this year I'm excited because we are going star across all 10 10 sites at the elementary level. Um so that's the star assessment you see there. Um star also does Spanish as well for as a screener. So that's why our DLS DLI sites had started there about two years ago. We also back in May, you helped us adopt Dibbles for the RDRS screener for California and we will be administering Dibbles to all K through 2
045grade students uh September, no October 20th through November 7th. We also are going to have increase our um student time. Our S cubes are being asked to take on more groups this year than they did last year. And again, like I said earlier, we are prioritizing that group um with our subgroups. So really um honing in on those. And this year I'm also excited that we are adding a layer um to math. This is the first year in a while that we have had a math universal screener and that is rolling out actually as we speak. We are in our first window for that. Screening all students um in math at their level except for kindergarten because they get numerousy questions in their early literacy screener. Um and from that we get to start building
046a system very similar to what we did with um reading. And so we're excited to see that data roll in. And so a little bit about behavior. Um when I first started here in St. Louis Coastal. I met with Melanie Crawford at the um county office of education and she had a proposal so that we could potentially start participating in what she was calling a social, emotional, and behavioral cohort. And essentially what this program is is a way for schools to put proactively in place some common systems across their campuses so that they can respond to student behavior. I I'll give you an example. If we're doing this on a tier one level for all students, it would be ensuring that all staff have a common vocabulary and a common way to redirect students when
047they see what we call an unexpected behavior demonstrated by them. Um that way students know what will happen if they demonstrate one of these unexpected behaviors and um they understand also what is expected of them at school. So, we know that postcoid things look a little different at our school sites and this was a need that was expressed right as I was coming on board and um we are now a few of our sites you'll see are in year one tier 2 which is technically their third year of this program with the county office where they're moving on from those tier one schoolwide systems into more targeted interventions and supports for students that might not be responding to those typical school redirections and systems that we've put in place um such as recognizing students when
048you do see something that you want which can also impact and influence the behavior of other students around them. So I'm happy to report that we're continuing to expand this programming and um have more sites interested in participating. You'll see that we have eight of our 10 elementary sites that are now involved at different levels. Um it's a slower roll out but we've found great success and um we have several sites that are in that third year that have been recognized at the state level as you know for their work within um this program and their roll out at their school sites. Also layered within this is a program called SWIST. And I've spoken with some of you individually about this program, but um it's called schoolwide information systems. And essentially what it does is
049it helps our staff to be able to identify patterns of behavior for certain students and then proactively respond before things get to a point that maybe the child is starting to demonstrate even more intense behaviors at the school site. Um, so that that starts to kick in once our sites have completed year one tier one. And so you'll see we have five sites that are going to be utilizing Swiss this school year. And again, we'll be partnering with Slowco. Um, there are coaches that are embedded within that cohort program. Corey's been involved from the beginning and attending and supporting the sites. And um, we also have Trisha Toes, excuse me, Taves, who's um, going to be joining this year. in supporting as well. So that's on the behavioral side of the house within NTSS. It's
050both academics and behavior because we know students need support in both areas in order to be successful. So that wraps up our elementary portion and I'll hand it over to Dan for secondary. Oh, I apologize. I would be remiss if I did not mention our student success specialists. um between Corey Mike Tree and these amazing individuals that actually are the boots on the ground and executing MTSS at all of our sites. They're really the ones that are making the magic happen at our school sites and doing the hard work knowing each and every student um and identifying who needs to be served and where we need to be giving them that boost. So, I really want to express my gratitude to Corey and our student success specialists for the amazing hard work that they invest
051in each of our sites. >> Thank you, Miss Shepard. Thank you for giving me some time to talk with you about what MTSS looks like in our secondaries, our middle schools, and our high schools. It looks a little bit different than elementary. Uh, and so you can see based on breaking down by tier 1, tier 2, and tier three. In tier one, we have a tutorial program. uh both at Lagouna, Slow High and then Moral Bay is is launching it this year. I believe Lagona and Slow High are both in year two of doing that. Um both those sites found success in it and so Moral Bay uh is onboarding that this year as well. I believe their first tutorial session starts I think it's tomorrow if I remember right. I know Mr. Scaldy and
052uh Mr. Wallace were onboarding students and staff with doing grade level talks today um regarding it. Uh all our sites have an advisory program that helps with the social emotional behavior aspect of it. And then um as you know I'll be bringing the summer school report along with summer experience uh I believe in the next meeting. All of our students can participate in summer school um to make you know earn credit make up credit during that time. In terms of tier 2 uh you may have heard of co-t talk classes which is a special ed teacher and a general general education teacher. We also have what we call general ed co-t talk classes where you would have both teachers are general education teachers. So, Laguna ran that this last year. This this is from 2425
053in which there were two English language arts teachers in the classroom. The focus was on supporting English language learners, long-term English language learners um students uh within those categories as well as there's other students mixed in as well. Um and so that was something I'll show some data a little bit uh earlier was sort of a newer thing to try in terms of ELA support for students. Uh there's also study skills classes at some of our schools. uh those courses are students are selected based on their need. They can help them focus on organizational skill also credit recovery is another piece of data I'll show in a little bit utilizing egeneuity. Um not all not all the students in all the study skills classes do egeneuity. It is an option for them depending on their
054need uh if they need to make up credit if they're credit deficient. But it's those classes also help them with organizational uh support, academic support, some tutoring based on the classes they have and the needs they have. Uh so that'd be a tier 2 AVID and our NextG programs uh which are at all our sites are tier 2 intervention supporting those students both in academic or uh organization and even in culture. AVID's very much about a family and supporting students and getting their post-secary goals met. Um we have before after school different forms of tutoring at all our sites that support students. could be math cafe at LOMS. It can be uh after school tutoring at our high schools for math lab or language lab or science uh different offerings that are available throughout the
055year. And then as I said before and I'll report uh in a next board meeting, we do have summer school credit recovery uh for students as well. And the whole summer school stuff I will report at a later board meeting, but that would be a tier 2 intervention for those students that are credit deficient. As we know, our first threshold for high school is we want them to graduate high school because it's really hard to do other things after that if they haven't graduated, right? So, very important that they get their credits. Terms of tier three, our Pacific Beach school is a tier three intervention. The amount of support that those students receive for the needs they have, we know is intensive. School does a phenomenal job, Mr. Dowler, and his staff, of supporting those
056students with those high needs and getting them to graduate and moving on to their post-secary goals, college, career, all those sort of things. Uh, they're doing. And so as we know that it's a very intensive environment for those students. And then we have our sheltered ELD which formerly called newcomer program uh supporting our um students that are newly arrived here learning English and supporting them not only in English but in other academics and culturally um adapting and feeling supported in sort of all areas. Uh so those would be examples of tier one, tier 2 and tier three uh MTSS supports in the secondary. terms of data wasn't going to give all kinds of data but wanted to give a few snapshots. So one would be um this Laguna Kota talk class and so I'll explain
057this a little bit. So looking at how do we know if co-taught helped you there is the if there's two adults in the classroom that's going to be better than one. Yes, we would hope that would be true. Um but what is some data to support that? So one of the pieces of data we have is fast bridge. So fast bridge we are switching the star. We'll talk to that in a little bit. Um because we're doing it in secondary as well. But FastBridge is a reading screener. We get Lexile data. So we'll get a Lexile score. They do it three times a year. That Lexile score a range will get them into a particular category. Below basic, basic, proficient, advanced, kind of like what we used to do with uh state testing. Now it's
058met, exceeded, those sort of things. But same sort of advanced, proficient, basic, below basic as your marks based on a particular if you get a certain Lexile score, right? And so if we break down the data, what we can see is if we look at those co-taught courses, so there was co-taught courses, there was a section seven two sections, two periods in seventh grade and one period in eighth grade at Lagona. And we looked at how did those students do in their growth on fastbridge. If we look at how many gained into proficient or advanced versus the non-coaught English classes in seventh and eth, we see 18 percentage points growth. So not 18% but 18 percentage points. So look at what percent of students were proficient advanced in the fall versus what percentage of students
059were proficient advanced in the spring. We see 18 percentage point growth in the cot versus a 7% growth in the non-cot. And so it is a data point to show that it is we are getting success. Um and as a side note looking at the breakdown of those co-taught courses had more students proportionally that were below basic or basic and that was the point they're targeted intervention. So they're going to have um more students that have a higher need yet still made significant growth. So that's great. So that's a snapshot of data in terms of that co-taught course in uh English language arts. So, two English language arts teachers in there. Another thing we look at, super important in high school, are credits because you need credits to graduate. So, looking at how much credit
060recovery was it? This is not including summer school because I'll report that separately, right? I do a whole summer school um presentation. I believe it's next board meeting. As I said, this is just during the school year in those study skills courses utilizing egeneuity. And so, some things to know about egeneuity. We have pro we have policy and uh expectations for our high schools and how they U it. So Egeneuity is an online credit recovery course. Um and so there are guidelines that our our schools follow in terms of how much credit students can earn. There's limitations no more than 10 credits per year. They can use it for credit recovery. So if they need if they failed a course obviously we want them to get a higher grade so they can get that credit.
061If they got a D that is not A throughG eligible. So if they want to redo that they they can do that as well to get a C. There are some some rules and and parameters around that. Uh but looking at how it's used, you can see the breakdown last year. Again, this is not including summer school, but just during the school year, the number of students that participated in taking one or more courses as well as in the total number of credits. Question might be asking, will moral bays a little under half the size of slow high? Why is there more students? Slowh high as we know has the trimester system. trimester system allows for another opportunity to take course because there's three instead of two that you would have in a semester system,
062right? So students in a trimester system have a third more opportunities to make up credit. So you see uh less less use there as well as I believe more uh slow high school students participate in summer school as well um for it's we have a large offering at the campus in the summer. So couple data points uh for some of our interventions at the high school level and then looking at next steps. So one things as we talked about as Miss Shepard and Miss Mry talked about the STAR assessment. We will also be utilizing the SAR assessment for English and math. So in English we are using FA we were using fastbridge before. It will be very nice that we will have a K12 all using the same assessments and now we're start talking really
063apples to apples um and be able to track that data across all our our years and cohorts. Uh so that'll be happening as well as the way that star works and that program and how it integrates in the parsect. Now we can look at data in a much more meaningful way and STAR is a much more I'd say teacher friendly engagement um kind of interface as teachers are looking at data and that'll be some of the steps we'll be doing most both myself and Mr. James and working with our math and English teachers this year is it's it'll be three assessments during the year similar to what we did with fastbridge uh but then start building and look really looking at data and what are we doing um with that data to support students. So
064that's sort of the data tracking improvements. And then this is definitely a new thing of having STAR in math. We have not had that sort of math assessment before. So we will be uh starting that in the middle schools this year uh and be able to look and see with STAR in both ELA and math. Another extra piece that FastBridge did not do is it allows a for a strong correlation to success in CASP. And so it'll show how well a student will likely do on their CASP test based on their star score. And we did not have that before. So that'll be a great support as well and provide us some additional data and preparing our students as they get ready for the cast assessment in the spring. So that's a new piece too.
065So we'll be on boarding and working with our staff and supporting rolling those out. In fact, the first uh star assessment window opened yesterday if I remember right uh across the district. So it'll be nice that we'll all be talking about the same data as we do that. And then looking continuing, we have our middle schools are participating in the St. Louisis County Office of Ed cohorts. So Laguna did it this last year, so they'll be in year two starting this year. LOMs will be starting this year, so they'll be in year one. And as Miss Shepard explained, when they get into year two is when they start you, they can start utilizing that Swiss uh data really show basically behavioral data and how students are doing uh to better support them and hope be
066more proactive than reactive or proactive than reactive. Um, and so, uh, Laguna will be starting utilize Swiss this year since it'll be in year two. >> And then moving on to Savers. >> Good evening. Janet Gould, your executive director of student support services. And I just have to follow up on the previous slide about the Lamb's implementation. And I had the privilege of being at Lagona on their first day and they were every single class, every single in English class. They were all talking about what it looked like to be safe, to be responsible, to be respectful um on campus, on all the different areas of campus. They were taking all of the kids around tours around the school, showing what that looked like. um they just had a great roll out with the entire
067staff and then the entire student body on um ways we are as humans on a campus and it was really exciting to see and be a part of. Um I'm going to talk to you just a little bit about sabers which is our social emotional behavioral screener. This we've been doing for I believe about four years and there's a component where uh teachers in second through 8th grade do um previously have done once a year and then we have our students take this screener um two or three times a year. And what we saw is from the fall 2024 implementation we had 121 students score in the high-risk category and by spring of 25 that number was down to 69. So a good improvement. Um one of the things that we do is um our
068school teams uh analyze the data from the assessment or from the screener and ensure that every student who scores at high risk um is checked in with and has um an opportunity to participate in uh an intervention to um offer additional support. Um we review trends with our staff and uh one of the uh areas that we're going in this year is right now we're able to look at our students perception between fall and spring and we've built into staff development meetings this year um doing a second administration for our teachers. So, our teachers in second through 8th grade are looking at our students twice through the year and we're able to look at um the perceptions of our teachers as well and how that uh changes uh as students have time to be in
069our classrooms. Uh when we think of tiers of uh intervention or multi-ter systems of supports through elementary, middle and high school from the social emotional behavioral lens. Um, in our elementary, we really look at our culture and climate week. So, things that we're doing at the elementary level for all of our students. Uh, also at the elementary level, our classroom, uh, we had, uh, classroom lessons delivered by our counselors this past year. In middle school, there were 77 classroom lessons, but 752 academic planning sessions. And then in high school, again, that focused on some culture and climate weeks. um classroom lessons and over 3,700 academic planning sessions with our students. Um things that are happening across our campuses with all students. When we get into the sum and the tier 2, we look with at
070our elementary level um small groups that our counselors are providing across our elementary schools. And we had 152 small um groups last year and we had 565 students who were served in those 152 groups. Um for our prevention and early intervention, our PEI counselors at our middle school, they ran seven small or 12 small groups. And then at our wellness se uh centers which we have at both moray and slow high school we had 710 students um access the wellness center over some point in the year. Uh and then we had uh over 1300 individual sessions with our counselors at the high school and students. Then we look at students just in need of additional levels of support. And at our elementary level, we had 269 students who met with their school counselor more than
07110 times throughout the year. Uh, and we had 58 students who um worked with uh uh community counseling who we have contracted with to provide um MFT or MFT training which was on ongoing um therapeutic support for students. uh we had 35 students through county behavioral health that we're seeing at the middle school and uh 91 students between um both of our uh secondary schools. We also utilize Daybreak Health. I have the number here here for high school, but we did also have students in middle and uh middle school access daybreak health. And at elementary school, it is more of a um family opportunity. So, our families are able to um get family support, family counseling through Daybreak Health. Um with Daybreak Health, we're considered kind of their rockstar school district. We have had more
072families um reach out and then fully complete intake process and get started with services uh than any of the other districts that they're working with. So, we're excited about that um level of support to be able to offer to our families and continuing Daybreak again this year. And then next steps for um our MTSS related to social emotional behavioral. Uh we've been working with Parseek. We're excited to have Parseek in creating a counseling dashboard so that we can really drill down further into the students that we're serving and kind of pull those groups aside and look at what is attendance looking like, what are their grades looking like, what is the progress um that we're seeing uh for our students that we are supporting in tier 2 and three counseling services. Um and as this
073point we really haven't had a efficient way to um put all that data together and make it happen. So um Angela Riyles has been working closely with Parseek to um get that dashboard built out. Uh I talked about the progress marking for Sabers and um you know Stephanie's department and mine have worked really closely over the last couple years to um be aligned in the work that we're doing related to MTSS and that's something that we um greatly value and want to um continue to focus on this year. Okay. And that's our presentation. Okay. I'll open it up questions. Uh, let's see. Oh, I guess I shall go to the public first. Is there anyone from the public that would like to speak to this item? I hope I was yelling because now I'm going
074to the public. Is there anyone who'd like to speak to this item? Okay, seeing no one, I'll bring it back to the board. Mr. Clawson, followed by Mr. Buckman, followed by Mr. Vanfield, followed by Mrs. Baltadana. >> Thanks. Um, thanks for the presentation. That was really thorough and great presentation. Um, I have a few questions. Uh, the first is on the elementary level. Um, how do you expect the migration from FastBridge to STAR might impact the number of students nominated for support? Will that dramatically change the number of tier 2 students? >> Sorry. Um, so the screening tool is changing, but what happens with that data um is not changing. So currently when a student is screened um with risk they go um our S cubes as we call them go through a deep dive
075process and that deep dive has remained the same for our for our second through sixth graders. We start at a comprehension level and then we start to drill down at a vocabulary level and then we go to a phonics level um followed by a funological awareness level. So wherever they kind of to see where we need to put groups together in what skill set. So even if um more bubble up or less bubble up, the process that they'll go to to be put into those groups is going to remain the same. >> Okay. Thank you. >> Does that >> Yeah. No, that's perfect. Um my second question is um my observation is elementary process is pretty structured in terms of uh the results of the testing are going to lead to specific actions and um
076the uh the saber also seems pretty pretty structured. In contrast, it seems like the secondary program um while we're doing star testing, a lot of the programs that were discussed there are either demographically targeted or opt-in programs. So, I guess my question is at the secondary level, how do we ensure everyone that needs support gets mapped into those tier 2 and tier three support mechanisms? >> Yeah, good question. I would say it's still based on data. I mean, some of it can include, you know, if you're looking at high school, definitely credits are important, right? In elementary, there are credits. So grades start becoming um a data point that include we want students to pass so they get credits right. Uh and then if you're looking at star it's Lexile level which is same as
077fast bridge. So that data will still be the same. The math star math and middle school will be new data points that we'll have to then inform teachers. It looks different in secondary in terms of it's not you know you have students for say 50 or 55 minutes. So the pull out or something like that is different but that'll be part of the work that we need to do is develop. Okay. So, what are our are teachers doing to support students that need a tier 2 intervention? And so, that can be recommending for tutoring. It can be they can still do small group instruction, but it'll look different than it would in elementary. So, I'd say it's secondary has more options and more variety. So, some of the implementation is going to be broader or
078have more variety than you would at an elementary. We don't have S cubes doing pull outs. Um but there are other things we can do in terms of referrals to tutoring, study skills, other classes that students can be recommended for. So how do we go about the selection of which uh secondary programs are considered MTSS and which ones are not and how does that overlap with LCAP funding and other related topics? I mean >> yeah, so it would be on the courses. So if we're supporting after school tutoring that that would be like teacher hourly we can do for that. If it's um supporting FTE for co-taught sections that would be that's addressed in the LCAP that would be intervention. So students are selected by you know principles work with their administrative and counseling teams
079to select students based on academic achievement cap scores well star data that are coming on board. Um so typically it's a it's multiple measures that we're looking at um to support students and then yeah if they're particularly if they're a particular if they're English language learners if it's SED um looking at those breakdowns as well >> that answer your question. >> Yeah. And I have one final question then I'll share Mike. Sure. >> Um the um how long have we considered Pacific Beach to be a tier three MTSS um program? I I guess I hadn't perceived it that way. Is that is that new? Um just >> I would say I would say the very nature of the program makes it a tier three. >> It's always been a >> um so we just haven't
080called it that, >> but it's always been that. >> No, that that's great. I don't know if that was a new classification or just something that we're class clarifying or >> what we've done is we've intentionally created a multi-tered system of support throughout our district within the LCAP and the Sips and now we're simply calling it those things within that system that we haven't hadn't previously done >> bringing structure to things that already exist. Okay, great. Thank you very much. >> formatting or nomenclature. >> Thanks Thank you. >> So, first of all, congratulations. There's just every you're meeting target levels. You're doing great work and just such great work for kids. Um, this is probably a question that everybody's expecting, but um comes up every once in a while for me. It's like we seem
081to change our assessments on a regular basis. And for me in my world that means it's really hard to track improvement because we're always changing the assessment tool. And so I'm just I guess at the point where it's what makes us change assessment tools so often? I I don't know how else to ask the question because >> Well, I'll give it a shot and then I'll let Stephanie and Lisa give it a shot. for me the best because Mr. Bachman and I've been along that journey with you >> and um we're in search we're in search of clarity and um some of these screener tools that are coming out um some of them work better than others and remember they're screeners. our the common assessment that we use in our district grades 3 through 12
082or 3 through 11 hasn't changed. That's our CASP results. So that is our common common uh denominator with our um new addition of our MTSS system which is becoming more and more refined as you can see in this presentation. the star screener dibbles all become um ways in which we can better understand what the kid what kids need earlier and earlier and um and so from my from my perspective um there's dozens and dozens of screeners out there. We're introducing these screeners um after our staff looks and examines them and we work with our teachers and say, "You know what? This one seems to work much better than that." Um and and that that's my take on it. It's nothing. It's frustrating to not to not have consistency, especially on cohort analysis, right? But I
083would argue we we are refining our systems and and using our people to give us feedback and then we're being responsive to that feedback to the best of our abilities and that's why you're seeing some of these screeners change. >> So >> that's my take >> and and I appreciate that and always looking you know how often I go through automobiles so always looking for the best yeah >> car. Um, but I'm just wondering if there's somehow a way to make some kind of commitment or just defollow through so that we follow a cohort through. So maybe we're using two at the same time or using fast bridge and star or whatever we were using last four years ago or I I just I just don't know how we even know that we're doing using
084a better one. >> Right. And that's what I was going to >> Fast bridge was like the be fast bridge was the be all and end all >> when right when it was introduced in the state of California unifi Okay >> yeah it's it sounds like you're asking why why are we making this switch and I can give two key points um star the data that we are going to be receiving and the various reporting mechanisms that are available within star itself allows us to have provide teachers with information and data upon which they can act to and use that to better inform their instruction. This was a missing piece within FastBridge for us. And so within STAR, we have that piece. There's also a CASP predictor within STAR that is a key component for
085us so that we can act sooner. If we see kiddos are missing certain skills, um we can act on those and we can even do intervention groups that are those just in time intervention groups within the classroom. um and be more responsive to what our students needs are. So I would say those are two key selling points for us with STAR that were absent within FastBridge. >> I just just I just so I thought Star had died away 20 or 20. So we got a different this star was up here in this sky and this is in the day night sky. >> We're looking at different stars. Yes, you're talking about the state testing and um this is STAR that is a suite of assessments through Renaissance. Yeah, >> fair enough. >> I had a
086question. Um we were talking about uh elementary next steps behavior and swift schoolwide information systems. Um how is that? What is it and how is it implemented? >> Um so it stands for schoolwide information systems and um I I apologize. Can you repeat your question? You want to know what is it? >> What is it? Um, so what it does, it it allows any staff member on campus to be able to report repeated unexpected behaviors. So let's say that Dan was running through the boardroom and I as the teacher had asked Dan multiple times and redirected him and said, "Dan, our expectation right now is for you to sit down." And I did that in three different ways. One of them might be proximity, one of them might be a verbal redirect, and another one
087might be restating the expectations to him. So, let's say I did that three times. When he doesn't respond appropriately by the third time, that's what we would call a minor misbehavior. We also have a category of major misbehaviors, and that might be physical aggression with intent to harm towards another individual. Mhm. >> So when we see those patterns of behavior starting to emerge, what we do within Swiss is we try to identify what is that students motivation. We're asking why are they doing that and why do they keep going and doing these same repeated things? Is it adult attention seeking? Is it peer attention seeking? Is it to obtain an item? Is it to escape or avoid something? And so what Swiss does is it allows us to examine those patterns of behavior for students
088and see kind of who's rising up on our data sheets that we need to respond to. So if you're starting to see that this is a new behavior for Dan and it's happening in music and it's happening out at PE and it's happening in the classroom, we're going to be asking ourselves what's going on with Dan and have a conversation with him, have a conversation with his family. There might be something going on at home that we don't know about, but it allows us to start looking at what kids are telling us because behavior is communication. Does that give you enough of an explanation? >> I think so. >> Miss Shepard, can I add one more thing, Rob? Uh, Swiss can be used for at a school level. You can collect that data from all
089the places students are having challenging behaviors. And if we find out that Dan is one of 15 children running in the cafeteria, that helps us as leaders of our building both reassign staff to support the area. So on a given are most of the challenging behaviors from our students coming in the library, are they coming in the media lab? Are they coming on the playground? And that tells me where I need to get more adults to help students behave effectively by tracking that data. It also allows us um oh I lost my thought but it it you can help you can then retach certain behaviors. So at the beginning of the year like Lagona did an excellent job teaching the new expectations for students in the school. This is how you walk in the hallway.
090This is how you use the bathroom appropriately. But if in the middle of October suddenly many students are getting those referrals in Swiss related to cafeteria behaviors, you can use one of your advisory periods to retach the behaviors of how to act in the cafeteria to all of the students. So you shift your behavior instruction to being proactive rather than always just disciplining and being reactive to students. >> Who who collects the data? How is it maintained and who uses it? >> So, Swiss is an electronic um system that houses the data and then it allows us to create graphs and see what's happening within the playground. How many referrals or unexpected behaviors do we have in certain locations across the school? We can drill down. Is it a certain grade level that's struggling? Is
091this one student who every time they're going out to the playground is having some unexpected behavior and trouble? So, it really allows us to hone in on what's going on at a school site. >> Okay. Who is us? This you you were saying it allows us. Who is the US? >> Our sites um have their SE teams, the social, emotional, behavioral teams that are working with the county office of education. And so within those teams, and they all have slightly different names that they have um dawned for themselves, but some of them call themselves their MTSS team, some of them call it their PBIS team. Um some of them are doing this work within their leadership team. So it varies a little bit from site to site. They've catered it to their own site needs,
092but there is a group of adults that are staff members that examine this data at least on a monthly basis. And then we're also working to share this data out whole staff this year at elementary um if if at three if not four different times throughout the year so that the broader staff are also looking at the data to hear and see what's happening. >> Okay. All right. Now I have a second question and it may relate to this. Um, we were talking about sabers and um, see if I can get that one slide back up. Wait, I just missed it. No, it's right here. Um there were it it was the savers and we were talking about all students scoring high risk receive a check etc etc and then there was a bullet about
093third way down it says trends are reviewed with staff what what what do we mean by trends? >> So we're looking at how our students are doing by grade level. We're looking at how our students are doing at the beginning of the year and um what what we're seeing. Is there a certain grade level where we have more kids who are showing at some risk or high risk? Um but we're looking at the data and then um looking at what it looks like across the different grade levels in the school and then taking action on it. >> What does that review look like? When we say it's reviewed with the staff, what what is how does that happen? at our staff development meetings. So like at the elementary it tends to be more at the
094staff development meetings. At the secondary level it tends to be more with their care teams. So it's their counselors, their school psychologists, um administrators, um nurse, um county behavioral health people are all together looking at the data and then making decisions on how to support students. >> Okay. Thank you. Um thank you all for the presentation. It was really helpful. I just have one question I think and um I heard that star data integrates with parsac which is great. I like the idea of having one system that contains all the data points. Um so and then I heard that there's a counseling dashboard in the works and I'm wondering does that also integrate with parseek? Okay. And I'm getting nodded yeses, so that's good. Um, and so how does the data collected with the Swiss
095system? Is that the right terminology? Um, did I say that right? Swiss. Uh, how does that integrate with Parseek? Does it? And same with Sabers, which I see now allows for progress monitoring. So again, does it all work and integrate with Parseek? >> We are working with Parseek and we're actually having this conversation right now. Um what the county office is guiding us to do is it does take some time to get um our data clean so to speak and that is so what I just described some individuals at a staff level might um inadvertently put in a Swiss form or a referral the first time Dan ran ran across the boardroom instead of doing that on the third. So what we want to do is give sites time to develop their common threshold for
096what it means to submit a referral into Swiss. So then when we know that we're integrating into Parseek, we know that we're looking at very clear clean data um and not things that are based upon an individual's judgment. But that is part of the county office's work, especially the first year of rollout with Swiss is ensuring that we're all on the same page at a site level about when a referral goes in and that we're all clear in understanding that motivation that we spoke about as well as entering in all those key details about where did it happen, what happened, what was the adult response. So, we're getting there is the short answer for you. >> No, I appreciate that and I totally appreciate the process. It's like getting my address book in order before
097running a mail merge because then you got to do it all over again if it's not all perfect. Um, so do we have a a goal or a target time frame for when we can say that's when we're going to have that full complete set of data at Parseek and we can just I mean it's always going to be evolving and tweaking it. I appreciate that. But do we know how long? So, it'll roll into Parseek through Swiss over the course of um several years because right now we have the three sites that >> um in in talking with the county office, >> we will probably launch them in Swiss in late spring and then we need that buffer window next fall for them to calibrate with one another. Um but the five sites of
098those five sites we have two that are brand new and we have three that utilized um Swiss last year and so those are the ones that we're interested in starting to pull into Parseek first. >> Okay. Well, I appreciate the effort. I think it's a great goal to work towards and I think it's going to be a really really it already has been from what I can tell a useful tool but it'll become even more useful. >> Thank you. Thank you. Crap. Okay. Uh, Mr. Pinkerton, the budget update. All right. I'm going to pull up actually pull up the agenda first. Kind of walk you through. So, you'll notice um for the board, again, this is the first of several budget updates the board is going to be receiving over the course of uh the
099school year in particular between now and December. So, a lot of work is going to be done. Um a lot of information is going to go out to our parent groups, to the public, to our community, to the board. Um because the board is going to be asked to make some some critical decisions probably in the December time frame. And I'll I'll talk about that time frame in a minute. Um knowing that this is a big topic and something that we want again want to be transparent about and discuss and bring about. That's why it's very first agenda of the year. Here it is right to kind of walk through. So, we uh the board as the board knows the board met um back in June and had their annual board retreat where they uh
100come up with their goals, your goals, right, for the both the superintendent for the school year as well as this year we um the board also uh put together a five-year strategic goals as well. And so coming out of those two in particular that uh focus directly on the budget were one you asked the superintendent this school year to cure our structural deficit. So to balance our budget. So that was one right very critical thing that again super important for us to get our our books in order ensure that we have a budget that is positive certification right that can be signed off by the county office of education for us to move forward. You also set a second goal, five-year strategic goal of building back up our reserve levels, right? And and in particular
101unrestricted funds to where we can get back up to that 10% level of unrestricted funds. Um, again, if you ask school services, which is an organization that kind of helps school districts with budgets and financing, they would want us to have 17 18% reserve levels, but for our board over the years, um, we the board has set kind of a 10% reserve level of unrestricted funds. So, um those are the two kind of key goal areas um that again we're focused on to help the board give you the information you need to make those decisions um coming forward. Uh you'll see in the budget update itself that's on this agenda item very lengthy. So, you're going to see very I'm going to try to share that information, all of the information. um try as much
102as I can to do it in kind of a layman's terms. So, I'm not using a lot of acronyms or words that somebody in the public or parents wouldn't necessarily know. That's easier said than done, I will tell you because I live this every single day. You live this every single day, the superintendent. Um so, we get used to these terms and concepts and we've been talking about this for 16 years that I've worked here. We've been talking about the budget and issues like this in Diablo Canyon, those types of things. So, it it's hard sometimes to kind of step back and okay, you know, we're so familiar with this. What are some things we can do to try to make this a little easier for the public to comprehend and know? So, um so
103I've put together a fact document that I'm going to be reviewing right now with the board and the public. Um, again, if there are things I would ask both the public as well as the board, if there are things that you think we should add to this document, let me know. Right? We This is a a work in progress, a draft. We're going to we're going to set up a a budget website on our school district website that just has all the budget information and shares these details and we'll include these facts. Um, all of this information will be going out in our first parent newsletter this coming Friday along with our staff newsletter. Again, we want to update people, not to scare them, not to go, but we want to be transparent. We want
104to share the information so that people know what's happening, why we're, you know, discussing these items um and and provide more details as we move forward in this process. So the first thing I'll share in this information that's on the agenda is really a chart that reviews the budget timeline and I think it's important for people to understand how this budget timeline works for a school district. the board. Um, and again for us, I'm updating the board right now. Uh, in August, in September, as I talked about early, we'll do what's called unodudited actuals where we will share publicly the exact to the penny what our revenues were and what our expenditures were for the 2425 school year. And the basis of that, the best part of that document is that then tells us how
105much money do we still have in the bank? what are our reserve levels will will happen from knowing that right we will adjust our 10-year projection at that time so we'll have hopefully a more accurate picture of what our revenues our expenditures are um and then from there we go to really November December is first interim where we do our first budget update for the board of the budget that you passed last June and this is the time where we finally kind of know our personnel costs at a much better level. Every positions have been put in um in October. New health plans are decided, the cost of those plans, all of that is then put in um into our budget information and we share that information with the board at that first interim um
106conversation. That's important because then we again we adjust the 10-year budget. Again, 85 to 90% of our budget is people. So, it's critical that we get that HR step correct so that we know the cost of our personnel, right? Um, November 30th, by November 30th, we normally receive our property tax estimate for the current year that we're in. So, that's when we know is it 3%, is it three and a half, is it five, what are our property taxes going to be, which is the main basis of our revenue in the school district. Okay. Um, this is the last year of depreciation of the Diablo Canyon nuclear power plant. So, I'm expecting this will hopefully I'm hoping that this will be the last year that our unitary tax will will go down because it's been
107going down for the past seven years in the amounts. um that this will be the last year that that's established because what's happened is we have had large property tax increases in our in our area within our district over the past five six years with cost of housing um more building those types of things. But because of the depreciation in unitary tax, we're not realizing those 6% increases, 7% increases, right? Because unitary tax is dropping. That brings it down to the three and a half projection 4%. Um, and that's substantial dollars when you're talking about $140 million. 1% 2% of 140 million is it's a lot of money, right? Um, especially when we talk about those are the types of dollars we're looking at having to reduce. So, so that will be a critical time,
108that November 30th timeline to see where our property taxes fall. some key things happen. Um, again, I'm going to talk about the budget timeline, but I'll come back. So, again, we do a a second interim for the board um in March. Again, the first reading of the of the budget for this 2627 school year happens in May and then the board adopts a budget in June. Again, not knowing what the true revenue sources are going to be until the following November, right? Six months later, do you actually know what our revenue sources are going to be? So, I think it's important for the public to understand that there's there's there's a little bit of nuance in terms of making decisions, studying the budget, using projections, but we really don't know for sure, right? Until you're
109halfway through the year of of of the budget of the school year, right? And so, you're having to make decisions the June before. Now, when we look at this timeline and especially for this year, the critical time um is really going to most likely be and again Dr. Prader is going to be sharing kind of a budget communication strategy plan, how we're moving forward, right? Budget reduction committee, those types of things. We'll be talking about that more with the board. Um but really trying to make this decision for the 26 27th school year by December. And why December? because there's a timeline for laying off employees, which is March 15th. So, we have to let people know what we're doing. We have to notify them um during those January and February months so that then
110people can understand in in March, make reductions so that then we can, you know, plan accordingly. Now, if the budget is better, if we do receive state funding, something happens, we can always add positions back by June when the board adopts the budget, but what we can't do is make those decisions after that March date. So, it's really it's tough. And those are the those are timelines that the state has put in. It used to only be for certificated staff, but two years ago, they also made it the same date for classified staff. So, there used to be kind of a summer window. know what you could do, which again is horrible for employees. In some ways, it's better just to notify, let people know, right, as it goes through. Um, these critical points, unodudited
111actuals, property taxes will be very critical this year because again, we only want to reduce what we have to. We we don't want to make reductions that that are unnecessary. Um as we discussed at that board study session um we are looking at doing some um some kind of you know hiring freeze currently. So as positions come open are there ways that we can collapse those jobs or not rehire to save money for so that that means less reductions that we'll have to make in December. Um and it's basically you're basically protecting the staff that is currently here. Right? So we are doing that currently. That does not mean that anyone who leaves we're not replacing that position. We have nurse openings right now. We have par educator openings right now. So there are positions
112we have to fill. We don't have that choice. But every time there's an open position, we sit down as a cabinet group. We meet. We talk with with um you know with our our principles of the lead. what can we is there a way to work this out so that again that's one less individual that has to be laid off in in March. Um so again that's the timeline budget timeline that uh I I do think it's important for people to understand because again the board is making decisions that they really don't know um for sure kind of where we're at until six months later. So again, this fact document, my goal is to try to lay it out um as easy as possible for people to kind of understand. Again, knowing that most unitary
113tax like they don't understand basic aid, school district, like those are things that are difficult um that we just take for granted, you know, as we go through. But hopefully some of this helps to start to that process of of educating our public, educating our teachers. um and all of us right as we move through this. So again, to start the the beginning of this document talks a little bit about kind of where we're at as the school district, as the board knows, we um the board passed a budget last June. Um that had about a $1.4 million deficit at the time, but out of $140 million budget, it was still relatively small. Um there was potential of us receiving more state one-time funds this summer. Um so we we moved on and again the
114board made close to $5 million in reductions last year to get us to that point where we were near um balanced for the school year. Uh after that effect after that happened we did um the board did vote for our employees to get a 1% increase. Right? So that added to that amount um in terms of a deficit level, but we also found out this summer that we did receive state funding. So $2.2 million in a one-time grant from the state and then another $200,000 from another grant that we we hope is ongoing. We we're still kind of waiting to hear um but but hope we're hoping that second uh learning recovery block grant um is something that we'll we'll continue to receive as an income >> moving forward. Excuse me. Are those grants restricted
115or unrestricted funds? >> So they come across as restricted, but they they have a caveat written in them that the board can choose to use it as they as they wish. So they're they're restricted. Katie has to follow them. You have to chart, you know, how you spend them, those types of things. But it really is up to the board. You have the flexibility um in terms of using those funds. So it's kind of a it's it's a weird caveat. So, so again that the good news with that is that really we balance the board balance the budget for the school year. So we're in a good place to start right start school year. Um and so I I you know again I think that's a positive thing right that we've started that what we
116know um and it starts right here as we go through this right so why do we have a budget why are we facing a budget shortfall still if we made these reductions okay so there are four reasons and I I I outline them um in this document so the first one is again as I've discussed the loss of unitary tax. So the school district used to receive almost $11 million in unitary tax back in 1617. That has been reduced now to this year or last year I should say $3,700,000. So a reduction of $7 million. Okay. Now we don't have a $7 million structural deficit. That is because our property tax values have gone up over the years. We we have been fortunate in that property tax values have made up for some of that
117deficit. But know that this is the last year of SB1090 which is $4.6 million. So this is the last year receiving that. And we'll see what happens in terms of the depreciation of the plant with our property tax values in November. But that that depreciation that last value that 4.6 is basically what our structural deficit is today. That makes up most of it. Rob, >> I just want to make sure that we are that everybody is who even is listening understands this that that reduction in unitary tax came about because PG& began to devalue the plant. >> Yes. because they originally were going to have the plant closed by the end of this year. >> Correct. >> But that plant is not closing now. In fact, extended to >> 2030 >> at least 2030 and
118probably beyond. Yet, for some reason, and the public needs to know this, PG&E has continued to devalue the plant even though the plant is fully operational. >> So, we'll talk a little bit about that in a minute more, >> okay, >> as we proceed. But yes, you are correct. >> Now, I have one other related question and I don't want to slow up your presentation. >> Property taxes Why does it always seem like it's a guessing game? In other words, property taxes should be a constant, shouldn't they? I don't understand. Can you explain real quickly why why we're seeing if it's going to be at 3% or 3.1% or 5%. Why does that happen? >> So, it's it's really the county assessor's office that assesses properties. Properties change hands. They buy, they sell. You might
119sell a property that you're currently pay, you know, you bought it for 200,000, you sell it for a million. So then the county, the new new person who comes in, they have to change that. So they don't have all that information or new houses sell. Those are new property taxes come in. So the county doesn't have all of that assessor's information until they they do the property tax bills and send those out, which is in November. So that's that's when we find out and and they adjust it. Just so you know, we we get it then we kind of know and that's normally pretty firm what our property taxes are going to be but they do update us in the spring and sometimes that can go up or down 100,000 200,000 you know people don't
120pay their they don't pay their taxes or things like that right but that really that November is kind of when we that's when we get that last final they give us an estimate over the summer but it it's it can be completely off >> and and development New home. >> Oh, definitely. Yeah, new homes. New homes that sell when they come on, those types of things. >> And again, the county has a hard time sometimes even catching up with new homes and making people pay property tax. So, I know people that have bought new homes and haven't got a property tax bill for a year. So, it's it's, you know, it's just that process of getting those those on the rolls. Um, so so Mr. Vanfield made a great point and that is so so
121they did pass a law SB846 right which kept the plan open for an extra five year an additional five years. Unfortunately when they did that nobody considered the groups like St. Louis Coastal and the county and other groups, right, that benefit from the unitary tax that. So, we know SB 1090 was running out, but nothing for the other years, right? So, last year 2526, that plant's going to be open for another four years without any types of compensation, anything, unitary tax structure, um continued payments of SB 1090, those types of things. So again, it's hard for us when our parents when we complain because we're losing unitary tax because Diablo Canyon's depreciating and it's shutting down, right? But yet, Mr. Pinkerton, the plan is open, right? So that's a it's kind of a difficult, you
122know, people to comprehend that aspect of it. So I'm going to talk a little bit about later kind of what we're trying to do to to alleviate that and bring some of that back. >> Mr. I'd like to understand that they are depreciating the value of the plant for purposes of unitary tax right down to the ground. >> Yes. >> Yet they are putting an an extraordinary amount of money into into um modernization of the plant and bringing it up to standard for um to continue generating power. So, how can that be a zero asset when you're putting that kind of money into it? >> Excellent question. >> And and I I don't expect you to have a crystal ball. It just makes no sense. >> No, it's a excellent question. Um I I think
123again you have kind of choose PG& versus the legislator right now. A little bit of a fight. So again, PG and and the the group that reassesses the plant, the public utilities commission has said, "We are waiting to see if if there's a long-term agreement to keep Dabble Canyon open, then I think the indications are that the public utilities commission would potentially reassess the plant and maybe unitary tax would come at come back potentially." >> Board of equalization, excuse me. So, so that's a goal hopefully. So, again, in um within the next six months, I I believe they're supposed to the NRC is supposed to Nuclear Regulatory Commissions is supposed to come out and um potentially grant Dabble Canyon a 20-year renewal period. Now, what the legislature does with that >> if they if they
124or maybe they already have, but no. Okay. Well, well, we can hear from PG&. Um, so again, the mainly the the just right now is the legislature will not agree to a longer a longer period of time. So, at this point, so if they continue to do these five-year renewals, then the board of equalization is like they may not reassess the plan, which meanary tax goes away. So, um, >> but wouldn't PG&E understand that they're in our backyard, that the risks are borne by our community members and our children and and not feel that they have any obligation to uh mitigate that by helping to support public education or in any way. >> So, these are >> That's rhetorical. I'm sorry. >> Yes. But these are things we bring up. Absolutely. Mr. Cla. >> Sorry.
125>> Yeah. I just want to tack on to what um Mrs. Roger was saying and really stress that this community is the now the only community in the state of California with an operating nuclear power plant in its backyard. Ours is the only community that in addition to uh fire drills and other kinds of safety measures has to have plans in place for where our children go if there is a problem at a nuclear power plant and what parents are supposed to do. There are many most of us in this room right now live in zone one for which is the most dangerous place to live with a nuclear power plant in our backyard. Um, and I think that that not taking that into consideration in any way is a huge slap in the face
126to this community and a disservice and lack of acknowledgement to our students and to what we're trying to do. We appreciate PG&E. We know that they have pro are providing livelihoods for many of our families. I don't deny that in any way. um and that they have provided brought opportunities to this community that we might not otherwise have. So I don't want to dismiss them out of dismiss them out of hand. But I think as an enormous corporation um that they I would hope feel some sort of sense of responsibility to the community that is um that that is taking this this risk. So I just want our families to know that that is not um that is that that we are aware of that and that we are working to try and I don't
127as one person it's hard to understand why if they if the plant wants to go back to the way it was 10 years ago why the community can't go back to the way it was 10 years ago and reap the benefits that we that that we uh realize ized at that time. So, but it is an ongoing conversation that we are really concerned about and um and want it to work for everyone for PG&E, for the community, and for our families and students. >> Mr. Clawson. >> Mr. Clen. >> Yeah. Yeah. So, I mean, on on this general topic, last spring, uh, we had a number of discussions with P Genie about um not just the unitary tax, but um other things they could do outside of that. I think as part of that, we
128learned that they have at least a $15 million annual budget to make charitable donations to uh entities throughout the state. and I think we made an appeal to them as the only school district uh with an operating nuclear plant that they consider a donation to our district. I I guess my question is do you know if we've ever gotten any feedback on any donation that they would make or we still kind of at zero there and is there any potential of that that you know of Mr. that Dr. >> Well, I think we all are. Um the we did meet with P Genie. We did make the request and they came out uh to speak to us at the Losos Middle School Library during a board meeting and um and they they um in a
129very polite way said no. I mean, that's facts. Um, >> did they say no or did they say nothing? >> I sorry, I heard no. >> Okay, >> but maybe I just read into it. But but you know, we asked is the point. we asked. Uh I also think that um you know following up on that we've uh Ryan and I have met with P Genie numerous times and um and had conversations about other mechanisms, other ways to kind of move this forward and um and you know they they um have expressly told me that this really should be a legislative solution. Now that makes actually makes sense to me. It does. So I turned around and met with our state legislator directly uh at the at the um uh Madonna in the C copper
130cafe and I was told very low likelihood that will happen. So, we're caught between a legislative solution and an ongoing operating plant, right? And so, um, for me, I've been encouraged to to reframe my thinking on this in that maybe it's not for us as important if it's unitary tax or not, as much as it is some kind of solution that acknowledges that is that as long as that plan is open, we should receive um a contribution >> and not get in the weeds of legislative solutions and unitary tax details. I don't think it hardly anyone in this room could really explain to you what unitary tax is. I think we've tried. Um generally speaking, I understand it. I I believe the the solution set um is to really focus and hone in on um
131a school district as Mrs. Sheffer mentioned um that is has partnered with PG for decades and just as early as 2016 we received up to $10 million consistently in in uh compensation from unit from the power plant and um and that helped us weave together one of the finest school districts in the state and it it um it's important I think to acknowledge that SB1090 was born out of this idea that and the realization that the plant would actually close and we accepted that and we negotiated in fair um in in fairness with PG& directly as well as with uh Sacramento and tried our best to be honest brokers to be diligent and and when we signed that deal SB1090 when that was landed, it it served us well. And the idea was is that
132would create a soft landing for us and not just us, but also the other agencies and cities and our county that rely on those resources. And we accepted it and we knew, Ryan and I spoke at length about it, that this day would come. However, when SB846 came out, they left us out of that conversation. They left us out of the conversation, but they can acknowledge that the plant would continue for another five years minimum. So for me, I don't I want to keep it simple and straightforward. What I believe is fair is for every year the plant remains open, we should be compensated. Otherwise, how are we supposed to plan and effectuate the you you heard the MTSS presentation tonight? That's an expensive program, but it's serving our most vulnerable kids and it's doing
133it quite well. So for me, what's at stake is it's not just the DL Canyon piece. It's also other things and Ryan will get to that, but it's part and parcel we feel in St. Louis Coastal that we're being um um left out of the conversation. We serve nearly 8,000 kids across four communities and we have done it really well for decades. in that partnership, in that sacred partnership, and now we're kind of out in the feeling like we're out in no man's land. So, I've done my due diligence. I've I've gone to the state. I spent more time in Sacramento than I care to admit as a superintendent. I have met with PG& at length. I've tried I'm working with parent groups. I'm trying to figure out a path forward. We're hiring consultants to
134help us through this. And at the end of the day, what I'm left with is we should receive fair compensation similar to 2016 for each year the plant remains open. And it's a pittance, a pittance compared to the big picture. And uh my hope is that um cooler heads will prevail on this and that that will seem like a straightforward and simple resolution to us having to confront a $5 million reduction to our ongoing program. Um and it just feels it feels um >> in two successive years. >> It just feels wrong. And that's my my statement. >> Well, so you're getting kind of the point of my question. I I mean I I think the thing for the public to understand is that we raised this issue last spring. The answer from PG was
135that they can't help us. I think we learned that that's not true. They can. There's budget that exists. They're choosing not to give it to us. And so it's not that they can't, it's that they won't. And this problem can be solved by our neighborhood partner PG& doing the right thing in our community. And I think the public needs to realize this because obfuscation about it's not possible go to Sacramento have our leadership go spend all their time with lobbyists instead of kids is a ridiculous outcome when they can just support us. >> This is about the time. Uh thank you and I want to thank my colleagues for some really outstanding comments this evening and Dr. Prader for your recent remarks that you just gave. Um the only thing I just want to add
136to that is that um the continued operation of the Diablo Power Plant um works because of a workforce um and much of that workforce uh includes families that are in our district. And we have a superb school system here that's award-winning on every in every measure that you can look at. Um it's not perfect, but it's doing quite well. Um and that's an attract an attraction for someone with AI training, with technical training, with engineering skills to relocate their family to this area to work at PG&E because they know that their kids are going to be educated to the level that they expect for their children. So we are partners with PG&E. We're serving their families, their employees and their their employees children. Um and so I do think that there is uh and we're
137also not in the business of understanding or trying to having to explain the intricacies of tax policy and and all of that. um we have a responsibility to understand it enough to to do our job here, but we're in the we're in the we're in the business of educating and serving students. And so it really does boil down to a good neighbor issue, a moral issue, and what's the right thing to do. Um the same way that we are teaching our students to do the right thing, uh we talked about social emotional learning, it's very similar to that. So, I just appreciate the other comments that I've heard, but I just wanted to also draw that one additional connection to the interplay between that massive operation that produces um goods for our community, but also
138a lot of um profit uh you know, and draw the connection to what we're trying to do and what we are doing in our community for our students. >> Thank you, Mr. Hunger. So, I I I used a little AI to to ask a question. And the question I asked was, "How much daily revenue does Diablo does the Diablo Canyon nuclear power plant generate from both units?" And using perplexity, the answer is approximately $2.2 million per day. So, we're talking about less than five days operation for the plant in revenue that could be going to our district that was coming to our district. I'm just going to leave that number hanging out there. A work a work week. >> Proceed, Mr. >> And we're just on the first reason, right, for the budget shortfall. So,
139there are three others. It's not just unitary tax. There are three other things. Um definitely for us to for the public to understand and know. The second one is um over the past six, seven years postcoid, we have received millions of dollars in one-time funds and with that we have hired staff. We have hired a lot of personnel both classified and certificated to help our kids get back on track both academically um emotion, you know, social emotional learning, counseling supports, behavior supports, lots of things. In fact, we've hired over 173 people when you compare um precoid versus postcoid. And so that is a a lot of people. It's a lot of of expenditures that goes to it. Um and moving back to pre-COVID levels is is difficult because once you have those supports in place,
140once you hear from the MTSS people and they share with you what they're doing and the impact it's having on kids, the thought of taking that away is very difficult. Um the third reason is the addition of uh transitional kindergarten. So we have added a grade level program in San Coastal which is fantastic. It's terrific. In fact, our board feels that early education is so important that you and your strategic initiatives when I first started working here um started like the first preschool classes within a school district. Right. We had three three preschools for our most at risk students. um across the school district. It was great, fantastic program. Um those preschool teachers that were hired were paid as teachers, not the 10 bucks an hour that you see at the play, but they were
141teachers, right? Like certificated teachers on the certificated pay scale. Fantastic. That's what we value. So that growth of that program has been terrific. We're currently at 16 classes along with 168s. The problem is with that growth, it's it's a problem. It's not a problem. It's a great thing. and we we love having our TK kids um in our classes, but there's we receive zero funding. So, no dollars come to us for that program. That elope, our before and after school care program, expanded learning opportunities. We provide daycare for parents and for our our ELS, our foster homeless youth, our economic disadvantaged students both before and after school. Um we receive state dollars for that, right? But for TK, the universal program that the governor has promoted to move forward, um he has signed off. So
142basic school districts are not included in that funding mechanism along with small school districts as well because they're on a separate funding mechanism than the the local control funding formula which funds state funded schools. So, that is another thing that I'll talk about in a little bit that we're continuing to push. And um you know, Don Addis, our our assembly person, tried to push through a a bill last year, right, based on our conversations with her, trying to move forward and unfortunately that bill died in appropriations. Um but it's not not lost. something we'll continue to push for um because it really is is something again that we have had to again go to ampm model for our TK classes um but the state will continue to push and has made it mandatory for us
143to go to a 10 to1 adult to student ratio um instructional minutes so we are going to get an audit finding because of instructional minutes so the these are things right that we're again we're trying to provide provide the service to our our families and our kids um but with zero funding sources be for that. Um and then the last one is really rising staff costs. So this board values our employees. We know how hard it is to live here and the cost of living in our area and we have given substantial pay increases over the past 105 years. We have for our employees. um other school districts have caught up with us the last few years because state funding has increased so much that they have also given and so that where when I
144first started here St. coastal was way I mean we were substantially higher than most um other job types in our area and now we're very close in fact in some ways like the first few steps of the teacher pay scale um like Lucar is higher than us right top end we're still high but but again that that never happened prior so they they have caught up and so we have again the board has approved several raises for employees over the years um and continues to try to make that a priority But the one thing that people don't see and our employees don't see is that the cost of the state teachers retirement system stirs and our classified employees public employee um retirement system PERS the governor back um kind of when the LCF was created
145I think 2013 um basically at that time wrote it in to the law that the school district would be responsible for increases in stirs and pers rates. So when I first started in my job here as CBO, we paid about 8.3%. For a teacher, that is now 19.1%. For a classified employee, it was about 11.7%. Now it's over 27%. And so the so again when you see our personnel costs rise we're spending more on less people right so that's the hard part for people what like we we already reduce we the the number of people we have well that's because the people we have remaining are costing more each year on top of classified we pay we pay social security as well so 35% for every every one of our classified employees right in terms
146now it's a great thing for them long-term retirement right? It's a beautiful thing to have a public, you know, pension. Um, but for employees, it's not in their check each month. It's not paying rent. It's not paying the gas bill or the food bill. So, it's not something that we don't the district doesn't get credit for the amount of money it puts towards salaries and compensation, even though we talk about it and we we preach about it when we go through negotiations, those types of things. So, those four things are are why we have the structural deficit. It's not because we were willfully spending money and doing things we weren't supposed to do or No, no, no, no. We we were trying to do what's best for kids. Um, but those four those four things
147attribute to kind of where we are today. So again, this question of is the Apple Canyon staying open? Can we get the tax revenue back? Well, as we've discussed at length already tonight, we we're hopeful that there is some fix to where again the if they know the plan is going to stay open that they extend it and the they reassess the plant and unitary tax comes back. Fantastic. Right? If the plant shuts down, we totally get it. Like we're not advocating for the plant to stay open, but while it is open, it seems like what's fair is that those dollars would follow. If that doesn't work, if the unitary tax structure or something isn't going to work because they're using federal funds to fix the plan or do something else, whatever, well, then we
148should try to come up with a legislative fix, right? Kind of like SP 1090 for all of our community partners that are impacted by this because it's not just St. Louis Coastal. The county of St. Louis Abyspo is talking about $50 million in cuts. Like they they could probably use $5 million in unitary tax, right? So, the ALA Harbor district, I mean, there's tons of different groups that receive unitary tax that would benefit um from a continuation of, let's say, SB 1090. So, either one. Um again, why not just go back to pre-COVID staffing levels? I mean, just make like, you know, just go back to where you were. Well, easier said than done, right? So what's happened is we we become accustomed to the level of service we provide our kids, our families, our
149parents, they are accustomed to those levels of class size, counseling supports, MTSS supports, all of that, right? I mean so much so that I mean keeping the grass green and no gophers at Los Middle School, right? Like I mean this goes on and on in terms of what we expect from our our our school district and so just saying hey let's just cut cut all those positions go back that it's it's not that easy right yes Mr. I feel >> well I think we would all agree that the overall psychology of our society changed with the pandemic. >> Sure. >> And those supports became vital. And just because the funding stopped, that doesn't mean that the psychology changed back. >> It's still there. The needs are still there. Well, what I would tell you too
150is the expectation of school districts to solve all of societal's issues continues to grow, right? That I mean feeding kids, providing mental health supports, right? I mean on and on, right? So those things and we love to do it. We we we would do all of those things in a heartbeat, right? If we had the funding to to make it happen. Um Mr. Mr. Person, I didn't we just give you guys $350 million in bond funds? Like, what's going Why don't you just use those? Why are we talking about this $5 million deficit? Well, again, bond funds cannot be used for the school district's, teachers, administration, salaries. It cannot be used for the general running of a school district. It can only be used for facilities. Now, in the long term, that is going to
151help our general fund, right? because those that's general fund dollars that we don't have to necessarily spend on improving those sites and doing the work that measure C and D prior to that have given us. Um but know that those dollars are they're separate. It's a totally separate budget. How it's spent, how it's run is completely separate from the the school district's general fund budget. Um again, why doesn't the district receive TK funding? So we are a basic eight school district which means that our funding level is higher than what we would receive if we were a state funded district. So our property taxes are a little bit higher. We've talked about the glass, right? So state funded districts property taxes like let's say Lucia Marcadero property taxes fill the glass of about half and
152then the state fills it up all the way. our property taxes fill up the glass all the way and a little over. Now, when I first started here, again, going back in time, that that amount that our glass was filled over versus what it was is very close now. So, we are no longer like this flush district with tons of extra money, you know, compared to other school districts. The, you know, and and listen, great for those state funed districts. It is great that the LCFF has risen and that they're getting more money per student. That's always something we've always advocated that all districts should receive the funding level that we have, right? It's not a negative thing. It's a positive thing for them. Um, but know that we're very similar now to our LCFF
153neighbors in that way. Um, and so because of that, because we're a little over, we are we do not receive any of that per pupil funding like state funded districts receive. It it's it would be approximately5 to$6 million in additional revenue if we if we were a state funed district if we received the the TK funding. Mr. So my understanding is that historically, excuse me, when we look back at the reason for the discrepancies that the differences in our school district funding revenues and other school district revenues in this county is that uh that that cup level you're talking about, you know, I call it the magic cup, right? Because it's sort of self-fulfilling. Um but uh that not every that each school district has a different level and those were set back in the
15470s. >> True. >> And that when our level was set, our level was one of the lowest in the county if not the lowest in the county. I think we were 10th out of 11th or something like that. And all the other districts were receiving more were we're were were funded at a higher level than we were for some reason. And that's one of the other reasons that's kicked us into basic aid status. A and I guess my point is that it's we didn't we didn't just get here through Diablo Canyon. We got here because we were originally >> we were originally given a lower figure than everybody else. >> So it's just I think it's a it's an interesting historical perspective. >> Sure. >> To me. >> Now that changed with the local control
155funding formula. >> Yes. >> Right. So it went to a per pupil for all students across the state. Um but even with that, >> yeah, >> school districts that have a high number of EL, foster homeless youth, economically disadvantaged students do receive remarkably more money than do districts who don't. So you'll see a district like Santa Maria that has a lot of of students and again a lot of need goes along with that. Um but the amount of money that they receive per pupil is three times higher than than you would receive at like say a Templeton a Tascadero right so within th those school districts. So it can it can still vary even with a new system um that's established. So again we're a basic a school district why are we if we make
156more money why are we even cutting why are we even talking about this right? Well, we've become accustomed to having having more. I mean, I will tell you, we're we're used to having low class sizes. We're used to having, you know, extra supports that they don't necessarily have in other school districts. And so it it it's it's difficult, right, for now that we're having to kind of get closer to what those districts look like in terms of funding. We're also getting closer to the types of services that they provide for kids. And so that that is a difficult thing, right? Because we expect to do great things for kids and to have those extra supports um for them. So Mr. Pinkerton, I've heard, you know, Donald Trump, he's going to cut the Department of Education.
157We're going to lose all this money. what are what are we doing about federal funding? Um, and so that I will tell the board at this point I would recommend that we don't jump on that roller coaster that we don't, you know, as of now again he was going to cut it all. Now it's back. It's going to cut it. It's so what we know right now is that we're receiving all of our title funds. And I think that should be what our expectation should be for the following year. that we don't cut another two million on top of our structural deficit or we don't I don't think we need to go there. Now, if for some reason that happens in the future and we have to address it, then we will. >> Could you
158explain just >> Yes. >> just a thumbnail sketch what title funds are for people who are unfamiliar. >> Yeah. So, title funding, um, there's there's kind of four different areas, but the main one is title one, which is kind of supplemental funding that the government gives to our school district for students that are disadvantaged, and it goes directly to schools that have a higher percentage of those students at their schools. So, it's extra support for, you know, having um more academic supports for those kids, tutoring, aids, counseling support, you know, all those types of things. >> So, when you say students who are disadvantaged, you're talking about >> economically disadvantaged, >> children in poverty. >> Yes. >> Homeless and foster youth. >> Yes. >> So, that's title one is just those. >> Okay. Title two
159is some really professional development funds that we receive from the it's not a lot of money. Um title three goes directly to EEL programs. Again, not a lot. Two, so our biggest one where we receive funds um is title one. Title two, three, and four, you know, they're smaller. It's I think it was two or $300,000 we receive in those. So not a lot. Um and again, so title one would definitely affect our our media schools in the school district, right? So our schools that have the highest number of students with um you know SED students or economically disadvantaged students. >> So that's something that >> we always say SED and what have you. It's our >> economic it's our poor students >> students. >> Yes. >> And they qualify they qualify for free and
160reduced lunch. So they meet the federal poverty guidelines, >> which is very low is what I will tell you. If you're trying to live in San Los Abyspo and you're making at that level, you you would have a very difficult time surviving here, right? >> And how many of our elementary schools are title one schools? Title one qualifying schools. >> Six right now. >> Six out of 10. >> Out of 10. >> Thank you. >> Okay. So again, I'm not I don't think we should go there yet in terms of federal funds. You know, that that whole roller coaster of things he was going to keep title one, not so so far all all of it's been reestablished. The political pressure, I think, got to him for that. Now, we'll see what happens with the
161Department of Education and how that all unfolds and what goes along with that. Um we do receive funding um some funding right for special education services we provide students far less than the the real actual cost of those services but something that we receive so that's good um so we want to you know hopefully that will continue um and I think there'll be strong political pressure to continue those programs right so I think in terms of for us looking at budget reductions structural deficit I I don't think we need to at this point focus on this the the roller coaster of federal potential federal cuts at this point. Um, so again, lastly, so okay, Ryan, you've talked about all these different things, reasons why we're getting cut, structural deficit, those types of things. What are
162we doing to try to increase revenues in the school district? So, the fight hasn't ended, just so you know. So, we will continue on with our battle, right, for TK to get TK funding, transitional kindergarten funding for our students. It's what's right and fair. Um, and and that will make a substantial difference if we're able to get that funding. So, I I you know, fortunately for us, we do have a supportive assembly person and in Miss Status. Um, and so I I hope to see that bill reintroduced. Um and maybe we can continue to build on that contingency of both basic aid school districts as well as other um assembly people and senators to uh to move that forward. Again, we'll see. Um two is to continue working with our lobbyists um and our our
163our again our parent groups um to push for some solution to the loss of unitary revenue in the school district. whatever that is, we we don't care. Legislative solution, reinstitution of unitary tax, whatever it is, right? But as long as that plant runs, we should be receiving something. So I that is our push. That is our goal. That's what we're shouting um as we move forward. Um I was on KC CBX talking about it. I was, you know, a Tribune article is coming out soon, right? Because they're looking into it as well. So we are trying to publicize as much as we can, right? so that hopefully some some solution can can come forward. Um the other thing that has been brought up by parent groups, they've asked me I've had people ask me in
164that what what about a parcel tax? So my first inclination when people ask about another tax taxing people more, right, is kind of we already have two bond measures. We've moved forward. So measure D and measure C people are paying those, right? So, so those are, you know, to to have a third potential tax is something that, again, it's not up to me. It would be something the public would have to decide, right? So, um, if that's something that we want to the board wants to consider or a parent group wants to consider because it can come from either side, right? Um, I I put some information in here about what that looks like in terms of, you know, how much revenue that would bring to the school district if a parcel tax was able
165to be passed. it has a high threshold twothirds so so difficult right to pass that said there are many districts across the state of California that have passed partial taxes right so it if it's something that you know the public wants to get behind or or move forward with that would be something again that could help um provide more revenues uh moving forward so this is the current state of my budget facts that again I will be sharing publicly with what we have right because it's on the the board agenda but it will be in the parent um you know kind of our parent newsletter on Friday our staff newsletter Friday again we're going to set up a a budget page to have information um I met with all of the principles this morning and
166walk through this entire presentation with them because they're front lines they're the front lines their people are parents are asking questions teachers asking questions and so they need to understand this knowledge too, right? To be able to one spell dispel rumors and myths, right, of the reality of why we're doing this and what we're why we have to do it. Um, but those are things that again we will continue to to build on. So, if the somebody members of the public, if the board, if there's something else that you feel like we should add to this um to provide more clarity to our our public, then please let me know and and we'll uh we'll look at at doing that. Thank you for a a lengthy and really informative presentation. I think that Mrs. Schoffer
167has um requests to speak to this item. >> Thank you. First, I have uh Ben Liippard and then Eric Daniels. >> All right. Um Oh, I'm excited because I was going to talk about unitary tax and I thought everybody's eyes would glaze over because I was going to talk about equalization and unitary tax and all this stuff. Mr. Dr. Prader said that nobody can describe the humanary tax and I was kind of like oh my heart. I'll give you my I'll give you my contact equalization. He is great. He vacation is moral bay. Um I think it's really important that you get the accuracy right here. And I think that it's really easy to confuse unitary tax with the SP 1090 payments with CPU with the legislature. And we need to be very careful with
168the way we're talking because P Gen is going to come up in here and tell you that's impossible. That doesn't make sense. This is wrong. You need to be accurate in the way you're talking about this. Uh I'm happy to go through that kind of stuff, but since we're talking about PG&E, let's do that instead. $1.3 billion. That's what the That's the amount of power generated by Gab Canyon last year. $360 million. That's what they get from the state to keep their employees at Diablo Canyon. That's taxpayer money, rateayer money. They're going to come up here and say the CPU won't let us give you money from rateayers. They're going to be right. CPU said that we had a community a community impact mitigation fund. That's the SB 1090 money. community impact mitigation fund. Unitary
169tax is not a part of that. Unitary tax is set by equalization. I I'm happy to talk to anybody about state assessed properties. I'm happy to talk to you about the uh the handbook that they give their auditors. What we're talking about is a partner in PG&E that's been here since the beginning that impacts our community. And I don't if you're in a room with them, you're going to need to know exactly what you're talking about. And you have parents that have been doing this. I have been steeped in this for months. And I'm I'll talk to anybody about it. I talk to people on the street about it. I talk to my wife about it. I talk to my friends about it. Um, know what you're talking about when you're in the room with
170them. They have made record profits. They talk about loving the community. They started this plant. They and they t how much money comes to the county to the school board from Diablo Canyon. Mr. Pinker is right. I'm not even going to get into depreciation. They owe this community the same way that we owe them. And it's been a partnership from the beginning. It needs to be that continuing. Anyone you talk to, No, I have 20 seconds. Anyone you talk to about the plant staying open is saying, "Why don't we keep getting that money?" They're going to say, "Well, SB846, it has to go to the legislature." All this other stuff. We weren't in the room. The county wasn't in the room. They were in the room. The the It's very clear that if the if
171the plant is staying open, that community impact mitigation fund should continue. And I know it wasn't 846, but do the right thing here. Okay. I have Eric Daniels followed by Phil Angel. Hello, Eric Daniels with PG. I'm not going to tell you that he's wrong. He's right. You're right. We are part of the community. It's all correct. Um, and we want to be in the room. We've been in the room. We want to continue to be in the room. We're partners. We want to try to solve this with you. This is not something that's the company against you in the school district or the parents or the families. We care. Our our the students in your school are our employees as children. many of them and we care as well. So we want to try
172to find a solution that we can all work with and we've made that clear with Dr. Prader and with the staff and as well as with you and I'm happy to meet with you as we go forward. I know my colleagues have met with you last year or in February when I was out of the area at the time that this all came down, but I'm happy to follow up with you as we move forward here and meet individually with you to discuss these matters so that we can find a solution together. Excuse me. I'm not going to go through the whole statement that I had prepared. You've heard it before. It's a little bit of the history that you've already heard, how we came together, how we found the solutions for the mitigation fund,
173how SB84 uh uh 1098 was born and how SB8 uh AB 846 came about when it was decided that the plant couldn't stay I'm not going to do this. How the plant couldn't stay open or had to stay open. That wasn't something the PG& brought to the governor or brought to the legislature. That was the legislature and the rather the governor asking us to stay open. We are kind of caught in the same place you are. We the legislature did not include the unitary tax extension for these five years. Mr. Pinkerton mentioned the 20 year fiveyear. What is the difference? The 20-year is the NRC license to run the reactors. That's the only length of time they give you. The state though controls the plant through a myriad of different permits using the water from
174the ocean etc. And through that they can control us for the 5year duration or any other duration they choose that they want to do. So don't think that we have a 5year a 20-year extension to run the plant. We don't. We'll have a 20-year license that we could run the plant on if the state lets us do that. Okay. And so, as we've talked about, this first 5-year extension will go to 2030. Didn't include the unitary tax. We all know in this room that there's not going to be enough energy in 2030 for the plant to close. I think that's a given. Everybody seems to agree with that. I'm not talking out of turn. So, I believe that there's going to be another effort to try to do a legislative fix to move another extension.
175We don't know what that extension will look like. Nothing's been put in paper yet. And I talked to Dr. Prader and others and he mentions he's spoken to the legislature already, but you have to continue to do that. Your your anger and your frustration, I hear it. I understand it, but it's >> I'm sorry, sir. Your time is up. Well, would you care to have any more comment from me on this? >> We can't. >> Just a second or two. >> We can't. >> Uh, Dr. Prader, I we hold to a strict three minutes. Although this is certainly educational for us. >> If the board would like to make that exception, I >> it'll just be a couple more seconds. >> I would feel it's important to hear him. I'd love a few more seconds
176if it's okay. >> Okay. >> The last comment I'd like to make. >> Those in favor of extending this comment, raise your hands >> for 20 seconds. >> Yeah, that's all. >> Less than that. >> 20 seconds. >> Thanks. >> Okay. >> Thanks. I just want to finish up with this. Your your your frustration is a little misplaced having it come at P Gen. We can't solve it. We don't have the solution. This is a legislative fix. I know you don't want to hear that, but that is the fix and we want to work with you to try to find that fix. We're committed to doing that and we want to continue to try to find that fix as we move forward into the future. Thank you. Phil Angel, >> good evening again. Uh I
177really appreciate the thoroughess of the board uh document that was prepared by uh Mr. Pinkerton. I was able to look through that on a Friday night. It was very informative. I sent that same document to most of our members. Um, very thorough. I wanted to talk about Saturday though. It is August. Two things are certain. School is starting and for 3 minutes on Saturday, there's going to be an alarm sounding. And it's an alarm uh that comes with having a nuclear power plant in our backyard. We all get to hear that alarm. And when we hear that alarm, it's going to ring true from now on that we are not getting the funding that comes with that alarm. Now, it could be PJ, it could be the legislature, but from now on, every time I
178hear that alarm, I'm thinking about the money that is denied our students and our community because either Senator Lair or PG& cannot get their act together and come AC come to an agreement to support our community. So when you hear that alarm, I want you to hear our kids losing money, our schools losing money, and our most vulnerable kids losing money. And it is unacceptable. Thank you. >> Thank you, Mr. Angel. Is there anyone else who would like to speak to this item? >> Seeing no one, Mr. Pinkerton, >> just any questions for the board? I'll bring it back, Chris. >> So, just I think this is very thorough. Um, and I think it tells the story real well. One thing I would like to see, and I've mentioned this to Dr. Prader, I'd like
179to see some infographics on this. >> Okay. >> I'd like to see some some easy to understand um charts, diagrams, things like that that that support support what the dialogue is saying here. so that it's in so that the public can see it quickly and understand it quickly. Some some people may not be uh may not understand this as well without without those kinds of aids and I would like to see that please to make it more >> more transparent and clear to people. >> Uh Mrs. Bolton. Yeah, thank you for the the document and thank you for um reviewing my suggested language and I think it's it's a work in progress and I think maybe we need to drop a footnote and say that that this document will be updated periodically. I just don't
180want someone to think that it's stagnant and the version that Mr. Angel read on Friday is different, you know, might be different from a future version. So, I just think it's helpful to to indicate that you did Mr. Banfield, >> Mr. Pinkerton, thank you for the presentation. You know, I find myself always falling into the pit of being a former educator. And, you know, I'm caught between a rock and a hard spot sometimes when I realize firsthand what this means. But, you know, we can only do so much. And I thank you for your presentation very much. I have some wishful thinking, Dr. Prader, and I don't know if I should wish this, but it would be wonderful, perhaps, maybe not wonderful, if the public were made aware of this in such a way that
181the public really decided to act on this in a public way. I don't know. I mean, if the parents really understood what's going on here that our programs are on the brink of disappearing within a few years, you know, from what from what uh Chris was saying, sounds to me like our district was kind of a popper district before PG&E came on the scene with the plan. And it sounds to me like that we could return to that status again. And I'm wondering if the if the public were really made aware of this, really truly made aware of this, what would happen? I I'm being rhetorical. >> Thank you, Mrs. Trevor. >> Oh, I didn't mean to still have it on. It was from announcing speakers. But I do thank you for your presentation and
182for my colleagues for their comments. >> I got one sentence. >> So, I'm sitting and Ryan, I just I love the way you make it so we can understand it and I appreciate it. I love Chris's idea for pictures. Wouldn't it be interesting if we had to turn all the lights off in the school district because we couldn't afford to keep them on. >> Mr. Clawson, >> um, I mean, I just wanted to circle back to the topic of PG. I I mean, I appreciate you guys. I appreciate you being here and speaking. Um, it really boils down to a simple point that I think really came through stronger to me tonight more than ever, which is there's a big discussion about why P Gen can't support us, and I think it's pretty clear they
183can. I I guess the takeaway I would ask is there is budget for charitable donations. Um, we haven't gotten an answer why we can't even get a dollar from that fund. Um, in our meetings, we we were told there's $15 million there. We don't expect a majority of that or but we we expect something. And so I I mean to come up here and say there's nothing you can do. Your hands are tied. Your team told us there's something you could do and then they chose not to. And I would just ask for some community support and I think it's a fair ask. Um but but turning it back on us is is that's not the right message. I I do think we need to solve this together and I appreciate that part of your
184comments. So, so thank you. And I and I hope we can and I hope there's feedback on on ways that that charitable donation path is is one of the ways to solve near-term problems while we work out legislative solutions longer term. >> Okay. And I would just close it out by saying, Ryan, thanks for the the presentation. It's not news to us, >> but it's hard to hear and it's painful for our students. Um, and with regard to PG& I just don't understand how they uh are able to speak out of both sides of their mouth. I mean that that they are our our partner, our friend, members of our community and then on on the other hand say that they are unable to assist us in these times. I I just would like um
185you to take back with you the information and to uh make it available to those who should know that we are the only community in this state that has to stock iodine pills in our homes and know where they are and be able to get to them if something goes wrong at your plant. Thank you. We'll move on. >> Thank item 7 I can't read here. 03 to uh submitted for approval the 202526 consolidated application. >> Good evening board. Again, um the consolidated application or what we abbreviate to the con app is used by the California Department of Education to distribute categorical funds from various federal programs. Um Mr. Pinkerton already went over the four different programs that we are applying for funding for and we have done so historically. So, thank you, Mr. Pinkerton.
186Um, we'll be applying within this application for title one, title two, title three, and title four funding. How we spend these funds is not necessarily outlined within the application. There are vague references to the separate categories, but the board has already approved within the LCAP federal addendum um the outlined plan for how we're going to spend these funds and also within the LCAP itself, we have embedded these funds um in order to be more transparent to the public as well as to the board. So I tonight I'm presenting the con app to you all for your approval. >> Thank you. Is there anyone from the public that would like to speak to this item, please? >> And would you identify yourself? >> My name is Ben Liippard. Uh again, I was going to take 20
187seconds. He's got 20 seconds. Uh there's a parent action committee that knows a lot of stuff about unitary tax P us. Uh and I appreciate everything they do. So that's what I was connected to what you said. >> I I couldn't understand. >> Okay. Uh, is there any other public comment on the con app? >> Hi, my name is Andy Sims and I just uh I just want to recognize what a gem we have here. Um, I know her personally um since she's moved here and what an incredible gift she is to this district. I really, really, really hope you listen to her. She's amazing. Thank you. You are preaching to the choir, sir. Thank you. Okay, moving on. Oh, we need to um Jeez, this has been a kind of an odd night. Hey,
188Mr. Banfield. >> Well, I recommend that we approve >> Mr. recommendation. >> The con app June 2025. No, wait. The what am I approving? >> Oh, the consolidated application release. Sorry, >> I'll second. >> Okay. So, I have a motion by Mr. Banfield and a second by Mrs. Sheffer. >> Mr. Banfield, >> yes. >> Mrs. Sheffford, >> yes. >> Mrs. Baltadono, >> yes. >> Mr. Anger, >> yes. >> Mr. Clawson, >> yes. >> Okay. And I'm a yes. So, that passes uh with Mr. Buckman absent at this moment. 6 with Mr. Buckman absent at this moment. >> Uh item 7.04, approval of adult school courses for 2025 2026. >> Yes. Good evening. So in a matter >> uh fashion very similar to how we do our secondary courses. Relatively new uh requirement from the state
189for adult education courses to have them be approved by the local governing boards in the last couple years. and as a consortium. So we belong in a consortium with Lucy Mar and Templeton and Qua that we work together and coordinate what we do, what we offer, coordinate our funds. Um so we work in a concerted effort and don't kind of duplicate each other's stuff uh when we don't need to. And so as a group, this is a push within our group too of making sure our courses that we offer are board approved as well as coordinate. One of the things um you can see with those three courses that I'm bringing forward today uh it mentions about CTE and that can be maybe confusing. Typically CTE is our what we use when we talk about
190our high school programs, right? But CTE is a broader term just in terms of career technical education and in adult education world this has become more of a focus in terms of our uh students that are adults. How are our programs preparing them for a career or a trade or gainful employment in the community? And so it is even though we think of CT as high school, CT is now not now but more of a focus in within adult education of what uh courses we're offering, what programs are offering that align with CT like opportunities. And so that's why that is referenced in there. And so the three courses I bring for you today for approval are our culinary arts, our ESL, and our personal finance courses that we offer. Um, and it gives the
191descriptions in the handout there as well in case you're wondering because we like anacronyms in education. Uh, we have two kind of entities we work with. One at the state and one is federal. So CAPE is the California Adult Education Program and we get funding uh, as a consortium from them. And then at the federal level there's the we call WEOA that is a workforce innovation and opportunity uh act that provides some funding as well. So the funding budget so adult ed is separately funded. It's not part of general fund. We get cape funding you get we we get we owe a funding uh to provide the opportunities that we do. And so this is just a process and is as we add courses just like we do kind of with our secondary middle school
192and high school courses. I'll come back at different uh times in the future to get those courses approved as we develop them uh within our adult education program. >> Okay. Thank you. Is there anyone from the public that would like to speak to this item? >> Seeing no and then I'll bring it back to the board. >> I'll move approval of item 7.04, approval of adult school courses for 202526. I'll second it. >> You know, I just wanted to make a quick comment and that is that I really appreciate the adult school. I I know people taken classes there. I have taken classes there. I took a little exercise class during the pandemic. Um and I just very much appreciate that that as a district, we recognize the need for lifelong learning. We recognize the
193need to um help people attain a G GED to continue with learning English and to the community classes as a whole, not to mention parent participation which is an enormous contribution. Um so just thank you and I hope to see it continue to grow and thrive and take uh attract additional community members. So >> thank you. Yes. So, I would say >> thank you for that work. >> We do we do offer a lot. There are districts in our county that don't even have adult education programs at all. >> I've been very surprised. >> Yeah, we off we do offer a lot. This these three courses are not exhaustive in the things that we offer. These are not these are free. There are parent participation. There are um taichi, there's guitar, there's a bunch of
194other courses as well. Uh Adult Ed offers quite a bit. So, thank you. They they do a lot. It's cool. I just wanted to give a big shout out to Adult Ed. It's a it's a wonderful program. >> Thank you, >> Mrs. Baldo. >> And and I just want to say it's a self-funded program. Correct. >> Correct. So, yeah, some of them are fee based uh programs like Taichi or guitar. Um even participation has tuition. There are scholarships. We have a a local foundation family that provides grants for scholarships. It's cool. Um but yeah, these ones here are free. So we have some that are free because we're funded to that and they have other ones that are uh participate like payment >> but to operate the adult school and to provide those offerings it's
195not coming >> does not impact the general fund. Correct. It is all separately funded through wheel and cape money. Correct. >> Okay. Well then I have a uh motion by Mr. or second by Mr. Banfield. Mr. >> Yes. >> Mr. Banfield. >> Yes. >> Mr. Buckman. Mr. Cawson. >> Yes. >> Mrs. Schoffer. >> Yes. >> And I'm a yes. So that >> And I'm a yes. >> Did I not make it to you? >> That's okay. It's a long night. >> I'm a yes. >> Please. You are a yes. Thank you. So that passes 60 with one abstension. >> Thank you. >> Jesus. Good evening. >> Okay. Um, >> sorry, I just got myself all confused. >> 7.05 approval of annual declaration of need for fully qualified educators. >> Yes. Board this de What's that?
196>> I just was announcing you by name. Dr. Puchia. I thought it was Mr. Dr. Puchia. U good evening all. Uh glad to be back. And so this declaration of need for fully uh qualified educators uh must be on file with the commission on teacher credentiing for any teacher who has anything less than either a preliminary or um clear credential. And that uh we do have teachers that um are in intern programs and are working through various uh other programs. and we work with the county on additional uh credentiing for teachers just to help them get to a point where they are fully credentialed. So, we uh ask the board every year to uh consider this and uh once it's approved, we send it up to uh the Sacramento for their um their files. >>
197Thank you. Is there anyone from the public who would like to speak to this? Please, >> Mr. Angel. >> Uh, good evening. I just had a question regarding uh TK. I know that TK has more stringent requirements or a different set of requirements than a regular multiple subject credential. And so I just wanted to know if our need for fully um our need for fully qualified educators includes the TK. Um, Mr. Angel, at this point in time, I I'm not aware of any uh TK teacher that we have in the system that's not uh credentialed, qualified, and has met um that through the uh it's 24-hour additional credits of early childhood uh education. I'm not aware of any that we don't have at this point in time. >> Okay. Thank you. I'll bring back to
198the board, Mr. Clawson. >> My light is on unintentionally. Okay. >> So, seeing that there is uh no board comment, I'm seeking a motion. >> I would move to uh accept item 7.05, approval of annual de declaration of need for fully qualified educators. >> I'll second. >> Okay. I have a motion by Mrs. Schffer and a second by Mr. Buckman. Mrs. Sheffer, >> yes. >> Mr. Buckman, >> yes. >> Mr. Clawson, >> yes. >> Mr. Banfield, >> yes. >> Mr. Anger, >> yes. >> Mrs. Baltadono, >> yes. >> And I'm a yes. That passes 70. Item 7.06 06 uh is propose proposed revisions to board policy 0410 non-discrimination in district programs and activities a first reading. Mrs. Yamasha, >> good evening board. I am bringing this to you upon the recommendation of CSBA and our
199uh board policy subcommittee and this um non-discrimination policy is related to the everchanging landscape of anti-discrimination harassment policies um that are changing between the federal government and our California governmental laws. Um, a highlight of this one is this updates the policy to Senate Bill 153 from 2024, which prohibits the governing board from adopting or approving the use of any textbook instructional materials, supplementary instructional materials, or curriculum for classroom instruction if its use would subject a student to unlawful discrimination um, in accordance with our state laws. So, I encourage you um to please review this, discuss this, and I'd like this to come back as a second reading. >> Are we in agreement that we'd like to bring it back for a second reading? >> Mr. Clawson, your lights on. >> Um would you like to
200just move forward as the next several items are yours? >> If I may, yes, I will continue on. The next um board policy is 5113.1 chronic absenteeism and truency. Um, this one is also brought forward through the gamut process on California school boards and our schoolboard policy review committee has already reviewed it as have our directors. But essentially, we've added a philosophical paragraph language which provides that students who are identified as chronically absent or truent receives appropriate support services and early interventions. Um and then it's also encouraging us to um think about how we are going to consult with the students and the families of the students about what is causing them to be chronically absent or truent so that we can intervene in ways that are um effective to remove barriers to their regular
201attendance at school. And to that end, um, our plan, you know, we have talked about chronic absenteeism as being, um, still a challenge for us, specifically at the middle school level, particularly with about 20 to lossos middle school ended year and last year in the high teens. I'm sorry. Lagona Middle School ended last year in the high teens of chronically absent students and Losos Middle School ended the year at about 24% of their students are chronically absent. And so this is going to be a major continued area of focus for our instructional team moving forward. Headed by Chris Dowler as well as um Dan Nef working with Heather Contrarus and Nathan Min at the school level. Um, chronic absenteeism is addressed through the county SEB program that we have been talking a lot about tonight
202in our MTSS programming. So, it's important that we address absenteeism in a multi-tiered system of support. The all things we do are keeping it in touch with parents, notifying them when the child's absent, sending the letters out. That's the tier one things we do. But we really need to develop further and our tier 2 supports for when we have a group of students that are chronically absent and experiencing barriers to attending regularly and what are the systematic things we do for those groups of students will need to continue to grow over the course of this year. So I'm asking you to please review this policy and hopefully approve it at the second reading. >> Thank you. The third policy I'm bringing forward tonight, which is board policy 5126, awards for achievement, should look familiar to
203you because at the very end of last school year, I made this one very difficult and confusing because I had one set of documents and you were looking at a different set of documents in the board agenda. So, I remember and apologize for that snafu I caused. Um what you're looking at tonight is accurate and correct and essentially we do have district and school awards. Children are never charged to receive any of those rewards. We do participate in the golden state seal merit diploma and we do participate in the state seal of biiteracy and both of those are given at the high school level. >> Okay. And is it your recommendation that we bring this back? Please, let's bring this back for a second reading now that we're all clear. >> Oh, did you have
204a comment? >> I do. >> Okay. >> Yeah. So, I saw that we're striking the state seal of civic engagement. >> Mhm. >> And um my understanding is there's actually some local momentum around that program with the county office of education and local government. And um we have students in our district participating in programs um aimed at earning that seal. And I guess I'm questioning why we're eliminating it. And uh I guess my personal opinion is I would like to not eliminate it. >> Very well. Um let me get in touch with you as a follow-up before I bring it back as a second reading with Mr. Nef and our two high school principles. >> Okay. >> But is is the intention to eliminate that? >> The intention was to eliminate it in that it's
205not something that we currently um participate in and offer. Okay. >> So, that was why it was struck out. >> Okay. So, so if we were wanted to reconsider that, that's part of the board policy discussion or that's just a separate discussion. >> We could choose to do it either way. What we can't do is put it in the board policy and not do it. >> I see. >> But we can do it and not identify it in the board policy. >> Okay. >> So, I think we need to talk to Mr. and our high school principles to establish um how quickly do we want to approve the board policy even if we wanted to start down the path of engaging on the civic engagement if that makes sense. >> Yeah. Yeah. Thank you. >>
206Okay. So, >> so I won't bring that one back next time for a second reading until I can revisit it with the high school principles and the board policy subcommittee again. >> So, that one is not coming back. Let's backtrack to 7.07. 07 the chronic absence policy because uh I neglected to ask if the board was in agreement on bringing that one back. Yes. >> Okay. Thank you. Okay. And the final policy is actually a board bylaw BB9223 regarding the process by which um vacancies on the board get filled. And the changes to this are um mostly as you'll see uh updates and crossouts through gamut. >> And your recommendation is to >> my recommendation would be to move it forward to a second reading next time. >> Okay. And is the board in agreement
207with that? >> Okay. >> Good. >> Thank you very much for your time. >> Okay. Then I'm moving on to the action consent agenda. Please let me know if you would like anything pulled. 8.01 approval of minutes of June 17th. 8.02 approval of the minutes of July 17th. 8.03 approval of 2025 2026 Mororrow Bay High School and St. Louis Bispo High School agricultural career technical education incentive grants. 8.04 approval of warrants and payroll for June 2025 payroll warrants for June 10, 2025 and June 30, 2025 and liability payroll for July 15, 2025 8.05 Okay, >> 8.06 06 approval of purchase orders and kell card purchases. 8.07 approval of furniture and equipment requests. 8.08 approval of field trip requests. >> Paul, please. >> Was that you, Mr. Clawson? Okay. 8.09 09 approval of certificated and classified
208personnel items. 8.10 acceptance of donations. I am seeking a motion then for approval of items 8.01 through 8.04, 8.06, and 8.07. >> I saw >> 8.9 and 8.10. I so move >> second. >> Did you second Mr. Clawson? >> I did. >> You know, >> I thought >> Excuse me. Excuse me. I would I would appreciate the opportunity to second 8.01, 02, 03, 04, 06, 07, 09, and 10. >> Okay, you're mumbling. And I told you I forgot my hearing aids and so I could not tell if you were the second on that. I have a motion by Mr. Buckman, a second by Mr. Clawson. >> Mr. Buckman, >> yes. >> Mr. Clawson, >> yes. >> Mrs. Baltadono, >> yes. >> Mr. Anger, >> yes. >> Mr. Banfield, >> yes. >> Mr. Sheffford, >> yes.
209>> And I'm a yes. So, that passes 70. Mr. Buckman, you pulled 8.05. >> Yes. Thank you. Um, and Kate, I know Katie left Ryan, so I may need an answer in another lo another time, but um, I noticed when I was reviewing uh, these warrants and and all these um, bills and stuff, it's the first time I've seen where it's something's being paid based on an estimate. So, when I put it's um, all the got to get back to my other notes. It looks like all the utility bills are being paid uh, hang on. cost of the estimated cost of water, estimated garbage cost, estimated PG& and estimated Verizon. And I'm I'm just not sure what that means. I know I don't pay my bills. >> I'll have to find out. >> I know,
210but I don't pay my bills based on estimates. >> I don't know what the estimate I don't know why it says estimate. >> It's okay. Thanks. >> That's a new one, >> but I'll find out. Let you know. >> Mine might be >> Yeah, I had the same question. I wasn't sure though if maybe I had >> missed it in the past. So, would you like to move to approve it? >> Um, sure. I'll move to approve 8.05. >> I'll second. >> So, a motion by Mr. Mucken and a second by Mrs. Sheffer. >> Mr. Buckman. >> Yes. >> Mrs. Sheffer. >> Yes. >> Mr. Clawson? >> Yes. >> Mrs. Boltadono? >> Yes. >> Mr. Anger? >> Yes. >> Mr. Banfield? >> Yes. >> And I'm a yes as well. That passes 70. Um 8.08.
211Mr. Clawson, you pulled that. >> Uh yeah, I pulled this one. The reason I pulled it is last time we had one of these, we pulled it and uh I think Eric, you raised some equity concerns about the last one and we didn't really get into the details. I guess I wanted to get perspective on whether you thought those were resolved. I mean, the last one is regarding the football team trip to Hawaii. Uh these are one's a sports one, one's a non-sport one. And I mean, I think you raised a fair question, but >> I think if we're raising it there, I just want to see if it's resolved as we approve more, you know. >> Right. No, I appreciate that. The conversation that I had with staff before and after that vote was
212basically that there's discussion or there's steps being taken right now to evaluate our process for approving out of state field trips and um field trips during the the school year that may or may not be directly academic. And so my understanding is that that process is evolving. Um and so I did have some questions regarding these specific field trips that um I did get addressed including um more information about who the um chaperones were because it wasn't clear on the mock trial field trip. And um also importantly for both of them um I wanted clarification that the school time that students and the assignments that students are going to be missing to attend these programs whether they would be expected to um keep up with those assignments or are they just you know getting a
213pass on those assignments um particularly uh with the um powerpoints that they're going to be doing that the water polo team would be doing it was unclear to me that was that in lie of all other assignments or tests that they might be missing and um the explanation that I got from Mr. Scaldy was that no this they are required to talk with each of their teachers in advance and find out what they will be missing and how they're going to make it up. Um and then I think the other question I had was clarity on how both of these trips are being funded. Um and so there has been fundraising. It does my greater concern which I think is an equity concern is to um it's great that these teams have been able to
214raise funds to do these um important things. And I think you could make an argument for the academic um um uh implications of of both of these. I I'll say um and and any of them including the ones that we approved at the last meeting. Um, but I'm wondering could could other groups of our students could other teams could other uh groups of students that we serve also have those fundraising capacities? And what's the response for when another team um or another group of students wants to go to state to, you know, go go to Sacramento to compete in a state competition or go out of state, you know, with their group. I just want to make sure that we have some policies in place for making sure that these sort of opportunities are accessible
215to all students so that we are closing not contributing to the opportunity gap because these are opportunities. Um, and I appreciate the value of them. So that's I think what I was getting at. >> Great. No. So, so I guess just to clarify then, I mean, in digging in, you're finding that there's um a sound set of policies to support these kinds of trips because I mean, I think I think there's two parts of it. You're bringing up really valid concerns, and then the other side is that this is creating great opportunities for for our students. It's creating momentum, enthusiasm with fundraising, and parents, and this type of community support on top of our core programs, I think, is really exciting if done right. And I appreciate your kind of view to making sure it's
216done right. >> Yeah. No, I appreciate that. I don't yet feel that we're doing it right and we might be, >> but I still feel like I do need more information. So, I would like to continue to have that conversation and have a better sense of what policies are in place and how we're how we're doing that. and also whether we should be weighing more directly academic pro uh field trip opportunities or maybe not so much weighing but should there be different policies for different types of field trips and and I'm not saying there should be I'm just saying these are the kind of policy discussions that I think should be happening because this is how systemic um disparities can happen >> okay >> so I'm just sensitive to that >> but we're supportive but
217overall all were feeling okay and there's room for um more thought and growth. >> Yeah, I don't know that I want to keep seeing these every board meeting without a little bit more explanation or a presentation by staff on exactly what what policies are in place and what policies need to be re-evaluated and how they're going to be re-evaluated. I guess that would be how I would leave. >> Okay, got it. And I'm proud I'm proud of all I'm proud of all of our teams. >> I'm proud of all of our teams that have achieved these, you know, they're they're getting invited to these places because they've earned them. So, I do appreciate that and I appreciate the hard work of our staff and coaches and getting them to that place. And I appreciate community
218members that are supporting with fundraising efforts. I want to just make sure that we have um that all of our students have access to these sorts of opportunities when they've earned them. >> Yeah, that's great. Yeah. Yeah. And I think for the public, just a big thank you to all of you that fundraised for these and we appreciate all the support for our kids that is shown across all these different activities, sports, non-sports, um, >> traveling. >> I move to approve 8.08. Did I mumble? >> No. >> I read your lips and uh, and I'll second. So, we've got a a motion by Mr. Claus and a second by myself. Mr. Clawson. >> Yes. >> I'm a yes. Mr. Buckman, >> I'm a yes. >> Mrs. Schffer. >> Yep. >> Mr. Banfield. >> Yes. >>
219Mr. Hunger? >> Yes. >> Mrs. Baltadono? >> Yes. >> That passes 70. >> Uh, do we have anything for the advanced agenda? How about reports by board members? Mr. Banfield. So, Papa Bee went to see some of his grandchildren on the coast schools. So, I saw Chase in his second grade class at Monarch. And Monarch was it it looked like everybody was so excited on the first day of school. Just a lot of activity and it looked like parents were happy and students were excited. It was really neat. And then I went over to Baywood and uh the three the three children there and um they were all outdoors and they were all reviewing playground rules. And I asked um Principal May, what's this all about? And she said, "Well, we're trying to get everybody
220set right on what's appropriate for playground behavior and lunch behavior." It was really fun to see. They were all outdoors. First time I'd ever seen a school start their day outdoors like that. It's kind of neat. Anyway, >> thank you. Uh, Mr. Beckman. >> Yes. Thanks. Just real quickly, I want to thank the St. Louis St. Louis Blues baseball team. Um, they right at the end of the school year, they gave free tickets to the kids at Hawthorne. I took one of those and was able to attend the game for free. And then um August 13th, I met with the staff and students at Meadow Park because the students were being introduced to their teachers because Hawthorne wasn't ready. But while I was there and the the staff and the parents and everybody learned that
221school would be finished the next day. Um so it was kind of a a fun day in the park. >> Thanks. >> Thank you. Anyone else? Okay. If there's no additional comment, then this meeting is adjourned. >> Can you do it? >> No, I can never do those. >> Watch out because it's >> they they smash. once, how did you