001testing. Testing. Proven. Proveno. Okay, if the board could take their seats, please. Okay. Uh, welcome to the regularly scheduled May 20th meeting of the St. Louis Coastal Unified School District Board of Trustees. Um, we have translation available for anyone who needs it. Um, there are headsets at the back of the room where you see them being held up there. And also for anyone on Zoom, if you look to the bottom of your screen and press on the globe icon, translation will be made available for you. Um, Thank you. The board met previously in close session. We discussed uh an item of anticipated litigation and the board voted unanimously to deny a claim against the district. We also uh discussed personnel and conferred with our labor negotiators. Do we have consensus on the order of business?
002Seeing yes, um we'll move on to item 5.01. student representatives to the board. Start if as you will. Hello everybody. My name is Zahira Segler and I am one of the co-presidents um at Mororrow Bay High School. Okay, so for Mororrow Bay, we've had a lot going on these past few weeks as the year starts to slow down or you know we start to get to the end. So, starting off for our general campus, congratulations to Lucy Forini, and Rowan McCain, our ELF seniors of the year. Also, congratulations to Jade Andres, Roilio, and Orion Ray for winning scholarships. Shout out a special shout out to Orion as he earned Elk's national level student scholarship. MBHS seniors who attended Cougar Welcome Days at Qua um with Qua counselors for to register for their fall 2025 classes.
003This is in a breakout room for the health and wellness um section and area of study. So, they got to sign up for all their classes and see what's available at Qua. The Coast Pops concert on May 7th was fantastic. Thank you to Miss Bervante and all of our choir students for doing that. Anatomy students took a field trip to at Styles University in Santa Maria to learn about their physicians assistant program to be PA students for the day. We went to prom last Saturday. It was so fun. And thank you so much to Miss Dupbron for helping orchestrate and organize such a wonderful dance. It was honestly my favorite dance. And it was like such a good way to end out my senior year with all my friends and like everyone there. And the
004uh the venue was beautiful and our we had a student band. It was just wonderful to for all of us. And then for general campus as well, we had the coastal band concert last week which went great. Elementary, middle, and MBHS bands were all together. And a thank you special to Dr. Prader for attending. We are so glad to see you there. For general campus as well, we have on our last thing, we have the AVID seniors were recognized the annual AVID senior night last Wednesday evening. These students collectively submitted over 200 applications and received over 120 acceptances. We wish them all the best in their future endeavors and congratulations to them all. Yeah. And then my name is Nate Landwir and I'm also an ASB co-president with Zahira. And moving on for sports, baseball
005completed the regular season as undefeated league champions and also got the record for most wins in NBA Tech history. So great big congrats to them and good luck in their endeavors in CIF. They're they're going to do good. Moving on, a team I'm particularly fond of, the boys golf team, placed ninth out of all non-division one golf teams in the entire central section. And first place, we only missed by 20 strokes. So, it was a really tight competition. It was a great day overall for everyone. And Jonah Smith, our senior and also my fellow co- captain, won the entire tournament with a score of two under, which was a 70, scoring better than over 250 golfers total. So, yeah, he's pretty good. And speaking of successful sports, on Saturday we held the parade from the
006Embaradero to MBHS. The parade ended at the bus circle by our pool and then we held an official banner raising for our CIF championships and girls water polo and girls cross country. So we had two fall sports winning in the and they got their banners raised. Here's an here's some pictures from the ceremony in the big gym. And you can see on that left picture, that's the area where we put all the banners. And here's where they're getting hung up to be specially recognized. So, it's a great time. And just moving on to some upcoming event. Uh, tomorrow will be our senior recognition assembly in our big gym. And is also our spring band concert at the theater at 7. And Thursday will be our MBHS pirate Olympics from 8:45 to 2:15. That's where we
007invite all our local elementary schools to come and see all the amazing programs we have to offer for a day. It's amazing. It's a event I look forward to all year and it's just a great fun time. And on the 24th is the 24hour musical at the theater at 7. It's a great production. They have 24 hours to learn the material, get everything made, and it's also free. So, if you have the time, go and check that out. Uh May 27th will be spring sports award nights in the big gym at 6:00 p.m. The 28th will be our athletic physical night for MBHS and LOM students at the small gym at 6. And the 29th will be the music production album release in the Commons. They've been working hard on that all year, so it's
008great to see it all come together. and everyone get to enjoy the music they made. And June 3rd will be our senior tribute at the big gym. And June 5th is our class of 2025 graduation in our stadium at 5. So it'll be a sad day, but you know, college. And that's about it. So, thank you so much for inviting us out, getting letting us share all the amazing stuff we've had throughout the year. It means a lot. So, thank you. Yes. Thank you so much. Now we'll hand it off to slow to speak. Good evening everyone. My name is Linda Rojos and I am the AC president at San Bispo High. Um I'm so honored to be here tonight. Thank you for having me and we're going to get started. So today we just
009had our senior recognition assembly and this assembly is an opportunity to celebrate our seniors and their outstanding accomplishments. It's also an opportunity to celebrate our senior selected honorary graduate staff members of the year and coach of the year and welcome the current eighth grade students who will be joining our school next year. We gave them tours and a chance to hear from a student lint panel where they've where where they heard experiences at so high and can ask any questions that they might have. So that's a couple of pictures of us at the assembly this morning and then the eighth graders had fun running around slow campus. Um we also had our AVID senior recognition night. Um, and as a senior who's been in AVID for six years, it was a beautiful way to close
010out this beautiful chapter in my life. And I know that my fellow classmates felt the same way. We were able to share our plans for the future and express our gratitude for those who have helped us along the way. Um, overall, we enjoyed a beautiful and heartfelt ceremony for our avid seniors. Um, in the athletics world, many of our spring sports are wrapping up. Um, so we want to congratulate a couple of teams after they have finished their season. Baseball also finished as league champs in the Sunset League. Um but they fell in the first round to NCI to AG. Um softball pictured below qualified for CIF and they won their first playoff game. They played Mlane in the quarterfinals taking a win and moving on to the second round. They are playing in Fresno
011tonight as we speak. Uh girls swim had one qualifier to the state. Um Kale Burke. Uh she went out to Clovis and got her all-American consideration cut and she broke her own 50 free record with a time of 2349. She also received the good gal award at the senior recognition assembly earlier today. a long-standing tradition of recognizing students who have not only accomplished amazing things in their sports, but also on campus as leaders. Track and field um went out to Sanger for the CIF championships and came home with an 11th place finish for the boys and an eighth place eighth place finish for the girls. Many of the track and field athletes had outstanding performances. Um, we had two individuals who did outstanding record times, Kala Olivera and Hayden Brandau, um, who won their events
012and set records um, for second best in school history. So, we're really proud of them. Um, in the FFA world, we've been incredibly busy. We just wrapped up our end of the year banquet where we recognized our star students, honored our seniors, and celebrated teams such as parliamentary procedure, vet science, floral, and more. We also announced the new officer team for the 2025 and 2026 school year. Right after that, we hosted our annual A Day where we invite elementary students to learn all about all about agriculture through hands-on activities. As someone who's helped all four years, this one was definitely my favorite. So, I'm very grateful for everyone who helped and was involved with that. That same day, we held our barn bash featuring both silent and live auctions. And these funds raised go directly
013to our chapter supporting leadership conference, livestock shows, and scholarships for seniors just as myself. It has been a packed and rewarding season for FFA. And we're excited to keep going. For our upcoming events, um on the 19th, we had our signing day for students who will continue their education and sports to a higher level. Um tonight, we have our spring sports awards night and tomorrow we will be having our golden tiger awards. Um, we also have the district band concert at Soh High on the 22nd, as well as the creative writing awards night on the 23rd. Um, physical night for our students, which is a really cool opportunity for students who may not be able to have that possibility outside. So, we're excited to have that on campus. Um, we're also going to be having
014our annual powderpuff game on the 30th. Um, and then finals for seniors will also be happening. So, not stoked for that one. But, um, we will be having our senior picnic on the 4th and then senior showcase. And to close it all off, we're going to be having our graduation on June 6th. So, we're excited for all these events. Um, coming to an end here. Um, and I'm super excited. And with that being said, that's it for me. So, I just want to say thank you to everyone and for having me this year. But I will leave you in great hands. So, I want to introduce Zoe Fuji, who will be the next slows president. Thank you so much for your time. Some quick question. Sure. Mr. Sheffer and then Mr. Sorry. Go ahead. I
015just would like to know what each of you will be doing next year and let you know. I mean, I tell you every time, but I will say it once again. uh best part of the board meeting is hearing your reports. It really gives us a sense of what's going on. But what will you be doing next year? Um so I'm proud to announce that I will be attending the University of California at Davis and I will be majoring in viticulture and I will be attending San Francisco State University studying comparative and world literature. and I will be staying local and attending Qua College studying business. Y thank you and congratulations and good luck to each of you. Thank you. Just a a quick question for Linda. 24-hour relay, is that happening? So, that was
016unfortunately cancelled. Um we had a couple of issues come up with um the event and so we're thinking of making it an every twoyear event. Okay. Thank you. Sorry. Okay. Thank you Dr. Prader. Madam President, I I cannot let this moment go by without sharing a few words and I know you would like to as well um about our student reps to the board. We've been doing this a long time. You longer than me, but it's been 15 years for me. 15 years of student reps um that we've come to love and and appreciate in different ways and for different reasons, but you're really special this group here. And u Mr. Scaldy, Mr. Dickinson, I just want to say, wow, they're they're just such amazing young young men and women and um they not only
017uh come consistently to the board meetings, but the the time they put in to share the incredible things that are happening on your campuses really speaks to your dedication and and your care for our community. and and um and with that a small token of our boards and and my staff's appreciation of all of you, we got you u Lyn Manuel Miranda's book. It's a it's a good morning, good night, little pep talks from me and you. So there's a little message for you in the morning, a little message for you in the night to sort of build your selfawareness of the world and and know that you're just incredible and we appreciate you so much. Thank you. Thank you, Dr. Prader. And I would just say that I have really enjoyed having you come
018and and appreciated having you put up with us. Um it's um every year it's bittersweet, you know, when we say goodbye to our student reps. Um but please know that we have appreciated you. We've enjoyed you and um we have noticed that none of you have stayed even though we've made the offer at each board meeting. Um Mrs. Baltadono wanted me to express her appreciation as well. She's at the spring awards banquet and so she'll be joining us later. So as always uh fe please feel free to stay and enjoy the meeting with us. Um, and we're also aware that you have other things going on in your lives. So, if you must leave, um, thank you so much. Okay, let's see. Next, we have um the assistance league annual report. Thank you all honored
019board members. Um this is the time when we usually give you our annual report. We were also invited today to give you a little more report on the long history that we have had with the St. Louis Coastal School District for which we're eternally grateful. Uh the National Assistance League itself was created in 1925 as and still is a nonprofit, non-political, non sectarian organization dedicated to serving disadvantaged students and their families. The operation school bell program was adopted as the national philanthropic program in 1958. Our chapter began in 1995 and we established operation school with the direct support of St. Louis Coastal School District. Our first OSB location was in a classroom donated by yourselves to us in this very building, the St. Louis Abyispo Junior High School. Our members fixed up the classroom for
020it to look like a retail shop with a fitting room in the corner and clothing racks of gently used clothing that our members had laundered and repaired. Students were informally referred that first year and came from all over the county to this campus to receive clothing. That first year we clothed 130 students in grades K through six. And the following year, that number grew to 191. At the beginning of the 199798 school year, three years later, we added a North County OSB location courtesy of the city of Atascadero. So with the two locations that year, we served 314 students that year and the North County students no longer had to come to San Los Abyispo for their clothing. Over the next several years, with an increase in income from fundraisers, we continued with OSB at
021both locations, but we began to purchase new jeans and shoes, as well as we received donations from Walmart of opened packages of socks and underwear, which were needed. The number of students clothed continued to climb and bringing the total for our first five years to 2,463 students in grades K through six. In 2001, we met with Dr. Denton, who was then retiring as superintendent of this district, to request help in finding a location where we could set up OSB and have some extra meeting space. We were offered the boys locker room at this junior high school. And again, after a bit of sprucing up, you wouldn't believe that the urinals and showers make wonderful fitting rooms with a curtain over them. And that year, we awarded the first National Assistance League Operation School Bell Award
022to St. Louis Coastal Unified School District. Your support of OSB was recognized nationally and welld deserved. This locker room location became our home for the next nine years. During this time, we clothed 8,675 students in grades K through six. In 2009, we expanded the services of OSB to include middle school students thanks to a generous bequest specifying that middle school students receive clothing. We realized we did not have all the sizes to accommodate various middle school bodies. So, we chose to take these older students directly to a retail site. In 2011, after 10 years of occupancy, the St. Louis school district required the use of our locker room location. However, once again, you gave us another generous donation of space. We moved from this site to the former Pacheo Elementary School campus. And then in
0232014, it was necessary to move once again. But the St. Louis school district allowed us the use of another classroom. This time at the former Sunnyside Elementary School in Los. Despite all of these moves, our dedicated member volunteers continued to raise funds to clothe students. And during this time, we were able to clothe 7,295 students in need in our county. And now that was K through 8. In 2014, through the success of our grant writing efforts and fundraising events, we planned the opening of our thrift store in the spring of 2015, and we redesigned our OSB delivery model. With the success of retail shopping for middle school students, we decided to switch to an all retail model which would provide the students a broader selection of clothing from which to choose. And that year, we
024expanded to include high school students. So during these past 10 years, we have clothed 22,415 students in grades K through 12 throughout the county. Thank you. We are proud that Operation School Bell is designed as an objective referral program. We serve every school in the county. Each year, we examine our budget and review the economic data that each school has provided to the state for students deemed to be living in poverty. Using this total, we then allocate the number of students to be clothed in each school. The individual students are then referred by their schools as the school personnel know best who would benefit from our services. We could not do this today without the support of your school secretaries and counselors at each site. We schedule shopping days for each school at Old Navy
025here in St. Louis and at Kohl's and Pasar Robels. Our member volunteers are available to assist the students in to ensure they receive appropriate well-fitting school clothes. Our clothing season runs from August until November and we work three days a week. However, we are available for emergency referrals year round and the phone calls do come year round. Clothing is a tangible resource that we can provide, but a focused education is our primary goal. We regularly hear from school staff that the students seem to walk with more pride and have a new smile on their faces when they return to school with their new clothes. And as a retired school teacher, I can attest to that fact. The cost for clothing students in grades K through five is $150. and for students 6 through 12, $200.
026In addition to clothing, each student receives a tote containing school supplies, a quality book of his or her choosing, and a dental hygiene kit. Last year, the total cost for clothing, school supplies, and books for the students in the St. Louis Coastal Unified School District was $72,115 and $399,836 for the entire students countywide. Over the past 29 years, Operation School Bell has served 40,848 students in need in San Los Abyspo County. And we could not have done this without the support of the St. Louis school board and school district from the very beginning. So, thank you very much for allowing us this opportunity to fill in the history of the partnership that we've had and we are extremely grateful for it. Thank you. Thank you very much. We are we are very appreciative of your
027efforts and I wonder if you might like to take this opportunity to give a plug to your thrift store. I would be delighted. Please. I I think I may be wearing your shoes. Thank you. Thank you very much. Yes, we opened our thrift store. We just celebrated our 10th year anniversary and it is the primary source of funding uh for Operation School Bell and it's considered the Nordstrom of thrift stores. Um and we do have other uh nonprofits that we uh funnel off some of our goods to that we cannot sell. But we do have clothing and books and housewares. And honestly, we generate almost $300,000 a year because our community is so supportive of us. So, thank you very much. Thank you. Oh, the my fellow board members are asking for a location. Okay.
028Is it 677? Right behind Wells Fargo Bank in the little strip mall. There's Mountaineer at one end and we're at the other end. And so, we have free parking. Thank you very much for all that you do. Thank you so much. And we have a letter for you, Dr. Prader, that itemizes how many students at every school in your district were closed. And we have a rack card for you all that explains the program in detail. Thank you. Thank you. And next we have item 5.03, field studies collaborative presentation. All right. So, uh, thank you for having us here. I'm Trenton Rubio and I'm a teacher at Slow High School. Um, we all represent Slow High here. So, first I want to thank our administrators at our school site for helping get this going. I
029want to thank Joe Kosski at uh the county office of ed for helping get our funding sorted out and uh Mark Deaggio and Jeff Land for bringing the field studies from Paso High School to districts throughout our county. Um and in a moment you'll see a video that offers a great glimpse into our trip. And while it captures the spirit of the experience really well, I want to acknowledge the amount of time and effort put in by our students, parents, and my fellow teachers. This trip was treated like a 4 credit college field course, and students rose to that challenge. They immersed themselves in field research, presented their work, including a presentation to the executive director of the UC Reserve system, and engaged with experts to explore potential careers. Students and teachers deepened their understanding
030of concepts they studied in ways that only real world experience can offer. And I hope at the end of our time today that you see that this trip really aligns itself with our district's mission to prepare students for college careers and to connect them to their community. So I think the video is next. [Music] Oh, wow. This place is different than anywhere else I've ever been. It's really cool. The island itself is just I think it's a model just ecosystem of just endemic species and human change and and conservation and recovery. Just it's all of it, right? You see you see it all. Yeah. So, I was kind of expecting the island to be like super small and like I don't know. But island's definitely massive. It's super sick. uh we've gone like across the
031island on a car like through the mountains, through the water. I think being in this immersive environment and like without a phone, without anything, kind of going into it blind really connects everyone. And if there's more groups like this that'll like um people's mindsets will continue to change and change and people will want to be more um in tune to their surroundings and more present. [Music] So, we can do hands-on activities, but to actually see and experience these things are way more than we can ever do in a classroom. And so this is why these experiences of going to places and doing field research are so powerful for students. Had a really great trip. Like the fact that this was with the school was amazing. The fact that I was able to learn stuff through
032this experience was amazing, too. I've already learned so much more than I h will think I ever could in a classroom by being able to hang out with experts and experience the things we're actually talking about in a classroom and run through them and go over them in my head and be able to do it with my hands, cements it in my brain. Overall, this is a great learning experience, a way to learn and it connects kids with nature and their studies and it motivates me to want to go further in the fields of their studies. in my AP research class, we've been kind of doing sort of the same thing and I can really connect a lot of ideas that we've been learning in that class to um what we're doing here. Like for
033instance um kind of filling a gap in the research like documenting these like stiplass plants like grasses haven't been um like counted before and that's what we were doing. It's really cool to like see how I can make an impact and I can actually find and go and get real data that will be published and that will be used. So, it's like really cool and exciting. I feel like this trip has done for me like what the classroom kind of tries to do but a lot better and it's very tangible to me whereas the classroom uh kind of be a little bit vague sometimes like it's been super safe but super fun and uh met a lot of new people actually and like I've gotten a lot of insight into jobs like uh marine biologists
034like environmental scientist stuff like that and uh definitely like a great exper be so fun. A lot of the student feedback was I remember learning these things in the classroom, but having something tangible to tie it to, whether we're on a walk um or walking hiking to a field station or field site and you could just see something Good evening. Good evening, board and cabinet. My name is Nico and I was one of the few students to go on this research trip to Santa Cruz Island. Words don't do justice to the overall feeling of being on Santa Cruz. When I was down on my hands and knees, feeling for native bunch grasses, hiking through gullies in search of our next plot, pulling invasive ice plant from sandy shores, there's something genuine and purposeful about it
035all. I felt hopeful, like I had a real impact on the world around me. We were doing real work and learning real skills, and it's a feeling I want to take in my life going forward. I know other students felt it and I think more students deserve the chance to feel it too. And my name is Nolan, one of the four students at SLH High given the privilege of going to Santa Cruz Island for research. To be honest, in my life right now, there are only a few things I would go out of my way to share with others, and this is definitely one of them. If that doesn't tell you something, the fact that this five-day trip showed me just as much about what I want to pursue in the future as the last
036few years in class should. Not only was I able to learn through the community we formed, which created meaningful connections with new knowledgeable people, but also through the rigorous work taking tests, making presentations, and engaging in field work. Thank you. And my name is Elizabeth and I am Nico's mom. And um Nico spent five days on an island with no technology counting native plant species with no In-N-Out for miles. No In-N-Out Burger. And he came back inspired to notice more, to connect more, to be part of a community that can restore balance in a world that seems increasingly out of balance. And as a mom, I need to tell you something else he learned. One thing you may not know about this program is that the students were responsible for planning, shopping for, packing, and
037preparing their own food for 5 days. And if you know how much this boy can eat, you know this was a feat. Nolan, Cash, Zoe, and Nico worked together meal planning, shopping, checking, and double-checking to make sure they wouldn't go hungry. It took hours of their time, and I love that. Through this, they developed a practical appreciation for the collaboration and effort it takes to make a trip like this work. So on every level, this trip was a profound time of growth for Nico. I encourage you to find a way to make this opportunity available for more students in our district. Thank you. Good evening. Thank you for having us tonight. Um my name is Jenny McCartney. I teach biology and AP environmental science at St. Louis High. and have been fortunate to have all
038four of the students that were able to attend this program in April. We want to express our gratitude to both Jeff and Mark for spearheading and supporting this project countywide. To Joe Kosski, Rand Dickinson, and Desire Delinger for administering the process for our site, and to the parents and students who work so closely with us to make the trip a reality in April, when Jeff and Mark uh presented to the St. those high staff a few months ago an opportunity like this. There were quite a few teachers from multiple departments who expressed an interest in participating in this and growing a field experience program that was multidisciplinary. The rich national history within the UC reserve system that we can go to on field studies trips could support a multidisciplinary field program for San Jose Bispo
039High School moving forward. At present, Trent Rubio, excuse me, Trent Rubio, Maria Hopkins, and I are working on a University of California A through2G course application for a field studies course. The St. Louis Bispo County Office of Education is willing to continue to partner with this program. We are also investigating a dual enrollment opportunity with Qua College. [Music] My name is Maria Hopkins. I am the ELD newcomer teacher at St. Louis Bispo High School. I know, what am I doing with them, right? However, um it takes multiple generations for Spanish-sp speakaking families to become successful in the United States. I am my family's fourth generation to attend college and strive for professional success. As an ELD teacher of newcomers and multil- language learners, I would like to provide opportunities for field studies for my students.
040They deserve every opportunity to see themselves as potential scientists and global citizens. One of the most important aspects of field studies will be the collaboration with University of California schools that oversee 43 reserves within California with projects ranging from but not limited to the monitoring of California native plants, trees, coastal intertitle zones, redwoods, wetlands, and the channel island foxes. In August, Trent, Jenny, and I will visit Angelo Coast Reserve in Northern California to meet with scientists, learn about the reserve, make plans for how we can create meaningful experiences, and design an A3G approved course. The Angelo Reserve director from UC Berkeley is incredibly supportive and excited for this collaborative venture. We look forward to ongoing communication with all stakeholders on how to find fiscal support for successful implementation of this program to meet the needs
041of all of our students. Thank you for giving us the opportunity to share our experiences with you. Do you have any questions for us in attendance this evening, including Joe rights, Mark Deanio, and Roland Dickinson. Thank you very much. Does the board have any questions? Mr. Buckman. Yeah. And then Mr. Hunger. So, I just want to say I watched this video. It's part of my agenda and I watched it Sunday and I was like so jealous. It was so cool. Um, and I just I'm I don't know if I'm allowed. So, I'm so hopeful that this becomes a regular class and that we can get more than four students. Um and I it seemed like there were students more than four students there. So there were students from Templeton other locations five high school five
042five different high schools within the county within the county. So that's that's great. And then how many staff were there from our school? Mr. Rubio and myself attended. And how many schoolboard members can we go next time? Anyway, I just I really appreciate your being the experimental group and um it looks just fantastic. Thank you. I am going to share that um Mark approached me four years ago when I was at my previous school and I tried to go to them, my board there and they flat out told me no. So when I saw Mark was on our agenda, I was like we got to do this. How do we make this happen? And I was glad that we're here tonight sharing this. And yeah, and Scott, I know that you you guys are going
043you're working on it now, too. Together now. It's great. Great. Thank you, Mr. Yeah. I I was curious how how the students for this initial um project were selected and then and then and then the second question I would have is how how would you propose to expand it for other students and for example for EL students? Um I think Jenny can answer for the first part of the question because of I wasn't supposed to go. No. Um so the students that attended um three of them were students in AP environmental science this year and uh Mr. and I discussed different criteria that seems like would be a good like uh flagship group to go. We had really limited time moving forward. Uh, Pastor Rebels High School has a a long-standing tradition of an application
044process um because they have made it into a more structured thing that will allow for more students to go. And so that's how we would approach it moving forward. Um, but we pulled together in just a few months the ability to take just the three students. Our fourth student went as a a TA um and had traveled previously in the fall with Pastor Robles High School to the same island doing a Fox vaccination um field experience. Are there are there any out-of- pocket costs to the students? That is a requirement. Then the answer is no. I'm sorry I couldn't hear your um the the county office of education uh provided the funding including for the substitute costs for the teachers that were gone. Um the teachers that went went over a three-day weekend as did
045the students. Um and the county office of education paid for that. The exception was for the food. Um but moving forward uh we want to investigate how we might coordinate with food services so that that isn't an expense for individuals. Thank you very much. Um part of the requirement by um with Joe was that the students would only be uh in the future as well would only be paying for their food that we would be able to provide all of the costs and everything like that because of logistically once we start to set things up it would literally just be transportation and potentially uh teachers. Um and then the other component um Mr. Dickinson and I had met recently about talking how we could make an application and what sort of qualifications we would be
046looking at for students. As for me with the newcomer program, I was when I was spoking uh speaking with the UC Berkeley director, um they are willing to find graduate students that speak Spanish to help facilitate us going there um to help lead projects and activities um and also working with my counselor that is aligned to me and my EL court um one of the EL aids. So I feel that it is something that I could do. I've taken students, newcomers to see me before. If you're on Catalina Island, thank you very much. Any further questions? No, I don't see any. Thank you. Thank you for this presentation. Let's see. Item 5.04 04 is employee appreciation our employees of the year Mr. Mr. Dr. Puchia. All right. Well, usually I would be really bummed to
047follow that because the stuff that I bring up here is typically uh like watching paint dry. But so tonight I've got the fortune of uh going through our employee and teacher of the year stuff. So good evening to the board of education, executive cabinet, staff and community. It's a true pleasure to serve as your MC tonight for the SLCUSD employee of the year and teacher of the year recognition celebration. Joining the SLCUSD family recently, this process has been an illuminating journey introducing to me to the extraordinary talent within our district. While many of tonight's honores may operate behind the scenes, the profound impact they have on the students and community resonates widely. Their dedication whether inside or outside of the classrooms is something we deeply appreciate and we're eager to recognize their contributions. So the
048board beat me to it. They're up here. So we're going to our process tonight is I'm going to recognize each of these individuals. They're going to come to me. I've got a little certificate for you. You're going to go over and see Miss Robinson Vang, our uh assistant MC tonight, and she'll has a little gift for you. And then we at the end once we get everybody recognized I want to we'll get a quick picture of the whole group and then we'll we'll take a little break. All right. Okay. I also want to recognize all of the family members who came tonight as well as our principles and department leads are here as well as uh our bargaining association partners. I think I see Mr. Angel somewhere hiding around here. I see um also Katherine
049Donner from SEIU and I know that um uh April Stove can't be here tonight because she's heading off to Minnesota. So, somebody's getting married, I think. Right. All right. So, we're going to start. Here we go. So, our clerical employee of the year and I forgot the certificates. Can you grab those for me, Dr. Brader? Our certificate employee of the year is Kelly Lee, a facilities analyst. So, Kelly Lee is the driving force behind St. Louis Coastal's bond programs, playing a critical role in the success of Measure D and C, impacting over half a billion dollars in school improvements. That's a billion with a B. As facilities analyst, her expertise, precision, and leadership have ensured flawless audits, and transformative results for our schools. Beyond her technical skills, Kelly's kindness, reliability, and unwavering support make her
050a steadfast uh make her Oh, I lost my space there. Sorry, I got went down a lot. Unwavering support make her an invaluable part of our district. She is truly the heart of our operations and a shining example of excellence. Again, warm warm little round of applause for Kelly Lee. Our school support employee of the year, Miss Megan Robinson, a par educator from CL Smith. Megan Robinson is a dedicated, compassionate PAR educator who goes above and beyond every single day. Known for her creativity, kindness, and unwavering support of students and staff, Megan brings out the best in those around her. Whether it's developing behavior strategies, cheering students on at events, or stepping in whenever she's needed, Megan's quiet strength and steadfast commitment make her truly irreplaceable. So, another round of applause for Megan. Our certificated
051specialist employee of the year is Elena Lorton Smith. Secondary Thank you. Secondary counselor at the Mororrow Bay High School. So over for over 25 years, Elena has been a steady compassionate presence at Mororrow Bay High School. As a counselor, mentor, and leader, she supports students with empathy, insight, and unwavering dedication. From guiding students through challenges to leading dance fusion and pro promoting wellness, Elena brings heart to everything she does. She is the calm in the storm, the bright light on campus, and a true champion for students well-being and growth. Again, a little round of applause for Elena Lorton Snow. Our administrator of the year is Miss Katie Ecklan, the director of fiscal sciences. Katie Ecklan is a visionary leader whose expertise, integrity, and dedication have profoundly shaped the success of SLCUSD. As fiscal dire director,
052she manages complex budgets with precision while fostering collaboration across departments to ensure every dollar supports student success. Her resilience, professionalism, and heart make her an invaluable force in our district's progress. Again, round of applause for Katie X. Our physical support employee of the year is Mr. Rob Hillman. And unfortunately, Rob had a pre uh planned vacation, so he's not with us tonight. But again, we wanted to make sure we recognized him and thanked him for his dedication to the students of St. Louis Coastal Unified School District. Now, we're on to our teachers of the year nominees. So, our first uh teacher of the year uh nominee is Kevin Hill from Bishop's Peak. Kevin is an inspiring educator whose passion, leadership, and dedication make a lasting impact at Bishop's Peak. With high expectations and unwavering support,
053he empowers students to thrive academically and personally. Whether leading outdoor lessons, organizing lunchtime sports, or advocating for colleagues, Kevin brings energy, heart, and purpose to all he does. He is a role model, mentor, and a true cornerstone of his school community. Mr. Kevin Hill. Our next teacher of the year nominee is Samantha Mononttoya from Hawthorne. In just two years at Hawthorne Elementary, Samantha Mononttoya has made a lasting impact. A 19-year veteran educator, she brings calm, compassion, and innovation to everything she does. From leading inclusive, engaging classrooms to mentoring her peers with care and positivity, Samantha's students thrive under her guidance and and parents deeply value her thoughtful communication and dedication. She truly embodies Hawthorne's mission to lead, achieve, and belong. Miss Samantha Montoy. Our next nominee is from Monarch Grove, Miss Nicole Butler. All right.
054So Nicole Butler is a dedicated, compassionate, and tireless advocate for students. Known for her unwavering support, creative problem solving, and deep care for others. She goes above and beyond to ensure every student thrives. Respected by colleagues and beloved by students, Nicole is a true team player and a model of what it means to lead with heart in education. Miss Nicole Mononttoya. from CL Smith, Miss Christina Glyson. Christina and I spent the whole day together over at CL Smith. So, uh, Christie is the heart of her classroom and a pillar of support across campuses. Known for her passion, adaptability, and unwavering dedication, she continually grows above and beyond for students and staff alike. Whether adjusting to new programs, supporting colleagues, or leading with patience and creativity, Christy remains a calm, resourceful, and inspiring presence, she exemplifies
055what it means to be an outstanding educator. Miss Christy Glacis from Losos Middle School. Miss Caroline Kota. Caroline is a passionate and dedicated educator whose work in equity curriculum and community leadership has left a lasting mark on loans. A driving force behind inclusive instruction and schoolwide equity initiatives. She brings empathy, excellence, and reflection to all she does. From designing impactful curriculum to mentoring colleagues and advocating for teachers, Caroline's commitment to students and staff makes her a true champion of education. Miss Caroline Cota from Mororrow Bay. Alex Boise. Alex is dedicated and compassionate. Uh her leadership and innovation elevate the moral bay high school special education program. Since 2013, she has led with empathy, organization, and unwavering commitment to student success. From crafting inclusive curriculum to supporting colleagues through resources and mentorship, Alex's impact deeply is
056deeply felt across the campus. She exemplifies what it means to be a true professional. Again, let's hear for Alex Boise. Our next teacher nominee is Beth Meyer from Slow High School. Beth is a passionous passionate and tireless educator whose impact at Slowhigh teaches far beyond reaches far beyond the classroom. She supports students academically, socially and emotionally every single day. From organizing field trips to mentoring students in model UN, Beth's dedication is unmatched. She creates a welcoming inclusive space where students thrive and feel seen. Beth is not only an exceptional teacher, but a true advocate and an inspiration to the entire Slow High School community. Let's hear it for Beth. Our final nominee and our actual teacher of the year award winner for St. Coastal Unified School District is Arianne Ringer from Lagona Middle School. Arianne
057is a visionary educator whose impact at Laguna Middle School is wide reaching. As 8th grade English department chair, she leads with compassion, collaboration, and excellence. Her classroom is a model of engagement, rigor, and joy, especially for English learners whose success is a testament to her innovative teaching. A mentor, advocate, and campus leader, Arianne brings heart, and purpose to everything she does. Lagouna is stronger because of her. Arianne's behind blend of intelligence, warmth, vision, and dedication makes her not only a remarkable teacher, but an impeccable part of the St. Louis Coastal community. Our teacher of the year, Miss Arianne Rollinger. To all of our Q community members joining us tonight, thank you for being here to celebrate and acknowledge these incredible individuals. It's important to remember that these honores were selected from a truly impressive group
058of nominees. I want to take a moment to recognize all of the nominees for their outstanding efforts and indeed the efforts of every single SLCUSD staff member. It generally take it genuinely takes a village to cultivate the remarkable school environments, dedicated supports, and innovative programs that lead to the incredible student successes we witness year after year and St. Louis Coastal USD. With that in mind, please enjoy some treats as we take a brief intermission to celebrate these amazing educators. And I do want to get a I would like to get one shot somewhere. We Let's bring all Let's bring everybody up while the rest of you all get a little treat and we'll get our picture and then we'll come back. All of our all of our uh employees of the year and teacher of
059the year, come on up front, please. item 6.01 is correspondence. Oh, I beg your pardon, Dr. Petria. Tom, there we go. Uh, and I'm sorry to to to be a bit out of turn here, but I I'm remiss. I did not recognize our administrative uh assistant and HR slash uh uh moving into HR technician, Lupe Sagura. She put all of this together. Um did all the the writeups for our teachers, did all the interface with our uh the nominations and and all the staff across the district. So I I felt very badly they didn't recognize her, but I just want to make sure she did an outstanding job here and uh thank her very much. We appreciate Lupe. Thank you. So, at the time uh the agenda was published, no correspondence had been received. And
060now we move to item 6.02, which is public comment. Public comment is intended for um people to speak to the board on items that are not on the agenda. However, if you um wish to speak to us about something that is agendaized but can't wait for whatever reason until the agenda item comes up, please feel free to speak to us about it now. Um we hold public comment to three minutes unless translation is involved. In that case we allow six minutes. So um and there is no seating of time. So is there anyone Well, let's we have requests for comment and then we'll ask for anyone who has not submitted a formal written request. At this time, I have a request from Stephanie Monahan, followed by Donna Hair Price. Hi, I'm Stephanie Monahan. I'm a
061special education teacher and I'm advocating advocating for the safety of the special education adult program, Prepare in Mororrow Bay. On February 27th, 2025, a prepare student hit a single pane window at the school site and it shattered. Luckily, the student only had one small scratch from the glass. Glass shards covered the student's hair and clothing. It was miraculous that more serious injuries were not sustained. I and another staff member were standing next to the student when this incident occurred. The amount of glass shattered in the prepared classroom and in the courtyard was shocking. After the incident, I reached out to St. Louis and Bispo County Office of Education regarding how to make non-tempered single pane windows safer. I was told that lining the glass windows with plexiglass was a solution. I shared this information at
062a meeting with St. Louis Coastal administrators. I also filed a Williams Act complaint regarding the unsafe windows. I explained that several of our students have hit windows when upset and it would likely occur again. I received a reply to my Williams Act complaint on April 15th, 2020 2025 from St. Louis Coastal. The letter stated that the broken window was repaired and that this is quotes, "We let staff know that we can install Plexiglass on the inner windows if they desire." It further said, "We found no condition that exists that poses an emergency or urgent threat to the health or safety of students or staff at this time. I was not satisfied with this reply. So, I have filed an appeal with the California Department of Education. I'm here to advocate for the safety and the
063stu students and their safety um of the prepared sta students and staff. I'm sorry. I feel this issue has not been taken seriously by the district. I believe if any one of you witnessed the shattered glass in the students hair, clothing and all over the classroom and courtyard, you would act quickly to ensure safety. I believe it is an administrative decision, not a staff decision to install Plexiglass on all of the single pane windows in the prepare site so that no one gets hurt from shattered glass. I just believe it's simply the right thing to do. And I spoke uh because it's I couldn't live with myself. I'm just turning every stone so that these kids can have safety. Thank you. Hey, Donna Hair Price and then Phil Angel. Good evening, Dr. Prader, staff and
064trustees. How wonderful to celebrate teachers. I love that. I'm Donna Hair Price, a Jewish mother, grandmother, and former employee with the California Department of Education. I'm here to create awareness about AB715, dangerous legislation author authored by Assembly Member Don Addis. The author touts it as a social justice anti-hate bill. The reality is that AB715 and its authors are seeking to weaponize anti-semitism to stifle any criticism of Israel and to censor Palestine within California public education. For example, naming Palestine as a state, highlighting a map of historic Palestine or the Palestinian flag andor referring to Palestine people as Palestinian instead of Arab could result in a complaint of discrimination which is considered value under valid under this bill. It changes the definition of nationality to include residency in a country with a dominant religion or a
065distinct religious identity such as Judaism or being Jewish. This bill is not inclusive of other forms of hate and discrimination such as but not limited to anti-lack, anti-Latino, anti-Muslim, anti-Asian, anti-LGBTQ plus and anti-Palestinian hate. Instead, it exceptionalizes anti-semitism. The most dangerous aspect is specifically targets teachers and school board members with a complaint process with vague legal threats and a designated anti-semitism coordinator. I am asking you and I was hoping to have the whole audience back here because I was going to do a civic lessons about how important it is to contact your local and state legislators. But instead, I am asking you all on a break or this evening to email Buffy Wix, Assembly Member Buffy Wix, who is chair of the appropriations committee. You need to ask Buffy Wixs to please, please move this
066bill to the suspense file and appropriations committee tomorrow. Thank you so much. May I have the number of the bill again, please? Yes, it's AB715. It was AB 1428 and then it was AB I AB uh 1468 then it was AB 1122 now it is AB715. Thank you very much Bill Angel. Good evening. I'm also here to celebrate our educators. Caring. Every one of them had the word caring in their writeups. Inclusive. That was another common trend. And it is. Our teachers are caring. They're inclusive. They're engaging. And most of all, they're advocates. And so I appreciate every single one of our teachers, our classified, and our administrators of the year. On behalf of SLCTA, congratulations. Thank you. Thank you. Is there anyone else who would like to address the board in public comment? Seeing
067no one, is there anyone on Zoom? Okay, then public comment is closed. The next item 8.01 is a public hearing. I I just really accelerated us. Uh how about item 7.01, the business and budget update. Wishful thinking, Miss Roger. Wishful thinking. Um I'll be fast because we're going to present the budget tonight um for you. So just a quick uh kind of update on the May revise. So the governor came out with the May revise, right? Budget in January, then kind of reassesses everything, see where we're at. So in terms of for St. Louis Coastal, um really two things came out uh that are potential um things to help our budget situation which um are talked about in the in the area but aren't really in the budget numbers tonight. And that is two onetime
068funding sources. one is a discretionary block grant that could come forward um which is approximately $300 per student and then another one is kind of repaying us for some money that they took away from us um about three years ago which is about 400,000. So, um, again, one-time funds, but they do help, right? So, when you see tonight that we still have a a a deficit moving forward for next year, as well as a structural deficit for their years out, um, receiving those onetime funds will definitely help um, as as we move forward, right? Especially for the 2526 school year. Um, I feel good about those things about those receiving those onetime funds, but again, until kind of mid June, we won't know for sure, right? until the the um legislature approves them. I will
069say over the past four years um it seems like the May revised what the governor comes out with is pretty much what happens um in in June. So we'll uh I'll let you know and everyone else know when we hear more. Okay. Thank you. Um educational services update. Mrs. Yamasha, good evening board and community. Thank you for being with us this evening. Um, super exciting time of year as you heard from our student representatives. Lots of fantastic, engaging, celebratory activities going on around many of our schools. I had the opportunity to attend uh Delmare's elementaryaries openhouse evening that was a packed house while four of my colleagues ran around to the four other elementary schools all having open houses that night. Also, last Friday, we got to celebrate Tiger Olympics where Slow High invites all
070of the elementary feeder schools to come for a day of field games. But they also threw in a STEM steam wheel where students got to go visit the farm and learn about literacy and courses and culinary arts and all sorts of opportunities that await them in high school. Also celebration at Monarch Grove, they held a family and friends lunchon to celebrate their distinguished school award and um Miss Katie Salceto, the former principal, came to visit the school and Dr. Prader was there and it was a wonderful um lunch on the lawn. We worked with our DAC elac parent advisory council. Thank you to Shannon McFaden Sullivan and Stephanie Shepard and and Dan Nef for pulling that meeting together. um and had the opportunity to run through the entire LCAP budget line by line with those
071families to seek their input and feedback. We I had a couple meetings with St. Louis Coastal Educational Foundation, both the executive board and then the full board today, planning programming for next school year and changes to make things better and stronger than they've ever been before. We held principal meetings to support our school leaders um as they prepare for next year in all of their work. Um had LCAP development meetings with community partners such as the St. Louis um Abyspo County Office of Education. I also got the opportunity to go read aloud at the Baywood Library to their kindergarten class. I saw Mr. Banfield was there shelving library books. It was super terrific. Um, and it was a story about the power of yet, which was so lovely. And also congratulations and thank you u
072to Mr. Angel who helped our athletics for achievement track meet. We had 150 elementary kids out on slow highs track competing in different running events. Um, and it was a super positive experience for community and students alike. So, just lots of exciting fun things going on at the end of the school year and hats off to our full team of educators who work tirelessly and endlessly on top of their regular other duties as assigned to make these incredible opportunities happen for our students. Thank you. Measure C update. Yeah, we have a couple of GMPS tonight. Excited to bring forward Laguna Middle School finally. um finally got that out of DSA with approval on Mr. Bonan attending that meeting at the DSA to to kind of push that forward. So um estimates came in as as
073expected. So again, as with all our measure C projects thus far, it's kind of corresponding with what we we anticipated right when we were doing our budget and and really the work of Gary Gary helping us and um and Mr. Bond and so excited about that. We also have a a GMP to fix modernize the elevator at Pawar Middle School. Um so those are great things. We have Los Souls Middle School also coming up this coming month um as well. So that again we're talking about the entire campus approval. So renovating the entire exterior of the campus, new HVAC, new air conditioning, heating, air, um infrastructure, sidewalks, the quad area. I mean just the a lot of work, right?$20 million worth of work um really at both sides. So, it's it's exciting to finally get
074those kicked off. Um, as well as uh PCO is Thursday. So, we're hoping to get PCO's approval Thursday. Um, so and and we're starting that process. So, I'm hopeful that all of those bids will come up. We will start these um projects along with um Pacific Beach High School will kick off, right? So, we've already approved that GMP. So, we are in the thick of Measure C right now. So, there's a lot happening, a lot going on throughout the district. Um, and so it's it's exciting. It really is exciting, right, to to start to see that um all coming together. And I look forward to um celebrating some finished projects this fall. So several of our phase one projects will be done, completed this fall um just in time for increased TK enrollment, kindergarten enrollment,
075those types of things. So it's a it's an exciting time. Okay. Thank you. Item 8.01, 01 is a public hearing of proposed of the proposed 202526 budget. So we of course are presenting the uh the annual budget tonight in the next item, but this is just a public hearing. So if we want to start, we can open and close that public hearing and then we'll come back up to discuss the item. Okay. So, I'm opening the public hearing on the 2526 budget. Is there anyone that would like to speak to this? Is there anyone on Zoom? Seeing no one, then the public hearing is closed. Next item 8.02 02 is a public hearing of the 2526 local control accountability plan otherwise known as the LCAP. Good evening board. The same as Mr. Pinkerton said, we
076are required by law to hold a public hearing which we are opening here with all of you. We also have a open public comment period through parent square. all of our families in English and Spanish receive notification that that LCAP is being proposed and that they can submit feedback um and information to us through electronic means as well. But we'll be presenting later tonight. Okay. Thank you. I am opening uh the public hearing on the LCAP. Is there anyone who wishes to speak to it? Anyone on Zoom? Seeing no one, then the public hearing is closed. Item 9.01 is the first reading of the proposed 202526 budget. Mr. Pinkerton. Yes. So Katie Ecklland's going to walk the board through the presentation and then I'll discuss the 10-year budget. As I discussed, um, you know, the
077this is a We've been talking about the budget over the past 15 years really. And again, we prepared the 10-year budget to kind of give you that projection that that outward look at what the budget will look like in the future, right? Hopefully a more realistic version than that's telling you what has to come forward with the Sachs form. Um, and so they're they're different. They're two different documents. Um, and again, we'll we'll address those as we go through. So, uh, back in February, we had a lot of conversations at the time, right, about budget reductions, um, our structural deficit, what we were going to do about that, right? So, uh, the good news is we the board did make some some tough decisions back in February. And, um, again, as of right now, it
078shows a about a million dollar deficit, right, of a $140 million budget. Okay? So, you have to keep that in perspective. Um that said, with the onetime money coming in for this 25 26 school year, um that that should bring us into a balanced equation, right, for this year, knowing that again the following year because we're going to lose our SB1090 funding, which is about $4.7 million. That really is the cause of our structural deficit. Okay. So, we know Dr. operator as well as a lot of our parent advocates um are are working hard for us on two different fronts. One for TK funding, right, and the other for a reestablishment of the unitary tax or some type of SB1090, right? Kind of what is fair to our school district should that plant remain open,
079right? So either one of those two items really corrects the structural deficit ongoing. And so we're hopeful for those things, but we don't build budgets on hope. Right? So you'll see tonight the real numbers as they stand today. Again, this is the hardest part I think for sometimes with the public to understand is this. We don't even know what our property taxes are going to be until next November. So we're it is a projection. It's our best guess with the information that we have tonight. So that's what Katie's put together. That's what she's going to share with the board. Um, again, I'll review quickly the tenure budget. Um, we'll answer questions from the public and from the board at that point. And then, of course, we bring this back in two weeks. It'll actually be
080after the LCAP at our next presentation because by law, we have to have the board approve the LCAP prior to the budget. Katie's up. See if I can There's all these boxes everywhere. I guess you're just gonna flip through. Yeah. Okay. All right. Good evening. Administrator of the year, KDA. Oh, man. Good evening. So, um, we're going to start off talking about our beginning and ending balances. So, we started off this school year um July 1st with a $22 million uh beginning balance. We estimated our revenues at around 138 thou 138 million and our expenditures are $147 million leaving a deficit of 8.8 million. Now, um, something I want to point out, Ryan will talk to that deficit more in the 10-year, which will be lower because, um, this information is based on what's in
081the SAX software. And the SAC software again assumes that we are going to spend every dollar that we've budgeted. And we know that not to be true. That we have multi-year grants. We have u money that we will defer over until the next year. So, we estimate or I estimate that that should be closer to about $6 million um for going into next year. And then our projected budget will start off with a $13 million balance or yeah, $13 million where estimated revenues at 140 million. Our expenditures would be 143 million leaving a 2.7 um deficit. And we are, like Ryan said, expecting some one-time money that should cover the most the majority of that deficit. I will bring back in August probably a 45day revise because I think that we want to be certain
082what happens when the governor approves the June budget. So capturing all of the one-time monies. Um, and but it won't probably be done before the next board meeting. So we'll do a 45day revise for you in August and update the fund balances then. Some of the assumptions for revenue that went into this is property taxes being at a three and a half% they came in slightly higher this year which bumped up our estimates going into the outy years. Um federal revenue I know there's been a lot of questions around that but we have budgeted it to remain flat meaning we um what we're getting this year we expect to get next year. Um we know no different at this time. Um when the federal uh budget is approved in October, if we hear otherwise, we'll
083make adjustments then. But for now, um we're going with the the current B um current a lotments. State revenues, they were budgeted on either any current aortionments we know about or any award letters. If not, they were budgeted flat as well. Um one thing with our state revenue is educator effectiveness. This is the last year of the five or sixyear grant and it will um be fully expended by June of 2026. Um our right now we currently fund our tip program in educator effectiveness and so we will um prior to that we've uh utilized some of title two to fund that. So we may look at moving it to title two or fund finding another source um to support that in the outy years. And then we um support um PD and other um professional
084development things for certificated staff. Uh we budgeted the COE um for special education based on the aortionment that they passed through to us and contracts with um other districts for special education um went down slightly uh this year because we were notified that one of the coast schools would not be utilizing one of our programs. So that was in a reduction of about 165,000. Um a bigger reduction in revenue that um had a hard time estimating but based it based it on this year is our international students. We normally have uh quite a bit of revenue from that. But so far this year we've only received about 78,000. Um looking to maybe maybe hit around 80 to 90,000. So, um it's a lot lower than it has been in the past, but if the enrollment
085goes up, we will increase that at the inter rooms. And then finally, as um Ryan mentioned, this is the last year for the PG&E funding, and that will be ending. Um next slide is the revenue breakdown in a pie chart of the different categories. Property tax still being the highest um source of our revenue. We have other LCFF revenue which is our transportation um reimbursement our um education protection funds and the categorical funds that were held from 1213. Our federal revenue is 3% state being seven local being nine and we recognize the stirs on behalf which is revenue and expenditures match. Um, for our LCFF versus basic aid, um, we are $6 million into basic aid status, meaning that we're receiving 6 million more than we would be for LCFF. The LCFF was calculated on
086a two 2.3% COLA that is expected to be funded this year or next year for 2526. Um, and I think it averages about for we average 14,000 per student versus 12,000 per student for LCFF if we were to be LCFF. Some of the expenditure highlights that went into this budget um and the um assumptions. So, we had changes in staffing. As you know, we bought brought um a list of reductions to the board back in early spring. We were able to reduce through um retirements and some temp contracts 20 FTEES and approximately 11 classified FTEES in addition to counseling aids, a payroll technician and after school aids. Our stirs rates remain the same. Um PERS we're having a slight reduction. First time I could say that in many years it's going down 0.24% 24% but
087it's something 27%. Yeah. No, it's gonna be 26. It's going down just a little bit. Um health and welfare though, however, is going up 7 to 9% depending on the plan. Um another big increase that we're experiencing is in our liability insurance through CISK. That's expected to be close to 20% um for the 25 26 school year. So that's a pretty big jump. And then we reduced some contracts that were brought forth back in early spring raising a reader, some professional development contracts and contracts with non-public school agencies. So for that we have our expenditure um pie chart and as you know our um budget is mostly made up of people which is about 85% of our budget um which is a huge part of physician control and Rachel worked very hard to help me
088get that um cleaned up so that when we roll in we get an accurate um projection of our budget and it's quite a big job. So I appreciate her help on that not be happy but it's true. And then we have the LCAP. So for the LCAP we um have gone through that before line item by line item at the last meeting so I won't spend a lot of time on it. It's again 7.3 million. It says 8.5% of district funding. I should have put there our local district funding, our property taxes. That's what the 8.5 represents. Um when we do the LCFF calculator, it figures out what our supplemental amount should be and um the percentage of our funding for that. So that's what the LCAP represents. Now Ryan will talk to you about
089the tenure. So Katie points that out in terms of the LCAP because we spend so much time and energy and effort on the LCAPS um which is great and it provides a lot of our supports and intervention but to realize it's 8.5% of our overall budget right it's still a small part of all of the things that we do in San Louis Coastal. Um, in terms of the insurance part, I will tell you that um, a few years ago, the state passed a law which opened up um, what they call SAM cases. So, sexual abuse, molestation cases for school districts that um, basically got rid of all um, deadlines, timelines, so anybody could bring up cases, right, that had happened in the past. Um, and so with that, we're seeing a lot of uh, throughout
090the state a lot of those cases coming up and a lot of big verdicts, those types of things. So, um, we're not the only district that's had their liability go up 20%. Every school district has seen their liability insurance go up 20%. So, we're part of a JPA, right? So we all kind of pay into um CISK and our insurance and so that is one that's something that across the state and I know that right now CSBA, CASBO, other groups are working on finding some other way for the state to pay for some of those abuse cases and things like that. Finding a funding source um to help school districts, right? because it's uh it can be I mean basically bankrupt some smaller school districts with with just one case. Um going into the 10-year
091budget um again as we discussed really revenues are are are stable for next year. We have the SB1090 is really the key area in terms of from a revenue standpoint losing that $4.7 million. Right. So, we've we've balanced, you know, again, with the onetime funds, we'll we will have balanced the budget for next year for 2526. I think that puts us at about a 10.7% um reserve for the 2526 school year. Based on that, um you'll see those blue lines in the 10-year budget that those are all the one-time funds that the district has received. So mill tens of millions of dollars over the past five years. The rather large deficit from last year as well as this year is kind of the final spending down of those funds. That's why we had to make
092the reductions that you made in February was to get us back in line right to where we needed to be from a revenue expendure expenditure standpoint. But we're not done. So now if we again if we receive the TK, if we receive the the unitary tax funding, either one of those sources will really help cure our structural deficit long term. Um but as Katie said too, it is it becomes a personnel issue, right? So it's people um that we're talking about to keep that that personnel expenditure in that 85 I mean even lower if we can um percent range long term. So that's kind of the revenue part. Again, expenditure- wise, um I will say that we have the last couple years, it's been hard for some of our our sites to hire Prop 28.
093What are we going to do with Prop 28? How are we going to spend these Prop 28 dollars that we receive? So, they've had surpluses built up. And so, you'll But Ryan, we just cut $5 million, but our certificated salaries are going up. How come? Right? So, didn't we cut 20 teachers? Um, and so some of that is, of course, that we we've hired some people back to Prop 28 using those restricted funds, right? Um, over the past few months, I've been doing staffing, in particular, elementary staffing. And so again, you make a projection. Let's try to reduce uh I think in February we said we'll do K3 at 28 to1 and um 46 at 30 to1. While that sounds good as a number, when you actually physically have to do that at a school
094site based on their enrollment, if I just went off of those ratios, schools would have, you know, seven, eight combos out of 15 classes, right? That's that's not good for kids. It's not good for staff. So, we try to limit those as as we can, right? So, um so again, that gets adjusted. So, as we go through, we're still looking at TK, taking all TK kids in. Should T, should we receive TK funding, we will have to change our staffing and meet the 20 to2 requirement across the board, right? We actually meet that at some of our schools now with the current TK how it's laid out. Um, but there are sites that are of course over the 20 to one um or 20 to2, I should say. Um and again, so we'll when when
095and if we receive TK funding, we will do that work and we'll we'll make that happen right throughout the school district. Um kudos to our TK teachers who have gone have worked with us and gone along with the program and worked with Stephanie, right, and principles and staff to to kind of try to again we didn't by keeping TK we did not reduce any any funding. What we did was we maintain the level of funding we were currently at. we weren't increasing it by another million and a half, right? Then the deficit would be even larger. So that's kind of that TK aspect of it when we look at that. Um again, we talked about stirs and pers um for classified employees 26.8% plus another over 6% for social security. So that I mean the
096benefit pie chart is bigger in benefits than it is for classified salaries, right? When you put everything together. So it's um it's you know benefits is a big piece and it's the unfortunate thing is and I say this every single time I speak is that people don't see benefits in their check you know when they have to pay their bills when they have to pay their insurance premiums when they have to grocery shop or pay for rent. fact that we're paying more, the district is paying more for their retirement. It it, you know, or even more for their health benefits because we have a 50-50 model, which we are. Well, health benefits are going up 7%. The district will be paying for three and a half, the employee will be paying for three and a
097half, right? But they they just see more more cost in their check. So, again, that benefits thing is is something we have to really um talk with our employees about, share, right? make sure that they understand um that part of of how this comes together, right? Um when we're looking at overall um expenditures um in terms of the other things, I mean again the only reason why we can get away with some things like less equipment, less capital outlay is really measure C is doing so much work across our district in terms of construction and you know new HVAC machines and those types of things, right? Um we of course look for grants. You know, we're just finishing up all of our um electrical stations right now at BG&T. So, we're supposed to be receiving
098our 10 electric buses that were all free to the district. So, again, we'll still continue to look for those things and try to bring um you know, look for grants and whatever we can do, right, to to get other outside revenue sources to bring in. um utilities are are going up dramatically. And so that is something too that I'm going to have to dig into a lot next year. Water, electricity, gas at our sites, um sewer rates, and you all know that and everybody listening and in the audience knows, right? Because you get those bills. You have the the same thing that the school district faces, right? Ours is just on a much grander scale, but we don't get discounts for being a school district. we pay the same amount when it comes to sewer,
099gas, electric, those types of things. So, um you'll see the utilities number over the years has grown dramatically, right, from $13 million to now estimated 17 16-1 17 million $4 million a year more in utility costs. Um, other than that, Katie, you did talk about, you know, in terms of we are one of the only school districts that, um, the federal government allows to take international students for tuition. So, Val Herrian, bless her heart, did a lot of work in that realm, right? And actually, uh, meets with federal represent. It's a I mean, it's a whole thing. I can't remember what the act is, but she she has to go through all this compliance stuff to to get that set up, right? pass that on to to dad Maxwell in our our office now. But
100um we get a lot of students have in the past who want to come to St. Louis Vispo High School and Mororrow Bay High School and are willing to pay to come to our two schools um to go to school. And so I think because of some of the politics happening in our nation right now in our world um we have we're just seeing a decline in the number of kids who are requesting that. Um and so that's unfortunate right because again is a revenue source for it but it's also great it's the kids have been great in the past and has been a positive thing. So we'll see how that plays out over the course of the year um and uh and and we'll work towards you know whatever we can to to keep
101that going um for the district. Uh again at the end of the year right now you'll see even though in sachs as Katie said it shows us spending up to $9 million right of all of our our money towards the end of the year. We estimate it's going to be more more around six right we don't know that for sure until unodudited actuals in September. That's when we we'll Katie will start starting in June closing out the books right through July. Our auditors will come um we'll do unodituded actions in September and then we will that chart that whole 2425 will become real. Okay. But we don't for sure know what's real um until that happens. Now, we have reduced we we used to have uh week-long PDs after the school year ended for like
102all elementary staff and new we're not doing any of that this year. So, that's going to be a change, right? So, those are things that will impact the budget. Um we are super uh I should have mentioned that um a few other things that the governor that are positive for us. The governor kept ELO funding which pays for our summer program. It pays for free um child care um for our English learners, our economically disadvantaged and our foster homeless youth before and after school. Um and those are, you know, we're super fortunate to have our partners with the city of Mora Bay, San Louis Vispo, um and the YMCA and all of our elementary sites to keep that going. That happens, of course, over the course of summer as well. I mean, this is tens
103of thousands of dollars that parents who are low income are not having to put out, right? and and their kids are getting to be part of a program that's great for them and they have care um all day right from the morning until six o'clock at night to parents that are working. So it's really a great thing for kids. So he is maintaining the ELO program. Um we are hopeful that the TK funding comes to our school district when the governor has um using Prop 98 has has developed a budget for TK funding. he is using our students when he comes up with that amount. The money is there. It's in the budget. So, we're hopeful that um through the the the work that again our parent advocates, Dr. Prader, our lobbyists, our legislators um
104will will do something to to help us um because it will really make a difference long term for our budget, right? Um so, and those are kind of the key aspects. Again, the onetime funds coming through will be very beneficial to us. Um, you know, we estimate about a 1.4 million um perspective deficit for next year with the information we know now. Receiving that $2.5 million at one time would actually give us a one-year surplus, right? I say that, but we still also have negotiations going with all three of our union groups. So, CSEA, SEIU, classified. Um and so those are, you know, working with those partners, right, to find some way to um to get through those negotiations, um and provide some type of compensation, uh will will be important in the next few
105weeks as we meet with them. And of course, those agreements would come back to the board for approval. So that's the the budget presentation for tonight. Katie and I are both here to answer questions from the board, the public, and uh Thank you, Mr. Frankton. Mr. Buckman. Um I I asked him to hold off on his questions until the end of the presentation. So I'd like to start with him. I forgot. No. Tag. So I've got a couple. Let me just let me just start and then I'll yield the floor to my fellow members. But this one I I had asked Katie earlier this week or yesterday. um what's the what's the dividing line for us between um basic aid and ADA? And Katie came back with about 6 million if I and then if
106I look at your 10-year budget, there's a couple of years where we're really close to 6 million and I don't know, it wouldn't take much to put us at six million. So, how does that happen? How do we I mean, is the state look at this and go, "Oh, you're ADA this year when it says six million down there?" So if so a few things I will tell you. So again we have built in a 3.5% projected increase in property taxes 3.5%. So next year the cola for state funded districts is 2.3. So that alone will take us higher than state funded districts. So unless state funed districts receive 3.5% or higher they we will remain basic eight. right now. It has it has become closer because over the last few years there's a lot
107you know they've given a lot amount you know the LCF has grown dramatically right in terms of what they've given um just the TK add-on this year is I think $1,500 per student something like that right so there are things that they that go into the works with it but for the most part I would say that we'll stay in basic a status again as long as property values continue on that projection right and the other part of it is of course ADA. So are we going to gain students or not? Gaining students will bring us closer to state funded. So we have maintained our population thus far. So this year we're about up um about 23 kindergarteners from last year and about 40 TK students with a full TK opening. So this will kind
108of be for me almost like kind of a base year where now this is kind of every TK 12 we're open. This is kind of what the projection will look like. Um that said we're going to lose about 600 seniors. So even if we have this 450 kindergarten kids when you look at our overall projection in terms of population student population we we should decline a little bit over the next few years. We have a huge group going through San Louisispo High School right now and so that that should level off and again we should probably maintain about where we're at. Now I will tell you the other part of that too is we have a great schools district and so we if the economy goes south and and doesn't do well we will see
109a lot of students that are currently in our district boundaries that are going to private schools who will return to our school districts. We're already hearing it. we're already seeing, right? Um, and so our school is receiving awards. You you know, you go to this the student assembly today looking at the seniors and how great they do and people talk. People know what's happening in our school district, right? And so we will we'll see some increased enrollment with that. But again, with that bubble kind of going out in the senior, you know, the the senior classes, the high schools, I I do see us seeing level in population, maybe even declining a 100 kids or so over the next five to six years. Just just real. So, it's not tied to our deficit. It's tied
110to a whole lot of other Okay. Thanks. Okay. Um, Mr. Unger and then Mr. Anfield. So, I have a couple of questions for you, some of which I think I know the answer to, but I think I'd like the public to hear it as well. Um, so one of the things that people talked to us about when we were when we were discussing the the reductions was uh spending down our reserves and it looks to me like we are not maintaining our 10 the 10% reserve. Where's our reserve right now? and t talk to me about um what the state minimum reserve should be and what happens if we go below that. Okay. So um maybe thinking back to second interim when we talked about the two different types of reserves that we recognized in
111our district being basic a state recommends about a 10% um school services recommends 17 closer to 17% for a basic a school district when you look at our sax reserve because sach only looks at all of your expenses but only captures your unrestricted or your general fund revenue. It's calculating a 4 percent a little over 4% reserve. When you look at the tenure and you look at all of the money available and all of the expenditures, we're closer to a 10% reserve. But knowing that some of those dollars are restricted in the way that we use them, but th that's the difference between our two. So, we're right in between right now for next year. For next year, should we not do anything about structural deficit? We we will we'll be a qualified school district
112in a year. And perhaps you'd like to explain that qualified does not is not a good thing in this case. No, it is not a good thing. So you start off positive and that's what we've always been. Qualified would mean we cannot make our expenditures. And so when you do a multi-year projection for the school accounting software, there's three years. So your first year you would be making your bills, you're paying everything. The second year you would not be able to make them. that makes you qualified. When you're not making them in the second and the third year, that makes you negative and that has higher consequences. The county comes in, there's a lot of things that go into that, but um we will maintain positive. And thinking about our LCAP funding and amounts, um
113we don't receive extra money from the state for LCAP, do we? No, we do not. We don't receive concentration grants or anything like that. No, we um just the we put into a formula our property taxes. So even though we're basic aid, it still calculates out a percentage that we have to set aside and do the whole LCAP for um the populations that the LCAP represents and it's a eight and a half% of our LCFF revenue which is property taxes for us. You will see in the LCAP though there is um there is one group of state dollars that we do receive and that's for Pacific Beach High School. Right. That was the So that's the one they do special addendum to the they do receive right and so we have kind of a special
114line item um for those funds specifically for that uh school only and I've always thought I've always heard that we're considered a lowwealth basic aid school district. Um, just can you explain how we got there? Because I I I've heard I've heard a story that that actually it dates back to the 1970s when after Sorrano versus Priest when when uh when school district funding was was supposed to be equalized, but it wasn't really equalized and and that that our per pupil funding at that at that time was actually lower than I think 10 of the 11 school districts in this in the county. Do you know anything about that? I don't know about that per se. Um, a little before my time in schools, but um, before you were born, I think. No, I wish.
115Um, but no, uh, what I can say about being a low wealth versus maybe Palo Alto um, is that it comes down to your property taxes and the amount of students that you have. So, um, for example, many years ago, I don't know if it's still true for them, but just to give an example, there was a district in Santa Barbara and it was smaller. Um, and so when LCFF came out in 1213, they would flop in and out of basic aid because they were that close. So, if their enrollment was up, they would become LCFF. But if their enrollment was down, then they would go into basic aid status because the per pupil amount that they were receiving from property taxes was higher. So when you look at the LCFF calculation and how they
116figure out our aortionment, it it really looks at your it looks at your ADA level and then what the state is paying per the grade spans. So it's uh TK through third, fourth um fourth through sixth and then or fourth through 8th and then 9th through 12th. And so those three um different funding levels and they come up with a whole calculation for that and then you look at your supplemental, your concentration, they have add-ons for TK um and then you put plug in our property taxes. The per student amount is still much higher. We're at 14,000 versus the 12,000, right? And so in other districts and um where I was where I worked prior it was more like 30,000 per and it was only a 1,200 student district. Um but because of the amount
117of property taxes when you looked at how much that would be it would be like 30,000 per student and it's not because there was hundreds and hundreds of students. It was just that much more in property taxes and and and lower student enrollment and lower student enrollment. So that is kind of where we are on the lower end is we have a lot of students but our property taxes aren't that high that we're really you know like my example is PaloAlto you know they might be a a lower um ADA district as well but their property taxes are a lot higher than ours. Yeah. The other the other thing that that I would say about five in terms of the basic aid where we're at about five years ago, they really injected a lot of
118money into the LCFF, right? I mean, so those amount so the state funed districts around us really grew in the amount of money that they received per student. So it it the disparity of kind of where St. Louis Coastal was versus where they were was much greater 10, 15 years ago. But when they did that, it really closed. And at the same time with LCFF school districts that like Santa Maria areas where they had large numbers of e foster homeless youth economically disadvantaged students they they almost became like basic aid school districts with the amount of extra funding some higher wealth basic school districts funding right so I mean they they receive a lot of of extra money I mean so much so that you know school districts like Los Angeles and places like I
119mean they have they receive a lot of money student, right? So, there are some state funded districts that have have quite a bit of funds, right? Because of their supple. Now, they also have quite a bit of more need, right, and need for intervention and support and all those other things that go along with that, of course, um but the per student amount can be relatively high in their school. So, you'll see like Santa Maria where they have large salaries and things like that um because they're receiving so much statement. My understanding is they also have high class sizes. Um I do so another two two more questions and uh so there's there's talk about this big beautiful budget that is that Washington DC is perhaps going to pass. Should it pass? Do we expect
120a decrease in MA and medical revenues? I don't know yet um because it it's hard to say. Um it and Janet might know better, but it it could affect maybe the future years, but see MA's always or medical's always trying to catch up. So, we're still receiving funds from a couple of years ago. So, will we see an immediate impact? Um maybe not because those funds are still due to us, but future impacts, um I'm not sure yet how that will impact us. Thanks. And then my final question, Ryan, you've talked about your proposal to create a budget review committee. Can you talk a little bit about that? Yes. So, I think part of again as we move forward, I'm super hopeful that in June, St. Louis Coastal receives TK funding and we life is
121great, right? And we can move forward as a district and and think about great things. But should that not happen, um, and we don't know that then and we don't know about Double Canyon funding and we're staring at a $5 million deficit. Yes. My plan is to throughout the course of all next year, starting in July, to really sit down with Katie, get a group of staff, parents together, community members, right, and really kind of here are all the things we spend money on in the school district and really start sharing that transparently throughout um the the the fall months, right? Because as we know it sneaks up on you because because of statutory deadlines March 15th we really have to know like make the decision by January really for what we're going to do
122in March. So that's going to mean the board would have to make some really critical decisions probably in November, December hopefully once we get our property taxes back and we we know for sure what that amount is too, right? But um my goal would be that all fall we just really hit that, talk about it, share um you know, let everybody know kind of where we're at, right? Um have those conversations with the board and then um be able to again make those decisions because as Katie said, we we cannot be a qualified school district. We just can't do it. We we need to balance our budget, whatever that may be. Thanks, Yeah. Okay. Mr. grand bill. So, we've mentioned that we're uh receiving an increase in liability insurance. Mhm. And utility increase Well, and
123and health insurance. And health insurance. This is probably a question I'll regret asking, but does our district pay any kind of property insurance? We do not. Fire insurance? Well, we we do for our unused sites. So So for Sunny site and moral well, we do we pay property tax on those two because we're not using not tax. I mean insurance. Property insurance. Oh, we pay insurance on all of our sites. Absolutely. Property insurance. Yes. Okay. Now, yes. Have has the district received an increase? Have they has property insurance increased? Yes. Okay. Not quite as much as liability insurance, but it has increased. Property insurance has increased. Dare I ask, is there anybody here in this room that has had their fire insurance cancelled and or increased? Yeah. So, does that have that happened here? So,
124not for us. So, again, we're fortunate in that we're part of CISK. So, and we're self-insured. So, we're kind of a consortium of school districts, a JPA, joint powers agreement. And so, we all pitch in and kind of we self-insured, right? So, but that what that means is what happens in a few districts affects all of us, right? So, um so we're fortunate in that way that we don't necessarily have to worry about the cancelling of insurance, but um Okay. Um and I just had a a couple of questions. you were answering my questions as you went along, but um we're budgeting 85% to salaries and benefits. What is the number that um that it I don't want to say that it should be, but what's recommended for a district our size in our condition?
125probably 83 would be where where we would need to be. Um, but the state software recommends anywhere to between 83 and 85, but obviously 85 we're we're dealing with some deficits. So I think 83 would probably 83 is a sweet spot for us. Okay. The problem is as you go up in personnel cost then you don't have money for other things, right? So you're you know it's we can hey let's not do PD let's not have you know there's a price for that. there's a price to not do some of the things we've we've done, right, outside of trying to maintain the people that we've hired over the past. Yeah, there are always trade-offs involved. Um, and then with regard to the question that Chris asked about our reserve, um, I'm not sure I understand
126the answer. The answer to me, it seemed to say that yes, we were close to 10. If we considered restricted monies in our reserve, but the reserve is intended for economic uncertainty. So when money's restricted, that doesn't make it available for economic uncertainty. Is that correct? We would have to um it does make it available. we would have to make different choices on how we use those restricted money monies differently than maybe we're using them now. Um so right now we we have a plan of how we intend to use them and if there was something to come up then maybe we would have to look at using them differently and maybe not as popular of choices. So it is possible to do some juggling. Yes. in order to um come up with 10% in
127a reserve for economic uncertainty or to be used for those purposes if we needed to. We Yes. I mean, we've done a lot. We've moved a lot of staffing to title one um on the recommendations of the audit we just went through and to also help with um shifting of some of the um uh programs that we didn't want to see uh go away. So we utilize title funds to help keep them going. Um so we would just be looking at all of our categor categorical programs the same way. So maybe right now we're using them for one way and we would with the exceptions of things like VAPA we can't you know we can't but some of the other ones we might have to get more creative with. Okay thank you. just a real
128quick. So on the pie charts there's staff there's there's STRS and I noticed there's no pers it's I know there's a quick answer but it's just benefits there's not stirs on the the reason we break out stirs is because of the the on behalf so we have to recognize that as a liability but the state doesn't want us to only put the expense in our budget so the state also has us put the revenue but so it's not a true revenue and it's not a true expense that we're seeing hit our budget. It's a net zero to the budget, but they want it called out. So about four years ago, because the state pitches in for teachers retirement, teachers pay some, the state pays some, and the district pays most. So the state wanted everyone
129to know that they pitch in for teachers retirement system. So they made school districts show that amount on their budgetary pie charts. What's silly is that it's again, it's a revenue and expenditure. It's really unnecess it means nothing to us other than it's just a piece of the pie chart, right? Because the money goes in, the money goes out. We have no say in it. And that goes back to But they wanted you had asked the difference between Stirs and PERS and why the rates go up. Stirs is their board has very little power over the rates. They can only increase them maybe 1% and it's also state funded where PERS is a total different um retirement system. It's like it used to be like the world's world's their largest retirement system. They have a
130board. They invest in real estate and finance and all these different avenues and they have much more control over the percentage that they pass on to the school district and public employers. Thank you. Okay. Seeing no one else, I'll go to the public. Is there anyone who would like to speak to this item? Seeing no one, anyone on Zoom? Okay, thank you. Then we'll move on to item 9.02, the first reading of the 202526 local control accountability plan, known as LCAP. All right. Good evening board. Um, this is our sixth presentation regarding the local control accountability plan. Um, I want to remind you that the LCAP provides an opportunity for local education agencies like school districts to share the story of how, what, and why for all the programs and services we select to meet
131our local needs. As uh Mr. Pinkerton shared earlier, if you remember, although we spend a lot of time connecting with educational partners to receive their feedback, we look carefully at tons of student achievement data and other measures to try and evaluate what programs are being successful. The actual six or seven million that we're here to speak about is a relatively small amount of money in our overall budget. And of course, the work we do to help students that are socioeconomically disadvantaged, English learner students, foster homeless youth students, students with disabilities. Um, all are really important student groups that we need to provide extra support and something different for to be successful in our schools. Much of what we do goes beyond just the action steps. Um, we will review tonight. Also, what's new this year
132is because of some of the funding challenges, we have shown how some of the action steps now are covered through alternate funding sources such as federal title dollars or our foundation or other um means of income to support that. The ELCAP uh is developed over the course of the entire school year and across many different educational partner groups which we have listed here. These are all different entities that I personally have gone and spoken with or we have reached out to through surveys. We also have continuously worked on sharing with the board and public forums our outreach plan the midyear report which included um the monies spent so far this school year and metrics we have this school year and then all of the partner feedback that we've received. And last time we were with
133you, we went through in a detailed budget line item every single action plan um in the in the LCAP we're developing for next school year, the 2526 year LCAP. I'd also like to remind you um the 2526 year is the second year of a three-year LCAP. So this is the first year of the LCAP implementation and then we're making revisions and updates to it each subsequent year. Tonight is the first reading that must be done alongside the budget and then we'll come back to you in June to ask for your vote. This is all the survey work we did through various means this year. We used um youth truth as well as Google forms as well as parseek reel. Um we're proud to say that our different avenues of cultivation worked successfully to increase participation.
134and I'll go over that in a minute. And then these are all of the different um steps in the timeline to develop the cell cap. Again, I wanted to share with you on the box on the far right hand column, you'll see we increased our survey participation up to 2518 different entries. in addition to all of the public comment um just verbally shared at board meetings as well as moving about the community through different school events collecting information. Another element of developing the LCAP is called our parent advisory committee work. And we are required to present the LCAP to our LCAP pack, our LCAP parent advisory committee. And we did that last week on Zoom as well as our English learner parent advisory committee, also known as the DAC, our district English learner advisory committee.
135So the point being is we need to ensure that specific parents of ELEL students have had an opportunity to weigh in and give feedback and receive written feedback from the superintendent on any comments or questions that they have. So that will be forthcoming. We just collected those questions and comments last week and we'll be reporting back to them next week. These are the documents we went over line by line together last time we were here, including the LCAP overview, which is a document we've developed in St. Louis Coastal to be able to communicate more easily and directly with our community at large and the proposed actions and budgets as well as kind of a condensed version of all of the action steps. In addition to that, uh we are required to produce LCFF budget overview.
136Thank you, Mrs. Ecklund, for your help and support on that. Um, we have the 70some page completed LCAP template in its draft form. Thank you also to those community members who have been reading it in great detail and sending us their editing um, remarks as you go along. We apologize we are not perfect in any way, shape or form in those 70some pages. So, if you do see errors, please be sure to highlight them so that we can get them corrected. Um and you'll see connected here this school year's action tables are on the top right. Uh the bottom right are next year's action tables. And then there's another document we're required to create which is called a federal addendum which is the document that explains how our federal title monies are spent in alignment
137and in accordance with the actual LCAP strategic document that we've created. So we are over here now on the right hand side of this timeline at the LCAP and budget first reading tonight and then we are currently in that public comment period. That's our public hearing we opened earlier tonight and then we will come back to you in June for the second reading and approval. And also we're required to share with you at that time the local indicators report. There are eight um local indicators. Those are measures that we get to choose and report on. So that was our presentation this evening. You've all had time to review the LCAP in its entirety. And are there any questions? We're open to hear feedback and direction. No, I see none from the board. Uh, is there
138anyone from the public that would like to address this item? I just turned it off. Mr. Hunger. Well, I I just want to suggest thank you for the for the work that you all have done on this. This is an extensive document and I I believe that it really um reflects the the the needs of the school district in in the three goal areas and the things that the board has set out is important for the district. And so I wanted to thank you all for doing that. Yes, I forgot to introduce and thank the great team here with me. Uh Miss Stephanie Shepard and Dan Nef and I know Katie's also hiding in the back and Mrs. school of course also is involved in the drafting to support our special education students. Okay. And
139I would just make one comment that the LCAP is targeted monies, but in a $140 million budget, we are I want the public to be aware that we are spending additional monies just in the regular course of our work um to address the needs of these student groups. But these are specific targeted monies. Okay. If you miss Oh, okay. Mr. Gman, sorry. Thanks for the submission. Um, I want to join Chris. I um it's been a lovely I think Saturday afternoon, I don't know, reading this thing. Um, and I was amazed. I never read it before. I never looked at it and I just want to I want to thank you so much. Um but one of the things I was struck by was we keep saying um can you be held accountable? Are there
140metrics and this is full of them? And in the past I just heard sort of like nice words and lots of dollars. So I'm really glad to see that there's all this um assessment tools and accountability and measurements. So thank you very much. I understand Stephanie's primary author. So um thank you very much. It's it's an amazing read if anybody. Okay. Then if there is no additional board comment and there is no public comment in the room, is there anyone on Zoom? Okay, seeing no one then and no action being required, we'll move on. Item 9.03 reading difficulties risk screener die and uh lectura adoption recommendation. Excellent. Thank you for that. Um, I am here to uh present this evening alongside Corey Miktree, who is our multi-tered systems of support teacher on special assignment, typically
141abbreviated to MTSS TOSA, two acronyms for everyone to remember. Um, and she has done an incredible job. Um, follow and she'll outline for you some of the history and why we're here presenting tonight. And we have an ask um this evening for you to formally adopt our recommended tool that we've selected. So, I'll turn it over to Corey to share a little bit. Is this Lisa's phone? No. I just It's not just There we go. Um, so I just want to make sure I can um go forward. So um both better maybe. Hold on. I'm gonna turn it on and now it's going to work. Okay. Excellent. Um so I just want to um review a little bit first. So almost two years ago, um the state passed Senate Bill 114 on K2 screening and
142this is a quote from the bill. By screening all pupils for risk of reading difficulties early, California can help families and teachers achieve the best learning and life outcomes for all pupils and close academic achievement gaps. So that's an excerpt from the bill. Um but I want to give you a little history on the bill as well. Um, this was passed um in July of 2023. Um, and California was a little late to the game. So, I believe we were either 41st or 40 41st. Oh, it really that loud. Um, 41st or 43rd um in mandating um a risk um screen reading screener. Um and so back in July 10th is when that was um signed into law. Um and over the course of all of 2024 from January to just this past December, um
143the state board appointed a panel of experts. There were nine of them. And they in a year they held public forums. They held public meetings. And actually the nine experts hold I believe a two-year term. And um on December 31st, it actually was December 17th when I received the email, um they approved four screeners for the entire state of California, um with the caveat that everyone had to adopt by June 30th of 2025. So that's partly why we're here today um to actually roll out the screener for the 2526 school year. So with that being said, I want to cover a couple of the law requirements which are on the top portion and the actual state approved screeners. Um so what the law requires the law requires us to adopt a screening instrument. Um the
144law requires us to notify parents prior to giving the screener of the students. Um we will be screening the law requires you to screen all kindergarteners, first graders and second graders once a year um annually and um to use that screening data you would have to report the results to parents within a 45day window. So that's the law requirement. The four approved screeners are at the bottom. Um, Amamira, Roar, Dibbles, Lectura, and Multitudes were the four. And, um, we decided as a district to pilot three of them because Roar did not meet our, um, needs. We have kindergarteners and we have both English and Spanish speakers. So, the other three fit that bill. Um, and so that's what we decided to do. Here is our road map. This is um, particular to um, St. Louis
145Coastal. We started in January. So again, the four screeners were approved in December. We started assembling a team in January. Um and we reviewed all the legislation to make sure we covered all of our basis. In February, the team came together. Um two of my team attended the St. Louis Coastal um county office of ed screener fair. So there were presentations um from all four of the screeners there. We established with our team of about 14 a kind of an agreement of how we were going to move forward. The state does not require us to do a pilot, but we didn't feel like that was um good for us. So, we decided we were going to hold a pilot. Um and we set up the pilot for three screeners. We screened Amira in both Spanish
146and English. We screened Multitudes in Spanish and English. And we screened Dibbles Leura. Both one is English and one is in Spanish. Um and then we considered our tech specs with Genohhagen, our um Tetosa. And then we piloted at nine of our schools, all schools that had K2 students um both in English and in Spanish. And we did a mic what we call a micro pilot. So we tried to do anywhere from three to five students in kinder, in first and in second. and those um students had to take all three screeners so that we can compare data across the three platforms. Um the team came together uh on April 14th and they put down all their recommendations. We had a vote and then we talked about it and then we had a second vote.
147Um, and so today I'm presenting that information to you. And when it came to our vote, um, it was unanimous for Dibble's lecturera. And you can see on the bottom there, they did the strengths and the challenges. Um, one of the big strengths is that we already use part of Dibbles in our deep dive for our tier 2 reading instruction, the maze. Um, it has progress monitoring built in. It has a great biiteracy report um, for our DLI sites. They were huge advocates for the Dibbles lecturera. Um it was thorough. It also comes with a rich history as a platform whereas the others are new um to the race. Um there are some challenges. It is one-on-one meaning it is given one-on-one to students except for the maze part. Um however um and training is
148robust but our plan we do have a robust plan to train all of our student success specialists at each site who currently do um the screening um utilizing fastbridge or star at those sites. Um so that's what we have. So tonight we are um providing the recommendation that the board adopt both dibbles and lectura for snow um for our school district here for the coming year. And why is that? Um our key points are right over here. And I I do want to mention that our team was made up of an elementary administrator as well as all of our S cubes and they were also the ones that were leading the pilot and proctoring the assessments at their sites. I I also will say that we gave a presentation at every site as well. So
149sorry, we gave a presentation at every site as well. So all classroom teachers got the presentation around the new um the mandate and the um the screening process and we took uh QR codes and received feedback from those teachers to to make sure we had their we answered all their questions. So we wanted to make sure that this was a high quality progress monitoring tool that even had the capacity to do things beyond the screening requirement that the state is mandating and dibbles and lura meet that. In fact, many other districts use it as a progress monitoring tool when they're providing intervention to students um or even as something that they use to in general progress monitor all of their students um at different points throughout the year, typically three times a year. Um that
150said, we are right now only planning to utilize it as a screener for the coming school year. Um we appreciated the bilingual screening capacity as well as the strong reports that um this program provides. And there's it leads to detailed and actionable data, which again, if it didn't have that, we likely wouldn't have selected it because we're not just attempting to check a box and push out a report to parents and families. We really want to be able to take that data and integrate it into our current systems that are quite strong and use it as an additional metric or data point um to ensure that all of our students are progressing as they should. So what are our next steps? Pending um your approval this evening uh we plan to finalize our licensing as
151well as our platform setup. Corey had mentioned that we're working with Genhagen as well as IS&T to ensure that all of our devices and the equipment and the technology um is ready and prepared for a roll out in August. We'll have training for our S cubes prior to school starting and we have that tentatively held again pending tonight's approval so that we're ready to go and administer the reading difficulties risk screener in October and November. Um so parents would then be receiving those letters within that 45day window. We are um the team opted to do this earlier rather than later in the year so that we're really trying to catch students and then ensure that we're putting proactive measures into place um so that they're not slipping through the cracks so to speak. Um and
152then ongoing we are also required to develop a plan for our multilingual learners other than the assessments that are provided in Spanish and English. Um so we will be working on that pending the board's approval tonight. Um there is not guidance from the state nor from the companies around that. So we will have the fun job of building that from the ground up. So at this that concludes our presentation but we welcome questions as well as comments. This is Baltadono followed by Mr. Granfield. Uh, thank you. Thanks for the presentation. Um, I'm really pleased that California is um getting with the program here and um prioritizing this. Um, I'm a parent of a kid with dyslexia who benefited from early intervention. Probably not early enough. Well, he's doing fine now, but early intervention is really
153important. So my curiosity is um once a student is screened and and there does seem to be some reading difficulty going on within that 45 days the parents are notified. What happens after that? What does it look like for that student in our district? You want to go first then I'll add Okay, great. So, one of the things in um responding to the parents with the results, we we are creating kind of a a list of what might might happen or might take place. Um one would be that they would continue um their evidence-based literacy instruction with their core programming but with a heightened focus on the area of need for that particular student. Um also progress monitoring coming with that student. also the capacity for either one-on-one or small groupoup instruction, which we already
154have a um kind of built-in structure for um that tier 2 kind of model. Um but it could also require further evaluation where we pull in our experts um in student services. Great. Um and I think my other questions got answered earlier, so I I'm good. Thank you, Mr. Banfield. Yeah, I want to make sure that I understand that the dibbles and lectura programs once when they take the test that um the the results um say give um recommendations on how to service the student. Is that am I getting that? Yeah, there are some of the reports through um Dibbles and um Lectura that give actually their parent report gives a couple um nuggets of what you should try and what you could do, but it also high highlights the area of need whether that
155be phmic awareness or phonics or oral reading fluency. So the S3s will be the ones administering this test to all um K1 and two students. That is correct. On a pull out basis. Yes. Um it could be a pull out or it could be um a push-in model in the sense that they're set sitting in the back and pulling one kid at a time in the back of the actual classroom. Um and we'll have a window from I believe October 20th to November 7th for them to get that completed. What part of the uh evaluation is one-on-one? The entire thing except for the maze in second grade. the maze. Everything else is one-on-one. Um from kindergarten and first grade, there's about five um one minute assessments um that have a range and it it kind
156of goes up. But it also the program, one of the nice programs of the Dibble Electoral platform, the MClass platform, is it's online. So everything is instantaneous. They record right there. They get results instantaneously. Um but it also gatekeeps. So if a student performs high on one thing, it will close down the other three assessments that we don't need to go backward. Um so that was a nice addition as well. Thank you, Mr. Hunger. So this becomes either a tier one or two tier two um not implementation but intervention. Thank you. Um so how is this going to work with our benchmark reading program that we're just implementing next year? That's a great question. We're seeing it as a supplemental resource. So, oftentimes we want to triangulate data when we're looking at assessments and progress
157monitoring a kiddo. Our team already does this. Um, so we're hoping that with this assessment, it'll provide us even further insight into what our students might be struggling with if there are reading difficulties. And then it will further enhance our program that is currently in place. So then we can provide that really targeted intervention. If we're seeing that students are having trouble decoding or if it's around um their reading fluency, we'll be able to then take this as an additional piece of data. And and finally, is this going to replace any of the current screenings that we're doing right now? It's a great question. Um not at this time. Okay, thank you. Okay, I'll take it to the public. Is there anyone who would like to comment on this item? Please, please state your name.
158President, members of the board, uh my name is Ben Liippard. It'll be quick. I I wanted to say that I really appreciate all the hard work and the thoughtfulness that's going into both the LCAP presentation, this presentation for the MTSS. Um way back when the first sort of uh proposal was coming out, the MTSS, the counselors coming out was something that I was very worried about because that to me is a very efficient use of money. And when I um we see how each dollar matters, its budget, taking out those services that screen kids before they reach the point of meeting special ed, which tends to be costlier, uh and which they may not end up getting if they fall through. Um it's great to see that that when the counselors came and and testified,
159when the um the MTSS um specialists came, they're doing so much. They're providing so much benefit, I think, to the kids and saving a lot of money in the long run. And I think this is going to be something I'm going to harp on going in the future. Efficient use of money is really, really important. And this evidence-based efficient use of money, I think, is something that I'd like everybody to be thinking about forever going forward. So, thank you so much. Thank you. Is there anyone on Zoom? Okay, seeing no one, then I'm seeking a motion. Okay, Mrs. We'll make a motion. Um, I move that we adopt the recommendation of Debel Zenura for the reading difficulties risk screener. I'll second that. So, I have a motion by Mrs. Baltadono and a second by Mr.
160Mr. Banfield. Mrs. Baltadono. Yes. Mr. Banfield. Yes. Mr. Unger. Yes. Mrs. Sheffer. Mr. Buckman. Yes. And I'm a yes. That passes six zero with one absent. 9.04. Uh this is an agreement CCAP dual enrollment agreement um memorandum of understanding for 2025 through 2028 Mr. Nef. Good evening everyone seceded up. Thank you. All right. Well, thank you for the opportunity tonight to bring to you um this can be one of two ways. is it can be a first reading and then do a approval at the next meeting or if you want to approve it tonight you can do that as well for some kind of historical context. Uh I guess it was in 2021 I believe when the last three yearou was brought forth it was brought forth initially as a first read and then a
161second but the board approved it um in the first read. So either way is fine. Um so with that I'd like to take this time to kind of give a little bit more information around dual enrollment. It is a growing um piece in our uh high schools and and and leads to lots of opportunities and post-secondary uh success and that's I'll keep saying I'll be a broken record on this one all about opportunities for kids. Um, and so with that, let me share a little bit information about kind of what dual enrollment is and a little bit like why is it important and then kind of a little bit more specifics with the actual uhou and so looking at dual enrollment sometimes referred to as concurrent enrollment and that's really just the idea that a
162student is taking courses from two institutions um their high school and then usually it's in this context most of the time we talk about it at a local community college which works in regions and we are in Quest's regions in this county. And so we we um operate with Qua is the other institution that our students are taking those courses from. And so it gives them that opportunity to take college courses and get that exposure while they're in high school, which is a great opportunity um for them to get ready for that post-secary education or be ready for having success in college and see what college courses are like while they're still um in high school. A lot of them are straight transferable. So, if we think about kind of the context of there's A
163through G requirements for a student to be eligible to apply to a 4-year things, you have to have college prep, English, and college prep math or those sort of things. Well, at the community college level, there's what's called in the California gets agreement. It's basically courses at the community colleges that transfer to a bachelor's level degree at the UC's and Cal States. Outside of California, they'll accept them, too. But that gets a little bit more varied in terms of the state and the universities and private and all that. But it's very similar for students taking community college courses that they'll transfer to a bachelor's level program at a UC or Cal State and they're guaranteed that credit. So I kind of think of it in the context of kind of like a A through G
164for college kids um to getting into bachelor's program. And so it's giving our students opportunity to start taking those courses while they're in high school um which is great for them. And so, as I said, there's kind of there's within dual enrollment, we think about CCAP. CCAP is college and career access pathways, which is why we just say CCAP. Um, we love an acronym in education. And so, there are CCAP courses and then enrichment courses. Enrichment courses are courses that are students are taking outside of the school day. For us, a lot of that is summer schools when they're taking it and they are doing it on their own. So it's not with within CCAP as you see because I'm here tonight to speak on this. We have a formal arrangement with Qua College. We're
165part of a consortium with the other districts in the county. Enrichment is students just doing it on their own to take those Questa classes predominantly in summer is when uh that's occurring for our students. There are a couple different models within CCAP program within ourou um that's quite lengthy you saw it but there's questled which is basically a courses led by a clusta teacher and then there's high schoolled where is led by a high school teacher most of our courses predominantly are high schoolled we got into this a little bit last time when I presented on the new course offerings QUA establishes what those criteria are to meet to be a QA teacher Um, sometimes our teachers can make it. A lot of times, especially in sort of our core content areas, it's a master's
166degree. Outside of that, think of like CTE, a lot of it is based on experience and industry. And so, we have a lot of teachers within pretty much all our teachers within CTE will meet those criteria. So, we see a lot of our CCAP courses in uh CTE primarily for that reason. We do have a new model as I mentioned last time when I talked about the new courses. We have this uh dual enrollment AP physics um course. We're trying at St. Louis High because we have a the teacher there has worked with the Questa teacher in the past successfully both in passage rates and kids doing well in the course and so that is a model where it is there's it's considered a Qualed course but is actually the high school teacher is facilitating.
167I had experience with it at another high school I was at. And so that relationship is super important how the how successful the course is. And because that both those teachers have worked together successfully in the past, we wanted to give it a try at St. Louis High for next year. So that is a little bit of a different setup. Primarily almost all our courses are high schoolled. Our c our teachers are the Questa teacher. How does it impact on students? I spoke a little bit about this earlier, but the idea research has shown students that are taking college courses in high school therefore do better when they're in college taking courses and stay in in college uh to finish their degrees. And it gives our students in high school that exposure to what college
168level coursework is, similar to what AP level work is. And AP um coursework can be transferable depending on the passage of the test. Um but it gives them again that early access while they're in high school so they can see and be ready so that when they leave us they are indeed ready to be successful um in that post-secary education. As I said before most of our uh courses are embedded with CCAP courses I should say are embedded within our CT pathways uh with a couple exceptions of we have a environment AP environmental science dual enrollment course and then we'll have that physics course uh next year as well as kind of the two exceptions. And then big piece of dual enroll which I think has seen a lot of growth over the years here
169as well as other districts is it's that transferable credit with no cost. There is no paying for a test or anything like that. The tuition is free for high school students and so it is basically a free opportunity for students to get that college credit which we know college is expensive and so when that transfers at that much less if they're paying in college tuition um they are their parents financial aid all those sort of things come into play. So financially it it provides a big advantage for students. As I said there's two types of dual enrollment. So there's the CCAP or college and career access pathway primarily our CTE courses. And then there's the high school enrichment which for us mostly our students taking those courses on their own. So they're not particularly working
170with their dual enrollment counselor to get they're really on their own doing register just taking that class with the just like kind of a regular Questa student right in summer school is where most of our students are doing that but you have enrichment and and CCAP for tonight thisou is specific to CCAP and so with that we are part of a consortium with all the other districts in the county so my counterparts in other districts probably tonight or they're pretty close board meet as the line are doing the same thing. Um theou for LucyR for Tascadero for Paso for Templeton basically is exactly the same other than where it says Lucy or Oregon High School or Templeton High School and ours says you know St. Louis Moral Bay Pacific Beach. Those are the only differences.
171All of us went through a process as a group as a consortium in working with Qua uh this year to come up with the things that we wanted as a group and so all of us have the sameou. So even though specific there is a St. LouisU, it's really theou for the whole consortium that then the only differences are the names of the district and the schools that are there. Um so it is a sort of it's a group effort uh literally that we do. So a little bit of history, we had a three-year agreement that expired before last year with the hope of doing another three-year agreement. some things happened and ended up doing needing to do a one-year agreement for this year with the idea this year we would come to an agreement
172as a consortium and Questa to have that then moving forward three-year agreement and that's what we did. So we as a consortium had a number of meetings actually facilitated by a group that Questa brought in to get our input the things we were looking for as a group and then worked with Questa to come up with a draft uhou and then uh consortium members all of us gave feedback gave a few different iterations and then came to the draft version that you're looking at. So we work through kind of a negotiations process, let's say this year um with Questa again as a consortium. Some of the tweaks uh from sort of last year, but really probably the three-year one before that is we had asked as a consortium for a while, a little more transparency
173with Qua and the funding model and how they generate their u portion of the funding that they provide. And so you can see they've done that. They break it down by how many sections within the district as well as a funding model for teacher stipen and materials. And so that was a piece that was added that um we were happy to see. There are some enrollment incentives that were built in that we wanted as well. As enrollment increases in courses, then funding increases as well. And so if you have say a class that has 10 students versus a class that has 30 students that are enrolled in a dual enrollment course, there's a little bit more incentives built in for that higher enrollment. Um so we want students if they're in a dual enroll course
174being enrolled and getting that credit. And so that provides a little bit of incentive for that which is nice as well as increasing teacher typens. The stipens had been the same since the onset in 21 I believe it was. Um, and to do to to teach a dual enrollment course, you have to work with Questa's things because it's supposed to match the same as if that student was at Questa taking a course. So, they have to have their grades in Canvas. They have to meet the criteria that there's a number of things that teachers have to do the same as the Questa teachers do. And so, that's what that stipen provides. It's it's a it's work. Um, and so we wanted to see a little bit of an increase to support the the teachers that
175are doing it. And then there's funding uh for materials as well. Um other than that, theou language is pretty much the same as it's been from even the previous one. I guess it was four years ago. Um come in on that. As I presented before, you approved. We have do you have the link there for the courses that we will be offering next year at St. Louis High, Moral Bay High, and Pacific Beach. So just a reminder of those. And then that is pretty much it. So again, happy to answer any questions. Feel so inclined. If you are able want to approve it tonight, you can. If you want to bring it back to the next meeting, that can be done as well. But some point it will be need hopefully be approved so that
176we can enter in um at the start of July 1. Um for all our dual enrollment courses, Mrs. Schffer and then Mr. Anger and then Mrs. Baltadono. start by saying I would support going ahead and having a vote on this tonight if my colleagues agree. But I have one question. Since it's a three-year, um, does it allow for the ability to continue to add courses during that three years? Yeah, good question. Thank you. So, yeah, the ability to add courses or change courses, we do that every year with Questa. we have what we were continuing with and then if we're add any as well as the funding is yeartoyear because it's based on how many sections and then they have a calculation of they call it FTEES's full-time equivalency of students. So that's yeartoyear the
177three-year is really the arrangement and how we work with Qua as a consortium and how our students sign up and stuff but yes we can add or change courses each year the funding um can change each year as well depending on how many sections we're offering and how many students are enrolled. Thank you. Good question. Thank you. Okay, M. Stronger. Just really quickly, one of the things that I I just want to share that I appreciate um was that there was a clause requiring an outreach to students who are classified as underserved and I think that's great and I I I would support going forward with a vote on this tonight as well. You Mrs. Baltadona, thank you. Yeah, along those same lines, I I appreciate it in theou it cites to the statutes that
178um create this system and it's really it's targeted at such a wide range of students, right? It's both students that are looking to recover credits perhaps in a summer class situation um as well as students that are looking for acceleration. And so I appreciate it serves such a wide range of students. Um I just have a question on the funding. You mentioned teacher stipens. So, um, this is just on top of their their typical pay that they receive from our district. They receive additional stipens from Qua to serve as this dual enrollment instructor. What's the um, and then you said, you know, this is a great way, a zerocost way for students to essentially achieve what they could achieve on some AP classes without the cost. Um, what's is there any cost to Qua and
179how is that? I'm just curious how does QuUA have any outlay of cost to do this and is that covered by or is it just if we're teaching the classes then it's yeah there are employees. Okay. And so that's sort of our we bring that to the table and then Qua gets sort of an ADA sort of model out of it is terms of their they count as students for them. I see that could be I mean there's a little little more technical that I don't know if Mr. Pinkerton, Miss Eklan wants to chime in, but essentially that's kind of how it works. That's why it's an like it's an agreement. Okay. Um with them. We we get access to our students get access to their courses. Um there are teachers that do it except
180for if it's a Questled model, which again is only like you know a couple classes maybe. Um and so that's sort of why it's a mutual beneficial relationship. Sure. And then my last question is just to clarify um what we're talking about the classes that are um governed by thisou are separate from what you said would be what we considered enrichment classes and that's where the student is pay they are essentially acting like a quest student while they are still a high school student paying for those courses on their own that have to double I think high school is still free for students but it's more about under CCAP we have Jessica Hoy is a dual enrollment counselor that works with all of our our high school sites and helping enroll students and tracking it
181and is really a a liaison going back and forth. So, that's all under CCAP, right? In a high school enrichment, a student can just sign up and take a a course in the summer and that's where they're registering on their own. They're doing it all on their own. Um, but it's still free. Okay, I need to look into that because I feel like we just paid for Quested classes this summer. So, um, thanks. This is good and I'm I'm comfortable. I thought it was free, but I can double check that with whether summer's an exception or not. Okay, does that complete your questions? That completes my questions. I'm ready to vote. Is there anyone from the public that would like to speak to this? Okay, m Mr. Dunigan. My son took enough classes to essentially
182do a full semester's worth of work for dual enrollment. Uh he brought it up last week as he was waiting outside and he was like it actually helps um socioeconomic disadvantaged students be able to get course work because of the quest to promise. He also did two classes during the summer which there was an expense for the materials. Uh they have a digital library that you rent books and whatnot. Uh but the credits were pretty much covered as far as I know. I didn't, you know, but the digital library was a little there was an expense there. Uh, but the idea of dual enrollment is really good for kids if you just let them know that, hey, you can complete almost a year's worth of Qua if you do enough. So, you only have a
183year's worth of Qua to do. You get your AA right out. So it's it it helps kids understand better that they can get something if even if their family can't afford uh further education thereafter. So and in his case taking trigonometry, taking pre-calculus, taking physics, taking economics, these courses were not easy, but they did help him out quite a bit. Now, he's decided to go a different route with college education. Uh, but those are my comments on it. It's totally worth it, guys. So, there you go. Thank you. Thank you very much. Anyone else? Anyone on Zoom? Okay, then I'm seeking a motion. I'd like to make a motion to um accept approve the CCAP dual enroll dual enrollment agreement 2025 28. So I have a motion by Mrs. Sheffer, a second by Mr. Unger,
184Mrs. Sheffer. Yes. Mr. Unger. Yes. Mrs. Boltadono. Yes. Mr. Banfield. Yes. Mr. Buckman. Yes. And I'm a yes. So that passes uh 6 with one absence. Thank you. Okay. The next item is 9.05, measure C22, award of bid number 332, the Hawthorne Elementary. Mr. Pinker, yeah, the uh elevator at Hawthorne School doesn't work. We need to modernize it. So, um, there's really only two companies like in this whole area that work on elevators. So, we initially didn't receive a bid from either and had to call back said, "Can we please get a bid, right, to to do this work?" So, um, the elevator shaft itself is fine, but in terms of like re they basically just redo the entire they modernized the entire elevator itself. So, um, we did the same thing recently at Sispo
185High School in the special education room in terms of elevator. So in terms of the cost itself, it it came at it was tagged with Steve Stewart and Chris Bonnet. It was expected. This is about what we expected to have to pay to modernize that elevator. Um for you who don't know, there's the clock tower at Hawthorne School. That's an elevator shaft. So that's how they have to get from the bottom to the top. So currently, fortunately, we don't have any students with disabilities that have to use that elevator on a daily basis. But um in this case, you know, with DSA, we have to fix it. So, I'm bringing this forward for you tonight and uh hopefully begin the work soon. Okay. Thank you. Is there any board comment? Any public comment? Comment on
186Zoom. In that case, I'm seeking a motion for approval. I'll move approval of item 9.05. I have a motion by Mr. Anger and a second by Mr. Buckman. Mr. Unger, yes. Mr. Buckman, yes. Mrs. Baltadono, yes. Mr. Banfield, yes. Mrs. Schuffer, yes. And I'm a yes. That passes 60 with one absent. Okay. 9.06. Again, measure C22, LLB subleas agreement. or amendment rather number two setting the guaranteed maximum price for the Lagona Middle School phase 1B modernization project Mr. Pinkerton. Yeah. So this is Laguna Middle School as we've talked about over the past year. Um at Laguna and Losist Middle School we started off with just doing the student restrooms. So they've actually been going through the campus and we want to do something quickly for kids that they would see and you know be able
187to take part in right because you're only there for two years as a a middle school student. So um again Los Sosa is pretty quickly they got the the restrooms done. Um Lagona it's we've had to do one at a time because they just don't have enough for the number of kids. Um but that's still progressing. So they have I think two done now. We're on the last one at that campus. So that was that was kind of the first phase for Lagona. This this project is the next few years at Laguna Middle School. So, this is really the entire outside of the campus. It's re- roofing the entire campus. It's putting new HVAC, so heating, ventilation, air conditioning throughout the entire campus. Um, so that includes air ducts, replacing the ceilings and all the
188classrooms. Um, it's it's infrastructure work throughout. There's a ton of um concrete work for pathways and ADA accessibility um that has to be done. We're going to be redoing the quads at at most sites, but for this one, Laguna Middle School. So, adding some greenery in the quad itself, but um basically redoing the entire the entire inside. Um I mean, pretty much the entire exterior of that campus is going to be redone uh with the project. Um we are adding some temporary classrooms as well with this at Laguna Middle School so that as we go in and do the exterior work we can then also follow with some of the interior work can be district run and getting that work completed on more of a maintenance district side to save money. So, um, that's something
189we're again we're looking at, but we we'll basically as they go through each of the buildings, we'll be then following up and doing the internal, you know, doing the concrete floors and those types of things, painting the interior as well. So, um, tonight we're bringing this forward again. Just came out of DSA, just got it approved. Um, FNH is the contractor on this project. So, um, we're we're excited to finally get going and and for people to see that, you know, kind of big work project that is, uh, is is going to happen there. So, it will change the face of that campus completely, right? So, um, really upgrade it from what what you see today. So, some of the renderings and things of course are on our measures website for people if they want
190to see kind of what the the color structure, those types of things, what it looks like. So, um, we're happy to bring this forward tonight for approval. Okay. Thank you. Have we worked with F&H before? So, this is our first time. What do we know about them? Are they local? Um, they are they they do local work, but also in the valley as well. So, I think they did the animal shelter re recently for the county. They've been the projects um here in the area. And they'll be using local labor. Um, some local labor. So some of their labor is so they're a union contractor and so they have there's not that many of the carpentry subs in our area. So they are pulling some of the carpentry subs out of out of the um
191out of the area. However, other contractors like the electricians and some you know a lot of the other subs too will also be um people from our area as well will be local. Yeah. Okay. Thank you. Um I'm see Oh, let's see. Is there anyone from the public that would like to comment? Anyone on Zoom? Oh, Mrs. Baldon. Mark was first. Mr. Buckman. Mr. Buckman. So, I appreciate all the work on the exterior and I you've already answered this before, but I just want to ask it publicly. So, some of the um flooring, the carpeting at Lagona is Yeah. Yeah, it's all going to get replaced and and some of the furniture is really bad as well. Yeah, furniture as we go through the classrooms. Okay, we replace all the furniture. Thanks. Yeah. Now, we
192did buy some new desks with COVID funds and so we will some of the desks will be reused, the ones that are relatively recent. Some of the rooms are old that you might have walked through, right? So, but again, they will be we basically outfit all the new classrooms. And I apolog So, I went to open house and usually I walk in and there's stuff hanging on the walls and some of it it was like I looked at the floor and the desks and it was it's time. It was bad. It's it's past time. It's definitely time at Lagona. This is a big undertaking and I'm just curious if there's a projection of how many years this is going to So, this is I think the um they actually have the fee schedule here. So
193this is uh through June of 27. Yeah. I just wanted to make that clear. June 2027. So it's a few years. And again, depending on the particular classroom wing, what they're going to do for, you know, they they try to fortunately in Lagona, we're going to have those temporary house, you know, have the temporary housing to move students out so we can go in and really do a whole building at a time. So that's what they'll do. They'll go through and do a building at a time. Um, well, I just want to say that, um, all of our sites that have started construction in one way or another, they're just doing so well with just rolling with it and moving from, you know, temporary classroom to this, you know, this location to that location. And
194so, I just really want to commend our school sites and the teachers who are just and also the students who I think are just, you know, they understand that this has to get done. And so, um, thank you for your management on this. Thank you. Thank you to the public for passing measure C. None of this is possible without that. Okay. I'm I'm seeking a motion. I move that we approve uh LLB subleasase amendment number two. No. No. Yeah. That's it. setting the uh GMP for the Laguna Middle School phase 1B modernization project. Okay. I have a motion by Mr. Banfield, a second by Mrs. Sheffer. Mrs. Schoffer, yes. Mr. Banfield, yes. Mr. Buckman, yes. Mrs. Baltadono, yes. Mr. Yes. And I'm a yes. That passes 6 with an absent. Okay. Next, we have a
195couple of board policies. Uh, proposed revisions to board policy 6152.1, placement in mathematics courses. Mrs. Yamasha, good evening, board. This is always a hot topic in all the school districts I've worked with related to how to ensure that students can have access to acceleration and high quality math programming and that there are lots of opportunities to on-ramp maybe later in your educational career to advanced mathematical um opportunities. And so this specifically is about ed code 51224.7 that the governing board of the district um that serves students in grade 9 is mandated to develop and at regular board public meetings adopt fair, objective, and transparent mathematics placement policies. And so that's why this is before you tonight. It's important to note that high school graduation requirements include completion of at least two mathematics courses in high
196school and one of those two courses must meet or exceed the state content standards for algebra 1. Um, it's important that the Cal, you know, the California Department of Education's guidance recommends flexibility so that choices made by students during their first two years of high school do not later limit their choices of mathematics courses. So that I am bringing this to you per CSBA and our board policy subcommittee work for a first read. Okay, seeing no board comment, is there anyone from the public that would like to comment on this? And no one on Zoom. Then I'm assuming you're you would like to bring this back for a second. Yes. Second reading. Do that. Then item 9.08 is yours as well, Mrs. Shimasha. Yes, this is a CSBA recommended update to the school accountability report
197card board policy. Um, the governing board must annually issue a school accountability report card. It's nicknamed a SARKC for each school site, reporting all conditions listed in various ed codes. The goal of the SARKC is to provide data by which parents and guardians can make meaningful comparisons between schools, thus enabling them to make informed decisions regarding which schools they wish their children to attend. So, this is essentially updating um our board policy to the current requirements um for the school accountability report cards, which we do every fall in our superintendent's office. We bring them to you for the board review every year as well. Seeing no board comment, is there anyone from the public and no one on Zoom? So, yes, let's bring this back for a second reading um next time. Okay, thank you
198very much. See if I can get myself to Go back here. Thank you. I don't know why this is stuck. There we go. I'm back. Thank you, Mrs. Sheffer. Okay, we're moving on to the consent agenda. So, please let me know if you would like anything pulled. Item 10.1, approval of certificated and classified personnel items. 10.02, acceptance of donations. 10.03, Approval of Field study trip requests. 10.04, Approval of furniture and equipment requests. 10.05 Renew legal services contract with Fagan Freriedman and Fulfost. 10.06 06 approval of the minutes of April 1, 2025. 10.07 approval of the minutes of April 15, 2025. And 10.08, approval of the minutes of May 6, 2025. Seeing nothing pulled, then I am seeking a motion for approval of item 10.01 through 10.08. Where? Oh, down below. Below the line. What the
199hell? Okay. Well, but wait, there's more. But wait, there's more. If you call today, okay, we have more policy on 10. Call today. Approve increases to the summer salary schedule. 10.11 approve proposed revisions to board policy 3553, free reduced price meals. A second reading. 10.12 approve proposed revisions to board policy 1113 district and school websites. A second reading. Item 10.13, approve revisions to board policy 4040, employee responsible use of technology. A second reading. Item 10.14, approve proposed revisions to board policy 4157/42574357, employee safety. Also a second reading. Item 10.15, approve proposed revisions to board policy 5144.1, suspension and expulsion due process. Also a second reading. Can anyone find any additional items? Okay. If not, then I'm seeking a motion for approval of 10.01 through 10.15. This this is the most we've had in a long
200time. I'll I'll I'll make a motion to approve items 10.01 to 10.15. I'll second that. Okay. I have a motion by Mr. Anger, a second by Mr. Banfield. Mr. Anger, yes. Mr. Banfield, yes. Mrs. Baltadono, yes. Mr. Buckman, yes. Mr. Schffer, and I'm a yes. That passes 6 with one absent. Do we have anything for advanced agenda? Okay, seeing nothing then reports by board members. Mr. Banfield, keep this short. Tell you if you haven't had a chance to go see the Moral Bay High School auto shop, you got to go. Um, cleanest place you could eat off the floor. spacious and well organized and Richie Whmer runs a very good very good uh shop. Now, I suspect you're going to be hearing from Scott something that happened with some of Richie's students when they went
201over to um the Questa Automotive kind of a competition. I'm not going to say much about it, but I will say that, you know, you have an autoshot teacher that plays debusy music in the background, keeps everything calm. He lets students explore. They try to figure out what tools they're going to use to remove things. He doesn't spoon and feed them, but he will go back and he'll circulate around each group. He doesn't want to get involved with one group in particular, but he goes around each group that is on a project and he just and he gives them guidance just enough so they keep going. He encourages them. man, if I was in high school again, I'd be at his door every day. Thank you, Mrs. Baltadono. Um, I had the pleasure of attending
202the celebrations for our graduating AVID students at both Mororrow Bay High School with Mr. Anger and Slow High School with Miss Schoffer. And, um, just want to commend the students um, for their commitment over many years for for several of them through the program. they're all headed off to four-year universities um or or some sort of further education, two or four years and um and also uh we just have remarkable staff that are teaching those programs and also uh coordinating and so I look forward to their continued growth in our district. Thank you, Mr. Hunger. Yeah, and and I'm glad that we were able to go to the Moral Bay High School AVID celebration. It is just quite a heartwarming event. Um, I went to the to the Moray High School FFA recognition dinner and
203that's always a great great night. Uh, the the current officers are rec are are recognized and then they introduce the new officers and just the different things that the students have been doing. Um, it's always a great night. Uh, I I went to the Mororrow Bay High School girls water polo and cross country CIF BA banner raising and the parade which which I know they mentioned over here. And uh it was great. You know, we're standing out in front of Moral Bay High School in the back by the new gym and uh to to you know the to hear the police sirens and the police escort down the Embaradero I think is what they were doing and then to come in there and then uh I didn't realize that when the students got CIF they
204also got these rings and so they you know like like World Series players they get a giant ring. It was it was quite a quite a fun experience. And then I was able to go to the Baywood open house and just stop by there too and and visit there for a few minutes. Um that was always great. So it's been a it's been a busy and I think it's going to be busier for all of us in the couple weeks. Thank you Mr. Bman. Thanks. Um I was able to attend Hawthorne's open house. It was kind of exciting because um the entire cafeteria was filled to capacity in seating and then in standing and this is a campus that's under construction and it was just amazing to see all the parents looking whining around going
205got that got that. Um, I was at Laguna's open house. Um, and it was it was again it was a large turnout. Um, and I was at DAC and unfortunately the the the population the population has just diminished almost nothing in terms of it. It was always a a fun and and well attended event and I keep trying to scratch my head and figure out where is everybody and it's not I think it's not that they don't want to be there, I think they're scared and I just have to say it. Um and so um it's been a great end of the year and I've enjoyed participating in a lot of stuff. Okay. Well, I was nowhere um well, not really nowhere. I was in Arkansas um since the day after the last board meeting.
206So, I don't have a report, but I'm glad that all my colleagues were very busy representing us. And with that, this meeting is adjourned. I'm