06-09-25 SMUSD BOE Special

001All right. Good morning. Today is June 9th, uh, 2025. Welcome to the San Marino Unified School District board meeting. Here's our board president, Cfield of Chair. Good morning everyone. uh this uh June 9, 2025 uh schedule uh for the patient meeting for the the strategy planning. Uh first of all I like to talk about the uh some protocol about uh correct public comment. All meeting of the board of education are open to the member of the public unless public property notice as a confidential cross-section as allowed by the law. Member of the public may address the four as outlined in the public comment section of the agenda. The audio of all meeting is recorded and a member of the public may be held liable for any records or the otherwise statement in consideration of the

002ball and a member of the audience. Please turn off silence your cell phone while in the ballroom. The Sanino Unified School District encourage those with a disability to participate fully in the public process. If you need a disability related modification or accommodation including auxilary aid or service to participate in the public meeting the assistant to the superintendent at the JD E R SUD us 6262997,000 extension 1310 at the 48 hour before the schedule board meeting so that we may uh make every reasonable effort to accommodate you. Document provided to a majority of the board of education regarding a open section item on this agenda will be made available for public inspection in the district office located at the 1665 West Drive Sanino during normal business hour. In addition, such writing and document may be reviewed

003on the history website at the www.smusd. us. So um right now is 9:03 a.m. I call to order first roll call Mr. S. Yeah. Uh, Miss L, uh, she will join later. Yeah. And, uh, Mr. Brian, hi. Uh, Mrs. Pear here. Mr. Chen, hi. Uh, next a uh, Fred Sus. Uh this by I think the uh where Francesca please ask. Okay. Uh just place your right hand over your heart. I pledge to allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice. Thank you. Do I have a second? Second. No call. Mr. Hi. Uh, Mrs. D and Mrs. Zion. Hi, Mrs. Gear. Hi, Mr. Ch. I Okay. Public comment. A communication from the audience concerning the matter on

004the special board of education meeting agenda may be heard at this time, but not responded by the board of education. The board of education has adopted four policy 323D to ensure the public's right to be heard in any matter pertaining to the Sanino Unified School District. Person who wish to provide a public comment will have a three option to submit a public comment. First submit through a unive form submit through a unive form. The public may submit the public comment for the open section on the June 9, 2025 from the 12 pm to 2 p.m. on Friday, June 6, 2025. Commentary received during the time will not be reached during the meeting but will be provided to the board of education. Do I have any public comment submitted via the form? Okay. Second, request to

005speak during the meeting via the zoom during the public comment. The meeting will pause for one minutes to take a request to speak. The raise hand function is used to take a request during the public comment period. For online attendee, press the raise hand icon to add yourself to the puke. For phone attendee, I the star n the speaking order will be determined based on the order of the request received. Individual speaker will be unmute and call to the speak. Mr. home. Please uh pause the meeting for one minute to conduct the public comment. We do not have any attendees on Okay, thank you. There request to speak during the meeting in person via the public comment car. Please complete the public comment car and submit the completed car to the designated uh dropbox with

006the assistant to the superintendent. Opportunity for public comment are offered pri to the close section and at the start of the regular open section will matter not on the agenda and for matter on the agenda. The board of education reserve the right to add one public comment period fine to any individual item and agenda. Five minutes may be allotted to each speaker and a maximum of 20 minutes to each subject matter. However, in the event there are more than uh four speaker under the same subject matter. The four question detain the description to adjust and limit the time allocate to the each speaker to ensure that all the region to speak will be heard within the 20 minutes alone. Do we have any public comment car at this time? Okay. Uh next is a four

007strate. Okay, I would I like uh now I'd like to turn it over to uh Dr. uh Dr. Richtor and lead the the through the uh project strategy planning section. Yeah. Or you can introduce it would be my pleasure. Good morning. Thank you, President Chang. Um this morning we are very excited and honored to have um someone from the California Schoolboard Association in their governance planning department and your last name forgive me yo joining us this morning to lead the board of education in um p the subsequent year um budget planning and educational and board priorities and goals for the 2526 school year. So, at this point, I'd like to introduce and welcome Mr. Pa Y. Morning everyone and happy Monday. I can't believe it's Monday again. Uh, it's lovely to be back here. I

008looked at my notes and the last time we met was any guesses what year? Anyone guess? And the date was, let me see. So, what was it? I said June 3rd. I wasn't here. Sorry. August 1. August 1st, 2022. Um, it was truly a pleasure to work with. I know it wasn't this board because you have a few new board members, couple new board members, but it's lovely, always lovely to come back and work with all of you. I'm happy that members of the cabinet are here as well because as you know, it takes all of you or to move your district forward. The agendas are right in your uh binders. If you look at your binders, you open up your binders and it will be December sheet. But we'll just quickly go over those

009agendas or the items of the agenda. I just want to make sure you're all okay with first name. Are you good with first? Okay. The type of session we have today, the setup is actually a bit more formal for the um sessions that I like to do. We like to be closer together, more or less circular. I don't really like to be so separated from all of you, but it's fine. This the format will work. So, take a look at the um at the agenda. Also, for today, you're not going to need any of your technologies. You won't need your laptop or Chromebook or any of that. Everything we do is oldfashioned and then tape. You can post those up, set them aside. You may need them this afternoon or tomorrow, but you only need

010the Monday portion. So, let's take a look at the your retreat agenda. And so, it's really simple. Started at 9:00. Um we are going to look at your norms for starting your meeting for running your meeting. You have some sample example or some sample language that you look at and you'll select four or five norms that you would like to uh implement. You're going to talk about expectations and commitment. What does it take to be a board member? What does the commitment look like? As you know, I'm a former board member myself. I had the pleasure of serving in Oakart Unifi was appointed first and then and was elected. And so I understand what it's like to be a board member and have to make tough decisions especially now of the times that we live

011during the times of uncertainty. Um your goals even more more um special. So we'll talk about comm. talk about goals and responsibilities. Who does what? What does the superintendence? What does the board do? What do the board members do? Right? Because as a uh as as a individual board member may have noticed by now, you have absolute uh your power comes when you're all together. We'll talk about communications both internally and with the community. How will you respond to community concern? How do you respond to questions? What does that look like? And that's pretty much it. By that point, we should be at noon and we'll be done with our session. So, how does the agenda sound so far? Good. And if it's not good, it's too late. We forget the agenda. So, all right.

012There is no um no democracy in these sessions. See, we just I lead them. So, all right. Um what I wanted to share with you is you're all familiar with Google right? In 2012 Google did a study. So they um gathered a team of psychologists and researchers to look at different themes and find out what are the key elements of success. What do they have in common? So the first thing that came up so they came up with five elements. They studied 180 teams spend billions of dollars to do this study. Number one is psychological safety, right? Do you feel safe asking questions, offering your feedback, offering suggestions? If you don't, there's no psychological safety. Not going to have honest conversation and it's going to impact your communication. Dependability. Do you do what you said

013you would do? If if you don't what happens that sense of te is lost. you clearly the uh all put in the so no it's okay this is just I just want to go over the five elements and then we'll move on but thank you structure and clarity so important right who does what because a lot of times board members tend to um be involved in some type of conflict because they don't understand their role they don't understand what the board does what a superintendent does. We'll go over those meaning of work. In your case, serving on the board of education, your work is meaningful. What you do matters. You may hear it from your community. Sometimes you don't hear all the kind comments. Sometimes you hear only problems. But what you do matters. And

014impact of work. Work is impossible. You are educating to tomorrow's leaders. leaders of tomorrow. So um what I wanted to talk about is the four pillars of good governance. You're going to everything you do this morning, all the activities you'll do is really based on the four pillars of of good governance. So number one is unity of purpose. Are you unified in your efforts? Do you believe in your vision, your mission? Do you have shared values, shared core beliefs? The second is role and responsibilities which we'll go over. We're going to look at four documents board bylaw 9000 role of the board. We'll look at board bylaw 9200 limits of the board. We'll look at board policy 2000 concept of administration and 2110 which role of the superintendent. I'm not going to sit here and

015lecture on those. You're going to work together. read the document and pull out highlights of the document. Okay. Uh we'll also talk about norms. What are your norms? Every stabilized community and group spends the time to create norms. How you're going to manage yourself, how you're going to manage your board meeting. And we'll talk about protocols. Specifically, we'll talk about your communication protocol. We'll also talk about your visibility, meaning the need to have a protocol on how you're going to visit school. Then all of you are operating from the same set of norms. So with that, you're and you're going to move around. You're going to stand up, get up, write on short paper. This way you're not going to get bored. And I'm not taking sit in lecture because nothing good ever comes out

016of that. But before we start with that, let's talk about norms. And I have some sample language for all of you to um choose some norms from. So with that, let me see if you're going to work together. Let's see. So Joshua, if I can have you move right there next to Shelly. And what? So, what you're going to do with the fact there are 17. Shelly and um Joshua, you're going to work together. And then Francesca and Joseph, you're going to work together. First thing is please go ahead and number them. There should be 17 of them. So, go ahead and number. That will make it easier. Once you do, go ahead and uh just review the 17 um norms on your own just quietly. Okay. On your own. Review. And then you're going

017to select your personal top two. Your top two. Maybe on a sticky note next to you, write down the numbers that you're selecting. Each of you will select two two norms. You're done and you you have selected your two. Go ahead and have a conversation with your partner about what you selected and why. Why is that important? I mean if it's not this I think yeah I think this is a test of process well we're already successfully operating All right. That's fabulous. I love that. We have I will listen without waiting. Thank you. All right. Everyone is gone. Yeah. So we both always we both shut the same number one because I feel like that's what you Usually there's space that your attention if you let that distract. So we once we all creation go

018we ever do that Those two for us are at the top and everything get there. and model. Sorry that I mean Oh, thank you. owe me too much. Nor the big decision. Right. Heard [Music] a couple. Did you select your two? We did. And do you have different ones? But we came to an agreement. Okay. So we'll talk how about all of us then we'll talk about that. So um tell me what you selected. You selected number one, right? Number one for both of you. Does have a list of this so I can follow? I don't think so. So, it's a it's a sample meeting guidelines that I have the board members look at and select the norms that they are um choosing, why you're choosing it, and these norms are going to become your

019meeting norms and guidelines. Okay. So, the number one, so as you select them, please read them out loud so that everyone hears. So, what was your number one? Um our number one was the number one on the list was um we will keep our focus on the best interest of our student and you agreed on that on both of you want to share with the group why that's important when it's obvious right but uh when we serve as a board of education definitely we we need have a whole why we want to serve We not serve for ourself. We are not ser for our family or our kid. But we need to for all unifies and the student we choose the number one. Okay. Then we also choose the 14. We are not unified school.

020This way we have a so much resource test. So we we really need to figure out you know of application with executive team and work together you know identify what kind of resource we have even result or shortterm we the goal is trying to taking care for next 12 month because you know in entire school district we have the K So that's where we need to pick up some uh the program and the resource available. And so the what you chose number 14 is we'll stay focused on our goals and avoid getting sidetracked because it's so easy to get sidetracked. There's so much going on especially now at the the times that we live in with all the uncertainty. There's a lot that can pull you away from your main thing. Stephven Cubby has a

021great oneline quote and he says the main thing is to keep the main thing the main thing but so often we forget about the main thing and we get into the site things and the non-essentials. So really staying laser focused on what your district needs because your district is very unique, right? you serve your unique population of students and your community. So, understanding what those needs are and staying focused on your goal very critical. All right. What did you choose? Thank you so much, Shellanne. And u and Joshua, what did you choose? So um we did see the um uh interests of our students as at the forefront but we went to um number 12 which is each member will take responsibility for the work of the team and I think uh I don't want

022to speak for Joshua but I think part of it is having that uh being present and really being accountable uh for the team members because we're on the board, right? We don't act individually, but we really want to support and move forward together. Uh we will each be responsible for the success of the meeting or the team or the school district as well as participate equally to address the concerns. All of us have different skill sets. So we bring with that maybe it is Mr. Chang's 25 years of experience. uh at the forefront, but also there are some individual skills and um uh yeah strengths for from each of us and that we need to have them um be operational be be working together in unison. And then um the next one, Josh, you want

023to talk about that one or do you want me to? Okay. And so for number 15, we also chose this because of the word process. We as a board member really believe in the process of working collaborating together because it is together that we will be successful. When we have differences of opinion, we should agree to even though we may debate the facts and the opinions uh of the situation, but we're going to avoid worrying about personalities, we want to address the process of how we come to decision making, not personalities. So, those were our two. Um, it's hard not to take things personally, right? It's hard. We're all human and before we get to logic, we have emotions and so it's it's really important to be extra mindful that the decision you make, the

024conversations you have, the deliberations that you have at the board levels, none of that needs to become, right? when your focus is on serving students then everything else is not your main thing. Okay. So you have four meeting guidelines currently when you have your board meetings do you have um board norms that you begin with you open your board meetings with your norms you don't right here's my suggestion and and following our session I'll send you a memo that is a summary of everything that you have worked on that you work on this morning. Um, what I suggest is take the four board norms that you selected together. Now, granted that your fifth board member wasn't here. Maybe when she comes, she can take a look at the list and and see how she feels

025about the uh the norms. Um, my suggestion is when you open your meeting, we go over your board norms. So, your community, the public, um, they'll see that you care about coming together, working together, and you have board norms because you're setting the tone for your community, right? They're watching you. They're watching to see what leadership is about. So, the four of of those four that you selected, and again, it'll be in the memo as they'll send you. Um you can either take turn and read one each of you especially if you end up having the fifth form which can be your board member who's not here and you can also have those printed post them on your wall in your boardroom laminate post so then everyone sees that you have norms that you follow.

026Okay. And again, just to go back, uh, just to be sure, you don't have meeting norms currently, right? You don't have Okay. Okay. So, those four. And how do you feel about the four that you chose, right? And I love that you were able to talk in partnership and and choose those. And I love that your first one will be will keep our focus on the best interest of our student. That's your main thing, right? not to forget that. Okay. So, Vita, you talked about um not taking things personal during meetings. You talk you talked about commitment, which is really important because when you come become a board member, your ideas of what it is to serve as a board member is probably very different than when you get to your your very first meeting

027and you're sitting at the dis. You have this full agenda ahead of you. You may or may not have a big audience, but it's very different when you sit other side, right? You're not in the audience. So when you were running or when you got appointed, what was what what were your ideas of being a board member? What did you think your role entail? And and again, this is your um this is your governance team. Being honest, being transparent, being open is really important. What was it that was going through your mind as you were taking on this new role? What did you think about your role? Anyone any of the board members? Um I ran um initially because I wanted to be involved contributing to the policy and contributing to the overall direction of

028our school district. Um and I say contributing because it's not just what I want obviously. Um and then the second thing I really wanted which we've now achieved was I wanted a road mapap for where our district was going. So it was like a clear plan and we have completed our um our facilities master plan which really shows where we see the district going and it was a big collaboration and we put a lot of work into that. Um but I'm really proud of us for in the last years. Those were my two things. But then as far as your role is is concerned, did you have any ideas of the time commitment or what it would mean? I mean I had an idea of it because I uh attended the meeting. They were very

029long until um Shelley became president and we we got them much more efficiently. um orchestrated, but um and I did see board members at everything. You know, they were really like the face of um the district leadership, I would say. Um and so I I liked that they were so accessible. So I did have an idea of it being a big time commitment, but I felt like it was worthwhile. Anyone else? Is it what you expected? Uh, it's more than I expected. Very. Yeah. Because when you're running, those who are trying to get you to run or if you are in the pool of candidates for appointment, they tell you, "Oh, it's just one meeting. It's just two meetings a month, you know, but there's so much in between and being prepared for those meetings.

030What does that mean? You get your packet. You need to read, you know, your packet. You need to send your questions in. What's your process for sending your questions in to Linda? What is there? Get our packet on Friday and we are supposed to have our questions by Sunday or Monday. Okay. And then she distributes them to whoever needs to address. Beautiful. and you're all clear on that. That's good. The timeline is good for you. I know that those weekends that you have the packet is a busy weekend because I remember when I would get the packet as a board member, I knew that weekend there was nothing that nothing on my calendar because I had to read the packet and really understand it to know what questions I was going to ask. And the

031first couple of years I didn't even know what questions to ask because I was just trying to understand, right? So, um, it's a big time commitment. Can I ask a clarifying question? Sure. Um, so, in the past, we've talked about, you know, if a board member sends me a series of five questions about the board agenda and I research those questions with my team and I I respond back, am I responding back just to that one board member or am I responding to all five board members with the answers to those questions that have been asked? um because I can see where it would be helpful to the entire board um to have the same response, but I also don't want to make a board member who has a question feel like I'm sharing what

032they're asking. And so I feel a little conflicted about that like how about um doing it these are all the questions that came up. Yeah. Today instead of saying who asked these questions that came up and then these are the the answers in summary. Yeah. Um I appreciate though being um answered in open session though also you can address narrow remarks or whoever's doing it. This is something that came up because if that person they they got the clarity but maybe who they don't remember to ask or but I think a lot of times those questions and open are more valuable. Yeah. Um, so what we've done in the past is the board members have um asked the questions, received the answer, but they ask it again in open session. And I think that's good

033for the public because the public then gets to see the board member asking staff questions without setting us up for failure because we haven't been asked the question and we haven't had time to research it. Um, and so they reask the question and we're able to give them a good answer in public and that seems to work really well. But sometimes I'm I'm a you so I'm asking stupid question like a big question to Linda and sometimes I feel like I don't know if we should want to just open the public you know what I mean so that's I think that's too fine I just from the public that's a good point now do you have one-on- ones with Linda you have one-on-one meetings with Linda on a regular basis We have just set that

034up. Um, yeah, we we've gone back and forth. I mean, it's been set up and then sometimes people get busy, right? But right now, two are the ones that are coming in the um president and vice president have meetings with himself and Dr. Troy to go over lots of information. So they have, you know, facetime with us very frequently and they call or text or email and everything. The reason I ask is because Joshua, you brought up a good point. As a new board member, you have a lot of questions. There's nothing as a stupid question. It just, you know, it's just questions that you have. And being new, there's so much that you don't know that the more seasoned board members know because of their their time with the district. So the one-on- ones

035are really your opportunity to ask those questions that may not necessarily be about the agenda but things you need to know. There are three buckets of question. There is the essential, there is important and there's nice to know. What are the essential questions that are essential to you when you're at your meeting to select um your vote to share your vote? Essential to to uh to know for your voting purposes, what's important to know and then what's nice to know. The nice to know can be left for when you meet oneon one, right? Yeah. I think there is no stupid uh question. I think all the question is valuable because sometime you you have the view so you you bring up and then stimulate as administration see oh this is the direction we need to

036explore I think that's I also think it's important because I think when we are too familiar sometimes you're blind to things being not super clear to the p like the public who doesn't know all the ede and the rules and all these things. So if you can explain it in layman's terms it's so important going back to Linda's point when a question comes in at least the practice at my district was the qu I would ask a question and our superintendent Dr. tonight would stand out uh to all five of us. These are the questions received. No name attached. A board member has asked his question and here is the response based on the response that that he gathered. And this way everyone has access to the same because they may have the same question.

037Then Lita is not getting like five five of the same questions, right? Or everybody. Yeah. Right. And then as far as in your open session, it is important to show that you as the board members have questions because they don't want to just sit there and say yes, no, obsession, whatever you may do, right? However, it's your meeting in public. Your meeting is not a public meeting, right? So choose which questions are necessary because if you go over I don't know how many questions you get but if you have 20 you know ju just pick and choose what makes sense or you as the board member may say Linda I'm going to ask this because I feel the community has a lot of questions about this particular issue that's okay too okay but always remember

038your meeting are your meeting in public not in publicly, but of course the public's comments, the public's perceptions, the public's feedback is very important because you serve your students who are part of public and the community. You don't ever want to forget that. Did that ask you a question? Yes, thank you. Okay, sure. So, um, we talked about now a bit about commitment, what it takes. Joanna, so nice to meet you. So nice to meet you. apologize for the delay. Okay, it's like um there is a list of meeting norms. Beautiful. Oh, good. And the four has been if you can look and see if there is one that kind of you know connects to you and explain. All right. So now at this you are going to work the board is going to work

039together. Linda is going to work by herself. And what you're going to work on is what do you need the five board members? What do you need from Linda to fulfill your role at the board? Bullet points. You'll have one person who can chart and the five of you will gather. You'll have conversations. What's important in your role? What are the needs to be able to be the most effective board? What are your needs from? Okay. Then you also will work on what do you need from each other color. So you have chart paper here. You can come on over. Markers are there. So first of all you work on what do you need from what you need from each other. So a big part of the sessions that I facilitate is the ability to

040get up, get some steps, move around because if we just sit down, listen, or take notes, we all get really bored and disengage and start looking at our to-do list, right? We don't want that. All right, so come on over the five board members. Decide who's going to scribe who has the the best handwriting out of the five of you. Don't worry about I'll mark it all off and you'll receive it in the memo. Markers are right there. And then Linda. Yes. If I can have you maybe right here. Yep. Okay. You want me where? Bring your right here. Here. Okay. Thank you. All right. So, I think we can use I think they're here. So, choose your color. Okay. Let me if you want to gather here with Linda and her out that's perfectly

041fine, too. on suggest come on overseph. I can turn on my computer. Are you going to talk? Okay. Yeah. All right. So, this time Yes. Again, bullet points. What is it you need from Linda? And Linda is what she needs from all of you in order to be more effective. 10 15 minutes. But once you're done here, Come over. Oh my god. I'm so gonna take yours. Oh my god. I'm sorry. Don't worry. Oh my gosh. Yeah. Take mine. No worries. No worries. Do you really need two breakfast? You didn't touch it, Linda. I haven't touched it. Joanna, our hot sauce there. Yeah. What we need from Linda we need to move for newer board members for us I would say guidance on existing policy or history of things. I think it's really helpful to

042know some of the historical uh institutional data collection information for me. We'll just go around and just share whatever specific detail was transported to the hospital. I needed to follow up here, you know, like I'm not trying to [Music] Yeah, that was weird that we heard about that like the day of gradation like Yeah. like where the district stands I just used that one example that to me is essential but no internship services. I appreciate you expertise on that side table. I think it helps us because like we were saying before, yeah, you don't even really know what you don't know. Yeah, you don't know what Yeah. What do you need from what was not just when it's become a problem and more about prevent the fighter and the fighting? Yeah. Wait, what did the

043fire ever start? Really very well. I was talking about before having your administrators at each Okay, let's back over here. in collaboration. Wonder foundation. That's actually to me that's number one, right? If that's not there, if that's not there, then you have nothing. You have nothing. None of other things are going to happen. remember. May I have a motion? Second. Okay. Local, Mrs. Right. Ir motion carry and then we will I'm back for the afternoon section. What's this one? We should be good to go. Welcome back. Good afternoon. uh we will continue to uh the afternoon section for the today uh special uh port of education special meeting for strategy planning and uh right now let's go to the uh topic uh data presentation to support the 2025 to 20 26 goal training after the

044report. Thank you President Chang, members of the board of education executive team. Um this afternoon uh you will hear a presentation delivered by our executive team on the 20242 um disposition of the San Marino Unified School District board goals. Um, this will give you and the uh uh public an opportunity to really better understand the accomplishments of the school district. Give you a status, if you will, of all of the progress that we have made in meeting um each one of the board goals that were established last year um for this uh academic year. So, with that, I will turn it over to uh Dr. Dr. Linda Richtor, our assistant superintendent of educational services. Dr. Richtor. Thank you, Superintendent Dr. Delator. Um, I was going to start off by introducing what our presentation was going

045to cover. Thank you for doing such a beautiful job of explaining what this presentation will walk us through. As Dr. valator mentioned it is an update on the 2425 board goals and all of the metrics and activities and actions that the cabinet all the departments in San Marino Unifi have put together to support and promote the board priorities. So we're going to start first with just reiterating what the four board goals were for the 2425 school year. We had four. A is provide an environment of safety and wellness. B. Our second goal is develop and implement fiscal health and sustainability. C. Demonstrate a c a conscious culture of service, value, and appreciation. And lastly, goal D is prepare students to be highly high quality global citizens. And this takes us back to last year at

046this time where we sat in a very similar room and the board worked collectively to determine what the board goals and priorities would be for the 2425 school year. So for goal a provide an environment of safety and wellness. I'm going to start us off educational services. my department. We don't have a lot that fall under this, but I felt it was important to talk about the three main programs and actions that we have put in place that do support an environment of safety and wellness. And when we talk about safety and wellness, we talk about those being critical components to students in order for them to learn. If they don't feel safe, if they're not well socially, physically, emotionally, they're not able to learn. And so this is a very very important component to

047student success. So from the educational services department the three programs that we have put into place to promote goal A are restorative practices and this is something that we are going into year three with it is um highly comprehensive and has been formally been adopted at the elementary level. the secondary level, the middle school and the high school have taken the tenants of uh of restorative practices and really implemented them across their schools as well. So year three now means that we are continuing the professional development to dive deeper in how to implement restorative practices across all grade levels. Principles, APs, assistant principles, counselors, and psychologists have all been trained. The roll out of the training for restorative practices was methodical to ensure that it was done on a voluntary basis first so that those

048who volunteered to serve on the committee really understood what restorative practices were and how to implement it and what the benefits of restorative practices are. Um again expanded implementation districtwide this year for the 2526 school year. Hopefully the board will support us in continuing the implementation of restorative practices. It's been highly successful and we've gathered a lot of positive feedback not only from our teachers and our administrators but also some uh some feedback from our parents. The second thing that has been highly successful in promoting a culture of safety and wellness is PBIS positive behavioral interventions and supports. Believe it or not, we are going into year four. Um, our elementary schools have done a phenomenal job of implementing all of the components of positive behavior interventions and supports. Um this past year they had

049um implemented it to such a degree that LEO the LA County Office of Education recommended that they both Valentine and Carver apply for gold recognition because they really have implemented all the tenants of PBIS and done it well. So it is a district-wide pervasive program. The other thing I want to touch a little bit upon is our Titan Wellness Center. the mental health and wellness of our students, the social emotional well-being. Um, the Titan Wellness Center continues to thrive and continues to expand. We have uh Tanya Elhindi, our wellness counselor, who has done a phenomenal job along with PEN who is also working at the uh middle school level to really tap into the resources from local communities and get interns and expand the number or increase the number of interns who serve our students.

050When the Titan Wellness Center first started, it really only served the high school. Then it expanded to the middle school. And now the interns and the therapists are also working with our elementary school students. And so it's really taken on um a whole new um broad lens of supporting the district as a whole. It is included in our LCAP. It is one of the metrics that's included in our LCAP. And I wanted to put those numbers up there because when we first put the metric in our ELCAP looking at the number of referrals to support our students and our staff, we felt that it was important to to track the number of referrals that were going into the wellness center. And then the second year we realized is we don't want that number to go

051down. We want that number of referrals to go up to increase because as the number increases that means more and more students are taking advantage of the services and supports that we're able to offer which ultimately would lead to increased um positive mental health. And so if you look at 2324 overall we had 235 referrals for the school year for 24 for 2425 this past year we had 262. So it did increase a little bit. San Marino High School 92 remained the same. HMS look at the difference 94 to 114. Carver 26 to 33. Valentine remained the same 23 to 23. To complement the services and supports that the Titan Wellness Center gives us. Our elementary schools have also instituted calming corners where they've created spaces in their classrooms with materials and resources and equipment

052to to help our students just take a mental break if they need some time and some space to just exhale. Those calming corners serve that purpose. Every classroom at the elementary levels have a calming corner and we are excited that we're able to tap into one-time dollars or one-time grants to support the resources, the the materials to help kind of uh equip those calm corners for our students. And then of course professional development continues particularly with our three PD days that we have throughout the year to continue training our faculty, our parents and our administrators on restorative practices, behavioral support interventions, behavior, positive behavior interventions and supports and mental health which also includes traumainformed practices. So from my department from ed services these are some of the things that we have instituted and successfully implemented

053throughout the 242 school year that really promote an environment where students feel safe and socially emotionally um and physically safe. So I'm going to pass it on now to business services. Thank you Dr. Richner. Continuing on with the goal of providing an environment of safety and wellness, I want to highlight a few uh important outcomes uh from the 24-25 school year. Uh first uh in regards to CPR and first state training. Uh one of the key changes we made this year u is the fact that we're leveraging online training um curriculums and opportunities for our employees. Uh in the past we had uh relied on a more traditional delivery of CPR and first aid and it was in person. Um everybody had to be uh in that on that day. So we've been leveraging um

054online training components to make it more accessible to all of our employees. Um and secondly um it also gives flexibility. So all the employees don't have to do it all at one time. They can do it at their own pace. Um the next outcome I want to highlight is the fact that we do continue to serve healthy uh breakfast and lunch uh meals to all of our students. Uh that is under the um direction of the state in terms of providing uh universal meals uh at no cost to students. Uh but we've also enhanced our offering of catering uh opportunities uh not just within the schools but actually to the larger community as well. Um this year uh just last week uh we received delivery of our food truck and it's a very exciting new

055innovative uh approach to delivering healthy meals and we're very excited to uh put that food truck to work uh starting in the fall. Absolutely. The food truck uh was funded through uh a grant uh through the state of California. Um and you know districts do have leverage in terms of how they want to utilize that funding. Uh but we uh developed a plan. We wanted to make sure that we were able to deliver our food um to our students um in a very smart way rather than just investing in some of our existing facilities deliver food. We uh decided to do something that was very unique. In fact, in the state of California, I believe there are only two other districts that have implemented a food truck. And we believe that by making it mobile

056uh we can not only deliver food um in new ways but um also make it a fun learning educational opportunity uh because we can utilize this food truck to also educate uh perhaps one day develop learning opportunities about even entrepreneurship. Uh so we we've taken advantage of that grant and those funds uh to make this happen. What what will it look like though to use a like will you have it at Valentine because they don't have a kitchen or are you using it for events or what's Yeah, that's one perfect use case of an example why how we can use the food truck to make sure that we deliver food to Valentine that doesn't currently have a kitchen, right? But we could also um offer uh new menu items. Uh we can also offer um

057new ways of developing meals that perhaps weren't possible in the kitchen, right? because their kitchen is in on on the truck. Interject um our food services department is self-supporting. So they pay for all of the salaries and benefits um and all of their operational uh costs out of their own budget. So um they you know make a certain amount of money through catering opportunities. And having this food truck uh positions our food services department to eventually uh be able to compete with maybe some of the other food truck uh companies that are out there uh for many of the fundraiser events that we host. Um you guys have been to the Hauntington Breakfast. Sometimes they have food trucks out there or um the Valentine fall fair, Carver's um carnival. There are oftentimes food trucks out

058there and food services may eventually be able to use this food truck as an opportunity to increase uh their revenue streams for catering. Um, additionally, it would have been now not that this is ever going to happen to us again, but during COVID when we were required to provide um lunches, grabband go lunches to all of the students. It would have been amazing to have had a food truck back then. Um, and if we're ever in the position where we have to deliver in the summer or something happens, um, we will be able to pivot and position ourselves to be really uh, effective. And so, we didn't have to come up with any general fund money to purchase this food truck. It is state-of-the-art. I really would like the board to take the time to

059tour the food truck when you have an opportunity to do so. Um it's it's just incredible. Um and it is branded with the district's logo and all four schools um schoolside logos. Absolutely. And this this is just one example of an outcome that um affects multiple goals. Right. We were talking about safety and wellness, but clearly the food truck also um has an impact on our next goal, which is u this goal sustainability, right? Uh but let me continue with enhancements to our systems. We did make quite a few enhancements to our systems. Uh at the start of the school year, we had the opportunity to leverage uh federal SR3 dollars and upgraded um the air conditioning systems in 18 locations. So we were able to uh fully utilize uh those remaining federal dollars to

060make that happen. Um we've also been piloting under the leadership of Mr. Quang um several visitor management systems um and there are opportunities for us to integrate these visitor managers management systems. These are the systems when uh parents or volunteers come to our school sites and they put in uh their ID and it prints out a badge. Um there are uh more systems now that are available that do a much better job in terms of integrating that system with for example our notification system or even our catapult system. Uh and um under Leadership we've been able to pilot those at few sites. Um in addition we've also expanded our buzzer systems. So, at every single school site now, we have a buzzer system where we have the capability for someone to press a button and

061be able to see them and visualize that person before fuzzing them and allowing them access to um I'd also like to highlight the fact that um under the Department of Justice federal grant that we received for the security cameras, not only not only have we uh implemented that grant, but we've also expanded coverage. Um, so additional cameras. We're also leveraging uh enhanced features on that camera system. So it's not just cameras, right? It's the platform that the cameras are on. Um, and it's proven to be very effective uh in terms of just knowing what's going on on our campuses. Uh in fact uh you'll hear from uh some of our administrators especially our school principles have definitely utilized this tool um to monitor and even go back in time and see what happened on on

062the playground for example and all in all it creates a safer environment uh for our campuses. Uh I'd also like to add that um integrated with the cameras is the zero eye system uh which is the gun detection AI tool that we use um and we've uh received training uh alongside San Marino Police Department and that also contributes to our overall safety and wellness as well. Um next I want to highlight our cyber security outcomes. Um we have continued to um provide and receive u monthly vulnerability scans um of our network. We work with our partner Secur 360 to do that. Uh we've also had the opportunity to engage with a federal agency uh CISA uh this year uh to perform a penetration test. This is a um intentional um project to have ethical hackers

063try to get into our systems and through that exercise we learn a lot. Uh so we we implemented that this year. Um and then finally we are one of the few districts that have 247 monitoring our network. Um so in the event that there is a breach or there's an incident u not only is it detected but there's actually a response as well. So very timely response. uh that ensures that we are safe 247 in terms of cyber security. And finally, one project that uh I'd like to highlight is the fact that at the high school, we implemented a digital hall pass system. It's called smart pass. Uh and this was a very innovative approach. Uh at the start of the school year, I believe we tried to do the paper manual uh hall pass.

064And what we learned was that it was um somewhat chaotic, a lot of paper involved and quite a bit of coordination was necessary. Then we implemented and piloted uh smart pass uh which is a a digital hall pass system that allows our faculty to create hall passes digitally and it's all recorded um uh in terms of reporting so that if we ever needed to go back or if there was an incident we could find out both um student qu. So uh great reporting features uh improved efficiency in terms of operations and overall created a environment of safety and wellness for us. Yes. So is that um like that's on the phone? Yes, we can utilize phones to generate those passes and then students can also scan a QR code and then have that pass so

065that if um if a student was walking in between classes, a faculty member was where are you going? You showed her QR code pass, scan it and then show where they're supposed to be gone. How does that like align with us wanting less cell phone usage on campus? like at the middle school they're not allowed that and then we have been talking about not allowing yeah asking about the I think one of the goals of uh limiting or possibly restricting cell phone use in schools is so that you don't create an environment of disruption with cell phones right but I think in this particular application we are utilizing cell phones at the high school level to improve our overall safety right by knowing um whether or not students should be out of class or where

066they should be heading. Uh it also allows us to analyze trends. So if we see for example that um you know 50% of the students are uh spending between periods five and six and they're ending up having to use the restrooms, we can utilize that data to help perhaps adjust or even consider modifying our schedule or looking at where we place students. That's very uh useful data for us to have u in terms of analysis. I may um for those classrooms where teachers don't want their students using cell phones or if the students don't have cell phones, we have iPads or Chromebooks that they can scan. They can scan to go out and when they come back. Oh, so they don't have to hold it with them the whole time. Yeah. Because like I know

067a class that my daughter took, they collect the phones, you know. Yes. And so if you need to scan and carry it with you because do we have hall monitors in high school? hoping they're like going to ask for passes. Not really. I don't I don't think you have one. I thought that was like kind of the whole purpose of having a pass. I think if you see a student um out outside of the classroom during in class time Yeah. and they're maybe not near a restroom, you want to be able to ask them, a teacher administrator should be able to ask them for their pass um to figure out whether they have permission and are they in fact on their way to the restroom or you know, does that sound legitimate? with like a

068colored piece of paper that they usually hold in their hand when they're walking down the hall. It's like this should be really easy for celebration. Like it's voluntary, right? Like they're not required. Well, actually our faculty and staff um the initial pilot was um they opted in to use it and it was to address a particular challenge in that particular use case was that um when students were supposed to go to a different class and they ultimately didn't show up in that class, the um the faculty member in the destination class didn't know, you know, how many students to expect. So now with the smart pass system, if uh if I'm telling my class of 12 students to please go to room 304, um the faculty member in 304 will go, "Oh, okay. I'm expecting

069these 12 to come in without having to bring a physical piece of paper and be able to have that." I think it addressed that particular use case, but we're finding that anytime we implement technology or technicalions, there are other benefits as well. haven't heard any complaints or any push back at all. Not one. And if I may, Stephen, just add to what you shared was um I I believe the initial conversations or discussions around the smart pass was due to home room because students got to select the home room that they wanted to go to for additional academic support. And so this this ensured an accountability should there be, you know, a disaster, lockdown, whatever it may be, we would know where the student is. And it would also be accountability for the teacher to

070as Dr. Troy mentioned know and expect who is coming to their classroom to best prepare. Uh because I saw you were moving on a goal B. I had a question about the cyber security. Yes. So I understand there was all this different testing to secure our database and whatnot. So can you remind me why the powers school we were able to was p school or parent square that we were able to get hacked? Uh so P school is our student information system and uh P school uh announced a sent a press release that a number of their client districts experienced a breach or a cyber security incident and at this time my understanding is that P school acknowledges that there was a breach um and they have reviewed and provided additional information about that breach

071which was that some of their credentials that their own engineers news um was not protected. Um and unfortunately that actors utilized those credentials to log into some of their client districts to download information. Um and since knowing that uh we have received additional information from P school uh clarifying um the specific number of records that may have been affected. Um and we did receive that information and as a client school district uh of P school our role is to um be sort of a channel of communications for powers school because powers school is not only acknowledging this but they are also providing resources for any affected uh families. In fact they've even expanded it. They are offering every power school client student and family member the opportunity to receive credit monitoring for the next two

072years. Um so what we have done is in our capacity in our role is to relay that information so that not only are the affected families notified but all of our families are notified and we have done that. Um the good news is that we don't have a lot a tremendous amount of uh records in powers school where there's uh social security numbers. So our um you know our ability to really respond to this is somewhat limited. We're just taking what P school is telling us and what's available. We're sharing that information with our families. Um now we did um participate uh in the class action lawsuit against P school. Um and this is um this is directly our response which is you know it is we believe it is the responsibility of powers school

073to safeguard their own database and the design of their database. Um so um we have engaged with the same firm that is leading this class action lawsuit. Um and at this time it is it is a pending case. uh we don't we haven't heard of any additional response but under Dr. for Rose's leadership. Um, we are uh we are monitoring that very closely. I guess my I'm kind of trying to understand it has nothing to do with our cyber security. It's powers school that got but nothing that we could have done. That's right. P school is a system that is hosted by P schoolool uh somewhere else. It's actually not within our facility. We are a simple client. Any other questions about uh some of the outcomes go away? Right. Let's shift gears and move

074to goal B which is um developing and implementing fiscal health and sustainability. We have a tremendous um roster of outcomes here that the b the board and the executive team is very proud of. Um I'll start with first uh responsible budgeting. Uh that is something um that I am seeing more and more of. I didn't truly understand responsible budgeting until I've gotten in the seat as the CBO. Uh but the board should be very proud of the fact that um we have positive certifications in terms of financial reports. That was always something that I sort of took for granted when I was not in the CBO role. I always thought, yeah, we we got another positive certification. With this new perspective and lens, I'm learning that not every district has a positive certification. There are

075many districts that actually have a qualified or a negative certification. Um, and it is directly due to the fact that uh it is due to the board's oversight and the board's um goals make that a priority. Uh and I want to emphasize how important that is and the San Marino district does a really good job of monitoring the budget. Uh we continue to provide interim updates, first and second interim updates. Um in addition to that, um as the business department and with the accounting department, um it has been one of our goals to meet with every school site and every department to ensure that they have timely monitoring of their budgets. Um, and we've been able to achieve that this year and I feel that that is a educational piece that will ultimately lend to

076us having a better and improved uh ability to responsibly monitor our budgets. Um, the district also has committed reserves and very stable projections. Uh, that is something that the district should be very proud of. Uh, and it requires work to get there. I don't take these things for granted anymore. So, uh, that's something that the board should be very proud of. Um secondly, um district passed a facilities bond significant. I remember um us sitting in this room last year talking about how important it is to address our facility needs. Measure M passed with a remarkable 71% pass rate. Uh that is significant. Um and immediately after that, within 60 days, the district formed in oversight committee. Um, and um, I'm preaching to the choir here, but we are one of the few districts that would

077have such a huge huge amount of response in terms of those that want to serve on that oversight committee. I believe it was like 35 plus 37 applications. Uh, that is tremendous. When I talked to my peers in other districts that have passed bonds, they struggle to find people to fill that oversight committee. Um and this also marks the beginning of us being able to implement the facilities master plan. Uh we went through a very uh thorough uh facilities master planning process. Um and that has ultimately led to us having the ability to now prioritize the projects and working more closely with the board because we're all on the same page. Uh prior to last year, we didn't have a facilities master plan or at least an updated one. So that has been a tremendous

078outcome for our district. U and of course most recently we just renewed partial tax measure R. Uh again with a very very strong 76% passage rate. Um again demonstrates to the fact that the overall community has strong support for the San Marina Unified School District. It doesn't happen by mistake. um 76% uh yes on a on a measure R renewal that has been in community for 30 plus years is significant. Um I'd like to talk about a little bit about enrollment in ADA. Um the district is very fortunate uh to experience continued increased enrollment for the 2425 school year. Um and largely it is due to the fact under Dr. Victor and Dr. Dorito's leadership where we continue to attract students um through innovative programs. We talk a lot about medical arts, our dual language

079immersion program. Um and you know I I wish we can get the word out there even more. Uh because I think that um it is due to these programs that have ultimately led to the fact that we are at the very least experiencing not loss of enrollment but continued increased enrollment. So that is a that is a tremendous outcome for us and ultimately affects our ability to um fiscally um have a stable budget. Uh right. So that that is key. Um I'll talk a little bit about fiscal management. Um in terms of fiscal management, the um the district continues to prioritize restricted dollars and one-time funds. You talk about the cardinal rule of never spending onetime money on things that live and breathe. Uh and we have lived by that. Uh we we can see

080uh the benefits of that where we are not in fiscal trouble because we have followed that rule. Um but one thing that I think we can see that we're doing well is that through proper fiscal management we are managing deferrals and cash flow very well. Um you may or may not know this but in the month of June we didn't get paid by the state and some districts are already feeling the pinch. Some districts have had to borrow money from their county offices. We managed our cash flow and our budgets very well that this month we didn't have to borrow uh to to make payroll. Uh and that's something that we need to continue on in the new year and hopefully you'll consider that as you strategically plan for next year's goal that we have

081to manage the burrows. They are around the corner on their way. Um and then finally transparent fiscal processes and reporting. um you know we are transparent to the point where we have met every single requirement. We wouldn't have a positive certification if we were not transparent and able to provide necessary financial reports that we do. But I believe um we are taking it to the next level. Uh I've already uh shared this in the last board study session that we will be implementing a platform called a clear go transparency. Uh, and that is not something that is required, but it is something that I think will ultimately benefit the San Marino Unified community in a sense that they'll have more access and have a better understanding of our budget and fiscal um, uh, health moving

082forward. Um, and then the last thing I want to highlight is the is the fact that we are continuing to upgrade our financial systems. This is something that is typically done in the background. may or may not hear about it, may not even want to hear about it, but I'm saying that it's important because the Los Angeles County Office of Education started the uh best financial system about three to four years ago and there's three modules. Our district has already implemented the budget module as well as the financial module. We're already live on those systems. There's one remaining module that we are in um currently uh implementing which is the HCM human capital management uh module and the importance of this module is the fact that it would integrate position control with our financial systems

083that is critical. We hear of districts that get into financial issues when they don't have position control talking to their financial systems. And what I mean by that is it's important to know when you're um hiring or retiring staff so that you can have that those changes reflected in your financial systems. And a lot of districts struggle with that because their HR departments are not working closely with their financial departments. And when that happens, districts get into trouble. So with the HCM implementation, um we are actively uh implementing this. It is a 18-month process and by April of 2026 uh we will go live with the HCM system. Um and again that just lends the fact that it is clearly one of our goals to implement fiscal health and sustainability one of the key projects.

084Now I will jump into some of our data slides um that will ultimately um perhaps help you and guide you in terms of developing goals for the upcoming year. Um first slide is on enrollment in ADA. Uh this data is based on uh the J90 submissions from the state uh of California. Districts are required to submit data up to the state. Uh so it doesn't reflect the most current data of 2024. what you'll see here it ends at 2023 but you can see the trend in terms of enrollment in ADA um the trend for enrollment in ADA has been a slight decline but that trend buck buckled and switched in late 2022 and into 2023 where we are seeing a increase um and in terms of 2024 Dr. director might get into this a little

085bit more, but I recall from our P2 ADA that was approved uh uh last month that our ADA was a little over 3,000. So, that is an excellent trend, excellent data trend. Uh a little bit about grade distribution and number of students by grade level. You'll see that overall it's been fairly stable. You don't see any particular grades with a significant drop. And this goes back to 2020. Um you'll see that in 2020 we had some fairly high um larger class sizes for grades 10, 11, and 12. And then as the years proceed, you see those classes graduate and exit out, right? But what's good for San Marino Unified School District is that we are seeing an increase in the number of kindergart uh TK and kindergarten. There is sort of a discrepancy here. You'll

086see that there's TK and K in two separate columns. But prior to 2024, TK and kindergarten were all clumped as kindergarteners. So, um the reporting was that moving forward um we are tracking uh grade levels TK on its own column and kindergarten on its own column. The good news is that we are seeing continued growth at very low grade levels and ultimately that will have a trickle effect where we hopefully can sustain that uh uh continued enrollment. Next slide I have in regards to per student revenue. Uh this particular graphic shows how much um revenue a student brings in. Um so if you look at Samurai Unified for 2024 U LCFF funding represents about 60% of our revenues right and that is reflected here but you'll see that um overall LCFF state funding does provide

087continuously provides about 60% per student um and of course local revenues the second biggest block here you see is due to our local revenues things like parcel taxes u those contribute significantly per student. The next slide is somewhat similar. It uh shows you the per student spending. How much do we spend uh per student? And um the good news is the biggest the biggest amount about 40% goes towards instruction. And that's where the money should be going to. That's where we're spending per student. 40% going towards instruction. Of course, some of the other areas include um things like um special eds about 10% um and it shows a nice breakdown, but this is something nice to focus on in the fact that we are spending money in the right places uh per student. 40% of

088it is going to instruction, which is important. This is another interesting data point is looking at teacher salary ranges and comparing it with uh nearby districts and you will see that San Marine Unified although it's not the highest it's close it's average but it doesn't tell the full story right because when you look at salaries you're just looking at salaries you have to look at something more like total compensation but when you take a look at total compensation it includes benefits health benefits dental benefits vision um and San Marino unified uh in relation into some of our neighboring districts is, I believe, on or above average. So, it's it's uh pretty good. So, this is 2024 data. Uh a couple of data points in regards to our bond. Um I know it's very small here,

089uh but this is a a um a data slide for all of the Southern California uh districts that had a bond on the November uh election, 2024 election. And you see in the center here is Los Angeles County and LA County had the highest uh percentage in terms of passage rates were bonds. 97% of the districts that had a a bond on a bond measure on the ballot passed. Um and that goes to show that we're there's a lot of bond dollars coming into this region which leads to my next slide which is monitoring construction costs and planning for that. Uh we we've been talking a lot about um uh you know uh cost escalations and planning for um or potential uh changes to uh tariffs. Um and that is true um in this particular

090slide. What you'll see is that it's broken up by various regions within the state of California and LA County um is at the top in terms of projects that will start with construction. You'll see that in late 2024, the fourth quarter, there was actually a slowdown of construction, construction projects started. It is projected that um in the first half of 2025, there's a huge upswing in construction projects that will start from a negative 35 to a positive 38%. That is a 60% increase uh in terms of the number of projects that will start in 2025. And if you look at the percentages here in terms of projections, um the increase continues. Um it's it it doesn't just start up and then go back down where you sort of see here um in past years. We'll

091see in starting in 2025 it'll go up and then continue to increase. But that is uh that is something that we should closely monitor because it affects our ability to provide a uh fiscal uh and sustainable you know environment. And now I'll hand it over to Dr. Rose who will talk about that. Yeah, I wanted to add this in uh when we're talking about the uh fiscal responsibility because uh just some a little bit of HR data for you. So this is just deals with our certificate because they are the major um section of our of our uh payroll. Um and we have outgoing salary. We have a little over 1.2 million of those who are retiring or who have left. Um, and then this is what it looks like we are going to be

092replacing them with is about 835,000. So, I know this has been a question from the board uh in the in the past of how much are we saving. So, we're saving roughly $367,000 which equates to right about 1%. So, um you know, when we're thinking about um you know, giving any sort of compensation um increases or anything like that, we're saving at roughly 1%. So, uh, that's that's what's going out and what is coming in. The two different they're different numbers. Which one? The general fund saving. Is that just the difference between that's just the difference between one and two. And then this is about what 1% costs for from our budget. So, you just see in relation we're saving about 1%. And then uh on the horizon uh this is very similar to what

093we had last year. Uh we have about 170 or we will have about 170 certificated members uh that are not management and 37 of those are retirement eligible meaning 55 plus. Um and then that's approximately 22% of our dedicated staff and they're works out to roughly about $4.3 million what we spend on them. And then 16 of those um are 60 plus uh which works out to about 1.8. And so this is if this is a big if this is if these 16 were to go and we were to replace them with the cost of what we were paying for our replacements this year, we would save about $600,000. So talking about 25 through 26 or so for 25 26 we're going to have 16 teachers here for 20. So at the end of 26

094it is possible those 16 would go. So as you as as the talk comes up about whether or not retirement incentive anything like that this is just some useful information so that if we were to if those 16 were to go and we would replace them with the same uh salaries that we are paying for our new people this year it would be approximately $600,000. And then this is also as you know kind of along that same vein. Uh this is kind of our where our staff is. Uh so as you can see we have a very we have become a very very young district. Um so for the 25 26 school year majority of our people are going to be 1 to four years of experience within our district. Now, some of those people

095may have come to us with 15 years of of service somewhere else, but as far as service in our district, they would be that's what we're looking at. So, you're looking about an average of 10 years. That's that's really shifted over the past I would say 10 12 years um where we had a very very topheavy salary schedule. Most of our employees had been here um within the certificated service, you know, for 10, 15, 20 years or more. Um, so now we're seeing a different trend as those more senior veteran teachers are retiring and we're replacing them with less experienced less veteran teachers. Less veteran. So less experienced. How about the uh this is the like the age factor for junior or senior but is that also relate to the the result of the teaching

096just like we have one 40 year chemistry teacher so so what happened next couple year for chemistry so It's important to it while it's it's easy to equate this with um what's the word I want to say? Uh yeah, results or competence, this doesn't always this doesn't mean that they're better than this necessarily. So what we are doing, we've brought in a lot over the last couple years since I have been here with the district. We have brought in a tremendous amount of new talent and and I'm very proud of the talent that we are bringing in. So for instance, the the person that you were speaking about, our 40 chemistry teacher, we're bringing in a a chemistry teacher who is not brand new. He has taught multiple multiple years of chemistry. Now, he will

097be in this category because he will only be one year with us, but he is not by any means a rookie who does not know what he's doing to San Marino, not new to the profession. And and I will I argue this all the time in our cabinet meetings and sometimes I that those who have not who have worked other places have different sets of skills that I think are important to bring to our district. I think makes them a very very good teacher. So for the last five year for the new uh the picture we recall uh how many each year they they did not pass and then I think that's on one of my other slides. So I have that for you. There is a question about consultation. So looking at this um

098you're hiring an experienced teacher and we don't pay based or like benefits based on the years he's been somewhere else. We give them up to 10 years of credit. We do. So then at 18 we're going to give them a maximum of 10. They would come in on 11. They come in at step 11. Okay. Step 11. Any other questions? Is that typical? Mhm. There are some districts uh for instance one of our neighboring districts Arcadia who now give full year like so if you've taught 25 years you all 25 get counted where that is starting to come into play is when we are fighting for the same talent and if I'm a teacher and I'm going to get 25 years of credit over here and only 10 years of credit over here I may

099go there. So would that data be maybe useful though? So like instead of just 69 of 1 to four because those are not one to fouryear teachers. Correct. So we could see where they're going to line up in the actual like retirement phase. Correct. We have stats that show you the number of bargaining unit members that are on a particular column and step um which we can share with the board um when we have conversations about collective bargaining. Um, we can, you know, slice and dice this data any way that the board wants to see it. Essentially, this might be I mean that that's that's who's going. Those are the people that are going. All right, moving on to goal C. Any more questions? Okay. Uh, goal C, which was to demonstrate a conscious culture

100of service, value, and appreciation. Um this is where kind of my department um takes the lead. Um we focused on our district relationships this year. Uh specifically with our SMTA and CSEA bargaining units. Uh so far it is my relationship with our leadership in those two unions has uh has increased each year. Uh we're I think we're better now to the point where they are now sending me little messages like hey gloves are off. Go after this person or whatever. So, so it's been good. I think they trust me. Um, I've given, you know, I've shown that kind of back to what we were talking about before. Um, you know, what I say I will do, I will do. So, they they trust that. Um, and so our comp also our competitive total compensation, which

101uh Dr. Troy already spoke about. Uh, and I have a a slide there for you as well. Uh, we're being very competitive. Um, so we're doing a great job there. Employee recognition. Uh we've done the monthly employee recognition uh which we continue to do this year. I've already figured out what I'm going to do different for next year to kind of up it a little bit. So it'll be more than just the email. Um so I think that'll be a surprise. No one knows yet. So that was the first little I don't want to scare Dr. Delatory but I'm upping my game from that. So um but it'll cost money. Dr. Troy, thank you. Well, thank you ahead of time. I would love to see them at the meeting because I know we see the

102plaque on the wall but I mean if monthly once a month it' be I mean we could either just have them come or wreck what I would like to do is actually I want to go to I want to go to the site I want to go to the site and deliver something to them whether it's just flowers or just just something that kind of yeah just makes it a little bit of a bigger deal is what I would like to do. Yes sir. Can you give me the example the result uh how you reduce the work uh liability? Uh I do not have a slide for that but I can tell you that we are down to like five people on our work comp the calling my list of employees we're I think we

103only have five one was a very big case from Dr. for delator's time that I was able to get off the books. Um, which was millions and millions of dollars that we were able to get rid of that liability. So, that is that we have a lot of uh we have a lot of little ones. Yeah. Like sprained ankles, that type of stuff, but nothing too nothing too serious. We we need to uh also give them the inservice in our cafeteria. the county worker is a kind of you know they they wait ironically that's not our biggest um those aren't our biggest teacher claims are our most expensive um and and it's yeah you would think that they're in a far more dangerous work environment but they are um provided with training on a regular

104basis how to properly lift same thing with our M employees um through the JPA We provide them with professional development, forklift training, um being able to bend uh and and lift things um without hurting your back, uh bloodborne pathogen training for our custodial staff who picks up um you know, lots of different messes that are left at school sites. So those employees are very well trained. Um and our most common injury, our most common employee is our special ed aids. Those are our most common uh individuals that get injured. So the TPA they offer training once a year. We can bring it in more often if we need to. And then the SLPA um provides training for special education teaching. So So what is the transparency on the employee being? Well, I'm going to Okay.

105So what I've what I've been doing there is I've been making a very um conscious effort that whenever I'm speaking with any of our employees about anything that I do not um what's the word? I do not hide like the uncomfortable uh news or possib I I'm very open, very honest, very transparent of this is how the process works. This is what's going to happen. This is what you're going to see. This is what's going to come your way. You may not get your answer that you like. So I've in that so with transparency I've made it a very big effort to make sure that that's the culture with the HR department is that when they come talk to us they are going to get the accurate you know the accurate story and the true

106soup of what's going to happen for the uh 25 to 26 you may maybe also had maybe healthare you then have like uh prevention yeah for the healthare yes This is kind of a little random question but sure I know that I noticed that there's a lot of parents in the grind installing the crime. What how what kind of li liability insurance cover or we cover them the night carries their own they have their own they have their own they have their own which is why it's also um it's one of those uh what's say like fine print things of why if as administrators if we are there like Dr. Wolf I think is not there if I'm correct because once he is there it is no longer PTA event. It is now our event.

107What about us? Should be there. That's a good question. That's debatable. We've had attorneys tell us that it's probably best that your board members not be there. Um however, you could make an argument that if you're a parent and you're volunteering in that capacity. I don't want to take Okay. So when you're volunteering at ETA, they also ask you to sign a waiver. So when you actually whoever is in charge is usually like, hey, can you sign this waiver? Yeah. So after I sign your waiver, if I show up there, right? And if something happened, they can still we can jeopardize the district to be liable some. So your advice is best not to be there. That would be my my advice. It's better if you can avoid it. And I will say that that's

108because people will always look for the deep pockets and the deepest pockets would be the school district. Um it just everything is situational and so it would depend on the the circumstances. Yeah. Um what I will say is that you know remember these are no longer our students. Once they graduate they're not our kids. He's talking about setup. Oh, you're just talking about setup or you talking about grad night being there night being there or setting up or dismantling you or what? Yeah. Yeah. Okay. I thought you were talking about supervising like grad night or something. If I just graing them out then you can jeopardize the district. Not not so much on that end. I don't see that on that end. I see the the supervising of, you know, the kids that night as

109being more of a liability situation potentially for the district than you volunteering to set up or or take down. Those are two uh pretty harmless things. I mean, if you get hurt, you're on your own because you will sign a waiver. Um but yeah, when children are present, it's just a different story. And then we just don't want the the culpability or the liability. and it is not our event uh at on that evening. And the reason that Dr. Wolf doesn't, you know, stay there and supervise is because they're no longer San Marino High School students. They are graduates of San Marino High School. So, their status changes. The uh the PTA is really running that event. They're putting their support behind it. Their liability insurance covers the event. Yes. Yeah. As a parent, can

110you volunteer? Yes. Uh, but you never really get to take off your board member hat. I can share a story from a former district that I was at. The board member who had a graduating senior decided that uh he was going to go and and that he wanted to do something very grand for the grad night and altered the electric panel and and because he he was he's into that and I was and anyways and ended up causing something but he was never seen as know Mr. So and so the dad. He was always seen as board member and so then that's why well actually uh the Saturday morning we tear down night one the uh parent get the eye. So immediately they find another parent after the check. That's actually not a bad idea.

111Uh one of the things I did this year is I started doing a daily birthday message. It seems small but it it's amazing how they uh how everyone is receptive to it. Um I try to do a lot of individualized meetings. I go and see I don't like to do things via email. I like to have see the person face to face so that there's nothing lost in tone things like that. And I also so I can read their tone and see where they are at. So that's something I do. Um our staffing uh the recruiting and especially the retention. I speak a lot with my our principles about making sure that who we are keeping are people that who they may be talented but if they do not have the right mindset and and

112share our values of our of our district and they don't need to stay. Um so community relations uh the DEI committee we are still doing that uh as the and I'm the district representative for that. Uh we still are partnered with Rotary uh PTA meetings with some of those parents uh that I've done a little bit more of that this year. Uh so that has been something that has come on as well. We kind of already spoken about the last one. Uh these are some more Chang I think this was what you were asking about. So these are the last three years of our retention um of our probationary teachers. Those are our first two years how many we're keeping. So the district is the gray the first one. So ironically we have 87.5 every

113year. So this this year was 35 out of 40. We kept 35 out of the 40 probationary teachers. Uh and then you can see each of the schools. Um high school they kept I think they were six for six. Uh I believe HMS was six out of eight and Valentine has a lot. I want to say they are it's like 16 out of 17 or 17 out of 18 something. They have a lot more new teachers. Um, and then uh Carver I believe was eight out of 10. So that's that's kind of our retention. So we have been consistent 87.5. So I'm assuming next year it'll be 87.5. And then this uh I wanted to show you this kind of goes with earlier about um total compensation for the last three years. So this is

11422 through 25. Uh on schedule is kind of the lighter blue, off schedule is the darker blue. Um and so you can see where we stand in comparison to these our neighboring districts of of what we have given on schedule and off schedule. Uh there are a couple of these districts uh for instance I think I want to say it was either Garvey oh no it may have been Alhamra on the sheet that we share so we know what everybody and then and the sheet that gets filled out it gets filled out by the HR person so it's not someone who's falsifying the the info that we're just sharing. Uh I think either Alhhamra I think it was Alhamra maybe they hadn't inputed theirs yet but I promise you it wasn't 10%. and for 2425

115I promise you they didn't give 10%. So over the last three years um as you can see in comparison to all our other districts com with on and off we've given more than anyone else. So which is a good we've done well. All right D back to Dr. Thank you. So, are we do we need to take a little break or are we okay? I think we should power through. We have to end today at 3:30. Oh, we end at 3:30. Okay. Well, that's great because I'm always criticized for the number of slides that I have on my so I really it down this time and I will go quickly. Um, goal D is really where you see the bulk of the work from my department. Um, and I want to say it's it it's

116really just not me and Claudia, my administrative assistant. It's really all of our teachers that are doing the the the hard work. It's our educational assistants. It's our principles. I mean, it really takes everyone involved to get this work done. And as you can see on the left side there, we have been extremely busy over the past five years. And I'm very very proud of the work my department has done. I'm very proud of the work that our teachers have taken on because it's something that they've taken on year after year. another piece that they have really embraced and implemented in their classrooms and it's really been a wonderful partnership with our teachers. Um I've gotten great feedback from them. I've given them great feedback. So it works really well and these programs could not

117have been successfully implemented if it wasn't for their partnership. So, multi-tered systems of support. And I'm going to go through each of these a little bit in the next few slides, but I really wanted to share with you that these are this is the work that really drives what we do in in in my department, not only for the academic advancement of our students, but also for the social emotional well-being and for the safety of our students as well. And everything that we do really is based on MTSS, which is that three- tiered approach. Um, and that really translates to personalized learning, personalized instruction. It is not a one-sizefits-all. And so everything that we do really caters to our students from remediation, the students who may need a little additional support all the way up

118to the students who are already needing and exceeding grade level and need to be challenged. And I think that's truly where the beauty of the instruction comes. So next slide. I think this is really important for us to highlight. These are some of the accolades that we are extremely proud of for the 2425 school excuse me 23 24 school year. 99% graduation rate actually 99.5 99% graduation rate. The high school earning a national blue ribbon recognition continuous increased growth in ELA and math based on the state assessment the cast. And as we know in 2024 we were named the number one public school district in the state of California based on ELA and math scores. 2024 2024 absolutely number one in the state unifi public unified school district and we're hoping to get to science

119eventually as well. And then 2023 no ranking right 2023 we did have high scores and I can show you that data later. Yes. Do you remember? Yes. Okay. And we actually surpassed 2023 performance levels. 2020 25 announce they I was just going to say they are starting to trickle in but this is preliminary preliminary test results soon to data. So it has to be finalized and once it gets finalized then I can share those with the board and then it's open for public consumption hopefully sometime in September. Yes. And then the dashboard comes out in November this year. the 2025 dashboard. Um, PBIS, Valentine, as you know, got gold and Carver got silver last year. This year, they were both advised to apply for gold because of the work that they've been doing. So, we're

120very proud of that. 96.56 basically 97% attendance rate. That's the ADA across the district. That is incredible across all four schools collectively. That is our average. Uh, AP honor role. This was huge for our high school. There were three criteria that they had to meet to earn platinum status and our high school earned platinum status with a 93% pass rate on AP exams. That means they got a three, four, five on their AP tests. And so that's wonderful. I Ready math and reading 90% at or above reading in grade level. That's for all our students K through five collectively. That's the average. And then NWA reading scores, they were at the 94th percentile, which was the average. There are some dips depending on the grade level, but the overall average last year was at the

12194th percentile. And so this is something that we are extremely proud of, and we know it doesn't come just from the district office. This work really happens at the school sites and we're very proud of that. So let's talk about universal design for learning. Believe it or not, we are in year four. We started this during the pandemic when it was all virtual and online. Universal design for learning really is differentiated instruction is personalized learning. It is district-wide TK through grade 12 to really address all the types of learning our students uh need. Um it talks about engagement, how information is presented. It talks about representation. How we're giving students the information. How we're presenting the information to our students so that they can learn it. Because you know you have auditory learners, you have

122visual learners, you have kinesesthetic learners. So how are we presenting information so that our students can access it? Number one, but then also retain it and understand it. And then lastly, expression. And the expression piece really talks to voice and choice. How are our students showing that they've mastered the objective of the lesson? How are our students showing us that they've mastered the standard? If you're an English learner, new to our country, you're not going to be able to write typically you're not going to be able to write an essay. So, what's another way they can show us that they've mastered that standard, whether it's a PowerPoint, a visual, a drawing, a play, a song, whatever it may be. And so, that really gives students the agency and the voice and choice. One thing, does

123this have a pointer? No. One thing we're really proud about this year is our elementary school sites have really begun um more expanded implementation of small groupoup instruction where differentiation can really take place where personalized learning can occur and that really is going to allow us to be able to address all the different types of learners. We are extremely proud of our partnership with focus schools. Um they continue to part with partner with us year after year and this year they actually ascended on our campuses during our universal designing uh universal design for learning walkthroughs our instructional rounds and gave input and feedback to the teams and so that was extremely valuable. The other thing that we're looking at for universal design for learning is using our data inquiry cycles. During our three PD days,

124our principles take what they learn during their instructional walkthroughs, analyze it, and review it with their teams, and then decide what their next step should be to improve instruction. Any questions on universal design for learning? Some year four already. PBIS. We talked a little bit about I'm not going to go over it. Um the one thing I want to say is it really is important that this year to recognize that both schools applied for gold and when you achieve gold status you have really done the work. You have walked the walk and that's important. And then again, multi-tered systems of support, not a one-sizefits-all management dual language immersion program. Something we are very proud of. Believe it or not, we are going into year three. That means our initial cohort, our inaugural cohort will be

125in grade two in the fall. It's amazing. This year, for the first time, every year we saw uh higher interest in the program. This year we had so much interest that we had to run a lottery and that's wonderful. So we do have a waiting list for both the the native side and the non-native side. It's going to go through grade two. Retention has retention has remained high and enrollment remains high. Um we have been thank you to the board of education allowing us to fly the positions early. We have been able to recruit the best of the best Mandarin teachers. Um a lot of districts are calling me saying stop taking our teachers. Um but we have been able to really secure the brightest and the best teachers for that program. In addition to

126not only the Mandarin side but also the English side and those come from within our district. Um we are providing intentional PD for our Mandarin dual language immersion teachers. As I said, there's a wait list and already our 2526 cohort is completely full and that has not even taken into consideration in our district. So, it's wonderful. How long is the weightless like enough to open another section? Uh I don't think so. Yeah. And then space is also limiting for us. We don't have physical space. Somebody told me there were around seven seven on the weight list. Does that sound right on the Mandarin or non-mandarin? Mandarin. There may be about probably about seven to 10. Yeah. And on the non-native side, we have quite a few as well. Probably about 10. Um but that um

127that weight list ends in December because it's going to be very hard for an Englishonly speaking student to enter into the Mandarin program, let's say, six months down when the kids have already acquired the language. Titan Medical Arts Academy. We are in year three very much like the Mandra dual language program. Um we this year we have really increased ongoing collaboration with PCC. Um and I think that has served us well. We've run into a few snags over the past couple years with securing professors. And so we really found that scheduling a standing meeting with them every month or every two weeks has been instrumental in making sure that we are able to secure the profess the professors we need and the programs that we need for this um academy. Here is a new um

128kind of pathway from medical arts academy starting with 9th grade all the way to 12th grade. And one thing we're doing new this year looking at and we're working on that right now because after co we found it very hard for um us to secure internships for our students which was our initial plan but because of co hospitals facilities other medical places research medical research facilities they don't want students there for health reasons and so that's been a huge challenge so thinking outside of the box with PC PCC we came up with having a Saturday research and capstone opportunity for our students. These students would participate in about 7 to eight Saturdays and each Saturday you would have a different PCC professor or medical professional within our community instructing the class or providing lectures to

129this class. At the end of those seven to eight days, those students would get to pick the topic that most interests them and take a deep dive into that and do a capstone research project on it. So, we're still going to pursue the internships. Thank you to Mr. Chang who is persevering in trying to find someone that we can partner with. And if we can do both, that would be great. um we would really love for our students to take the internship, but if we can't, this would be another great way for them to be immersed into the medical field. Uh lastly, high retention and enrollment. I forgot to say that we had a lottery employed this year as well for the medical arts academy because we had a lot of students that were interested.

130So that was great. Focus schools. We are continuing to partnership to partner with them. They're amazing. They're all about instructional leadership and datadriven instruction. Um this will be year three that we're partnering with them. The first year we partnered with them, it was all about leadership training. They trained our cabinet. They trained our principles. They came up to um our UCLA uh conference center and trained us all. Last year they engaged in principal coaching once a month. They called our principles and provided them coaching with datadriven instructional practices and UDL universal design for learning. This year the principles and the faculty have asked for coaching and professional development. So focus schools will be going into the faculty meetings and providing coaching and mentoring to the teachers as well. And I think that's really going to

131just bring everything together and connect the dots for us. One thing we were really excited about, I think I've shared this in the weekly board memo and I shared it last year as well, is our our um scorecards. Every school in 2023 developed a school scorecard. It talked about we call it go glows grows. So what are they glowing about? What's the good news for their school? Where do they need to grow? And then lastly, bold steps. How are they going to grow? What are they going to put in place to make that growth? Last year, our principles took it a step further further. And every grade level and every department also did a scorecard. So, you have one for the whole school, one for every grade level, and one for every department. and talk

132about accountability and continued monitoring of progress. This has just been so successful and we're so proud of the work that our schools have done with this tutor.com review. If you remember, this past year was our first year we implemented costfree tutoring districtwide K through 12 through tutor.com. We used a grant to pay for it. Um, and we're looking at what we want to do for year two. We want to renew our contract with them. It provides tutoring cost free with qualified tutors online 247 anytime a student logs on. And if you see in August, we hop we had some the the usage was very high. And then in September, it became even higher. And then as the school year went on, it kind of died down a little bit, picked up, went back down, and

133picked up a little bit. I bet you this is probably because finals the end of year. And so we're really looking closely at that is do is it worth living? It's about $26,000 a year, which is not bad districtwide. Um, and then looking at what subject received the most attention, algebra, and that was every month. algebra was the one one subject where students requested tutoring. So to me it may be worth keeping because we know our students are using it. We just have to constantly remind and we've asked principles to remind their school community that this is accessible 24/7 and every month they give us uh usage reports. This is just the final one. Two questions. Whoever wants to go first. I was just curious um is there data that reflects those that use this

134in lie of other because I know a lot of parents also do other afterchool tutoring programs like are is this replacing those other Oh, it's not it's not addition. It's in addition to Yes. because um tutoring so schools do after school tutoring as well. You're absolutely correct. But if you do, if students would like tutoring during winter break or Thanksgiving break or spring break, whatever it may be, this is accessible 247 or even when they go home and they realize they got stuck on a math problem or a science problem, they can go on here and request tutoring. M I was wondering if there's like a package that we could do package that would be less expensive than having all access. I can absolutely find out. So yeah. So the top three Yeah. are math.

135Or math. And the four. Yeah. Yeah. Well, yeah. Algebra, geometry, calculus, algebra one. They're all math. Absolutely. I'm wondering how many kids are using like algebra 1 these 14 hours. Like how many kids one kid using 14 hours or lots of kids? This is I think this is the the total not per kid. This is the total but this is only this one is only for May. Let me clarify. This one's only for May. This is August through May. So maybe worth looking at a map to see what the cost savings can be. It's not a big difference. Um it is nice that they're able to um also access the other core subject areas. So uh we'll be taking a deeper dive into this over summer. They have this um available all students have this

136through September 30th. The contract ends September 30th. So we have a little bit of time to research this and decide if we would like to move forward again. is that we can know the uh how much hour the each student they utilize each student I could ask them for that breakdown how many how many of our students are actually using it yeah and also question and also what what time they are doing with some going in the midnight don't go to bed and that is actually included in our monthly usage report so we do know the times that they're utilizing Absolutely. They have like a an average per user time. You can ask. Yeah, it would be a long list because we have so many students, but we could I don't know. I think it

137would be one number. Oh, I thought you wanted per student average time a a student would spend like out of this. Oh, okay. Yeah, we could probably get that. I bet you like how many every student on and which subject most depends on. Yes. Well, consistently we've seen Yeah. And that's been consistent over two months. Ethnic studies. So this past year we spent all well actually for the last couple of years we spent a lot of time digging into a new ethnic studies requirement and what it looks like and what a great course would be. Um because as you know that um the um the governor said that by 2526 we had to have one semester of ethnic studies provided at the high school. So um over the course of the past year we have

138convened a committee at the high school. We've had parents, we've had students, we've had administrators, teachers, and district um me representing and we've met about three to five times with the parents and the administrators and the students really looking at what that could look like. Last year we talked about when we did a deep dive into the requirements of the ethnic studies course, we took a deep dive into what that could look like. Should it be a standalone course? Should should it be an embedded course into one of our core subject areas? And the board made the wise decision to embed it into one of our courses. As you know, we embedded it into English 10 and our English teachers did a fantastic job of developing in conjunction with the committee with their parents and

139the teachers a very comprehensive course that embedded the components of ethnic studies into the English 10 class, the world literature class. Um, we utilized the LEO ethnic studies toolkit as our guide to develop the course and to include the the required components. It was approved at the May 13th board meeting. Thank you so much. Excuse me. And now the governor is saying there may be a hold on it to see if they're going to appropriate ethnic studies. The beauty of the way our teachers and our parents and our students have developed the course or built the course really doesn't change for us because it was um almost just like a modification of the course to re to embed those critical pieces of ethnic studies and actually our the feedback we got from our English teacher

140said it made the course richer and so even if we are not required to do it the course will remain the same and remember this is our pilot It's not required as a graduation requirement until 26 beginning 2627 for the class of 2930. And so we will pivot and modify if we need to, but right now we're moving forward with the way the course was developed and board approved for the 2526 school year in the English 10 class. Any questions on ethnic studies? Okay. Um lastly, no I don't think it's last but it is short I promise. Attendance we have really put a strong focus on the reemergence of the 369 letters. When a student's absent three times they get notice unexcused. When a student's absent six times they get another notice. Nine times another

141notice. And I think that's really helped our ADA and we're saying it like 97% ADA. Um these these notices go out weekly by the school offices. They have been trained. Our school secretaries have been trained on how to send these out. It's really strengthened our response to chronic abi absenteeism as you'll see later on our California school dashboard. And we put a stronger focus on our SARS and SAR meetings. SART is a school attendance review team that gets together and meets with a student, the parent, the teacher, the administrator to say, "Wow, you've been absent. what plan can we put together to help you get to school regularly? So, that plan goes into place. If his attendance or tardiness does not improve, then it can go to a school attendance review board which holds a

142lot more weight with the parents. So, we've really focused on that and I know that every school has been doing a start meeting not only for attendance but also for targets. So, our students are getting to school more on time, so they're not missing instruction. Uh, PBIS implementation has really helped with attendance because when students feel safe and they belong, they want to be at school. Continued training for our teachers and our administrators and our front office staff on how to conduct these meetings. And then lastly, as I mentioned on the dashboard, the attendance rate was 96.98. That was almost half a percent higher than the year before. And our chronic absenteeism went down 1.6% from the year prior. So, this is working. It's not the the only thing, but it's one of the things

143that we put into place to help support positive attendance. Curriculum study committee. Um, as you all know, I've been keeping you up to date in the weekly board memo and at the board meetings. um history, social science. Oh, I forgot to add science on there. We also went out for science. We had a committee for each core subject area for science and for social science. We worked with the publishers to review the framework and what that would look like for a pilot. Our teachers piloted K12 piloted social science and science from August of 2024 to oops, excuse me, that's a typo to August 2024. Just that first half of the year, the middle school and high school moved forward with the adoption. HMS they adopted science then scopes curriculum for grades six through eight. The

144high school adopted HMH, Hootton, Mifflin, hardcourt grace for history. That's their collection. And then we also adopted ELD lift for grades 9 through 12 at the high school 2526. We're looking at implementation of the curric the new curriculum and providing our teachers with professional development so that they will effectively be able to utilize the curriculum. We are starting in the fall looking at a science pilot because our elementaryaries did not move forward with science curriculum and we know how important science is for us as a school district and that's where our scores also need to um get a little stronger. So, we're looking at running the science pilot for elementary this fall. And then lastly diving into the math framework just which just came out. So that's the work we have to do on our

145curriculum adoption. Formative assessments as you know um we're very fortunate that the board allowed us to move forward with I Ready for grades K5 as a formative diagnostic assessment and NWEA and Il for grades 6 through 12. And this I I believe a lot of this has really contributed to the growth that we have made, the academic growth that we have made as a district because we're able to catch students early on and provide them with the supports they need to make um to to progress. Looking at 2023 24, the scores for I Ready overall pretty similar. We saw a 1% dip in ELA this year in 2024. I Ready actually both I Ready and NWA are administered three times a year. Beginning of the year, middle of the year and then end of the

146year. This also allows us to have that longitudinal data. The great news is grades six through eight who adopted STEM scope science curriculum, they are now going to pilot a formative assessment for science which is also going to help monitor student progress in science. And so that's great news. The other thing is I think I have included in the weekly board member memo which is AB114. It's the new legislation that is mandating that every student in public schools K through two um adopt a diagnostic screener to detect reading difficulties early on. The state has only approved four screeners. All districts can only pick from four screeners. Guess what? I Ready is not one of those screeners. So we put together a committee in April of K1 and two teachers and they decided on two screeners.

147One is the Stanford Roar and one is Amplified. And the reason we're doing two is Stanford Roar is Kate is grades one and two. They don't have K, but they grades one and two really love Stanford Roar. And so K did like Amplify. So K is going to pilot amplify and one and two is going to pilot another the other screener Stanford War Stanford war the great news it's costfree there's no cost associated with it amplify does come with a cost here are the scores for NWA from 2023 to and you can see across some grade levels we did see an increase some grade levels we did not see an increase and the beauty of having these formative assessments three times a year is we schedule them to align with our professional development days. So

148teachers have the data, principles have the data, they're able to take it back, take a deep dive into what the data is telling them and put supports into place to make sure that our students are progressing. Any questions on these two? scores are kind of low though, right? I mean 62 and 52 they dropped off. So that's using these data collection assessments over the year and it dropped significantly. Right? So remember that this is only the first year. 2025 data is now coming out that we're going to look at. But 2020, what was 2023 data then? Well, 2023, sorry, this is year two. So, this will be the third year then that we have it. And the first year, first year and a half is getting used to that assessment. We saw the same dip

149when we had I Ready, when we first took on I Ready. And the low scores is one reason why we align them to the professional development days. So the the sites can take this data, go back and figure out why their scores are low or why they're not low, identify which students are not performing well and put those supports in place rather than getting this data at the end of the year and not having the time to put any supports. So it be is there like how much lag time between getting the results and then implementing the supports because no more than a week results are instantaneous. Any other questions? Okay. So because our we have those formative formative diagnostic assessments. I think they've really helped us with the state assessments too. They're a great

150predictor of how well our students will be doing on the cast. Typically you always have your outliers as well. But again as you know in 2024 we saw a 26 increase from 2023 in ELA. 89% of our students districtwide who took the CASS grades 3 through 8 and 11 met or exceeded standards. 89%. And I think that's huge. What's more impressive is this blue band shows you how many exceeded standards. Not only met but exceeded standards. So you have a very large group of students, a high percentage of students who exceeded standards. And then you also have it broken down here by year. This is by year. 22, 23, 24. I did not include 21 because 21 was optional because of COVID. And then you also have it broken down by grades. 3 4 5

1517 8 and 11. And you can see that in a lot of grade levels, you see increases, significant increases, and some you see a little bit of a dip. And again, that's the data that goes back where our sites do data inquiry cycles to see where our students need additional growth. Now, this comes out at the end of the year. So, this is the data that's going to be important moving forward in the subsequent year. We see the same for math. We saw a 1.47 increase in math. No, you're fine. In 22, 23 to 24 again. On the far left column, you see the growth from one year to the next. And then the growth that a lot of our a lot of our grade levels are demonstrating. Like look at grade 11. Look at

152grade five. Look at grade four, three. This is all. And some of them we see a little bit of a dip. Not too much. Here's a big another gain. A little bit of dip here. But this data is also important to look at in conjunction with I Ready and NWA really using a multi-pronged approach to look at the data. And then lastly, science. So this is depicted a little bit differently. Science is 73.76 districtwide that met or exceeded standards. And it is a little bit of a dip from 2023. And that's why our focus on science this year is going to be critical. That's why looking at formative assessments for science is going to be important for us. And then lastly, I believe this is the last slide, I promise. Um, looking at our exit

153data. Last year, I presented you the question always is, are we retaining our students? Are we attracting students? And are we able to keep them here? So I think this data is very very impressive. So last year there were 186 students that withdrew throughout the year. This year we only have 84 and this data is only as of last Thursday. Okay. When you look here move to another public school. Last year we had 63 that moved to another public school. This year we only have 31. And this may be because they move, the parents moved from one city to the next. Not necessarily. They just chose another public school. Moving to private 78 last year, 21 this year. Out of California 17 last year, 13 moving out of the United States 28 to 17. So

154we're retaining our students. We have a very attractive school district. Students want to stay. Families want to stay. They're not moving away. Here it is broken down by grade level. You have it in front of you, so I'm not going to go over it. But then looking here, which private school they chose. Look at last year. They were all over the place. They went to many different private schools. This year, as of last Thursday, these are the only four private Well, this is others. another six. They can, but they have not disenrolled yet. So, this is only those that have disenrolled because we can't say that they're leaving if they haven't disenrolled yet because what if they change their mind, they come back. This is if they've completed the disenrollment process final. So, we're looking

155at this again. I think the programs that we have, the instruction that we provide, the fiscal stability that we provide to run our programs, um, really really is what keeps our families here. Um, and we're very excited that we're able to retain our students. Any questions on this? I'm very proud of this slide. I didn't do it, but I'm very proud of it. It's not because of me, but I'm very proud that our students are staying and they're not choosing to leave. Any questions the board? No, I don't have a question, but I'd like to make a comment. You know, um I'm very uh happy u and they retreat. The reason you know the other uh with your leadership we've been doing this three year right and each year we set up the goal. Oh,

156so finally this year we are going tomorrow we are going to set out a new goal but in the meantime we are reviewing what we achieved in the 24 and more uh excited you know the you know your cabinet you know each one you prepare the what you can be proud also with the graphic data. Yeah, that give the all immediately we now can can put in the my Yeah. So, thank you so much. Yeah. Yeah. Thank you. Thank you so much. Uh that was great information. Um as you know, if the board has any other questions, we'd be happy to answer any time. Um you have one more presentation. Is it possible for you to get through that? Oh, two more presentations. Got you that data goal setting as well. Okay. Technology. Oh, I

157can blast through that real fast. Sure. And then AI and then AI. Is there Can you get through it? Oh, okay. All right. Go for it. Because if we need to roll over to first thing tomorrow morning, that is a possibility we can discuss with the Okay. Okay, I'll I'll go through real quick. Uh I think has gone through some of this already. I didn't attach this to any board goals. I'm sorry. Uh we still are part of the K12 and was not. Let me share that should be going through right now. Uh we are still part of the K12 HSN consortium. About 80% of schools in California are part of this. We have a 10 gig data link that and a 5 gig data link that we split between all of our schools. This

158gives us resilient and very reliable network performance. We serve about 15,500 clients per day between our four schools. That equates to about 435 terabytes of data a month. some highlights. Uh that gives us resilient internet access. We've only had about five outages this year and most of those outages were due to power issues from the fires from wind and etc. So our internet uh infrastructure is very resilient. We have a very resilient cloud manage firewall, switch and Wi-Fi. None of that has gone down this year. Uh we've maximized funds. We had about 20,000 left over and we're using it to expand and improve our outdoor Wi-Fi access. Uh that should be coming July 2025. Uh goals and needs for this uh for next year is our firewall is end of life 2026. Our next new

159rate cycle we need to go out for a new firewall. Um our firewall is our our first line of defense and if that goes down we don't get support. Um that could be bad for our district. We want to go out for a new firewall and firewalls can be very expensive. We also have an aging cable plant. That means a lot of the cables in our uh schools are getting old uh getting chewed up by rats, etc. We need to start looking at replacing some of these cables. Uh we've talked about expanding outdoor Wi-Fi coverage. We are working on that this summer, but our e rate funds only cover so much. We updated our football field um in spring break uh this year and we saw the graduation this past week. It was very uh

160reliable. Our network has become a lot better out there at the football field. We want to do that in all the other fields on our school campuses as well. Our paging system is also aging and we need to update our paging system. It has become uh a very unreliable system especially at some of our older schools. Things just keep breaking and going down. Um so we we can't use our paging systems. That goes for our bell systems. It's all connected. Paging systems, bells and cloths are all connected. So this summer we are piloting different systems. We're going to be using Clinton Middle School as our pilot site. We're going to set up two classrooms with paging and uh classroom AV and classroom displays. The classroom displays will also act as time clocks. That's something we

161could potentially do with modernization of our blocks. Usage device access. 100% of faculty still have access. Um if anyone doesn't have access, uh we find a way to give them access. Same thing with students. 100% of students have access. Some classrooms uh have both iPads and uh Chromebooks. So we're piloting Chromebooks in kindergarten. see if that's something that will be viable in the future. Uh Chromebooks um in all classrooms from 1 through 5th grade and we're one to one at the middle and high school still. Our device fleet, we still primarily Dell 3100s, but we've been moving to Acer Chromebooks because we've been finding more powerful Chromebooks. They tend to use them more. They're more powerful and more reliable. Um, end of score factor, our Chromebooks now have 10 years of auto updating, but that

162doesn't mean we get 10 years of life out of them. Uh, we've been finding most of these devices only last us about 3 to four years, especially at the middle school. they do get pretty um so we still have a need to refresh those devices every 3 to four years or every year as we have incoming use and analytics. We have cut this down by a lot. There were a lot of apps that we weren't using last year. We had about 414 apps. We cut that down to about 380. Um but we are still finding about 80% of students log into our absent through clever and about 50% of our students log in clever. Um our top applications are I ready McGraill and explore learning type has seen a very dramatic decrease but that's because

163I have seen a significant increase. So managed Chromebooks are still what offers the best compatibility of classroom management and the highest uh return on investment. Some of our goals are to change out some of our aging fleet of higher performing Chromebooks. Some of our Chromebooks although they still get that 10 year of of updates um we did not outfit them with the best. So they are aging and getting very very slow. Um, we will also look at piloting a B YOD option. A lot of high school students prefer to bring their own devices to school. Um, and we are looking for sustainable funding for these student devices. We're finding it harder and harder to fund these devices. Finding it harder and harder to ask PTA every single year on these devices. So, we're looking for

164more sustainable funding sources. Technical support. This year we transitioned from our live chat to a help desk. It's the same uh platform almost. It's just a different portal. Um we don't have as many resources as we do with live chat. Um like the function to live chat. We are taking away that function. We haven't used it since co really. Um so our live chat ticketing system will be a help desk. So, it's going to be more of a ticketing system, less of a live chat system, but we still have we're still able to provide support through our tech support website, through email, and through phone calls. You can also call a leave message. Second, support metrics. We during that transition to help desk, uh, we lost a little bit of our customer satisfaction. Some of

165those tickets got lost in the wave, but we're still at a 96%. Last year, we were at 99%. We're hoping to get back up to that 99%. We are at a 99% solve rate, so most of our tickets get okay, technical support highlight. Thanks to measure R, we're able to keep funding all those full-time employees, uh, tech support at all the sites. Um, we will continue to use help desk, hopefully bring back our knowledge base, um, and develop some type of either service catalog or standard procedures so that our, um, staff and employees know our procedures. We are also going to pilot AI capabilities to automate some resolution. Help desk has quite a few AI uh, tools that we can add on to automate make things a little bit smoother and faster. Okay, network security

166and threats. Um, Stephen left us in very very good condition. Last year we had probably uh 25 to 30 threats per day blocked. Now we're looking at one or two. We do get those spikes sometimes in some games where we get hundreds, but those are far and few between, but most of our statistics are one to two threats every single day. Endpoint protection. We're moving from Sofos to Sentinel One. Uh again, Stephen left us in great condition. We get about zero threats blocked per day on most devices, but we do get a lot of policy violations. So, we're looking at some training for our teachers to mitigate some of those policy violations. Uh cyber risk score, this is through Secur 360, very low score. Um, we're at the 98th percentile within schools around Southern California.

167We'd like to be in that 99 percentile. 100% is impossible. Okay. Um, again, Stephen uh talked about the pen test that we did with the Department of Home uh defense and CISA. They did a risk and vulnerability assessment for us. Our score came in at about 741 out of a thousand. So, we're not at the top, but we're not at the bottom either. We're doing pretty well compared to school districts around us. Our ransomware susceptibility score is a 36%. Most school districts come in at about 78%. So, we're doing very, very well against ransomware. We would like that to get lower, but uh we're doing pretty good. What is that total risk score? Do you want it higher or lower? Um total risk score, it's kind of weird. You want this one higher out of

168a thousand. And this one, you want this one lower. So, we're at about 75% for both. Uh, to mitigate some of these things and increase our security, I want to introduce managed methods. It's cloud monitor that monitors our email system, provides cloud security. So, those fishing emails, malware that comes through our emails, automatically block it. If it doesn't block it, we can search for anything. Uh, red herring is also something else we want to provide. It's um will be provided by LEO in uh combination with the San Diego County of Education and that will provide fishing awareness and uh protection. So we want to stay at the 100% faculty have endpoint protection. We 100% of employees still have multifactor. We still provide that 247 security service Stephen talked about. Uh we still have cloud backup

169and disaster recovery and we have our monthly vulnerability scans. Goals for next year or this year. Uh we want to do two factor authentication with students. This will be pretty hard but we're going to pilot it this year. See what we can come up with to increase that security. We also want to do some tabletop exercises and drills. We get credits provided by our security JPA Beasley and they will come out and do that live. How we going to do to pay if you So some students 2FA could be as simple as choosing a picture. It's just another form. Okay. Besides their password, it could be choosing a picture. It could be another password, two passwords. Um, it could be another badge like clever in the younger grades students having a clever badge. Could be

170a clever badge with another clever badge or a clever badge with a picture, but we're going to pilot it and see uh how it works. Uh, Tech Academy, we're going to bring it back this fall. Um, I don't have any sessions or any um agenda yet, but we're planning to bring that back. AI task force. We're going to speak on that in the next presentation. Starting this summer, uh we're going to start creating our AI task force introduction fall 2025. Okay. Tech Academy. Um needs for this year. We want to explore more training opportunities. We've been speaking with LEO. Um Leo has a lot of opportunities and a lot of um courses they can bring to us. Um we're planning on introducing them or bringing them in for tech academy and the AI task force.

171Um we need to adopt and discuss AI guidelines and we want to leverage program innovations to pilot tools and other innovations like uh esports and such. Okay. Integration with physical security. Stephen went over the uh Vicotta cloud security already. We finished phase two last month. Uh phase 3, we have about $5,000 left to make two or three cameras. They'll finish that off. Uh we are continuing our um collaboration of S SNPD. We want to integrate all of our systems so that it's all automated. We get a catapult emergency alert. It'll trigger zero eyes and give PD access to our cameras in an automated system. We already said no to that. We got a legal opinion. I don't know why that's blocked. Oh no, it's enhancing collaboration. Should there be an actual active shooter, yes, um

172they may have access to those cameras, right? But not in the sense where they have full access. This temporary in the event of an actual verified event. Yeah, we'll talk more about that. Okay. Laura says no, say no. Okay. Uh safety integration. We would like to see some integration of intercom systems. Um Verata has all these tools we can utilize. Um we have some command smart displays we've started implementing. We're going to pilot access control and we're also going to expand on some of their AI capabilities. Okay. Enhanced media coms. We're still using edio as our website const contact. We use social pilot for our social media. We're still doing the school news role and we're still using Parent Square as a communications platform. Right. We would like to expand or pilot some of Parent

173Square's integrations, forms, and permissions. So, we we started using that this year. We started using the volunteer and signups. Uh we also want to explore their web store and payments. It's a lot more integrated than what we use now. And uh we would like to pilot that in this coming year and that is is it every single teacher using parent score? Pretty much yes. Um that I'm aware of any other questions on technology. All right, we're going to transition over to the AI task force. Try to get through this to get you guys out of here. All right. Uh, AI task force coming fall 2025. All of this was done with AI. This presentation, our website, um, our goals, everything was done with AI. We thought it was appropriate for this to use AI. in

174um conjunction with Jay Basuto and Joshua Sun. We worked on this together. Uh we used AI prompting it. This wasn't very quick. This wasn't a five minute thing that we just threw together. We went through the prompts several times to make sure it was what we wanted. We threw in our mission statement. We threw in what we wanted our outcome to be. And we set a couple goals and we um wanted it to be an engaged approach. And this is what AI gave us. Um, our mission is to empower educators to leverage AI as a catalyst for deeper learning, positioning it as a collaborative partner in preparing all students for the future. Our outcome to have confident teachers and to empower students. Okay. What we want to do is make AI literacy foundational. So we

175want this means educating people on what AI can do but also on what AI cannot do. We want to build AI fluency so our our teachers and our students are comfortable using AI and we want to support classroom integration not just for specific grades but all grades at all levels. Um this is going to be much harder at the elementary sites and most importantly we want to promote responsible usage with ethical AI usage and with the student uh at the center phase one AI literacy for educators want to introduce AI workshops and ondemand uh resources we want to have PD there's a lot of programs out there we can use Common Sense Media for digital literacy, magic school for introductions, uh Gemini for more advanced and Lego is a great partner. They build the AI

176guidelines that a lot of LA County uh schools use. We also want to provide AI toolkits. We want to have two tools that students and teachers can use and uh appropriate usage ro specific use cases. We want to provide AI tools not just for the teachers and students but for the office and administrative staff as well. We also want to provide tools or uh we want to shift the mindset AI we want AI to be a tool a teammate and not a threat. Okay. Phase two um coaching and collaboration. want to build uh coaches at each site so that teachers have someone to go to. Um at the high school, Dave Guto's obvious he's already pretty much their AI coach every single day. We want to build that at every single uh school site. We

177want to provide or build professional learning communities uh with knowledge knowledge bases for both staff and teachers. Uh that could be something on schooly, a Google group or something more advanced like a mass And we also want to create a pilot program before moving sitewide. So these programs, we don't want to just throw them at teachers. We want to create pilots so that we know uh they'll be successful in the classroom. All right. Phase three, classroom implementation. We want to train the teacher. Train the teacher model is what uh Dave came up with. um we train the teacher so that they're comfortable with AI and then those educators can teach the students and be uh teach responsible usage. We see this a lot a lot of teachers think AI is cheating but um I don't

178we don't think they just understand AI. If we empower them to understand AI then I we think u they'll be more comfortable using it. Students will learn brainstorming, research, and creation, and focus on the ethics and transparency of using AI in the classroom. Some of the examples they came up with was co-authoring essays with chat GPT, creating AI timelines in history, simulating lab scenarios in science, and generating AI visuals and audio in art and music. If you go to Dave's class, you can see that they're doing a lot of this already. They take bases, put them on babies, they talk, move. It's amazing. We also want to provide ongoing support. Um, we're thinking about monthly AI highlights so that we can showcase teacher use cases and student projects. uh we can use a platform like

179parents were to promote uh the showcases to to teach the teacher is that including the professional day or etc. We can work together for that. We definitely want to work very closely with ed services. Uh we want to provide resources beyond PD beyond professional development. We want to teachers to have resources whenever they need it. or they can sell learning right through the Yeah. Yeah. Yeah. So, um we just we want them to be comfortable with whatever tool they plan to use. So, it's not just tools that we um develop or we provide, but tools that will be useful for them in their classroom. Not every tool fits every classroom. um an AI resource hub, something like again, we could probably use Schoolagy. Uh but we want this to be available to everybody, have some

180type of library or resource hub, not available just for students and teachers, but staff, admins, and even parents. Um we want to provide meetings. We probably have Jade talk at coffees, etc. Um he already does these things with parents with PFAS and uh uh other pro uh uh programs feedback loop. We want to do regular check-ins to improve support, provide professional development and additional support um with feedback in mind. So we want to provide surveys and provide resources based on this. Can you speak a little bit about how what AI looks like with various subject areas, math versus um chemistry? Then the different grade levels, what what does it look like for my fifth grader versus my ninth grader versus my senior perhaps doing a capstone project? What does that look like? Um, we don't

181have all of the grades um available yet, but something like the lower grades where it's a little bit harder. Something u more tailored towards lower grades would be something like magic school. Magic school allows you to have that AI resource in a controlled environment. So the teachers can set the limits of what the students can do. So if it's a project based on let's say a book report of Dr. Seuss, they can use AI to help them write that book report on Dr. Seuss. But if they go off topic and try to do something like Harry Potter, it's going to revert them back to Dr. Seuss. I'm sorry, you're uh off topic right now. Um, this research topic is not on Harry Potter, but maybe this resource from Dr. Seuss is what you're looking for.

182So, it's going to redirect them and get them back on task. um something like math. There's a lot of AI hubs out there. Actually, we had some today um teachers requesting AI resources from the high school to teach for summer school. Um what that does, it creates the teacher can create their lesson plan with their subject in mind and provide extra work for the students um based on that subject. So if the student needs extra practice, let's say on uh trigonometry, it will stay on that topic and give them extra practice and the teacher doesn't have to get involved. So it's just going to give them extra problems and extra problems and extra problem. This is something that interesting that just like compared to cur.com we can probably discuss that. But if you actually take

183a pictures of math questions and on boarding it, you can have AI machines actually learning how to solve the problem. Yeah. So that's that's another thing we got to kind think about it kind of I mean it was really useful last. H how does something like that differ from likel will loop back teach you how to do it if you're have the wrong answer. Um I mean I just think it's really important too that everything we have is integrated. We don't have redundancies and we don't have this abandoned technology that we're paying for you know. So well has a limit right? um you have a certain number of lessons and a certain number of questions and if you're doing bad it might add some more on um but with something like AI you don't have

184that limit. If you want more practice questions, you can prompt it, say, "Hey, make these harder or this is too hard for me. Can you make it easier, tell me how to do this?" And it's going to show you step by step versus um it might not give you that full step by step, but it might give you more practice questions. It does give us step by step. Oh, yes. I've done a lot of seven math. She's becoming an expert. No, I actually find it um really useful that I like interface with these technologies like from a kids point of view, you know. Um and yeah, I think there's definitely room for improvement around that instructional part, but it is there. And with something like science um like co-pilot, there's a lot of simulations out

185there already, but with co-pilot, it actually links things like actual videos, not just a simulation of the rocket flying, actual videos of rockets flying. And let's say it simulates a rocket crashing, it'll link videos of rockets crashing. Example, but that's a a learning process, right? um why things fail and why things succeed, not just going to make those simulations, real world experiences. Would that replace like Gizmo? Yeah, I wouldn't say necessarily replace Gizmo, but it could be a supplemental additional for Gizmos. You get a lot of the core practices with gizmos. Um which I guess you could get with the AI. Well, I forgot what the program exactly was called. It's kind of like Oh, the AI thing. Yeah. Yeah. And I guess Gizmos is more tailored. It's more structured. And sometimes that's probably where

186you need to start with like you start more structured approach and then supplemental with the AI. Um and then lastly, credentiing. Uh maybe we can offer some type of certification program for AI integration um extra exercises and practices for students who want a little bit more extra practice. Um and none of this will work without the equity, the ethics, and the guardrail. So we want to build clear policies and guidelines for AI and student use. Um again, Leo has a great guideline that we've been using. Um, but there's so much more out there. Um, critical thinking, lessons on bias, misinformation, and honesty. Um, if teachers, parents, and students understand this better, then they'd be a lot more comfortable in using it. We wanted AI to be more of a partner and less of a threat.

187Um, equal access. We want to ensure AI tools available that are available to all, but we want to ensure that they are safe and responsible to use. Those programs out there like Deep Seek that might not be safe. We don't want students to be able to use that, but we want to provide tools that are safe for students to use. Implementation timeline. This summer, we have started rolling out uh implementations for our AI task force. Um, we want to do a district-wide PD probably closer to the fall. Um, just get that buy in from everybody. And fall, we want to introduce our AI task force. Um, collaboration with different classrooms and departments. And we want to have those pilot rooms and those coaches that we can build on. Spring showcase. This is where we showcase

188projects and hopefully get closer to adopting programs that we can use. um sitewide, department levels, or even grade levels. When do we um pass like a resolution or if they policies like actually reward ours? Well, I foresee that happening after the AI task force uh comes to the board of education to um report their progress, findings, and recommendations. It would be submitting to the board of education their recommendations on an AI policy, a user agreement. Um, I wanted to showcase this real quick. This is a whole website built with AI. We gave them our prompt and it built us a whole website um with our vision, our mission and our key pillars of the plan with AI literacy in mind uh ethical use and responsible AI usage um and meeting a need from the classroom

189to the district. Um it built us an action plan and again this is ever growing. So every day this can change. All we got to do is just give it a little bit, it'll change whenever we need it. We find new tools, it'll add those tools in there. So our phased approach, um, it threw that in there. Phase one, phase two. It even gave us a timeline of how many days this this is all preliminary, so it's not um, nothing's finalized. So finalize and adopt an AI acceptable use agreement or an addendum to our acceptable use agreement. And they even gave us focus areas for curriculum and frameworks. Ethical and societal implications. What are some of the implications that this AI task force can bring to our district? Misinformation is one of them. uh digital

190citizenship and practical uh and responsible use. It gave us some practical skills and applications something like having clear principles suggested grade level adoptions. Um starting from the basics TK through fifth grade focus on AI awareness and digital citizenship is one of the key pillars for uh for suggestions. uh professional development suggestions for teachers and it gave us all of this in maybe like a few days. So typically something like this would take us weeks maybe even months to build. It gave us to us in a few days uh communication and community engagement even gave us tips on engaging the community and uh and the teachers and staff and even gave us mechanisms for feedback surveys etc. Even gave us a whole section because we wanted to focus on the ethical use and responsible use of

191AI. So it gave us guiding principles and equity and access for all, student data privacy and security, transparency and accountability and very important human oversight, some concerns. It gave us concerns that we might want to address. Uh having clear policies and expectations addresses a lot of those concerns and um providing training on academic integrity. uh even gave us suggestions on updating our acceptable use agreement. Uh gave us a few suggestions on dos and don'ts for students and staff. Things like uh don't don't submit AI generate work without proper attribution. So site your stuff even though you got it from AI. Uh for staff don't use AI tools that have not been properly vetted for privacy and security. So we want to be able to build those resources. So we have uh tools that are um

192vetted for privacy and security. It gave us a list of AI tools that we kind of threw in there and these have all been vetted like chat GBT notebook LM Manis. uh we would have to work on policies for students because a lot of these programs now require students to be 18 or over to use like notebook LM. So this was done using Manis a lot of different programs out there. It gave us resources for sites we can use as well like Khan Academy they provide con MIGO it's their AI portion for Khan Academy lovable.dev dev. Uh, this site allows us to create any app without knowing how to program. So, you can prompt it, throw whatever you want to build in there. It will build that app for you. If the app's not running

193correctly, go to chatbt, ask it why it's not running correctly. Dev will talk to chatbt, bring it back, fix it, and it'll run correctly. So, if you guys have any app ideas, lovable. And what I really like it also provides a glossery. So not everybody understands all these terms. Um it provides a glossery so that you or people understand the terms. So something like hallucination that is when an AI generates information that appears to be plausible but factually is incorrect or made up. So AI is not perfect. Sometimes it provides the wrong information. And then there's a page on how you can get involved. Right now we're starting our AI task force and our committee and it gives you suggestions on how you can assist or participate. Our current phase right now is building our

194task force. Right now we have uh Dave Basut as our AI lead and instructor. Uh I'm the district lead executive team support from Stephen board member Joshua Sun. Principal support Rene McAlpine. We have one to two teachers confirmed for each site. We have a parent support Terry Dobson. And we still need one to three students and one additional parent budget proposal and potential funding sources. So, this is going to be the hard part. Where do we find the budget to um pay for a lot of this stuff? Training, professional development, tech academy. We're going to bring a lot of AI resources to Tech Padmate. Uh last year we used innovation funds. We probably use innovation funds again. We want to be able to hire speakers, trainers, and AI experts. We want to be able to

195potentially expand the tech department to support AI, other potential advanced technologies. um things like having on-site servers so we can host our AI uh platform on on prem so nobody has access to our data except for us um that way we have safe reliable usage um application development we can develop our own application to use inhouse that's a possibility um just a base price something like adoption of Gemini works basic process but of $12,000 and ongoing support, maintenance and license support. Okay. And Joshua, you have three minutes. Oh, yeah. Well, I mean, just think about the big pictures that we going to have a challenge with teachers and students and in avenue, right? We got to have a challenge with a how they using AI teaching and teachers, they always going to say no in

196the beginning. So we got them trust and trust me incorporated another crazy problem right I think we should have like PTA with them in the about AI and something like that also kids right you got to create some safe environment that make sure that you coming to the our site and using the AI so teacher can grade it how they found it they just use their PC or whatever that they want to do. So those kind of things I think we need to find out the balance in the board. That's all you said that presentation please. And can you just elaborate a little bit on the I just really want to quickly know you said that it would would have taken a couple of days to build that website like it did take a couple

197of days with AI like day and night like hours 24 hours for um realistically it built in in about 14 minutes. Oh but you you were teaching it for a couple of days to teach and to do everything how we wanted took a couple days. Yeah. about 14 minutes to go and you could publish it right now. It's published. It is public. Yeah. Was there an like another like usually you have to subscribe to have it or did it just build it? So it's uh in their beta phase right now. So it's uh they give you something like 15 pages for free and then you have to pay for it. There's so many tools out there. So nice. Yeah. Thank you, Qu. I I love the presentation and I don't think I was um clear

198when I was asking you the question earlier. Good. Um I love um AI in itself. Um but I can see it in terms of education that AI has to partner with. This is why I said what does it look like for my fifth grader? What does it look like for my ninth grader just the school? How can that freshman utilize this tool and technology? And what can I expect as a final product on my 12th grade? Like what is that 12th grader going to be able to do? Is he or she going to be able to understand cyber security? Um has he taken some sort of technical training or or whatever? Right? And then along with that we have a number of initiatives and programs in the high school. The medical arts academy. How does

199that blend in with AI? We're also looking at you know bilingual education is coming through as we're getting to third grade, fourth grade and it's going to reach my fifth graders next right in a couple years. So what is that? Um how does that apply? because we've got kids coming here to the Huntington got integrated literature history and um the arts right and then we have you know our partnership with Caltech terms of their research so how does AI not just in it of itself how does it support the other programs that we have that's the question I was trying to drive at maybe I didn't come here on that I guess that's Uh that's a lot more subjective, right? Uh depending on how the teachers want to use it with their students. Um I

200guess may I was thinking I was thinking I was envisioning part of the discussion that the AI task force has because what you're talking about is very comprehensive knowled I want you to have that conversation. Yeah. Therefore, you don't want AI in isolation because it it leads me to nowhere. Like, oh, I got, you know, I'm doing this or I know how to now um uh give it instructions to build me a website. Okay. But that's not really what employers are looking for. Literally, he did it in uh two days, 14 minutes, right? Um same thing with other um areas of study, right? You know, write like Shakespeare and and you can teach it all sorts of things. What are what's the music that goes along with this literature and things like that? you you

201can get it to generate all that but what's what is it for right not just to have a project to have a project but ultimately we are having one of our former goals was to have these 21st century um innovative learners come out of uh San Marino and we need to make sure that that we have this pathway that that AI is supportive AI is not isolated subject to me Well, if you look at it like I think there's two ways of looking at AI like you can look at it as learning tools, right? That enhances the learning experience or I think what you're talking about is having measurable goals of how age level appropriateness or like developmentally appropriate. Yeah. No, I want it integrated because it doesn't, you know, just taking a single course

202just like medical arts, you just take terminology that doesn't do anything. Not not really. But it is the integration of all of the different studies, you know, in health care in in illnesses and all of that that gives it the robust and then the pathway for the kids. That's all I'm saying. Great presentation. I think that's probably the whole purpose of this task force, right? to create um to get input from everybody on how we can integrate this and not just yeah dig in bit deeper than we could like at the surface level today right this is a great overview though thank you to work with services is going to be yes so I would like to include as well um but it's hard because they're offered the summer yeah but I'm not I will

203complement our department will complement what you're planning to do or what you're planning to do will definitely complement our department and ultimately it is in favor for ED services right it's can take a DI curriculum across the board to a whole different level I understand how but AI is changing everyone it is changing everyone so We explain her this is what AI is gonna do this month. It's not saying next month. I just read a paper on the next so right now AI is um imitating human like with your interactions but the next phase is like its direct interface with the world kind of like it's going to start learning on its own. It's not going to have human limitations. So, I mean, I think it's just such a quickly changing landscape. It's hard to

204even policies need to be um flexible and you know, wrong, right? We got something to do. We need to start. You don't have the clear answer yet, but he's gonna try. The task force will find us answers. Thank you. Thank you. Thank you so much everyone. Bye. That's it. Let's adjourn the meeting. 3:33.