SESD Board Meeting 6 4 2026

001[laughter] doing the [laughter] >> Nice to meet you. Welcome. I know. >> Yeah. >> And then you don't have to Oh, really? Yeah. Good evening. It is 6 pm and I'm calling to order the Sunnyville School District's board meeting on June the 4th, 2026. I see that four board members are present and Trusty Slamrich has a planned absence. She is actually celebrating graduation. Um so we will be meeting without her today. This meeting is available in English and Spanish. Would the translator please give instructions for translation services available? [snorts] >> Do we have [clears throat] Congratulations. [clears throat] Okay, we're having some technical difficulties with the transition services. So maybe if we can um get a flag and those are uh ready and they're ready to give instructions. Um, as we [clears throat] have the

002recording, I want to note that there um, the board has requested this recording to be made and any the recording will capture some sounds from those attending the meeting. >> Should we wait for the translation or >> for the [laughter] Okay, we're going to move ahead to the approval of the agenda. This is item three. Um, if there's any member of the public who would like to speak on this item, which is solely about the agenda, please raise your hand. Oh, please turn in a blue card in the room or raise your hand online. It doesn't look like there's anyone here to comment about the agenda. Is there a motion to approve the agenda? I move to approve the agenda. Thank you. Is there a second? >> Thank you. Um, are there any questions or

003comments? All those in there. Okay. I um and the chair votes eye as well. So 4 to zero. Upon motion by trustee Watson, seconded by trusty proof with no opposition abstensions. Motion passes 4 to zero. Moving on to item four, which is public comment for close session. If there are any comments um pertaining to close session items, please submit a card again or raise your hand online. Are there any public comments for close session agenda item topics? Okay, seeing none, uh the time is now 6:0 p.m. and we will now recess into close session. We expect to return shortly after 6:30. Thank you so much. One of Yes. [snorts] [clears throat] Anyone else? Come right here. You'll be able to put your paper here and then you'll be able to This is going to be

004so as you're looking down right about >> Yeah. >> But if I'm right here, I'm good. [clears throat] Okay, you're good. Bring it on back. >> [clears throat] >> Yeah. >> [snorts] [laughter] >> dress. >> Yeah, of course. [clears throat] Turn me up. >> [snorts] [snorts] >> Oh no. I'm sorry. >> [clears throat] >> This is [clears throat] great. I think it will be good. Exactly. that [clears throat] are So I was there. [clears throat] [laughter] weather. I don't know. I'm trying to [laughter] I don't know. [clears throat] I know. [clears throat] [snorts] >> All right. Sorry. You guys [clears throat] [snorts] room. What are you doing? >> [clears throat] >> Oh small. >> Yeah. [clears throat] Where? Where is she from? Okay. Wow. [clears throat] That's okay. >> [clears throat] >> How many times?

005Just a bunch of stuff. Five, [laughter] six, seven, >> [clears throat] >> Yes. It was just the dead. One match. I can see you. Yeah, I >> [laughter] >> There's like something I was >> [clears throat] >> What? [clears throat] Yeah. What is it? >> [laughter] >> We got >> [clears throat] >> I'm just playing [laughter] Yeah. >> I love [clears throat] Oh my god. Just curl. I don't know. Yeah, >> I Good We're going to Not at all. I can shut All right. >> [clears throat] >> There's two We're trying to >> [laughter] [clears throat] >> This is exciting. >> [clears throat] >> very now I'm going to need to say I lost two games. >> I lost twice because I wanted a rematch but the problem was I was too eager and I

006was too desperate too fast. I I to be fair, it's my second. >> She says, >> [laughter] >> Not good. Oh my [laughter] god. I like everybody. [clears throat] Yeah, I know. It's good to have How does that look? Is there materials necessarily? Okay. [laughter] Is that what it's called? Good evening. The time is now 6:38 and I'm calling back to order the Sunny Bell School District regular board meeting. If you require Spanish interpretation, we do have recording. And with the interpreter, please um speak to the translation services. and they need it. [clears throat] >> They already got put into the like so I know at the beginning when you normally do it if it's in one spot on the thing and then they get put in once they're put in they can't come back

007out to talk to everybody. >> Can you confirm if they're still on ours? [clears throat] >> Yes, they are online right now. Bye. >> Okay. If you request Spanish interpretation services online, um please click on the world icon button in the Zoom menu. Um we have no announcements from close session and u have several items that we did not get to. So we will be reconvening to close session later in the evening. Let's move on to item seven, the flag salute. I believe we have some students here to lead us in this flag salute. Please rise as you are able and join me in the [clears throat] pledge of allegiance. >> Turn to face the flag. I pledge algiance to the flag of the United States of America and to the republic for which it

008stands. One nation under God, indivisible, with liberty and justice for all. >> You may be seated. [clears throat] >> Thank you. We got to the living land acknowledgement. >> Save school district is located on the ancestral and unseated land of the MuMA tribe. Both peacefully honored and cared for this land for thousands of years. We recognize that every member of the Sunnyville community continues to benefit from the use and occupation of this land. We acknowledge our responsibility to learn from the wisdom of the Aloney people and to consider how we might work to repair injustices and to move forward together in honorable ways. Thank you very much. We are moving on to item nine, reports. We'll start with student reports. Um, since we just had some students from SMS, would you like to begin with

009your reports over here? There are three seats available, so all of you may come up. Thank you. Oh, we need another chair. [snorts] Come on. >> We're bringing right now. >> [clears throat] >> Good evening, board president Brewster, trustees, superintendent crossway, and community. Thank you for taking the time throughout this year to listen to what we have to say. We really appreciate the opportunities you have given us to share on behalf of our school's student community. My name is Caleb Collister and I serve as student body president at Sunnyville Middle School. As a school year comes to a close, our school leadership has been planning for the year ahead. A part of this process is the senior student council elections in which future seventh and eighth grade students campaign to replace the roles the four

010of us hold. These senior cabinet positions include president, vice president, secretary, and treasurer. Candidates have been doing their best to try to gain votes over the last week through various campaigning strategies. Now, after campaigning, voting has begun. Current sixth and seventh grade students will be voting starting today and will have through the start of next week to vote for the people they want to represent them for the 2026 to 2027 school year. Another recent schoolwide event was the an annual triathlon. Each event consisted of a swimming, biking, and running portion. Teams of six in the PE triathlons each received a role and would race against other groups in their period. They were also there were also optional competitive triathlons in which groups across both grades formed into teams of three to compete in front of

011the whole school watching on along the pool deck. Teachers also competed alongside their students, which added to the excitement from the viewers. The fastest time came out to be just under 4 and a half minutes. Now, Ellie will share some more about the events that have taken place on our campus over the past few weeks. >> Good evening. My name is Ellie Yao and I serve as secretary at Sunville Middle School. To end the school year, we had a student led drama performance, Dorothy and Wonderland. In this show, they combined aspects of Alice and Wonderland and The Wizard of O. Our music department also presented its spring concert, which showcased the remarkable growth and achievements of our student musicians [clears throat] throughout the year. Another exciting event to end the school year was Spartans Got

012Talent hosted by Meeting. Students got opportunities to showcase their talents. In first place was Ethan Hoer playing Moonlight Sonata. Second place was a Yoda sing from the start by Lebe. And in third place was Sam Tran playing Canon and D on the electric guitar. Now Alicia will inform you about upcoming in grade activities. [clears throat] Good evening. My name is Alicia Chen and I serve as treasurer at Sunnyville Middle School. As the school year comes to an end, our school is preparing for the eighth grade promotion party, which will celebrate the accomplishments and growth of our students throughout their middle school years. This event provides an opportunity for students to come together, reflect on their experiences, and recognize the hard work that has brought them to this important milestone. We're excited to celebrate the class

013of 2026 as they prepare for the transition to high school. This past Tuesday, we also held our English learner reclassification party. This year, 49 of our students reclassified. It was a great event recognizing our English learners effort and commitment. Thank you trustees and superintendent Crossweight for coming to celebrate with us. In addition, students are looking forward to the eighth grade promotion dance, one of the most anticipated events of the year. The dance gives students a chance to spend time with their classmates, create long lasting memories, and celebrate the end of their middle school journey in a fun and positive environment. Good evening. My name is Lauren Sang, and I serve as vice president of Sunnyville Middle School. Our school season 5 sports have come to an end. Recently, our track and field team hosted two

014trackies at Fremont High School. 61 runners qualified for league finals and 17 will represent us at the county finals. Also, for the second year in a row, our tennis team has won championships. 162 students participated in the track and fields and tennis team, and this represents 15% of all the students at our school. On a personal note, this year has certainly prepared me for high school. My teachers have always been very supportive academically, and being able to progress through my last year of middle school with such helpful guidance was encouraging and reassuring. On behalf of Sunnyville Middle School, we thank you for your continued support throughout this year. It has truly been an honor to provide student voice and feedback to a constantly improving district. Thank you all for taking the time to stay engaged

015with our school's growth and development. Thank you so much, Caleb, Ellie, Alicia, and [applause] [applause] like to welcome students from Columbia Middle School to [clears throat] We don't have report available. We will move on to 9B the superintendent's report. Dr. [clears throat] >> Thank you, President Shster. Good evening, everyone. Thank you for joining us tonight. Let's go to the next slide, please. So, public education is strongest when schools, families, and community partners to work together. The Sunnyville Education Foundation embodies that spirit of partnership. So this year alone, Sunnyville Education Foundation's contributions in support of school site grants, Beyond the Classroom opportunities, library refreshes, music equipment and student supplies, uh feed Sunnyville, and science camp. All together, this support represents the financial equivalent of over $210,000. So, on behalf of the Sunnyville School District, we are

016grateful for your continued commitment to our students and for helping us create a richer, more meaningful uh learning experience and environment across all of our schools. At this time, I would like to invite our board uh to join me as we recognize and thank the Sunnyville Education Foundation for their partnership and support, and we have a plaque that will be presented to them this evening. [applause] COOL. Get the big check. How are [clears throat] you? >> Veronica. [laughter] >> Thank you. Who else are we here? Awesome. [laughter] >> All right. One, two, three. >> Wonderful. Thank you. >> Thank you so much. [applause] >> Thank you so much. So, that was 210,000. We can't wait to hear and learn what would happen next year >> better every day. [laughter] >> Um next uh we are

017recognizing I'm going to ask uh Mr. and his brother Sean to help me out with the arena the names of the certificates and while they're getting ready for that um this is the first time is this right that we have students who have joined us on the das to give us their perspectives and um some of them have maybe grown a few inches since they started in the fall uh but it's been really nice to have you join us here and to remind us why we're here. So, tonight we're going to take a moment to also recognize our student representatives who have come to us sometimes right after practice or games and have, you know, been here in uniforms, have been here uh even though when they have a lot of other homework or other

018things to do and parents for making that supporting that as well. So tonight, we are proud to recognize our student board representatives for their service, leadership, and commitment to representing the voices of Sunnyville students. Your participation reminds us that students are not just the people that we serve, that you are essential partners in shaping our schools. Uh thank you for bringing your perspectives, your ideas, and experiences to our board meetings. Your voice helps us make better decisions and keep students at the center of everything that we do. We're grateful for your leadership and look forward to seeing you and your continued impact as you go on to high school or return uh next year. And so at this time, I'd like to also invite our school board to join me as we call off the

019names. We're going to ask you to come up so we can shake hands. And then if we could just have you stand nearby so we can take a group picture as well. >> I'll start with Caleb Hollister. [applause] speak. >> Yeah. >> You mind [clears throat] if we redo Caleb? So [laughter] practice again everybody. [applause] Come on up. AMISH [applause] SALAZAR, >> KYLIE, JUAN, [applause and cheering] >> FREDA, AANSA, [applause] Daniel Vargas, [applause] Nathan Reyes, [applause] Geronimo Eraldo [applause] Lauren Chang, [applause] >> Alicia Chen, [applause] Maddie Colister, >> [applause] [applause] >> Ellie Yao, >> Isabella Hibs, [applause] >> Viviana Buckingham, [applause] Ellie Seagay, [applause] >> Jackson Brandex, [applause] [laughter] Sebastian Fitnesses. [applause] Isabella Ivanz, [applause] Ka Andrade, [applause] Marita Franco, OOA, [applause] Natasha Marino, [applause] Ector Escareno Jr. [applause] Elgel and Ventura, [applause] >> Edgar

020Martinez, [applause] >> Carlos Kachora, >> [applause] >> LEILA SILVA, [applause] Ali Afroa [applause] and Jeremiah Martinez Balazai. [applause] Did we Did we miss anyone that's here with their family? Did we miss a single one? >> A round of applause for that day. [applause] >> Making sure everybody that came up, let's gather together for a picture. >> We'll do two rows. >> We're going to need to do two rows. >> We're going to do a soccer. >> Call people in the back. shorter in the front row. >> Front row. Step back a little bit. Step back a little bit. There you go. >> One, two, three. One, two, three. Sure. >> You want to take pictures? >> Yeah. Come out. >> There we go. There we go. >> [laughter] [applause] >> Thank you so much everybody.

021[applause] AND PARENTS AND STUDENTS. Thank you again for joining us. And at this time, you're welcome to stay, but you're it's also we have a lot of family. So, thank you. Thank you. [applause] [laughter] All right. And we're going to transition now to um an update regarding ELA adoption or English language artist adoption for curriculum materials. And so for this I want to miss Katherine Armstrong. She has a team with her. She introduce her team and give us an update about the process and recommendations. Hello. It's a tough act to follow. [laughter] Students are always worth celebrating, but this is also worth celebrating and we're super excited to be here to present today. Good evening. Thank you for reminding me to speak into this. This is always the most awkward part of this for me.

022Um, good evening board president Peggy Chen Brewster, Vice President um, who's not here, but [laughter] we will still say good evening to Isabelle Hubz. Uh, board clerk Evelyn Proetta, board member Michelle Majino, and board member Bridget Watson and Superintendent Dr. Goodiel Crossweight and members of the Sunnyale community. Um, thank you for the opportunity for us to present to you this evening. My name is Katherine Armstrong and I am the coordinator of curriculum, instruction, and assessment. And I'm incredibly proud to share the culmination of our K5 literacy pilot process which took place this year to ensure that every student in our district has access to the highest quality literacy instruction in our K5 classrooms. This massive under undertaking would not have been possible without the dedication of our amazing pilot team and you'll hear from some

023of them shortly. While many others are likely tuning in online, I want to extend a special thank you to my immediate team Lisa Kman and Lydia Drae for [applause] our programmatic tossas who have been in an integral part of supporting this work every step of the way. I also want to express my appreciation to Dr. Christina Valentine and most recently Gloria Marshant, two of our directors of teaching and learning who have thoughtfully guided and supported me throughout this process. Sorry. Um, and I Okay. All right. Tonight we are presenting our recommendation for the adoption of a comprehensive K5 literacy curriculum covering English language arts, English language development, and Spanish language arts. This recommendation represents a major milestone in our district's commitment to academic excellence and equitable out outcomes for students. So we want to start

024with how we got here before we dive into the recommendation itself. It is important to understand why we decided to move forward with the literacy curriculum pilot in the first place. So let's first ground ourselves in our purpose and our why. Starting with our current reality, many of you may know our data story. Our data shows limited reading progress particularly for our historically underserved student groups. We also know from our educators uh they report a critical need for comprehensive tools to streamline planning and student practice. We also know with the implementation of recent curriculum for phonics with UFly and really great reading, this has really identified some gaps in our current curriculum um for ELA. [clears throat] There we go. Um, and we also know that a high quality comprehensive curriculum will support coherence, consistency,

025and equitable learning experiences across all classrooms in our district. And we also with a recent district study, this reinforces that our current work uh provides validation that our road map aligns with literacy outcomes that we're hoping for. While this timeline is a little bit difficult to see, um we know that we needed to move forward with our pilot process knowing that um knowing those what our purpose that I just shared with you. We're committed to being incredibly thorough through this process and intentional in its designs that when we designed it. The details on this slide are difficult to see, but this is a timeline that was really an anchor to our process and for our team along the way. It was a road map that we revisited frequently to reflect on our progress and mark

026our and mark critical mops. Sorry. Oh dear. Go back. How do I go back? Here we go. All right. Uh to mark critical milestones along the way. This entire journey was built on an extensive curriculum selection process that back that began back in October followed by active classroom piloting and deep collabor collaborative deliberation. This rigor rigorous work has led to us on this exact moment today where we proudly present our final curriculum recommendation for board approval. [cough] [clears throat] Central to this this process was the formation of our pilot team. And at the very beginning of this process, all teachers in in cloud K5 across the district were given the opportunity to participate in our ELA, EL, and SLA pilot uh team. Based on interest, we formed a dedicated group of 33 teachers representing 31

027different classrooms districtwide. We ensured that every grade level was fully represented with intentional inclusion of our HUTOS program as well as special education. In the end, the group that came together was a team of incredibly dedicated individuals who put a tremendous amount of time, effort, thought, and care into this process, always keeping our Sunnyville students at the center of every single decision and conversation. Their deep collaboration and willingness to remain open to one another's perspectives was truly inspiring and foundational to the su success of the recommendation. Right away after a pilot launch and a meeting in October, this team was tasked with selecting curriculum to pilot in early November. In November, we headed over to Washington Park with a two-day process, which was an adventure in itself, uh where we looked at 10 different curriculum.

028The teams was very busy. Uh they reviewed ELA and EL curriculum. Um they used a uh rubric that was aligned with the science of reading that was developed by the team. Um and eventually were able to select three curriculum to pilot. Our HUTO's team took an additional day to review and select additional um Spanish language arts curriculum to then uh select curriculum that they would also be piloting. And as a result, we selected curriculum for our pilot process. We selected or I shouldn't say we, I say we because I feel like I was part of their their team, but they selected um benchmark curriculum for ELA, EL, and SLA. Amplify curriculum for ELA, EL, and SLA. And our um final pilot window, which I'll share in just a moment, we selected Emerge for ELA and

029EL, Savas for um for SLA for Huntos, and EL. Uh Huntos also piloted um a different curriculum in our final window for K2. And so it looked a little bit different. So these are our three pilot windows. Maybe. Okay, >> there we go. Uh, December through January was benchmark. January through March was Amplify and then our last window March through May was probably our most complex with the most amount of curricula that we piloted. uh emerge [clears throat] was for all of our K5 classrooms and in Huntos just our three through five classrooms and then in Huntos for SLA for Spanish language arts they piloted in kindergarten through fifth grade medium and then their EL curriculum they piloted in K2 for Huntos was launched to literacy and then after that they started their pilot window.

030So each window was a 28 day window, 28 instructional days. Um and they were filled. Um it wasn't that the teachers were just reviewing teacher additions and um student materials. They were packed. They were living and breathing the curriculum. They were um engaged in pre pre-pilot professional learning opportunities. They were um engaging in classroom instruction every day. They had um mid-pilot check-ins. They engaged in model lessons with the publisher that the publishers offered. Um they had additional opportunities for um publisher office hours. They were documenting their feedback on rubrics. They were gathering feedback from students. Um they were administering assessments from the curriculum as well as curriculum agnostic assessments. Um they were doing it all and all at the end of each se um window they were also being that liaison between the pilot team

031and their their teachers on their staff to share updates and make sure their staff also had the information they needed to be informed about each curriculum and the pilot process. During this process we also knew that a decision of this magnitude couldn't happen in a vacuum. Throughout the entire process, we prioritized robust stakeholder engagement, gathering invaluable input and perspectives from our families, staff, and students alike. Providing this level of active engagement for all staff and families during the pilot itself represents a new, more inclusive process for our district, one that we have learned from and look forward to building upon. And this included quite a few things from curriculum um overview sessions by the publisher. We provided access to digital resources for both staff and families uh opportunities for uh family and staff to provide

032feedback. We created a website for families and staff to preview materials, additional sessions for our Huntos families since they had additional curriculum to preview and um and review and learn about as well as those staff updates from our pilot team. After all of those pilot windows, our team had a really big day on May 5th. It was our deliberation and recommendation day. On this day, the pilot team met for a full day. The team closely analyzed firsthand classroom experiences, the science of reading rubrics that they documented on throughout the process, external curriculum reviews, feedback surveys, and this ensured that our final their final choice was grounded in evidence and researchbacked instruction. Our goals for the day were clear to create aligned based on sorry create alignment based on evidence research and structured literacy practices. Evaluate

033and compare the strengths and challenges of each option. reach a clear consensusbased recommendation while proactively identifying and remain remaining any remaining barriers we need to address before recommendation and at the end the team recommended amplified curriculum for English language arts they recommended core knowledge um which is core knowledge language arts for Spanish language arts the curriculum for amp Amplify is Caminos and for EL it's language studio >> and [clears throat] there is a great amount of alignment among all three curriculum oops of course throughout this process we wanted to make sure that our team also m identified strengths and rationale for their recommendation when it came time to deliberate The the team identified rationale for Amplify fairly quickly. Amplify proved to be the most cohesive, rigorous, and supportive ecos system for both English speaking and

034bilingual classrooms. It proved to be grounded in research and evidence built on our ears. I knew this was going to happen. [laughter] Um, built on research and supported by third party efficacy studies. This is one of the only curriculum that is supported by third party um re efficacy studies knowledge building content. The teams felt strongly that this is the curriculum that really um provided students with strong provided students with access where they could build strong background knowledge to support reading comprehension. Uh learning is carefully sequenced so knowledge builds year after year. It's clearly systematic in design. In K3, phonics is taught step by step starting with basic sounds and moving more to more complex patterns. Students are students consistent consistently practice review and review skills to ensure long-term mastery. There's opportunities for integrated critical thinking.

035Students regular re regularly read high quality texts um and answer questions that build deep understanding. Writing is used to build on students thinking and allow for deeper thinking to to show what they are learning. And there's great equity and access. Curriculum is available in ELA and SLA supporting students in all schools and programs across the district. Amplify is one of the only curriculums and of the curriculum that we piloted is the only curriculum that is really developed. Um, now I need to take this off. um and grounded on the science of reading. Um and they'll share uh with us they will it's one something they pride themselves on uh that they are the original science of reading program with a systematic foundational uh with systematic foundational skills and intentional knowledge building at its core for

036over a decade. And here are some of its highlights. There's daily explic daily daily explicit decoding and encoding instruction grounded in the science of reading. There's knowledge building and deep reading comprehension and writing comprehension skills. Daily writing that's grounded in the science of writing that connects to students reading reading mean there's reading of meaningful text through readalouds, decodables, trade books and contentrich readers. There's built-in scaffolds for all learners, including English learners. And like I mentioned before, uh it's backed by research and third party efficacy studies. For the instructional design in kindergarten through 2 grade, uh it's broken into two blocks. There are there are 60 minutes each. there's a knowledge strand and in the knowledge strand this is when students build background um and vocabulary through daily re readalouds and guided discussions and writing and

037context. And then the second strand is your skills strand. This is where they're really building those foundational skills. Um, phonics, phmic awareness, um, explicit systematic instruction using hand hands-on multimodal practice. And to support you with really understanding that, um, experience for students and teachers in kindergarten uh, through second grade classroom, I'm going to introduce Morel Kazos to share a little bit more about what that looks like for students and teachers in kindergarten at Ellis. Okay, welcome her up. [applause] This is a tougher room than kindergarten, I think. Okay, here we go. Um, first of all, I'm excited to be with you here this evening to share my thoughts about our recommended ELA, EL SLA, curriculum amplify grounded in the science of reading, their skills and knowledge building lessons should have a positive impact on student

038achievement. And that's what we're all striving for. Their K2 skills lessons prioritize explicit and systematic foundational uh skill instructions with lots of opportunities for practice with decoding, with fluency, with encoding, our site words, and tactile practice to solidify that letter sound relationship. Additionally, every new lesson provides skill review before the layering on of new learning. So, if I'm teaching the letter B that day and I've already taught some other letters, those other letters will come in the beginning of the lesson to get some really good review and before we layer in some some new learning. My students loved the student readers and the decodable stories that helped to build fluency as we would gather for our lessons on more than one occasion. Um, as question kept popping up and that would be, are we going

039to read our pink picture readers? Our picture readers help students read their CBC words and their site words um with helpful graphics as a scaffold. So if we were teaching something, it would then show up in in the readers and they were able to to practice that. Um the buzz of reading in my room was evident and as they partner read their stories, there was joy in the room and it's been it was lovely just to be part of that reading joy. And I think what really got me the most about the readers and the way that this was all set up is that every single child in my room had an entry point. No matter where they were, no matter what their language background is, high, low, medium, wherever it was, everyone had an

040opportunity to succeed. My students also enjoyed the Amplified digital platform, which is called Boost Reading. It provides skill review with engaging graphics and games. Um, their knowledge building lessons were equally as impressive. Here we are laying the groundwork to begin to make meaning of both of texts, both of non-fiction and fiction with engaging topics all across the year. Again, grounded in the science of reading amplifies knowledge lessons prioritize building vocabulary through daily readalouds. Teacher facilitated questioning for both whole group and partner group discussion and also writing in content. So as we were writing very often our vocabulary would would appear in the writing. Obviously in kindergarten there's a lot of scaffolding because the writing was pardon me the vocabulary was high and it did not lower the bar. We set the by heart we set

041the b the bar high and they joined us there. It was lovely. Um as a part of the pilot I taught the unit on the five senses. For each of the senses, we learned key vocabulary which we then used in our discussions, our practice, and our writing. One of the lessons was to understand all the parts of the eye, such as the iris and the pupil. I can't tell you how many times those two words came up in my classroom. How's your iris doing today? How are your pupils? They're fine. Um, as a follow-up lesson within the same unit, we also learned about Ray Charles and how he leveraged his other senses to make up for the lack of his sight. We listened to his music. They're all fans. >> Um, and we completed graphic

042organizers to capture the learned information. A few of my students told me that they asked their parents if they knew about Ray Charles and then they proceeded to use their voice to share their knowledge about Ray Charles. Also during the unit, one of my students informed me that she made them listen her parents to Georgia on her on my mind as they were driving. Well, in my mind that definitely helps to bring the learning home. Um, thank you for the opportunity for for me to share my perspective with you this evening based on my teaching, my classroom observations in terms of how my students were engaged and learning, the assessments that I gave them around skills and also knowledge building. Um, I'm pleased that the pilot team has brought forth amplify as our recommended ELA,

043EL, SLA curriculum. It is comprehensive and I'm really excited about it. Thank you for your time. [applause] >> And now it's Wendy's turn. [laughter] >> Thanks for all. >> You're welcome. >> All right. Do I need to I don't know how to do this. So >> I supposed to. [laughter] >> All right. So on to the third uh fifth grade. third through fifth grade instructional design. So you saw in the last slide where the language comprehension and the word recognition were taught. Well, in third through fifth grade is where those two strands come together and that's where we start to build that for fluent readers. Um so hello, my name is Wendy Smith as most of you know and I teach third grade at Cherry Chase Elementary. Over [clears throat] my 30 plus years in

044education, I have participated in a number of curriculum pilots and I can honestly say that this was one of the most positive and meaningful pilot experiences I've been a part of. What made it different was the level of teacher voice, collaboration, and most importantly, student involvement throughout the process. I also want to add that I had the privilege of piloting with my entire grade level and that was a really unique experience. One of the things I appreciated most was that student feedback was intentionally included in evaluating the curriculum. Our students were treated as important stakeholders in their own learning and they took that responsibility seriously. In fact, they literally broke out into cheers. They when we when I let them know that Amplify CLA was the one we were putting forward, they felt invested because

045they knew their experience and their opinions mattered. As a classroom teacher, what stood out most about Amplify CKLA was how well it aligns with the science of reading like you've heard tonight while still engaging students in meaningful rich literature. Um, students become Excuse me, I just lost my Sorry, it's the classes. During the pilot, my class completed the Charlotte's Web novel study unit, and I saw students become deeply engaged in both the story and the learning. The curriculum intentionally builds knowledge, vocabulary, reading comprehension, writing, speaking, and listening skills through connected learning experiences rather than teaching them in isolation. What impressed me was that all students were challenged. My strongest readers were pushed to think critically about themes, character development, and author's craft, while students who needed additional support were able to access grade level content

046through built-in scaffolding [clears throat] and structured discussions. Every student had a way to participate and succeed. One of the greatest strengths I've observed was the vocabulary development. Students were exposed to rich, sophisticated language and taught vocabulary explicitly within meaningful context. By the end of the unit, students were using new academic vocabulary naturally in both their conversations and their writing. It was exciting to see their growth happen so quickly. I also appreciated the integrated nature of the curriculum. Students weren't simply reading a book. They were discussing ideas, citing evidence, writing about their thinking, and engaging in deeper learning through research and analysis. The literacy skills and content knowledge work together in a way that felt authentic and purposeful. From a teacher's perspective, the curriculum provides clear instructional supports, resources for English learners, useful assessments, and a

047platform that makes implementation manageable while still allowing teachers the professional flexibility to meet the needs of their students. Most importantly, my students loved it. They were excited to learn, excited to read, and excited to talk about what they were learning. As educators, we are always looking for opportunities to increase both rigor and engagement. And during this pilot, I saw both. Thank you for your time tonight. [applause] I have the honor of introducing the teacher of the year, HECTOR. [applause] Good evening board members. Uh my name is Ector Gonzalez Rodas and I work at I work at San Miguel. I'm one of the fifth grade bilingual teachers and this is my first time presenting in front of a uh in front of the board members. So I'm quite a bit nervous. So I apologize. Uh but

048as you heard through our both of our colleagues, the um students love this curricula. Um, I got to ba basically test this curriculum for both English and Spanish. And it was also in a matter of two hours. So, we had a one-hour ELA block. I got to try one specific unit. And I also did um the opposite unit in a different language. And I think that the experience that our students had and as both of our colleagues mentioned, our students were very excited to know that this is a potential curricula that will be coming in next school year. Um, so the student experience across all of our K through fifth classrooms was designed to be deeply engaging and also culturally relevant. I think that's one of the things that I wanted to highlight. It offers

049comprehensive high quality text in both English and also in Spanish as I got to um pilot. And this curricula ensures that our students that are bilingual are diving into rich content that build both deep background knowledge in their language of instruction either English or Spanish and also the online platforms that they offer for students whether in English that is booing or in Spanish bootha it adapts to their needs in a very personalized way. It also uh basically it's tailored to the students specific needs depending on their specific reading level. Also, as an educator, I felt that um it had a lot of multilingual scaffolds uh which really supports our English learners and that it's anchored in rigorous grade level tier one content alongside their peers rather than lowering the bar. It truly empowers every K

050through uh five learner to be college ready, which is one of the goals that we have in this district. Um, and specifically in my classroom, in my in my bilingual classroom during this pilot, my students were deeply impacted by this curriculum. The students absolutely love this curriculum. They were highly engaged. They learn about the blue oceans in English, and they dived into ancient civilizations in Spanish. So, we learned about the the Mayans, the Incas, and the Aztecs. And as a teacher, what I appreciated about this program is that it allowed me to bridge the equity gap in my classroom. It allowed for my students to have incredibly rich sophisticated discussions as um as Wendy Smith mentioned about history, science and culture and this is the kind of deep background knowledge that is too often reserved

051only for privileged families and I can be a testament for that. Um and I feel that this allowed my students to have that extra access to knowledge like this. The presentation in the messamerican culture unit was particularly incredible incredible and powerful for my own bicultural students. By the end of the unit, I had students telling me that they wanted to become marine biologists because they had studied the blue oceans. Um, and they also announced and were inspired to travel to countries like Guatemala, Mexico, and Peru to learn about this Native American cultures. And I understand that this is something that doesn't get taught into seventh grade, but it's always great to see this type of learning happening in earlier grades. Um, and at the very end, I just want to say that it gave everyone

052a sense of pride, also a vision for their futures, and it provided them um with once again with what um Miss Noral mentioned, just keeping that bar high and it provided right linguistic scaffles for our bilingual students and for the rest of our Sunnyville um community. So, thank you. That's a [applause] thank you. There's a few real quick. All right. Keep clicking. [clears throat] Y go. All right. Well, he's clicking through that. Uh for our teachers, Amplified provides a robust digital platform, clear assessment and progress monitoring tools, and explicit language development strategies. It balances rigorous core instruction with user-friendly supports to manage the daily demands of a diverse classroom. While we are incredibly excited about this recommendation, our team was thorough. We carefully identified areas where teachers will need proactive support to ensure ensure a

053smooth transition. Through open feedback, our team highlighted specific challenges we must address. managing instructional pacing and lesson length sustainability. Navigating the cognitive load of high volumes of new vocabulary, securing tactile phonics manipulatives for K2, bridging gaps with SLA decodable practice, building K2 stamina for readalouds, and embedding explicit sentence frames with teacher guides with within teacher guides. to address these concerns. We are committed to providing uh many supports and one of the role one of the big parts of our day um in in May after recommending the curriculum was having our teachers identify what supports they would need um to help implement a curriculum like Amplify. So our teachers came up with a list. Um here are some of those identified supports that we are already committed to thinking through and planning. our team here at

054the district office as well as our administrators at sites are already thinking through daily schedules and how we can accommodate making sure those instructional um minutes for language arts can be met in um our daily schedules and won't be interrupted. We know that adoption is only day one of of a successful implementation. Um, and imple implementation requires a strategic and multi-year roll out. Should we move forward and adopt amplify, we want to be thoughtful about what we do next year and how we support our teachers with implementing this curriculum. And this will need to begin really right away with providing our teachers with access to digital materials so that they can preview materials over the summer should they be interested in doing so. We want to make sure they have access to that immediately. Um

055we have plans. Go ahead and click through click through the road. Thank you. Thank you. Thank you. One more. [cough and clears throat] Thank you. Um in August we will launch a full day of CKLA and Huntos by literacy training. follow. There'll be follow-up training in September. Um we'll utilize our teacher learning days to have continuous and ongoing touch points for our teachers to have that strategic support throughout the year. Um this will include support for not only just the core content um curriculum but also with boost loose literacy as well as booleura. And I'm going to invite Mr. Thorn back to close out. >> [clears throat] >> And then lastly, the reason why we're recommending this curriculum is not only just because we want to recommend it and we got to pilot it as

056teachers, but also we want to take it back to the alignment to the district-wide goals. We have goals as a district. We have a commitment to our communities and to our students. And um it's with this curriculum, we are trying to align with goal number four, which is the mastery of core content areas. um explicit direct instruction. So it also aligns with goal number four which is the mastery of core content areas and goal number two which is students receiving equitable opportunities for growth. Um and the last thing that I'm going to I'm going to read just based on my notes is that um we when we recommend this literacy program we're not just choosing textbooks we're choosing the future effects and the systematic change that will work to create um that will create a

057bridge for our families. Historically, as you have all known and we've seen, our data has shown limited reading progress, particularly for our historically underdeserved student groups. By putting this high quality curriculum into every single classroom, we are actively shifting that reality. The long-term change we are creating in a classroom environment where students home language or experiences will no longer dictate their academic trajectory. When we support this work, we are telling our most marginalized communities that we believe their children are capable of the highest levels of academic vocabulary, critical thinking, and global awareness. The effect of this program will be felt for years to come. As our students transition from learning how to read to becoming the future marine biologist like in my classroom, scholars, and global citizens they now see themselves capable of being, this

058is how we truly live out our district mission. ensuring every single learner is empowered to learn today and lead tomorrow. And ultimately, I just want to give a big kudo to our team, specifically Miss Katherine. She's worked endlessly. And as a huntos teacher, I felt heard, I felt seen. And I think Miss Katherine really worked hard to ensure that every voice matter in this pilot process. And as a huntos teacher, as a bilingual teacher, I want to just give her a big shout out to for that. So, thank you. THANK YOU. [applause] THANK YOU. AND WE'RE HERE FOR ANY QUESTIONS. Thank you so much, Mr. Armstrong and Mystial Gonzalez and Miss Smith and Maz. Thank you so much for coming to presenting to us. Um this is an action item that is later in this

059agenda. It's 13F. That's much later in the evening. Um but we wanted to make sure that we had this opportunity to have staff here to present. Now um if there are any comments um from the audience that can come during public comments or um 13F um but right now it's an opportunity for discussion or questions from the board if anyone has anything. >> We're not hearing public comment first. No, I'm not gonna be public comment or hello. Is this on? >> Okay. Thanks. Um, so I just wanted to just say how much I appreciate the process and all of your work. I know it cannot have been easy to organize this. It looks like a a fantastic um uh process overall and just the hearing all about the student stakeholder um input and the teacher

060involvement and engagement um just really really connects us to like our core mission, right? And I really appreciate I just want to say I appreciate all the updates that have been coming to the board uh through the superintendent and through the weekly updates. Um, and yeah, just kudos for the organization and I'm so excited that we're shifting to the science of reading. So, and with and I loved hearing about um the all the work that's all the inspiration for the students and that we're still reading novels. You know, that's the big fear that we've heard about science of reading like, oh, it's kill and drill and it's joyless and you know, all these other things about not just because people are just imagining drilling, right, for phonics or something, but it just um it it

061seems like it's going to be just really wonderful and it's very enriching overall. And I love the high expectations and the rigor um because our kids can do it. And I love to hear that there's so much scaffolding so that it's inclusive for everyone. So I'm really excited. Um and thanks for all your hard work to you and the whole team. [applause] >> Um I think just two things. One, I just wanted to really um like I really appreciated hearing from the teachers and they've got a variety of teachers. So, one like thank you for doing that and then thank you to the teachers for coming and taking the time um to be here. Really appreciated that. [clears throat] Um and then the other piece which I think like we we talk about this so

062we all know this but I think just I just want like that reminder piece of no like while this curriculum sounds like a really good no curriculum is the magic bullet. It's like it's the staff and the people who are working with the students. So I just want to like remind everyone while yes hopefully this curriculum will help everybody in that process at the end of the day the curriculum is just the tool and it's not the magic bullet. >> Yep. 100%. Um, I just wanted to say thank you to all of the teachers that got together that um came forward and wanted to work together as a team and for choosing the different um um the different ones that they wanted to um pilot. And I was just hearing a lot of um a

063lot of good things about um Amplify. And I like how um the teachers came and gave us their um examples of inside the classroom and how the kids like it. Um and I think it's really, you know, up to the kids and for the kids to like choose to see what works for them and that um that this aligns with the science of reading and that um um just lots of I have a lot of notes here. Um clear and structural support. It's flexible and how Hector said it's high quality. um kids were highly engaged. Um I I I am excited about um um this for the next year. Um and like Michelle said though, you know, it really all depends on how all the teachers get the support um that they need and that

064they want for um doing this for the kids in the classroom. Um and I'm happy that um each classroom will be aligned like across district with this. Um I just wanted to ask um how how did you include families to give feedback? Like how was that process? >> Yeah, that's a great question. Um so we offered several sessions through webinars um and then we had Google form feedback. We also took notes during those webinar sessions of any questions that came up and that was definitely part of the feedback. Um and it was definitely a learning experience. I think that, you know, I was talking to Dr. Crossweight this afternoon. I think hindsight's 2020 and I think when we do this moving forward, we want to continue to involve our families in the process and along

065the way and gather that feedback. We didn't get as much feedback as we would have liked through that Google form. And I think that's some that's something we learned from. Um, and I think that is something that we want to revisit and think through how we could get better feedback moving forward and do do something a little bit differently next time so that we could gather more feedback and input from our families in different ways. [snorts] >> Thank you so much. Um, I want to thank you specifically for um, how you've honored teacher voice and I've spoken to many of the piloting teachers who really appreciate that you that they they felt heard with you, you know, and they felt like it was a real collaboration. And so I just want to commend you um,

066for being the person that you are that was able to bring together so many people. Um I was in the room for actually the beginning day and the end day. But um that last day with the consensus building, um I just thought that was such a such an awesome process. You know, there were some people that didn't agree and and through this dialogue that was very rich. Um and um there's citations and you know, a lot of voices in the room um they came to this agreement that everyone could live with and and most people were very very excited about. So, I'm excited to see us go into a knowledge building, science-based um curriculum. Uh thank you for all the work that's gone in and to all the teachers who this was extra time that

067you did that you chose to do um on behalf of our students and on behalf of making a really good rigorous um decision. Um so again, thank you so much. Um I am really looking forward to seeing the roll out and I did hear about some of the additional um needs for like um what I remember hearing was if we didn't have RGR or some of the phonics, how could we use how can we um how can the teachers build the skills and have still have the materials to teach in those ways that they know that was impactful and also having enough um like little readers in hand. those are, you know, in the teaching scaffolds, the language scaffolds. I saw that those were reflected in the things that we need to be working on

068and um I feel confident that the district office will be supportive and over the summer be really working hard to make sure that um teachers feel confident with this new resource. >> Yeah. Thank you. Appreciate it. And it's the work of the team. So, they did an amazing an amazing job. >> Thank you so much. >> [applause] >> Okay, we are moving on to um report 9C board number reports. This is a time for the board to communicate district related activities to the rest of the board. We may report back about committees or um layers on assignments. If if activities are extensive, they are often sent in to be included in the minutes for the meeting. Um Trusty Watson, would you like to start? Well, I sent in all my activities. I just wanted to

069highlight a couple of things. The Sunday, the middle school reclassification ceremony was fantastic. I really enjoyed seeing all the kids and the families. Um last night uh we went to DA Flororico and um that was the first time that they've ever had San Miguel students and Columbia middle school students and Fremont you Fremont high school students all dancing together and some of them were like some of the numbers seem to be mixed between different age groups. Um and it was just you could just see that the families um from all those schools had just built community around dancing. It was and culture and just celebration. It was just very lovely. And then today um and this last night or the night night before I went to the Cumberland uh band the final performance and the

070teacher was just so encouraging really explaining the process to the to the families and just lifting up and elevating all the student work as well as the product. So that was quite lovely. And then um of course the Fairwood TK art exhibition today. >> I mean that was incredible. Like I I walked in there and it was like being in a professional museum but hosted by young artists and it was just fantastic because it was not just um it was very student directed art but it was clearly inspired by artists in a very uh you know students had a lot of agency in making that art and so it was very exciting. And the last thing I wanted to say was I really did enjoy the the two different uh teacher recognition uh and retirement

071ceremonies. One for the district where um we honored that honored our um teachers of the year and staff members of the year and all of our retirees and then also um the teachers union invited us to their retirement party where we got to interact with people in a more informal way. So, I just want to thank um the district, all the people um you know um assistant superintendent Nishihara and his whole team who set up the district one and then um to the Sunny Bell Education Association for inviting all of us and making us feel really welcome at their at their party uh to celebrate all the hard work and dedication of years of service for people. So, that everything else I sent in. Thanks. >> [clears throat] >> Um it's I was going to

072say it's been a month of but technically we're in a new month. So right take May and then the first part of June. So it's a month plus of celebrations. Um with schedules been such I haven't go to quite as many as some of the other board members. But it's been fun to be on campuses and seeing students and um honoring our um teachers and staff who um gotten various recognitions. Uh the one thing I wanted to just make note of this I wanted to go to I don't remember like induction colloquium I think that's what it's called. >> Um I wanted to go last few years and I just had hadn't worked in my schedule but I was finally able to go this year. Um and so that was exciting to be able to

073be there and um for those who don't know that's the teachers who were in the kind of the first two years and the kind of mentoring and induction um it's their kind of end of year. They share what they've been working on and it was great to do it. Hi. Um, yeah, I can't believe how fast the years um the year the school years um uh come and lots of celebrations. Um, I did enjoy the um like Bridget um said, the end of the year retirement um and um teacher of the year awards at Bishop. That's always nice to see everyone. It's kind of bittersweet. you know, some people retiring and getting awards and you won't see them anymore, but um just um just happy happy moments there. Um I enjoy um having the board

074community office hours with um Peggy and um Dr. Guriel. Um it's nice to see and hear um um you know, families from different schools come and uh and and speak their voice. Um, you know, maybe they're uh, you know, it took them a while to to, um, get the courage to come in, but then, you know, come in and speak um, speak their opinions or their concerns or um, just saying, you know, coming in to say thank you um, for what the district's doing. Um, and I'm looking forward to um, more of that um, in the next um, coming school year. Um just lots of things um happening all around the different schools and lots of graduations coming up. I'm looking forward to um going to the different schools and attending the graduation ceremonies. Um

075I have my daughters at um Fairwood and then u my oldest daughter graduated from San Jose State and she's continuing on to Santa Clara University for her master's um in teaching credentials. So, I'm really excited about that. And um also yesterday at Fairwood, they had their first um called Legacy Walk where um the class of 20 2026 um um alum um Fairwood students came and did a little parade around the campus. Um, I thought that was really neat to see, you know, different, um, kids from now different high schools, San Jose, you know, um, Homestead, um, Fremont, and just all coming together and, um, revisiting their elementary school and and all the kids at the elementary school cheering them on. Um, and I think that's really a nice thing to see. Um, and I and

076I'm glad that they're doing that. It would be nice to see like others host doing that too. Thank you. >> Hi everyone. Um it's been a really great month. Um we've had a lot of celebrations and we as we've noted um the ones that were the most significant community were going around and celebrating all the school staff at their site um kind of surprising them. Um and um as well as the reclassification ceremonies, we reclassified about 33 students at CMS um and 49 at SMS. Um and those were really joyful ceremonies and um it was it was just really great to see how much pride and joy there was. It's a big accomplishment and u really important to reclassify before moving on. Um, and so I'm excited to see those promotion ceremonies and they'll have

077ways to celebrate in that way as well. Um, I've been having a lot of conversations with people um, including like at the board office hours we had about 23 people um, show up and that was really awesome. The other uh, just yesterday is it yesterday? Um, with Dr. Crossweight and Trusty Petta. Um, really great. Um, I want to acknowledge that that was not the perfect timing for everybody. It was a Wednesday. It was late start um for middle school. So, it wasn't a great time for those parents. We had it here. And I just want to um to put out that we will do more. We will be more considerate of time. As the year as um the new school year comes along, I'll make sure to um plan those board office hours in a

078way that um that more more people can attend more accessibly. um some of the conversations that I've been having. There's a lot of joy. I want to I want to stay with that, but also um there's a lot of questions about some of the decisions that are coming up or that are being made or some communication. And so, um, some of those have been around, um, screen time, where it's being used, how it's being used, for what ages, um, summer school, the programming, um, who is there, who's going to be teaching what, and, um, the support there, middle school math pathways or um, acceleration has been also a point of curiosity for some people and a low frustration around communication as well as um, the Huntos advisory committee. um which is unsure where are we

079we were moving ahead. So I just wanted to say yes I we hear you there are many many things many conversations and in progress and I appreciate that everybody's um stepping up and willing to have those conversations and working together as a community to you know make things better. Um I will just end with the the TK Fairwood. Um their art exhibit was amazing. Um there were um they had art that was inspired by artists like Montreon and Kadinski um and Chilhouli and um they had dosets the little students were dosent and they told us this is the art this is my art that's based on that and like for example with the Chuhuli um they there was a lot of like transparency and light and so they had an old style overhead it was

080often um they put you know like little egg cartons that they drawn on Um and there were a few different projects. They were just so proud and it was really wonderful to hear directly from them um what they had been doing and so it was it was that was lovely. Um I think that's it for now. I will send in the rest of my my um activities. Okay, we're moving on still on our report. Sunnyville Education Association. Um is there Yes. Hello, Miss and I just want to note if um for other people we're doing reports and then public comments come up soon. So if you would you're here to speak then a blue card might be something that you have or want to fill out. >> I'll put on my other hat now. Um

081I just wanted to thank you for coming out to honor our retirees at our end of the year celebration. We had a really great time. It was fun celebrating fun celebrating with you. Um the it was a great time for us to just kind of let loose. Our teachers are working hard at the end of the school year. This is a very stressful time. It's just as stressful as it is at the beginning of the school year. Sometimes it's a little more stressful this time of the year, but we appreciate you coming out and celebrating with us and spending your time with us. And we'll do it again next year. So, thank you so much. >> Thank you. Next we'll move on to requests from California School Employees Association or CSEA our classified union. Is

082there any representative from CSA? CSA willing to speak online or in the room. Moving on to Sunnyville Education Foundation. Are there any representatives of staff that would like to speak? >> Yes. >> Hello. Well, good evening, Michelle Eugenie. Thank you for that lovely award earlier. We are proud to be here this evening. Um, I wanted to give a quick shout out to uh the officers who are going to be succeeding me and let you all know that this is the last time I'm speaking to you here as the Seth president. Uh, I can't make it for the June 18th meeting. And um, so I wanted to let you know and I'm going to be calling up my successors in a moment, but first a plug. that fabulous check over there for uh $210,000 that we've

083been happy to be able to contribute this year and we've had a wonderful robust fundraising this year in the education foundation thanks to our fantastic community of supporters. The word is getting out. People see the impact we're having in our schools for our students to make school a more enriching place to be and learn and grow. We're looking for additional members of our fundraising team including somebody to lead that group. And so if anyone has a recommendation, please do reach out to us. Uh our most common email to reach us would be president sunnyville educationfoundation.org or you can go on our website sunnville educationfoundation.org and hit a link to contact us. So fundraising folks, come talk to us. We need you. Um but I would like to call up at this time Katie Roland and

084Gita, come on up. And they let's see uh this year Katie Roland has been my vice president and uh in our recent annual meeting board elections the Sunday education foundation board elected Katie as our next president and Gita will be succeeding uh Katie in the vice president position. So I wanted to call them up to um have them say hello. [applause] Thank you all so much for that. Um, I really appreciate the vote of confidence and just out of respect for everybody in the room, I'm going to say we're really excited and if you have more to talk about, we'll be over here. [clears throat] >> Hello, good evening board members. Very excited to be part of Sun Education Foundation. This has been one of my best experiences so far working with anyone phenomenal group

085of people. very inspiring and keep me inspired every single day and I'm very excited to work with Katie next year. Thank you. [applause] So, as you can see, we continue to have a fantastic group of community members who are dedicated to serving our schools and our students and uh we thank you for this opportunity. [applause] Um Michelle, I want to take a moment to thank you for being the president and VP and all your leadership that you've in the past and you will continue on the board. Um so really appreciate all the heart and your dedication. Um and it's been wonderful getting to know you as well. Thank you. [applause] We're moving on to public comments. We're on agenda item 10, public comments. If there are any members of the public wishing to make public

086comments, please submit a blue card in the room or raise your online hand. The blue cards may be handed in in the back. This portion of the agenda provides an opportunity for members of the public to directly address the governing board on any of interests of of any of your interests um including agenda items or items not listed on the agenda. However, provisions of the Brown Act preclude any action being taken on any item not appearing on the posted agenda. We have so we have 10 cards in the room. Are there any hands raised online as well? >> There's two. >> Okay. So, we usually have 20 minutes allocated for this time. Um, and if there are not that many speakers, we do three minutes. Um, I'm wondering if you are okay with two minutes

087each. Okay. Okay. So, I'm sorry for the those of you if you had prepared a longer um a longer statement, but please do follow up by email and I'm happy to also meet with you. >> There is another app achiever. We don't have another opportunity for this is for the only time for public comments that are not on the agenda. >> Okay. So, but if they're they're allowed to comment now for something that is later on the agenda as well. >> Yes. >> Correct. >> So, if it's for something that actually is on our agenda, >> they could comment during that agenda. >> If they are still in the room at that time or if they're online >> or if they're online. Yes. [snorts] >> Okay. We will start off with Karolina Corey. Is that

088right? >> Do you want to get the next two just so we'll know? >> Oh, sure. Um, after that will be Gila Goa and Rachel Magnus. >> Hi, I'm Caroline Corey. I am a parent of two kids, both not in school yet, uh, but very eager uh, to attend Ellis in the coming days. We've just purchased a house and um planning our forever life here in Sunnyville. So um I'm here tonight to talk about the mobile device policy that you guys have on your agenda and also more broadly just about screen time limits for elementary school but ideally eventually for us to consider um for all students having strong screen time limits in school uh I think is an important issue going forward. Um, as I'm sure all of you are aware, LA Unified recently

089changed their policy to have um a device ban, you know, more than just a bell-to-bell personal device policy ban. Um, to have an overall uh screen time ban in kindergarten and in first grade. And I think based on current evidence, it's very clear there's no positive benefit from using technology in those young classrooms. And so my question is why are we using those devices at all? Why are we spending money on those programs? Why are we spending any time using the iPad, using a screen in TK, kindergarten, first grade minimally? Um, so I know there's lots of folks here to talk tonight and there's a bunch of evidence that I could cite. I'm happy to talk with all of you later. I'd love to do that. It's an important issue and I really don't want

090all of the parents who are working so hard right now to raise toddlers not on screens to send them to TK and they suddenly get all this screen exposure. It's hugely disappointing and it makes a lot of parents not want to keep their kids in public schools which is not what we want to do. So, thanks [clears throat] so much. Appreciate your time. >> [applause] >> I'm noting Caroline, you had noted that you want to speak on E2. >> Yeah, sorry that was the >> the bubble communication. Okay. Would you like to also at that time when we were at the >> Okay. Okay. Sorry. And then you I I looked at your check marks wrong. So I think you want to speak on specific agenda items, correct? Okay. We will come back to those

091at that time. Um >> but she can speak. You want to speak now? >> On >> I don't have one that is for non agenda. >> Yes. So you can do it one time or the other. >> So you can speak now about the agenda item or at the agenda item time. Would you like to speak now at that time? I have two cards for you. >> Yes. One is the 30 minutes that is already covered and the other is general non-aggenda item comment. So which one would you like to go? >> Well, we have 113F that is later. Um >> Okay. right now. Um let's do your public comment for agenda item 10. >> Okay. Thank you. Um good evening board members and Dr. Crossway. Um my name is Gita Balakota and I have

092a third grader at Alis Elementary and every uh I'm also a parent uh volunteer for a lot of special ed related uh initiatives in the district and uh every month we have a monthly inclusion meeting where we discuss about the inclusion initiatives that are happening around the district kind of uh strategize on what we can do to make things better and in that meeting one of the parents from ALS brought out a concern saying that um at LS the um mild to mod SDC classrooms both kinder to kinder through second and then second to fifth are going to be going away and this this caused uh a lot of panic among the families and they um they're concerned that uh the communication wasn't clear to them on how it is going to be done how

093the supports will look like because a lot of these students um struggle with anxiety processing delays and transition challenges and also sensory overwhelm which can happen a lot in a general ed classroom. Um why for I have three asks. One is to make the communication very clear on what is to be expected. Second is before the school uh year begins uh I would request uh the district to allow these children to go and visit their classrooms kind of have a a preview of what what it is that they should expect and uh if there's an opportunity to have them meet the teacher or some of their classmates at least to have their anxiety done and the third ask very important task is uh I've been asking Mr. rabbits to um lay the um sensory pathways

094in the school corridors. It would be very helpful when all the other supports might be looking different and this is something I feel that our district should be getting used to. Thank you so much. [applause] >> Thank you. I welcome Rachel Magnus and Courtney Jackson is next. Hello board. Um, thank you for hosting this. Um, my name is Rachel Magnus. I'm the mom of a kindergarter at Cherry Chase. And, um, like Karolina >> Caroline, um, I, um, also wanted to speak to screen use in schools. And so, um, uh, I wanted to request make a request and proposal, a request for an evaluation of how screens are being used throughout the district and strong um, recommendations on how they should be used in best practices. Um and then a request for a um requirement for

095classes to um share with parents at the beginning of every school year how technology is going to be used in their classroom and why. And um this includes um how much time could are kids using on an iPad or a Chromebook each day for how many minutes and for what apps. Um are smart whiteboards being used in the classroom and in what way? Are they just being interacted with or are they watching videos on them? are YouTube videos being shown and for what reason? Um, all of these things are things that we as parents need to know um are happening um so that we can make informed decisions both about how we think our schools um our kids are being served in our schools and also how we can balance our technology use at home.

096Um it is impossible for us to do that in an informed way if we don't know what's happening at school. And I'd say that because um I had to discover how things were being used at school um throughout the year because when in our orientation we were told that kids would be using an iPad for 15 minutes a day for reading and then I found out through the course of personal observations, discussions um and chance comments made for my kids that they are also using an iPad for reading for math. They watch videos on a smart screen for phonics phonics. They watch YouTube videos for movement breaks. They use iPads for assessments and they often watch videos while waiting for parents at pickup and until recently watched YouTube videos projected onto a large screen in

097the cafeteria during lunch. This is not 15 minutes. This is almost all day. And so I wanted to come in by the end of the year because I think this will need to be addressed before the next year. >> Thank you. [applause] I'm sorry for those of you that aren't really familiar with the customs in the boardroom that we don't um cure or boo or [clears throat] have reactions to speakers. They're here to speak to us. Um but we do appreciate your enthusiasm and your participation. Um Courtney Jansen, you are here and then after that we will welcome Pamela Aldra. >> Good evening everyone. Courtney Jensen, parent of two kids missing Miguel Winters program. I have two things tonight. Um the first one, school supplies have come up in a couple of board meetings and

098as you know I'm very interested in bringing those back. It would be great to see communication to parents before the end of the year on if they will be coming back or if not. Um there are parents and PTAs and other organizations who try to um plan and knowing the answer to that question will help us plan. The second thing I want to talk about is think together. So uh first thank you for extending think together so that it does not end tomorrow and it ends on Wednesday next week. Um, I am really grateful for the time and effort that went through that and so particularly to uh Dr. Miel, I like the way you called him that and to Paul who's hanging on the back. I know that was not easy. Um, and as

099a working parent, it's super appreciative. Uh, in terms of the fall, I may have missed an email, so if so, I apologize, but I'd be great to know for sure that the program is coming back in the fall or if it's not coming back. I have heard that it is supposed to be or is planning to come back or whatever the verb is you want there. But parents need some formal communication and I would like that communication by the end of this school year or shortly thereafter to at least tell us if the program will be there and when we will have more information about whether or not our kids are in it. Um ideally there would be to register but I know that that comes up soon. So maybe we can't be there but

100parents really need to know if our kids are in sync together for the fall by like August 1st. We need a couple weeks if we're not in the program or the program's not there. We have to have time to find a nanny, to find babysitting, find whatever solution we have. And if parents do not know, ideally a month ahead of time, parents are going to look for other options because we just can't wait. Um, I didn't prepare my note very well. Sorry. Um, so I think that's probably it. So, thank you for the program. Please make sure parents know soon whether or not it's going to be there in the fall so we can plan accordingly. And I really appreciate the time and effort you've put into bringing this program to San Miguel and the

101other schools. Thanks. >> Thank you, Miss Johnson. Um I welcome Pamela Alvarado. Next probably we um before Pam before you start speaking um may just have some clarification. We have Swati um and will you have both indicated you want to speak on E2 about mobile devices. Um that is in a few agenda items. Would you like to speak then or at this point? >> They've gone home. >> Oh they have. Okay. >> They're going to come back. >> Okay. So later we'll we'll call on those later. Okay. Um, and after Miss Alvarado, we will hear from um, Jesse Jerky. And then finally, Miranda Arley. >> Hi, I'm Pamela Alvarado. And if you could give me some grace because I am speaking on behalf of most, if not all teachers. So, I'm going to do my

102best to go fast. Okay. Good evening board members, superintendent. Thank you for this opportunity. I'm Pamela Alvarado and I will be retiring next week after teaching 30 years in this district. >> [gasps and laughter] >> I cannot in good conscience leave this job without speaking my mind. I'm here to address a growing concern that many educators are facing. The increasing number of students exhibiting extreme behavior in the classroom and the lack of adequate support available to address those behaviors effectively. Teachers enter the profession because they care deeply about children. And we understand that students come to school with a wide range of experiences and challenges. and we're committed to supporting each and every child. However, there's a significant difference between between typical childhood behavior and the severe behaviors that we are becoming seeing that are

103more and more common in the classroom. Many teachers are managing incidents that include physical aggression, destruction of property, repeated disruptions, threats, elopment from the classrooms, and behaviors that require immediate intervention to maintain safety. While these situations may involve only a small number of students, their impact is felt by every child in the classroom and the adults. When a teacher must spend large portions of the day managing a crisis, the learning of the entire class is interrupted. Students lose instructional minutes. Peers often feel anxious or unsafe. Teachers are forced to divide their attention between crisis management and instruction. Most importantly, students exhibiting these behaviors are often not receiving the intensive support they need to be successful. Our schools cannot continue to rely solely on classroom teachers to meet increasingly complex behavioral needs without additional resources. Teachers

104need behavior specialists, consequences for student choices, intervention teams, and parent accountability for responding to severe behaviors. This is not about blaming students or families. It's about recognizing that the current level of support does not match the level of need we are seeing in our classrooms. Every student deserves a safe and productive environment. Every child struggling with significant behavior challenges deserves timely and appropriate interventions. And every teacher deserves the support necessary to do the job we are hired to do, teach. I respectfully ask that the board prioritize funding and resources for behavioral and mental health supports, review current intervention practices, and listen, please listen. Thank you, Peggy and Evelyn, to the experiences of educators who are working directly with students every day. I'm not here to throw principles under the bus. They take direct directives from

105the district office, and the district office, I'm sure, takes directives from county and state. But something has to change. Thank you for your time. Okay, moving on. We have Miss Jesse Jack. Hi, my name is Jesse Jerky and I am a mother of a current fourth grader at Vargas. And he has been planning to come talk to you guys for a while about something very dear to his heart, but this meeting just never works out for him. So, I wanted to mention he really would like you to expand PE to more grades and more in general. PE is vital. Um, and since I've seen the difference between no PE and PE now that my son is in fourth grade, I can tell you it really, really makes a difference. And, um, what is it called?

106Playworks is not a substitute. Um, my son is now running a mile faster than I ever have in my life despite being rest. And he it changes. Movement is so incredibly important for kids who have neurodeiversity such as ADHD and whatnot. Like sitting in classrooms all day is really hard and having active classes are vital to those students who are stuck masking all day long. So he did a survey of his classmates and I can tell you that it was unanimous that they preferred PE over like he really was caring. So that was one thing. The other thing I wanted to just touch on so quickly is the new curriculum. Thank you. Thank you. Thank you so much. I wanted to uh follow up on one of um Michelle's comments. Yes, new curriculum is not

107a silver bullet. However, a bad curriculum can kill people. Like it is awful. And I saw how it almost destroyed my daughter because it actually taught her to not read the it was not at the school district but the FMP curriculum really took her from a reader to not read her because she started guessing and it she had to be pulled out of classes. I had to teach her myself. I had to say ignore everything your teacher is telling you right now. So yes, not a magic bullet but still really really important. Thank you. Miss Ricky and Miranda Arley. [clears throat] >> Hi everyone. My name is Miranda. I am a mother of two who is a homeowner uh in the Ellis district. I'm very passionate about a certain topic. I founded Schools Beyond Screens

108for Santa Clara County. We are only two weeks old, but we are trying very hard to talk to you now at this moment because there is an opportunity with the requirement to pass the AB 3216 personal device policy to take this opportunity to consider what your device policy is like inside your classrooms as well. Um, as mentioned previously, the LA USD uh decision that is historic is one we'd like you to take a look at and take very seriously. It's the second largest district in the entire nation and it was done with a ton of databacked research. The scientific consensus is in um screens are not needed at the very youngest ages. Um I have talked with many uh parents within the LSPTA. Uh we throw a massive block party for the district every year.

109We're very in tune with them and we want to make things better before we even get to the school. Um because by the time our kids are in TK and K it will be too late. Uh, another thing I wanted to mention is that the other districts that touch our district are already moving on this. Certino Union School District is working on draft legislation. The Mount View Whisman School District just passed a draft resolution that is largely similar to LA USD's. uh we have the opportunity to join them in this and do this quickly as a part of other work that is already going on as opposed to waiting and being the followers that we will inevitably have to be as we watch that this will absolutely sweep California as L USD is known to

110be a pace setter for California districts. Um I believe especially that this is important for equality with for our students who do not all have the luxury of going home and staying off screens and having their attention spans really reset with their parents. there's a lot of screen time that's already happening in the homes and school can be a respbit from that and really help with things like behavioral issues and engagement in the classroom. I am happy to help out in any way. So, please do ask me. I'm happy to work on draft legislation, surveys, uh bringing parents together. So, I want to be a resource to you on that. Thank you. >> Thank you, Miss Arley. Um we have commenters online as well. Thank you. >> [clears throat] >> Good evening board members and

111um Dr. Crossweight. My name is Ally Sang and I have a daughter at Columbia Middle School in 7th grade. Um right now it's come to my attention that there is a decision um coming in the fall to set aside math 6 and a mandatory move to math 67 for incoming sixth graders. And so, um, I understand that evaluation was done by the consulting from Arenda that kind of arrived helped us arrive at this decision. Um, but, um, and I do believe that we do need more opportunities for our children to advance. And I know that's, um, a reason why this might have been put into place. Um, but I would like to kind of request here that the district would hold off on this decision to dissolve math 6 without the support and intervention needed

112for students who are not performing at grade level at this time. Um, several teachers have expressed to me they're very concerned about this issue and I've been dialoguing with uh quite a few of them over the past two weeks and again I'm all for us advancing the students but I think that there needs to be a structure in place and some parents are not fully informed that this is a decision that has been made. Um, so I hope you'll consider kind of what's going on here and if we could have a a further discussion. Um, I would like to be able to I guess present to the board and to Dr. Crosswith um some of the concerns from a parental level for those who are in 67 or currently would be placed in 67 and

113those who are not even performing at math six level. So thank you for your time. >> Thank you. Okay, we are moving on to agenda item 11, public hearing. Um, the first public hearing is on the 2026 27 local control and accountability plan, the LCAP. Um, Dr. >> Okay. Yes. Uh we will take a short break um and return in about 5 minutes or so. Okay. So the time is now 8:20 and we will return at 8:25. Thank you. >> Okay. Thank you for coming. Thank you. Yes. >> [laughter] >> You guys doing okay? >> Good. Sorry about Sorry about this half. It's my first time. >> You're good. It's your first time. >> I am No, but [laughter] it's actually I am going to get but I'm teaching summer don't get Yeah. >> Oh,

114no. And you know, I'm looking at looking at There's so many Thank you. So >> it's just a show just a screen. >> So the reason why we have Now it only shows the actual slides and the >> maybe we can actually I think a little bit so >> yeah I mean there's no camera in there. The only camera that we're using for the audience is this one. >> Oh this is to to take picture of people in the background. Oh okay. I got Got it. I was thinking >> it's a weird setup, but I'm hoping that >> you're fine. I can do it. >> I was never [laughter] >> [laughter] [laughter] >> I just say that we will be I think I think >> [laughter] >> Hey, good evening. The time is now 8:25

115p.m. and we are resuming our meeting. Um we are on agenda item 11A, public hearing for the 202627 local control and accountability plan or the LCAP. Um Dr. C, please. >> Yeah, thank you President Brer. And so tonight we're presenting um an update on the process for the LCAP development. This is not an action item tonight. And again, we have uh we we are continuing to encourage our community, our staff, and our families to continue providing us feedback for another week. And at the end of the presentation, you have additional contact information for any additional ideas and thoughts and comments about the LCAP presentation, which we're planning on bringing back for recommending for approval for June 18. And with that, I'm going to ask M to help us out with the presentation. Thank you. Thank

116you, Dr. Crossite. Um, I want to thank Peggy Shambrewster, uh, our president and trustees for the opportunity to bring the LCAP, uh, forward for public hearing. And tonight we will review our progress over the past year. Uh dive into key student data metrics and outline our strategic changes looking forward for the next school year 2026 2027. Um, this update represents the annual review of our three-year LCAP cycle. And our presentation will focus on LCAP highlights, center centering our attention on instructional coherence, structural adjustments to eliminate access barriers, and expanding opportunities for our unduplicated student population. That was a good sound. Oh, I think we're supposed to weigh the >> He's not here. [laughter] >> Um, so we will go to the what is the LCAP slide. So basically the LCAP is the local control and

117accountability plan that is a three-year district level plan that is updated annually. Um the plan also details our goals, actions, services and expenditures to support positive outcomes. Um the LCAP also addresses the need of all students including specific student groups and all district must specifically address English learners, foster youth and lowincome students. So our key challenge right now, we must address the persistent underperformance of ELA and math among English learners, long-term English learners, students with disabilities, and low income, socioeconomically disadvantaged students, and Hispanic students. So the LCAP also um includes supplemental and concentration funding um and is intended to increase or improve services for unduplicated students. Currently we have 43% of unduplicated students preschool through 8th grade. Um therefore we don't qualify for the uh concentration funding. Um we do of course receive the supplemental

118funding for our 43% of unduplicated students. Unduplicated students really means that um we have English learners, lowincome and foster youth. But although um there might be students that uh may fall under multiple categories uh for example a foster child could be an English learner. they're only counted once. So that's why we call them unduplicated students [clears throat] and 20% of the base grant of for is for each unduplic is added to the unduplicated students. So next one. Um so next slide. Currently when we look at TK through 8th grade uh you will see a table there that includes all of our English learners uh for this current school year. Uh Hispanic ELELS 19% low income 37% and foster youth is less than 1%. We have seven across the district. Um the Hispanic uh ELE data

119or the English language ELE data is only calculated for our kinder through 8th grade students because as a TK student we do not have any ELPAC data. So just um the numbers may be higher if we were to include our TKs but uh we will have we don't have ELPAC summitive ELPAC information on them. The key of um highlighting the number of students is that every dollar and programmatic initiative that we implement must die back to improve measurable outcomes for these targeted students. So also part of the LCAP next is the key is engaging educational partners um in order to receive feedback from them as to how we are doing as a district and how and what can we do better. I mean we're in service of our community, our students. So therefore it's only

120um it's only logical that we listen to their feedback and that should drive also what and how we build and develop um and we put in the LCAP. So um next one when we engage our educational partners this year we had three meetings for the LCAP advisory committee and those meetings took place during February, March and April. We also had a presentation to our DAC families and they also had an opportunity to provide feedback. We did a very engaging hands-on activity where they could actually provide feedback for each one of the goals. Um, we also implemented an LCAP survey that went out to principles to share with our communities. Um, and in order for us to really listen to our uh community and make sure that we are responding to their feedback, I have invited

121a few uh LCAP committee members. So, if I could have Muriel Kazo, Michelle Eugenie, and Luna Yield, who is one of our students at SMS. Luna, you're welcome to come up here. You are going to be the first speaker. And she's going to be speaking to you on behalf of the student population. Good evening, board members, Dr. Crosswith, and guests. My name is Luna Yildes and as a student at Sunnyville Middle School and a participant in the LCAP advisory committee, I had the opportunity to hear perspectives from students and staff across the district. One of the clear clearest themes that emerged was the importance of students feeling safe, supported, and known at school. Through our discussions, we recognize many of the positive opportunities already available to students, including supportive relationships with teachers, collaboration with peers,

122and interactive learning experiences. At the same time, we've identified areas for growth, particularly in expanding leadership opportunities for unduplicated students, increasing targeted support, and making learning more engaging through real real world applications. Ultimately, when students feel connected, supported, and empowered, they are better able to learn and contribute to their communities. And I hope we continue building schools where every student feels seen, heard, and valued. Thank you. >> Thank you. [applause] >> And now would like to bring out Miras. >> I'm back. I might get used to this. I don't know. Okay. Thank you, Gloria. Um, it is a pleasure. It was a pleasure to be part of the advisory committee and to be part of this really important work. Um, I think the big thing for me during those three meetings is I asked a

123lot of questions. Sorry, Paul. Oh, he's not here. Oh, there you go. Sorry. I asked a lot of questions uh specifically around um unduplicated because I it it just became very crystal clear to me in terms of what that all means um and the impact that this work um has. Um as a committee we has a lot of conversations about a lot of different things. One of the things we had some conversations around was staff support and professional learning. Um the feedback highlighted from those conversation is that in the world of professional development we would benefit more from having some more social emotional learning PD and work around that. Uh behavior supports was an area that came up um um in terms of being able teachers being able being better prepared to to deal with

124things in the classroom. classroom management and multilingual learner support. We also discussed that more collaboration um and coaching would be uh beneficial. Um and then also stronger onboarding and observation systems. It's like when our new teachers are coming on board onto into this wonderful district, it's let's bring them on board. Let them really know what's going on. I've been in the district for I don't know almost 18 years at this point and I remember that we had um one of my very first meetings was here is what this curriculum is here is what this curriculum is and I think that takes a little bit of a pressure off of the grade level team to bring some of our new um new employees new family members up to speed and then improved MTSS and data cycles

125and I know that Gloria and your team were doing a lot of work around that and it'll be really wonderful to see that roll out in the fall. We also identified a lot of district strengths. Um the committee recognized that we have a pos that we have positive school climates. We have trusted adults and student support systems. Our PBIS and our SE um social emotional learning implementation has really upped its game and is getting stronger. um our improved facilities and access to afterchool programs like KAS and Think Together which I no think >> Together I keep calling them Think Tomorrow. I'm so sorry. It is Think Together. Um as well as just all of the um the after school programs that our PTAs are working on um from sports to theater to writing all of

126those things. So, it's so beautiful to see how that has grown so much in our district over the past really a short amount of years versus a long amount of years. Um, and then we also had some conversations around areas for continued growth areas that we do need to strengthen. Family partnerships came up, student voice and connectedness and I love the fact that we are now using our, you know, having our our students come to the board meetings and really share their voice, which is wonderful. uh mental health supports, consistency in data use, and really understanding what the data means so we know what to do with it. Um and then finally, staff collaboration and learning. uh really being able to get together at a staff and using our time as efficiently as we can

127to think about not only the lessons that we're teaching, but how are those lessons going to be better um crafted and what do we do in terms of really building up those lessons so every student has access and a voice. Thank you. And now Michelle will also share how all the feedback in the during L the LCAP uh committee meetings has been used to create the updated LCAP plan. >> Try to adjust it here. Okay. Hello Michelle Eugenie. I was attending the uh LCAP advisory committee in my capacity as a community member representing a partner organization, but also I'm a parent at Sunnyville Middle School. And uh it was an honor to be a part of a very thoughtful group that asked a lot of questions. And one of the big takeaways I had from

128the whole experience was that the district was open to hearing our questions. that there was a lot that went unanswered and uh those lack of answers can be very uncomfortable um to sit with sometimes and I appreciated that uh there was openness to taking those questions to explore further. Some of the ways in which the process led to what you see as the LCAP uh update is in some areas around instructional priorities especially um feedback uh affecting things like highquality tier one instruction across all classrooms that came up again and again. Um the new ELA curriculum adoption obviously this was going on while we were meeting and we heard that this was happening. This is very exciting and that that reaffirms those efforts. Um and instruct increased focus on instructional consistency. We heard again and

129again and we continue to hear that as a light motif of sorts that different schools, different grade levels, different students, families and such um experience the the system differently. And so, uh, again, raising questions brings that to light and can help to understand or look more closely at where resources can be applied to make things more consistent in a high quality way. Um, and then stronger student engagement practices. There are already a number underway, but there were obviously opportunities where there could be more. um student support investments, specifically uh things that were called out, things like counseling, tutoring, afterchool programs, um the MTSS systems, [clears throat] uh systems of support, PBIS, restorative practices, a lot of great conversations around the lingo, the terminology and such, but uh understanding that a wide variety of supports are

130needed to serve the students. And then of course there are family and community priorities that uh come out of Ocap discussions. Things like um family engagement, multilingual communication, and uh some mention of community schools efforts and what that model looks like and how that can inform um support for students, outreach to underserved families, and then homeschool partnerships, what that looks like, what that means. expanding enrichment and learning opportunities, something near and dear to my personal heart. Um the district has invested in through LCA with LCAP funds things like STEM and science opportunities specifically um some funds for arts and music expansion, hands-on learning, the Columbia Middle School STEM lab um was a beneficiary. And then technology refresh specifically. Um I heard this stuff about the mobile things earlier so now that's running through my head

131but there is a use for technology in schools. It just has to be appropriate. Okay. Uh staff development and system coherence uh is also influenced by the input that came from all the various partners in this conversation. Um including things like expanded coaching and collaboration, wonderful words, instructional leadership support. Uh and then two that really stood out to me, stronger student progress monitoring systems. How are we looking at and under to understand uh what students are achieving and how they're going about it. And that was one where again that some in some areas there was great data, in some areas there was still some some missing items. Um and then uh already mentioned the greater instructional coherence. So overall, uh, themes that came through again and again, it was such a delight to work with

132folks like Luna and Morell and a a room full of other fantastic partners from across the the school community. But it was clear that students want engaging, supportive, and meaningful learning experiences. It was clear that families want stronger communication and inclusive partnerships. Staff want stronger systems, collaboration, and instructional support. Community members support and reinforce the messaging and emphasis around equity, access, safety in in a variety of ways, emotional and physical safety and whole child development. And of course, the LCAP priorities do strongly reflect the uh representative voice of our community and district-wide commitment to equity and student success that comes through again and again. And so I appreciate the opportunity to participate in this to identify and participate in a process that listened to the community that gave us an opportunity to share and raised

133really important questions. >> I really want to thank um the all the members from the LCAP uh committee um advisory committee. um they did some really great work, lots of questions, uh lots of openness, um to ask him those questions and also to have discussions around the topics that you just heard about. So once again, I do want to thank uh those members that came tonight, Luna, Morel, and Michelle. Thank you so much for participating. The next one. So the LCAP components, um I'm not going to read them. They're right there. But uh our uh trustees and our entire board has a copy of the draft. So you can see that all the components are present in the current draft. Um we also uh use local control and accountability uh uses metrics. We need to

134hold oursel accountable to actually uh determining whether we are moving forward or towards meeting our goals. If we are not meeting our goals, we need to use the data to also uh understand where we need to build upon and what else we need to do. um we use the fe feedback to also look at the data to answer those questions and then also evaluate how we're going to move forward. So some of the metrics that we have you used uh is cowpads CASP and other state test files uh the California dashboard which is a lagging metric but is very useful for us to compare ourselves to other districts as well. um climate surveys. We also use power school uh for source of data for enrollment in certain advanced courses. Uh Swiss data. We use Swiss

135data for referrals and suspensions. And then we also use Cyrus. Uh one uh metric that we are really continuing to work on is uh the percentage of students uh with disability accessing uh mainstreaming and inclusion opportunities. Um and the next one, the next one. And uh all right, so now we're going to get into our goals. There's four goals. And the way that it they have been organized is base staffing uh base resources which is our base funding and then targeted staffing and targeted resources. So there is a pattern there and I'm going to bring Jonathan uh Watts to present goal number Oh actually no uh Paul Sllayton to present goal number one. >> Greetings. I'm not going to spend the time um reading the goal to you or where the sub actions are, but

136very very briefly we want to go through the four goals and highlight a metric that's a celebration and a metric that's kind of an area of growth. Um the what is stored or funded under each of those categories is listed there. Um the base and targeted staffing basically base is what everybody gets. Targeted is we're focusing on those students staffing and resources. On the next slide for goal one, here's the two areas I would want to highlight for next year. First off, the change in our chronic absenteeism from previous years. Um, from last year to now, we've dropped from almost 15% down to 9.5. That is remarkable and is solely because of the decentralized model for site attendance teams to have ownership of chronic absenteeism and truency. them doing the initial contact, the home visits,

137the social workers and and the outreach coordinators working with families facing truency and then the district taking on the very intensive cases where there's something else going on. An area of growth is our suspension rate. That's a not a significant increase and we're far below the state average, but continually looking at suspension as a last resort. It is a functional thing, but it needs to remain that when a student needs to be excluded from the school community, it should continue to be a big deal and it can be in support of student behavior, but we don't want that number to keep creeping up uh and to have some reason that we think that's happening. So, that's another focal area for goal one, Mr. Watts. Yeah. All right. Um goal number two is uh students receiving

138their equitable opportunities of growth. So this one again same pattern base staffing um targeted and both targeted anytime you're looking at those targeted just remembering that it may benefit all students but it's primarily directed toward our unduplicated students. Um, so this one deals a little bit with our MTSS systems and some of Actually, let's go straight to the metrics and it'll be a little bit easier to There we go. Um, okay. So, the way that we measure some of the progress that we're that we're doing here are using our ELPI, which you can see some of this data is on the California public schools dashboard. And whenever possible for LCAP metrics, we try to use something that would mirror what the public's also able to see online. Um, so you might see slight differences here,

139but we have >> Can you define ELPI, please? >> Yeah. So that's the that's that English learner um performance indicators, I believe, is what it it stands for. But what it's really looking at is for a long time, they had the four levels of summit of ELPAC. And level two and level three are really wide. And so students often were stuck at a level two year-over-year even though they may have progressed a ton within level two. They may have been at the far low end of level two and then the next year they might have been just a few scaled score points away from level three. But without breaking up those two very large levels, we weren't able to see the actual progress and movement. So what they did was they broke up level two

140and three into a 2L. They say low two and a high two and then a low three and a high three. So any any jump now between each one of those is considered progress. And so that's how the state is measuring how well are you moving um the progress of your English learner board. So someone even moving from a low to a high two that would be they would be counted as yes they progressed they made improvement and that's what we're looking for. So our LPAT go or our LCAP goal around this is 100% of our English learners making progress. We want to see them moving at least one of those ELPI levels. Um we what something that's not available on the California state dashboard the public website is broken down into some of the

141the different student groups. So that we have to take further with the raw score file that we get back from the state. This says how everyone did. Um so you can see that with our um all English learners we went slightly down. So the number of students or the percent of students that were actually progressing through these levels it's a minimal but we still dropped a little bit. Um but then you can see the one below that is socioeconomically disadvantaged eels. So if you look at that more vulnerable even more vulnerable group you can see that we actually did improve um slightly. So we we continually look not just at the whole group but each individual group. We have to break that down to see who is it that we're serving and who is it

142that we're continuing not to serve as well as we could. Um and then also we have our local math proficiency which for the most part we have been improving over the last three years or so with I think the continued professional development and the new um the new math adoption that we had too. So you can see we still have some work to do with our SWD stands for students with disabilities. Um and you can see that we did drop in our performance rates there. Um, and then the bottom is our elementary students with disabilities. And we have a goal of getting students mainstreamed in the class spending um 80% or more of their time in a mainstream class. And we've increased that slightly there um with that group as well. And then I think

143this one's me too. Yep. This is um this is a goal and I I heard this echoed a lot from student voices tonight, from parent voices of how can we amplify student um their own agency within schools. So, how can we have them take on more leadership roles? The more that they are bought into their schooling experience, the more that they have a say in what's happening and are involved in these meetings, um we should be able to also see increased outcomes. And so again, what we've done is we've tied academic metrics to this in the hopes that as we continue to increase these opportunities for students to be advocates for themselves, we should also be seeing their academics um going up. And so here, this is kind of the way that we're gauging that.

144Um so distance from standard, which is changing next year to distance from proficiency as the state kind of changes some of their their terminology. This is what you can also see on the California public schools dashboard. And what they do is they they look at how far away from being met is their goal. So meet and exceeds. They look at the scale score points and they get the average distance of each group of students. So they'll take for example um in ELA this is all students and they looked at how far you know one person might be just a couple scaled score points away from being proficient. Someone else might be 50. And so they take the average of that and this is how they report as a district how far away are you above

145or below proficiency. Um and so overall what this is showing here for ELA task is uh when you see the positive that means that overall the average is that we're actually above that proficiency line. Um if you were to see a negative for example in math our baseline year we were 4.8 on average 4.8 scales were points below proficiency. So we were in the wrong direction further away from being proficient. Um but since then we have recapped that and actually gained some. So now overall this is again an average because we still have a lot of student groups that were not serving as well as our overall average. But again we use some of the metrics because we want the public to be also able to look at this and dig in a little further.

146So for some of these metrics we use the publicly available um data that's there on the on the California dashboard. And then science is a new one that they added. I think in the 22 23 year they started adding um science on the California dashboard as well. And we knew that that was coming so we added that as a metric. Um and we've been improving over the years. >> Great. Thank you. >> Um goal number four is uh focuses on uh students achieving mastery of core contents. um areas. And what I want to mention is that the core C there's four core content areas and there are ELA, math, science, and social science. Um again, again, you see what the base um covers and then what our targeted staffing is. And we're very excited again

147going back to the curriculum that is up for um board discussion and hopefully um a positive outcome. Uh we are excited about that because that is also um the target resource that and services that we are looking for. We're looking for ELD curriculum um that is consistent and uh across all schools. We're very excited that uh the curriculum could have the new curriculum could have a really amazing and positive impact on all students but especially our English learners because it will be a grade level um standardsbased curriculum that will enhance their experience in the classroom. Um so when we look at our metrics we are looking at EL reclassification rates for all students and tonight you heard from the student reports from your reports that we're seeing an increase in the number of students who

148are reclassified uh 49 students I believe at SMS uh uh 23 students at Cherry Chase and I think across the board um the student the number of uh students who are being reclassified has definitely increased. And if we skip one of the metrics and we go to the RFP uh recently uh yes um so the RFP students you also see an increase. So what that means is that as we continue to monitor our students who have been recently reclassified, we're seeing that there also uh there is an increase in their success in literacy ELA proficiency. So what that means is that we're not just reclassifying to reclassify kiddos, they're also uh excelling also in their ELA by showing growth over time. um for our so socioeconomically disadvantaged students. Uh we continue to have that as

149an area of focus. Um again I want to go back to the possibilities that and opportunities that the new curriculum may have on this number. So, uh, we want to make sure that our students are all accessing grade level standards for ELA, but also developing their English, um, uh, proficiency levels as well. And of course uh we're going to look into um the way in which we open access to our um students to provide access and opportunities for them to access um algebra 1 in middle school. So we want to really emphasize at the point directly that the enrollment of Hispanics, socioeconomically disadvantaged students and uh students with disability and advanced math courses has declined and that shows a direct correlation to systemic access barriers and our goal is that students have a vi viable

150pathway to complete algebra one. um by the end of middle school if that's what they wish to do. They can also have other opportunities, but we want to make sure that they have the skills and the advocacy to be able to access algebra 1 um and that they're supported in that pathway if they wish to access that. Looking forward based on all the feedbacks that we have discussed, you're going to hear a theme throughout um and all the data points that we have looked at. Um the district's primary priorities um include strengthening highquality tier one instruction in every classroom across district, improving literacy and mathematics outcomes for all students and ensuring that all students are receiving grade level um content standards in each of those courses in math and literacy and that that becomes the

151floor and not the ceiling. uh under uh accelerating outcomes for all of the our multilingual learners [clears throat] and students with disability and other students who have historically been underserved. Uh a coherent MTSS process uh across academics, behavior, attendance, and wellness. And of course, as you heard from our speakers, um ensuring students experience a safe and inclusive and also engaging learning environment where they are connected and supported. Next one. I wish everything was like that. I just wave my hand and it happens. Um and also um we do want to um mention that uh the we also had one of the requirements for the LCAP is to also have a SLPA consultation. So that has happened and it's in the plan and it was taking place on May 26th, 2026. So we just want to

152make sure that that's in there because that ensures that our LCAP actions are tightly aligned with the needs of students with exceptional needs. So students with disabilities. So we want to make sure that you know that the feedback that we received during that consultation was that the plan is aligned to continue to support students with disability and focus on their um growth and continue to build inclusive practices for our students. And I I also want to mention that our draft uh LCAP plan is posted on our website. Uh it will go out uh also with a link to our families. Uh you have a copy in front of you and then there's also some copies in the back if our public um and our attendees want a copy before they leave. I also want to

153publicly acknowledge the team that supported this work. Not just the um community members, teachers, students, uh classified certificated staff, but also I want to give a kudos to Jonathan and also Paul who have been instrumental in helping me put this together and uh it was definitely a team effort. So, I hope that you felt that it was a team effort uh in the presentation that was brought to you today. So, thank you and here's my contact information for any questions or any follow-ups. >> Thank you so much, Miss March. And thank you um also to Luna Morel and Michelle for coming to present. Um are there any clarifying questions before we go to public comment from the board? Clarify questions. Okay. Um, if you wish to speak on this item, please turn in a blue

154card or raise your hand at this time. Do we have any cards? >> You also need to technically open the public hearing and then ask like >> we did that before she started presenting. >> Oh, sorry. Okay, >> that was at 8:25. >> Okay, never mind. Sorry. >> Okay. Um, are there any comments in this room? >> Okay. All right. So, let's go on to a discussion conversation with the board. Was there anyone online either? >> Uh, no, there's nothing. >> Thank you. Thank you. >> Yes, please. >> Okay. Um, [clears throat] so I want to thank everybody for all their work on this. Um, I know I appreciate all the intentionality and the hard work um of the teams and and meeting with everyone. I you know I didn't receive a copy of the

155actual plan until today. So um you know I I received the um presentation and I requested hard copies of things so I could really dig into it. Um, so I'm wondering if we will have an opportunity if we have anything that we wanted to make a comment about over the next week or so because we have until the 18th. If we had anything we we could want to comment on, we could. >> Yes, absolutely. And and one of the things that we also did is a little early, but we posted um maybe a short while ago, 30 40 minutes ago, and shared that information with the public as well. Um, I know that may be a new practice here, but it's an opportunity. Well, we did it on social media >> where they it has

156a link and they can also give us additional feedback and comments. Normally, we would do that after this presentation, but we wanted to make it available as well. But yes, it will be open up until next Friday for any additional comments. And they can people can come in person to the district office, superintendent's office, they can email me, they can email Miss Shocks as well. Um, there was one data point in there where you were talking about the reclassified English learners as continuing to grow and I know that we've requested over and over that that's not always true for the reclassified English learners who speak Spanish. So we be continuing to monitor that and follow that data point because I feel like it's for that for that group of reclassified English learners historic when we've

157dug into that data before we discovered that that hasn't been the case. So where will we be following that? >> Yeah, thank you for the reminder and we can make sure to decide read that data and do it in that format as well. And then I just wanted to, you know, I think when we received this, um, this is a three-year plan. When we received this plan, um, there's so much this idea of putting in the money, almost all the money of our budget into this plan is disingenuous, I feel. So, I feel like when it's too late for this one. I mean it's all it's there right but for the next one like when I look at our neighboring districts um plans for example in this LCAP we have it says total budgeted general

158fund expenditures 158,817,46 um dollar and the total budgeted so that's 158 almost 159 million >> and it says the total budgeted expenditure shares for the LCAP are like 134 million. And when you look at all the LCAPS that we received before this and when we look at our neighboring districts LCAPS, Mountain View Wisman School Districts, they spent they have their general fund is about 1295 um million. Um their LCAP 13 million, right? Um Certino 163 million million. um general fund their LCAP 17 million. So for us to say we're spending $134 million on our LCAP kids is not right. And so I think it's just like it is true we are all part of the solution. You can go into like every every single minutia of everything we do every day. Like yes that foster

159youth gets to eat daily lunch with our student nutrition services. like yes that's true but that and that's part of like what we offer to everyone and so it's true that the that the foster youth and the English learners and the special kids with special you know kids with special needs all those students homeless and foster youth are they're all experiencing they're all benefiting from these wonderful programs that we've established and these baseline things but this is supposed to be a way for making that extra money visible to to the public. So, while I appreciate the narrative of how all these things are special about our district, I would rather we took our time really breaking down getting into those minutia and data points of the hard work we are doing to move the needle

160for those kids. And so like I would ask that like you know when we're updating what we're doing like like let's really just focus on that and like the targeted you know it's in here. I guess we're going to report it for another year of all of the other things that we're doing. But but like let's just focus on the essentials part of what this report is supposed to be. And um because I feel like when I read these other neighboring districts reports, they are getting into that detail of of you know and it and then you get into the danger zone right of like where what I used to do when I would get our old LCAP where they're like okay 2400 bucks for an afterchool program. I'm like why don't we have 10

161of those? Like let's do more of that. That's 2400 bucks. Like that makes a huge impact. look at all the impact. Why aren't we duplicating that? And so >> when there's too much there's too much information about all the other things we're doing, we don't have time to ask like are we really amplifying the right things? So that's [clears throat] just my general comment on the LCAP. And it's it's really not to I'm in no way disparaging the work that goes into it um and and the things that are in here. Uh so anyway, I just wanted to share that comment. >> Um kind of connected, but I just want to confirm this is the last year of the three-year, right? >> Yes. >> So next year we're coming into the like right so like

162this is just the short update. So next year it can be a big revamp and I think I mean I appreciate what Bridges said and I think for just maybe some of the new board members others to give historical context which it always was like tricky and confusing. I think historically like there wasn't a strategic plan. So essentially the LCAP that's what they they made it the strategic plan and I remember always being a little confused when I was going to trainings and learning things right like hey but this like there should be like a main plan for the district and this should be focused on what Bridget is saying. So I think that's how it's been and right so sometimes right kind of the systems right you just kind of do the things you've

163done um but I do like that idea that Bridget shared for um coming forward and then I just like generally I know like this is a lot of work to put this document together so um thank you to everyone who was a part of doing that and [clears throat] all the work like it's not just the document but then all the work that actually is happening that the document is documenting. Can I add on one more thing? >> So also I do know that there was like after we did the strategic plan there was just so much work and intentionality like we have to align the documents. We have to align the strategic plan and the LCAP and they have to align. And so what happened is is that they put a lot of the

164a lot of the ways that of the things that we're doing like into the LCAP, right? But it it just made when we f our first version that we got of this was like a line item with like one number right like nothing was even broken down. So then we had asked hey can you show us the targeted spending so that's why we have all these categories but we just made it more I think feel like we just made it harder for ourselves. Also, I wanted to say that um next year, you know, I was also looking at some neighboring districts for the um groups that they pull and um like it looks like they go to the different middle schools. And I was thinking, well, maybe like for student voices and they publish the

165questions that the students had in the comments and the responses from the district like this part of the dialogue. Um, and I was thinking like maybe really going into some of the special education classrooms or students who receive IEP services, pulling those kinds of focus groups or pulling focus groups of in in the um in the um EL EL support spaces or um in the EL1 and two for our newcomers like really just trying to get an understanding from them. I think that would be very powerful and very innovative and um because I've seen that other other districts are doing they go to their middle schools and ask those students. Um but if we actually asked some of our groups I think that would be really cool. Okay. Sorry. Thanks. >> Hi. Um [clears throat]

166so I'm still learning about LCAP and everything. I don't know how to um compare it to other districts and everything. Um I know this um takes a lot of work for all of you to um put it together and and I just wanted to thank you for all that. Um but for me as a new person on the board, um I like that you have um different um um that you have the different um LCAP committees. You know, you included the students and the staff and the community. And um I liked hearing from the students um point of view of um how she felt about um the LCAP and I like how um each stu she felt that each student is seen, heard and valued and I think that's very important to hear um from

167from the students. Um and uh just lots of things about um you know the staff saying that they want um more support, behavioral support, better prepared in the classroom, more collaborative and and coaching. And I think that's all very important to have the teachers um feel that they have that um collaborative um approach with um with the staff and that they're having the coaching that they need in the classrooms. Um I just feel like I still need to learn a lot more like the deeper stuff and I and I will one day. Um but just um that we have the four goals and that we're working towards it. I appreciate that and that how we are looking forward to improving all kids receiving grade level um access and um also um how Gloria had mentioned

168that um algebra 1 is there for students who want and wish for it but that they don't have to um if they didn't want to go that route. Um um yeah, and lots more, but I I still have to um talk to my board member and then my superintendent to um get more guidance and and learn more. Thank you. >> Hey there. Um thank you so much for the work that you put in here. Um, I know that you're kind of thrown onto a bus that was supposed to have already been moving, wasn't quite moving yet. And you know, there's been a lot of work done and I really appreciate Gloria. I'm speaking to you directly right now, but I know that you've also pulled the team together and I really I appreciate how much

169work is represented here as well as pulling this committees together in that short amount of time. Um [clears throat] I don't want to disparage but I do want to say that the goals and the metrics don't make sense to me. They are not related to each other. So when we're looking at you know equitable opportunities for growth and then the the data that we're looking at is this elite pro like all the data is about um achievement measures right and that will be eventually down the line. I feel like there's many other measurements in between that perhaps we could be capturing and to have more defined measures um maybe more specific goals um these are some opportunities that I see going forward um I feel this kind of frustration and it let me like reiterate

170it's not about people in this room but it's about I don't understand how we got to this document it's like bonkers to me and I remember last year I was like This makes no sense to me. And it's the same document. I know we're like in a three-year plan, but I guess what I'd like to talk more about now is like what's the plan forward? When can we rewrite these and the goals and um be more meful and intentional with what we're working towards and how? >> Sure. I I want to thank Miss Maran as well and all the committee who supported our students and what they did in a short period of time is really uh an indicator of what we're trying to get to for the following year is we want to be

171more inclusive. We want to be more comprehensive. We want to be able to capture more voices and what they did is was really in the short period of time. So, thank you. I commend you. Um but the other thing is that with the LCAP we've been having and I know personally I've been having conversations at the state level because there's a new template coming >> and so that's just the reality [clears throat] and and the other thing that we should all be aware of is that and I shared some of this information already with some people but the the state assessments and the cast and especially approved a new vendor for new assessments. And in the future, students are no longer going to just be responding to A, B, C, and D. They're going to

172be asked to respond to portrait learner, portrait graduate, grit mindset. And so, it's going to be very different. And I know that um the intent of the LCAP is to give school districts a little bit more autonomy with how they're using their resources and identifying the supports. But it went from a 30-page document to at one point over 300 pages. And so part of our frustration and confusion is because it is all over the place and it's moved away from the intent. And so there you see the variance across different districts. And in some areas, in some communities, there's a there's a need to include the entire budget because if you only have $60 million, the question comes up, what do you do with the rest of the money? Right? [clears throat] And so it's

173it's something that we have to continue evolving and thinking about and being considerate in terms of how does this best support our needs. Um but again it's it's I just want to thank you for at least making the effort and uh being more inclusive and capturing more voices and for being here at 9:00 at night. [laughter] >> Yes. So, um I think that's great context for us and you know I think when you were talking to me earlier about again another setting we were talking a little bit about that and I had the same look on my face that the teachers did in the audience where I was like what this assessments are totally changing like oh my gosh. Um, but you were saying how it was going to provide students who were multilingual more

174opportunities to use their oral language and it was actually going to be highlighting more what students actually know and try to assess that in a different way. [clears throat] >> Yeah. So the new um I knew there was a group by the state that's it's basically going to use the new technology and tools and I know that there's still some concerns about these things but uh so imagine um receiving prompts through a screen or through a person and to see the response to a certain scenario and how would you deal with situation like this and so they're really looking at a more comprehensive assessment. So when we think about our work and our mission of knowing every student by strength and need, it's not just a math or ELA or social studies and science or

175physical fitness, but how do we really better understand a student's comprehensive strengths and areas of opportunities for growth as well. So it's going to be a little bit more interactive, a little bit more holistic. And again it it may take years for us to see it uh implemented at the school sites or district level but that move and that direction is is coming forward and it's also being led under the direction of the pan. >> So one more thing about that was um for me uh I understood that they had the CASP data and that's why they were using that for student achievement. Um maybe as we get into more progress monitoring, our goals could be different. Um with the new curriculum has its tools, if there's any other tools that are coming for us

176for or ways of teaching that involve progress monitoring. Um I have looked at other ELCcasts, you know, to kind of compare them to ours and it seems like other people are using different measures. So we could we we may next year have some other things that will go into the following LCAP. Um, one thing that for me, um, just as a disconnect was a couple years ago when we put in for um, goal number one, which is students experience inclusive in their training environments. Um, the measurement was attendance, suspensions, and then the rest was like survey, you know, how people responded to surveys, which, you know, varies a lot on like who's answering the surveys and school to school and all that other stuff. So, like for me, like when I think of inclusive and

177nurturing environments, I'm not necessarily thinking of absenteeism, right? And I know that it it does weigh in and that there are some populations where you know there's school avoidance or there's extenduating circumstances or maybe there's you know that the group isn't we need to do more to like support them in in feeling included at school but it can't it's a nice neat number but like for me as a board member I was thinking you know that's not that's not what I think of you know like that's That's a great data point and that's a goal we should have. We want to get kids here so they can learn and we want them to feel welcome. But but the attendance is just the clean data point. We need to find a way to measure the um

178family engagement and the welcoming of of students for who they are in different ways. So like that's where I'd like to see the energy as we're developing goals next year. Okay. So um what I am thinking is when can we rewrite our strategic plan in a way where we have meaningful goals and then align metrics that are um aligned with those. Well, I mean I I do want to recognize that we have a lot of good things in our strategic plan and there is an opportunity for us to enhance or revisit. Um I I think there's a there's a little bit of tension between what we want to do and what the state is asking us to do. >> So the state for example has the instate priorities. We don't have a say in that.

179and and part of the challenge is that they want us and are requiring us to create attendance data for example as part of engagement but you're absolutely right it's not a good measure for what we were looking for and so I guess the opportunity for us is that given the constraints that we have with the LCAP and the state requirements how can we enhance the LCAP to capture that information and still include what the state is requiring us right so [snorts] I think there's an opportunity for us to revisit how we present and what we're recruiting in there. Um, but I think that that conversation about the CT plan is I want to just again credit and recognize everybody that was involved in it and at the same time is an opportunity to revisit and

180make some conversations have some conversations about what else may be missing and and so that we have clear metrics. So when we have the term joy and inclusivity, >> what does that mean for us? Not what is the state defined as engagement. Yeah. >> I hope that helps a little bit because it's confusing. >> So what I see in our community is like really um deep passion about our children and interest in contributing [clears throat] to their success in the future. um and the real want to partner with the district and um I see that as a great opportunity. we have like so much energy in the community and I know that in the past when they've done like strategic plans or even um previous iterations of LCAP committees um for me as a community

181member at the time it didn't feel like I was really um cared about honestly like I gave the input I was there but then it never looped back to me like what happened where is this strategic plan that I gave input into and it didn't feel like a co-creation it felt like we're checking in with you and then we're going to write it outside of you. Um, and so I think this is like a a really huge opportunity where we see our systemic inequities and really facing that and also like co-designing as a community, as a district together. Um, what we want to see and I think that might include looking at what our students um what we want them to be able to do and look like in the future. Um I noticed that

182in Cubertino one of the their core competencies for portrait of learner is a good communicator right that is very very important like um those are things that um as we're considering like a very uncertain future and very uncertain metrics even um how can we prepare our students for the future um I see a lot of opportunity here are there any further comments on this okay I will close this public hearing at 9:26 and we will um are we okay continuing to the budget? Okay, we will open the um the next public hearing which is u for the 2026 27 budget adoption and the time is now 9:27. >> Thank you. I'm a little bit hyped challenge so let give me a moment to move this out. [laughter] Good evening, President uh Peggy, uh President Brewster,

183uh board members, and superintendent Crossway. Thank you for the opportunity to work with this great team, with this great district to prepare the 20 the proposed 2627 budget. Um, tonight we're having um presenting the a draft for the proposed 2627 budget. And I'm saying it's proposed because it won't be adopted until the next board meeting when board take action on adopting the the um uh the budget. Uh for tonight, uh we're just going to go very briefly through the budget development process. uh some general fund key highlights uh and the um other restricted funds and also looking forward to the next steps. So even though I know uh you have the printed uh presentation in front of you, this presentation's an entire proposed budget package has been uploaded as part of the board agenda. We

184do not have the budget uploaded as uh part of the normal budget uh presentations because it has not been adopted by the board yet. We do have a copy out front the front desk for public viewing. Anybody who's interested and they want to come in take a look at our budget is out there out front desk. Um there's 29 pages on here but actually it's only 20 pages of content so it's not too much. [clears throat] Um in term of our district goals when we're preparing the budget and is aligned with the LCAP we want to look at our sustainability our equitable resource allocations uh we want to spend money intentionally and not just you know spend uh that mean that when we're propos when we are looking at adopted budget we want to bring

185all of our basic expenditures back to the basic allocations and then during the year as needs arises. That's when budget change. When the budget changes, uh we want to look at program effectiveness and improve outcomes for all of our students. In ter budget development process, this is not a one-time deal uh for budget development. It is a year round process. So during the year you will get different interim budget reports that is part of the change in plans change in uh budget assumptions when board tech actions on certain items that become incorporated into the next interim or next budget change. Uh planning for the new year budget typically start in January. That's when the district start talking about the next year plan enrollment staffing. uh when the districts uh uh staff start looking at priority

186surveys, LCAP and expanded learning opportunities plan engaging the community and we need to look at the on uh all of our one-time and also ongoing needs and what's has uh what are the one-time expenditures or revenues in the current year and what do we take off in the next year or what do we need to add on in the next year. Uh we also this is the time in dur during this period uh from January through May is when we look at all of our federal and state mandates look at our district specific programs. How are there any changes? What are what changes we're going to make and how does that affect the budget. Also we incorporate we look at the governor's January prop budget proposal and see how that affect our district in term

187of revenues and expenditures. uh then we start to update our current year uh budget estimate that will become the estimated actuals for the current year. Then in May is when we finalize our budget, finalize all of our budget assumptions based on the governor's May revised uh proposal for the budget assumptions and impact of the governor's 2627 May revision. uh this year the statutory cola and there uh we say statutory cola for LCFF is because there's a very specific formula on how the stat uh statutory cola is determined and this year for uh for 2627 it is 2.87%. Uh the governor is proposing an enhancement and augmentations to the LCF cola of an additional 1.44%. 44% and you will hear the term super colola. So the super cola for 2627 proposed is 4.31%. Now this uh

188is great for LCFF districts. It doesn't really impact some event because we are comm primarily community uh funded district. Uh there is a proposal for um new there's actually there's a new mandate for 14 weeks paid pregnancy disability leave for all TK12 employees. At this point we don't know what that impact's going to be on our district yet. Um so that that's just going to have to be an budget adjustment uh at the interim period as we see and and you know in the future year as we see the trending of how that impact us in term of substitute cost uh and extra hours cost. Uh one-time funds that's being proposed are student support and professional development block grant of about $5 billion statewise. uh that would be allocated per ADA estimated about $936 per

189ADA. Uh for our district that for Sunville that's an estimated 5.1 million onetime fund that is not in red, not included in the proposed 2627 budget. This is still going to have to go through California legislature debates. Uh may come, it may not come. that's not included in the proposed budget for special education. This is an unpreent the governor is proposing an unprecedented 43% increase to special ed state funding of special ed. Uh that is going to increase per student rate from $999 to $1340 per ADA. We're not talking about total student ADA. This is the ADA for students with special needs uh with that that um require additional services. So for our student that for our district that is about 1398 uh roughly equivalent to about 1.9 million and that amount is included in

190the 2627 proposed budget and ongoing. Uh I am not going to read through all of the budget assumptions. Uh I just want to call out some highlight some items that are more pertinent uh that may be more pertinent to you. Uh second line item this not sure if you can read through. Yeah, I tried this before and the laser is not going through real well with this uh TV monitor. It works better on a on on a board. Um property tax revenue growth. uh we are budgeting 3.5% uh increase for next year and 3% on the outyear and that is based on the county assessor's report as of May 7th. Okay. Uh for the um cost living adjustment the cola section at the bottom that is just presented for your information but again that doesn't

191really impact our district. The only item that really impact us is the line item uh on the unduplicated count percentage of 44.37%. So while we are a basic aid district or community funded district almost close almost half of our populations are still students of needs whether they are uh economically social disadvantaged or whether they are special ed we or they're English learner English language learners so there is still a high needs for the unduplicate unduplicated count students Okay. Um, oh, one thing I do want to highlight on this is, um, it's not numbers not on here, but our basic LCFF entitlement for the district is 70.4 million. So, I will remind you of that later when we get to the slide on uh the budget. Enrollment, we do we are seeing a slight decrease in

192enrollment. [clears throat] Sorry. This is what happens when you're high challenge. Um, uh, the enrollment here, uh, the enrollment data you see here is based on the demographers report, uh, that was done in December of 2025. So, just very recent. It's the most up-to-date enrollment data. uh you uh if you look uh we're we're projecting um a loss of 41 student next year, 55 students the following year and 75 student the the year after. This is districtwide. So what that mean is we do not have an opportunity to decrease our classroom staffing, right? We may have opportunity elsewhere but not in the classroom because this is spread out district-wide you know and and unfortunately student enrollments don't come in class sizes. >> Yeah. >> So uh in other uh budget revenues uh everything is remaining

193pretty much status quo except for the lease revenue. we have an opportunity to increase our revenues a little bit because our all of our leases has a builtin CPI consumer price index CPI increases each year. Uh the only impact would be in the year 2728 where we are looking at a lease ending for uh one of our leie uh that's the California one young world child care. leases will end uh on uh June 30, 27. I'm sure we will have an opportunity to renegotiate the lease in this coming year and that will get built into the following year the 2728 proposed budget. But at this time when we're projecting out um I have we have to project that it's going to end that at least that part of the revenue will end. Okay. Uh employee

194salaries and benefits uh for the 26 27 years we do see a decrease of 32 FTE from 2526. uh that include uh 17 certificate positions that are not being filled and 15 classified positions that are not being filled for a total of 32.0 FTE. Now let's talk about the 2526 estimated actuals. As part of our proposed uh our adopted budget, we are required to update our current year projections budget projection uh current year budget with what we think is estimated actuals. Uh unfortunately, we did not have a huge amount of time. I was I didn't have a huge amount of time. I was able to um the only changes that was made is a slight decrease in the property tax revenues by about uh 06%. It's really negligible, but I still want to update the

195board on that and that is known from the county assessors uh report as of May. um all the other expenditures item uh I'm making the assumptions that the second interim budget is good for the year. Uh I do feel I not feel I do see and project that there will be an actual saving some saving in the current year budget where there are budgeted line items will will not be fully extended. So when you uh when the next budget opportunity uh for the current year 2526 that will be brought to you in September for the unodudited actuals don't be surprised by a higher project a high ending fund balance than what is currently uh estimated 2627 proposed budget. Now we come to the meat of this presentation. All right. uh LCFF sources uh as I

196had mentioned property tax revenue growth is 3.5% and that is per the county's preliminary role uh as of May. Uh state revenue uh we um that includes the hometoschool transportation budget and we see a slight decrease of 137,000. Uh this these changes are comparison of the current year estimated actuals compared to next year's proposed budget. Uh we see a lottery budget decreased slightly by 79,000 and miscellaneous state revenues of 29,000. Reminder this is the unrestricted general fund. uh local revenues as I mentioned lease revenues will increase by 22,000 based on the builtin uh consumer price index adjustment. We will see a one-time return of equity from our um part our our from our [clears throat] equity onetime return uh equity for our um part in the dental and vision self-insured JPA joint power attorney uh

197a $578,000. Yay. That means that the JPA is doing a really good job uh at managing that that that self insurance fund. uh in term of expenditures uh I this employee salaries and benefits are generated by our position control system. Uh everybody asks what is the position control system? That is the uh system that we use to track all board approved positions including vacancy. So even when a position is vacant, we still have to budget for it. We just don't know when it's going to be filled. So there may be some savings during the year uh because how depending on how long that that position those positions remain vacant. There may also be increased costs. Maybe we hire in at a higher rate than we budget for the vacancy. But normally there's an offset. So

198it's a little bit of a wash there. Um uh and for the 26 27 all employees have been move up steps uh step increases have been built in to the projections uh into the projected budget. Then uh also the uh we already have a um collective bargaining agreement with all of our our labor unions uh for 2% increase and that has been built into next year's budget also. Okay. uh in term of supplies uh I have mentioned before about bringing those budget down to the base annual allocation allocated amounts for all sites and department and that's really in terms of the supplies there may be have been one-time expenditures during this current year we're not budgeting next year based on what we spend we're giving a base allocations to all departments and sites uh services

199and capital outlay are budgeted based on a review of actual purchase orders used in the current years. Uh and the contributions to routine restricted maintenance is 4% as per the norm historical norm in this district even though our required contribution is 3%. uh other contributions and transfer out of the unrestricted general fund are as needed to balance the restricted programs. Next is the restricted general fund. What is in this restricted general fund that is uh the routine restricted maintenance expan uh revenues and expenditures or actually transfer into routine restricted maintenance are in here. Uh special educations are in here. All the federal and categorical uh grants and programs are in this uh this restricted general fund. For the uh next year for 2627 the LCFS sources um we see a bit of an a slight

200increase of 857,000 that is the property tax revenue transfer for special ed students. So we are, you know, that that's the county transferred to us of the amount that's allocated for our special ed students that attend that goes to the county programs. So they tra they get that revenues and then they transfer back some portions to us and then it's kind of like this uh take out one pocket and put another kind of thing left and right because you know uh they give us some of these allocations by law and then we pay them back for sending our students to the county programs. So there we go. uh federal revenues uh we are uh there's a slight decrease as we um so the current year 2526 estimated actuals include expenditures for carryovers from 2425. So

201when we're building a new year 26 27 budget, we do not um project we're going to we're going to project as we're going to budget as if all of the budgeted expenditures for categorical program in the current year are spent by the end of the year. >> So we do not budget for any carryover obviously because we don't know yet. So when you when the first interim budget come to you, you will definitely see definitely see an increase in the beginning fund balance for the restricted general fund because that will include the revisions of the carryover of the current year unspent grants. Okay. But right now for the proposed adopted budget, we're not prop we are not including any carryover from the current year. So that's why you will see revenue, federal revenue and state

202revenues decrease at the budget adoption. >> Absolutely. Sorry. Um so you had previously talked about the the governor's um budget with a big bump in special ed. Is that reflected here? >> Yes, it is. That's in the local revenue line. So how special ed uh how special ed revenue are allocated to the districts through AB602 is that school district cannot um individually receive state funding for special ed or cannot receive state funding for special ed directly. Okay, it has to come through self special ed local plan area. Okay. So that's why all of that state funding come through the sulfa to the district via the line item local revenues. So you see um the local revenues increase by 1.3 million. That's because there's an increase of 1.9 million for uh that one times for ongoing

203state funding special uh increase funding. But that's also offset by other by decreases in local grants and donations we received this year that we're not planning on for next year. >> Right. Employee salaries benefits um are budget in the with the same using the same system as I mentioned how we budget the unrestricted general fund. Uh supply services capital outlay all budget using the same methodology as I had pre uh previously presented. uh indirect cost rate. We have an opportunity anytime we spend federal and categor uh federal and state categorical programs, we have an opportunity to recoup some of our unrestricted general fund overhead costs and that's what the indirect cost rate is. So for this year and and the indirect cost rate is always one year behind. So that means that for 2620 and

204we're actually two years behind site. So our indirect cost rate for 2627 went up to 7.11% went up from this year's 5.39%. That 7.11% is a reflection of the actual expenditures of 2425. Okay? Because it's based on actual expenditures, actual overhead expenditure compared to total budget. [clears throat] Any question on this before I move on? I know I talk fast. No, you didn't. >> Uh combined general fund. Um this is uh just a presentations for your overview again. Uh but the segment is the unrestricted general fund. We already talked about the restricted general fund. already talked about. Um and the most important things you can see is that um you know in the contributions from the unrestricted you will see a contribution line to the restricted and as a negative and on the restricted general

205fund you see a contribution line that's positive. That's the contributions from unrestricted to routine restricted maintenance and to special ed. But in here it all wash out when you combine with the general fund. It all wash out when you see contribution as a zero. [snorts] Uh and then now this there's we have a legal requirement to provide an LCFF budget overview for parents. So I recognize and I understand that it seems almost impossible that we have total expenditure of 158 million and all of our LCAP is 134 million. I heard what um a board member wasn't me said and the different methodology in different district uh but this is where we're at third year of the LCAP. Um but I do want to bring your attention to a couple of things. So all the the

206summary of 2627 budget for our LCAP goals number one 37 uh million uh for student experience inclusive and nurturing environments. Uh what I really want to draw your attention to is actually goal number two. Students receiving equitable opportunities for growth. As you heard during the presentations earlier for and for LCAP that is uh those are opportunities uh and activities to support student with un uh unduplicated pupil count for MTSS for student with disability but primarily for really the unduplicated count students even though we are a basic a funded or community funded district we are we are still under the LCFF obligations and mandates and one of the LCFF in the LCFF calculator uh and remember I had drawn your attention to our 44% unduplicated count percentage students that inform that play into the calculations of

207our supplemental grant obligations. Okay, that mean that we have to provide a level of supplemental services for our undup unduplicated pupil count. And for our obligation as a district, we are obligated to uh provide service uh supplemental service in the amount of 5,370,88. We're actually spending in excess of 4 million for our uh on supplemental services. And I think that's really important for us to highlight that we as a district, we are stepping up and we are going above and beyond what our minimal obligations are to those students. So um and of course uh the primary of our expenditures is on the core content areas 89 million all. Yes. >> I'm sorry. Can I can I ask you um to repeat that because you you said based on our UBC 24% we're required to spend

208a certain amount but that's not like additional funding that we have to carve it out of >> correctity. That's right. So for LCFF uh district there there's a formula for LCFF calculator and what that does is there's an allocated amount for all student all of our ADA total ADA then based on our unduplicated uh UP undup saying unduplicated count each time so I'm just going to shorten this say up. So based on our UP percentage, there is a supplemental grant that's add on to LCFF funding for non community funded districts. We don't rely on LCFF entitlement. However, we still have the LCFF obligations of those of providing supplemental services. >> Does that make sense? >> Yes. We also have a legal requirement um to show how what the component of ending fund balance for a

209general fund will be. Uh you've all heard that we are required to um set aside 3% for economic uncertainties. However, in our districts, we have also have a history of requiring available reserve by at least 20% but not more than 25% of total general fund expenditures for economic uncertainty. I'm going to touch on that in a little bit. Um our our our uh ending fund balance what's called unrestricted ending fund balance is a is a composite of 23,829,000 from the general fund and 15 million sorry 23,829,000 from a general fund. uh 15,741,000 from uh fund 17 for a total of 39,571,000. Our legal requirement is to set aside uh 4,764,000. [clears throat] Uh however in term of our um historically what our district has done is set aside that fund 17 for technology infrastructure needs

210and the remaining uh 19 million is for our um historically for local board resolution requiring available reserve at least 20% but not more than 25%. Uh let let me touch on that a little bit and why it's really important for a local comm local or community funded district to carry a much much higher reserve than 3%. Four districts that are LCFF district uh they LCFF funded district gets a regular funded amount uh aortionment from the state every single month. So it's a regular cash flow stream for uh basic a community funded district. Our cash flow comes around the property tax collections time. >> So that mean we don't see our really first big chunk of uh money until November, December, January. Then the second big chunk is April, May and straggling on to June. However,

211payroll is every single month. So it's very critical, very important for basic aid districts to carry a much higher reserve so that you can have enough cash to pay to um pay all your employees and all the other monthly expenditures. And that's the reason why you will see basic aid districts with much much higher reserve into the double digit. >> That is such a great explanation. I'm sorry. I've been told that like that is very very clear the way you describe that theme. >> Does that make sense? >> Yes. Yes. >> Yeah. Because that the reserve is not just to carry a reserve. It's really for cash flow, >> right? Because if you have an expectations, you're not going to see your money for four months into the new year, right? you have to start

212paying employees immediately then we need that we need that reserve multi-year projections uh unrestricted general fund um as I have mentioned before uh you've seen all the assumptions we're looking at positive ending balance however we do see a u uh net decrease or deficit spending each year uh even though that include the projected uh includes the additional special ed funding uh for 2728 uh all of the uh uh for 2728 what I call year two uh salary and b employee salary and benefit include the 2% raise uh sk salary schedules increase that we've already um agreed to with all of our labor union for year three uh 2829 There is no built-in increases obviously because we don't have labor agreement for that year yet. Uh steps and column increases are already been built in for

213all of our positions. So any employee are automatically advanced and their increases are built into the budget into the projected budget. um you will see a decrease in local revenue again that's because of the uh ending of the leases uh for California young word that I had mentioned earlier okay next uh restrict uh restricted general fund again um everything is pretty much carried forward expenditures will is a natural increase uh 2% increase in year two uh just duck and column increase it just step increases in year three uh in the uh total revenue uh for year two to year three there's a slight decrease and that's because we're projecting maybe lower funding for mall buildings netco net >> administrative activities buildings because there's still I'm hearing a lot of things about how that those activity

214may play out how that reimbursement may play out in the future Um and uh in this combined general fund just a summary again property tax revenue growth is budgeted at 3.5% in year 1 next year 2627 and projected at 3% in year two and year three. That's still much higher than what was originally um projected but this is the trend that I'm seeing at this point. uh one-time revenues are excluded from the out year. Uh remember I had mentioned that onetime return of equity for dental and visions that's going that's only for 2627. So of course um local revenue will see a decline in the year two and year three right uh and I've already talked about the employee salaries uh schedule increase by 2% in year 1, year two and none in year three.

215Uh and as of right now, we're not seeing any major um projections uh stuffing because that again depend on board approval and board approved plan. Uh and as right now we can talk about we can project it out but I cannot build it into a multi-year unless I have a board approved plan. Okay. Um budget summary 2627 program encroachment included in the unrestricted general fund deficit by 29.8 million for special ed and 340,000 for food service. Even though we have a fully reimbured um uh pro food service program um where meals for all uh that has not by way that has not changed in the governor's maybe revised proposal. Uh we still have an encroachment and the reason for that is because we do offer scratch meals. Uh a lot of districts manage to um

216you know balance their food service you know child nutrition program um because they don't offer scratch meals offering scratch meal is expensive but that's a choice that our district has made and you know and again it's just come to provide priorities of the district and what we want and the board want to do. Um 2728 we do have an additional encroachment because that uh after school program this year has a is spending about 1 million above in excess of revenues in the 26 27 and that is it's relying the program for next year is relying on carryover past carryover fund car fund balance carryover which is going to be all spent next year and uh learning recover every block grant. Um there's 698,000 budget expenditures in 2627 that's going to be exhausted. Um so we

217have a structural deficit of approximately 4 million. That is helped by that infusion of special ed funding of 1.9 million otherwise it would be about close to 6 million. Some of these I at the next board meeting I will present more informations and do a little bit deeper dive into those programs for uh for board information at the next board meeting. >> Can I ask you there an impact on um the the food bridge services that we provided during the breaks or was there any encroachment into the general fund because of the food we're providing programs? >> Well, actually there's a couple of things. Um [clears throat] it's hard for me to break that out because it's just total cost. We we haven't segmented that out. But there's actually one thing about the the our

218food service program. Uh first of all, we do scratch u food preparations. Uh number two, we offer supper service at five school sites, but we're only getting federal reimbursement for three uh federal reimbursement for three sites. So, we're actually subsidizing two sites for the summer programs. Um, other district restricted funds. Other district restrictive funds uh state child development uh fund 12, child nutritions, that's the food service in fund 13, our defer maintenance in fund 14, and our special reserve fund 17. Uh and all of those comprise of what's called the total special revenue funds. And the remaining three funds uh has to do with facility construction modernizations. That's our building fund 21 is where we deposit all of our bond funds. our developer fees in fund 25 that's deposit and therefore additional um for expansion

219or modernizations and our county school facilities fund is the funding when we when we apply for uh office or PSC office uh public school constructions reimbursement the revenue goes into that fund and the good news is we just received 2.3 million I just didn't have the time to build it into the budget yet and in any case it will be included in the current year revenue. So when the bud when the 26 27 budget first interim come back to you, you will see the beginning fund balance for fund 35 richer by about 2.3 million. Right? So congratulations to the district and congratulations to Brand and his team for getting that funding. Um and then in uh one thing I do want to call your attention to in the defer maintenance fund 14 uh yes fun

22014 uh oh local revenues here are primarily interest income generated from our cash that's sitting in the bank and all of our cash by the way are reside with the Santa Clair County Treasurer so we don't have any independent separate fund except for your small for minor expenditures uh and schools expend local school expenditures very minor um all of our money reside with the county treasurer and we don't have any control over how those are invested uh but thus local revenues are primarily interest income except for the deferred maintenance fund including the deferred maintenance fund you see um projected revenue or budgeted revenue of 697,000 that include the e-f a pass through of um of 667,000. So, ERAF is the education revenue augmentation fund and that is what it this this was a state legislature

221enacted um fund uh state control and this was a 1992 law and it's basically a way for the state to take money from the city, county and special district and give it back to give to the school augment the school funding so that the state can say look how much we're funding the education so we're going give you guys less because you have more familiar. >> That's basically what it is. Historically, our district has has chosen to deposit that fund into the defer maintenance fund in order to support our facility moderniz upkeep major upkeep site those what falls into those fund would be say like roof replacement that would those are default maintenance that would fall into the that category. Any question on this? We're projecting all positive ending fund balance for all the restricted

222funds. Next, looking forward next steps. Uh I am looking forward to the board approving the budget at the next board meeting on June 18. And uh after that, we'll submit it to the county. We will self-certify as positive. And I am expecting that the county will con uh confirm a positive uh certification, but they will give us a warning in their approval letter that we are deficit spending. Uh I just want the board to be aware that's to be expected. They will be sending the that letter with that uh warning. uh the state legislator is still negotiating with the uh governor and each other on the state budget uh and trailer bill language. They are also required to approve their budget by June 30 just like we are. So we'll know more about that and

223what the impact might be. Um the impact to us I think will be very limited because we are community funded district. Um, and I do I I I don't see that 1.9 million special ed revenue going away. Um, that is such a hot topic in this state. I can't see the legislator saying no, we're going to cut funding to a student with disability. So, I I expect that to be ongoing. Um, we will receive a final tax role from the county assessor's office sometime this summer, July, August, sometime there. And and that will um uh I I do want to uh remind you one thing though uh the tax row uh which determine the tax assessed value of all properties in our district uh and there's there's a percentage growth in that it is not

224the tax role is not the same as property tax revenue. Okay. Um as you can see when I had presented earlier about the estimated actuals where our property tax revenue went down by 0.06%. Well that's because of uncollectible. So whenever there's uncollectible at the county that get passed down to us obviously. So I'm just wanting to make a note that there is you know and our tax property our property tax revenue will keep changing throughout the year even until the next May when the 26 27 estimated actual is presented to you. Um we are preparing staffire has just gone through the business office has just gone through an interimm audit for 2526 and the full audit will happen sometime this summer after year end close uh and the unodit actuals will be brought back to

225the board uh for review and approval in September and the first midterm budget revisions will be presented in December. uh and at that time in December uh depending on the district but I expect either December or January you will get an audited the final audited financial statement for 2526 at that time and now is an opportunity for you to have any more questions there any questions from the board clarifying questions before we open the public comments if you are in the room or online and you'd like to comment on this topic which is 11B public hearing for the 2026 27 budget adoption please raise your hand okay um some discussion questions comments anybody thanks for all your effort on this I really appreciate it it's a ton of work um I had a question because

226in your presentation that you had Seemed like there was a slide I did not um >> Oh yes, [clears throat] >> I did not see and that was the one with the um explanation to parents. >> Oh >> yes, I want to I I had meant to uh to uh preface my presentations with the comment about this the the the presentation like I'm way too excited to jump right in. So the presentations when I uh when I was uh the original presentations as included and that did not have an LCFF overview for budget overview for parents. Uh every district does it differently. Some districts included with the LCAP presentations and other districts including with the budget presentations. I don't know why I just assumed it was going to be part of the LCAP presentations and

227then I realized at the last minute oops I got to check. So that is a legal requirement that we have to provide that to show what the dollar amount that's the the total dollar amount that's attached to our cap goals and actions. So that was an added slide. >> Okay. Um so I had a question. Could you go back to that slide? Absolutely. >> In the LCAP I think the LCAP slide is showing year-over-year spending on high need students and I have question. >> It's not yearoveryear spending. compared last year compared to this year total budget. >> Okay. So anyway, the one in the cap is different but the one that you have >> slide 18. >> Thank you. >> So in the LCAP there is a comparison and the comparison is actually for 2526.

228>> Yes, this is the one. This is only 2627 budget. Okay. So that that's good. Okay. So for this one, >> yes, >> you mentioned that for goal LCAT goal number two. >> Yes. >> That our district is required by the government because they're giving you they're saying, "Well, we didn't give you any money because you're community funded, but you still need to spend $5 million." >> Yes. >> And you're saying it's great that we spent over that because it's 7.4. But when I look at the budget, >> because we have the um just general, what do you call it? The um targeted versus basic services. The basic services are what makes up the bulk of that. There's less than there's less than $3 million that we spend on the targeted services. So it's I

229just like that's an example of so even though some of the basic services are for social workers right it's just diluting and the social workers are available for everybody but in theory the social workers are mostly there to support those families but not all of the not all of the basic services are that they talk about things like janitorial services and your custodial services right like they help everything stay clean like there's a lot of narrative in there about random stuff. So, I think that's one more reason we need to be very careful about what we're including in our LCAP numbers. That makes me very frustrated. >> Um, [clears throat] I know the LCAP is really thick, lots of pages, but if you go through the goals and actions, not every one of them has

230a dollar attached to it. But goal goal number two >> has a section where it says basic money targeted money. Yes. >> And it breaks it down and it and it it adds up to that number. And I'm just saying that the way it's written here, the targeted money is not 5 million. So it's just something for us to keep in mind as we're building it. >> Yes. >> Okay. Thanks. But I other than pointing that out, I mean I I appreciate you bringing up the places where we are um deficit spending in those areas. I think student nutrition is a priority. If the federal government would just spent fun fully fund um special education, that would be great. That would be 29.8 million. We could pay for all this other stuff. It would not

231be an issue. So um I'm happy California is stepping up a little bit and um I look forward to seeing the next presentation. Thanks. >> Just thank you for all your work. >> Appreciate it. >> Thank you so much. >> Also, um that your slides are easy to um to to read and to I I've seen busier slides and this is more helpful. um and you explain like the different um abbreviations and um and and you um detailed. Thank you. >> Thank you so much. >> Okay. Uh we are moving on to agenda item 12. >> Officially closing the public hearing. >> Oh, I'm sorry. We are officially closing the public hearing at 10:17. Moving on to 12 um consent agenda items. There are many 12 A um B C and D. We're going to

232take a look at all of those. Oh, sorry. D E. Do we have more cards on? >> So, I do have um and I'm not sure if these people are still tuning in or available. Um we have cards in E2 and um this one's not until an action item. about that later. >> Yes. Yes. Um so I will see if those people are responding in a moment. Um any item on the consent agenda is subject to review and discussion prior to being approved by the board. Um if necessary, any items may be removed for separate action and the public may address the board on any item in the consent agenda. Um are there any comments um from the room or online? Is there anybody raising their hand for consent agenda item? >> No. Okay. Um

233I do have two cards previously. So um I'm going to take these cards. Let's just call and see if anyone shows up. We have Swati Sado Gopan. Is anybody online? And then Will I also know? >> Nope. >> Okay. Um, board, is there a motion to approve the consent agenda items 11 A through 11E, or are there any items that you'd like to have pulled for separate consideration? >> I move to approve the consent agenda as listed. >> Okay. Do I have a second? I'll second. I would like to discuss one item. Is that okay? >> Yeah. I also want to discuss a couple too, but go ahead. Yes. >> I'll be just super brief for the governance handbook. Um, it just looks like the formatting got a little messed up on some of the

234bullet points on bullet for number 8 n 8 n and 10 under the section that we just developed in our governance meeting which was um leadership agreements. >> So it just looked like the bullet points were formatted. So other than that I think it looks great. That was my only comment. Um, and then I just have a quick comment. I'm happy to approve the handbook like how it is, but I do think right like there was some things like that also because everything I've had going on, I haven't been able to go through just to make sure the things that you and I had done are all in there. So, I'm happy to just approve it cuz I know we want to have something, but potentially like circling back in the fall just to make

235sure everything's kind of squared away the way everybody, you know, that everyone feels good about it with a little more time. >> Sounds good. >> And also just for formatting, like they'll be like number 13 or number 12 and then all the items are on the next page. So just like before we hit print just um making sure the formatting like we put a page break in just so it can be kind of cleaner for the reader. >> Thank you. Um I wanted to talk about 12C1 and 12 um C19. So 12C1 is the data work step up academy solution for ELA um to support summer school. to support teacher lesson planning and student learning during the 2026 to summer school program as well as I'm I'm hoping we can talk about these in tandem.

236Um Dr. Crossway um 12C19 was about Zern's summer math learning program. So this is both um can you tell us more about these two? [clears throat] >> Yes, of course. So we we have a lot more students that we're serving this summer for summer school um close to a thousand students um which is a higher number than we had almost you know 16 18% of our students that were serving throughout the year. Um but additionally we have about 43 teachers and many of our own teachers are now um helping us out for this summer. So what we wanted to do is provide them with some additional tools that will be available to support with these efforts. And I'm going to defer to Armstrong to provide some additional information on those two items. [clears throat] >>

237Um yeah, thank you Dr. Cross for starting that. Um maybe I'll stand like this. [laughter] Um, >> yeah, exactly what Dr. Crossway said. We really just wanted out of battery. Did I mess it up? [laughter] >> There we go. [clears throat] >> All right. >> Oh, there we go. >> As Dr. You like to just Thank you. [laughter] >> Then you push the red one. Push it down and then it'll just keep it. >> Okay. >> Yeah. Then it turns it on. And then the other one is you just pull down while you talk. But if you want it, just do it for briefly. But if you didn't talk for a while, just push the right one. >> Okay. Um, as Dr. Cross said uh the Zer program uh the purpose of it was to

238support our teachers in giving them a resource to be able to teach math during the summer that is uh discussion based that is hands-on that does allow uh teachers to have some uh tools to be able to support students who may need more support in uh the foundational skills. they have some lessons and some suggestions on how they could do that. And the idea is that it can be very flexible and that they can do it all in person live. It does not have to be on the screen. Uh and that um it really is to help students use visual [clears throat] models, structured problem solving and practice to reinforce these core concepts. Um so are we still using foundationally are we still using illustrative math as like this is one tool can yeah what's

239the integration there what's the expectation yeah so this is one tool definitely uh we this teachers could still use illustrative math if they wanted to um but we wanted to give them something because students might have already experienced those lessons during the school year that um they may need something else to be able to support them. So, this is another tool. >> Yes. >> So, when students are in uh summer school, they're typically put into like the grade they're rising into. So, how would they have already had the lesson? >> Yes. So, they are put into the grade that they're rising into. For math, what we're focusing on is to make sure that they understand the standards and the concepts for the grade that they just finished so that they are ready to be able

240to have the fluency to be ready for the next grade level. >> Um, so if we're improving this right now, will the teachers have enough time to understand and know how to use the materials? Um, how's how's that? Uh yes we so the idea when we first when we when we are recommending this uh curriculum is that it is easier to use. It's teacher friendly. Um so it had a chance to look at the lessons. It tells you teacher say this teacher students might say this if teacher if students say this teacher you could respond in this way. Um, and so the idea is that if if they wanted to, they could follow it step by step. They definitely do not have to. They have the freedom to be able to project the problem and

241then the students have students discuss. Um, we do have some teachers who've had some experience with this. So, uh, hopefully that will also be able to help them as well. >> Okay. >> Thank you. That's helpful. My only experience with Zar was having students use it as like additional support for themselves individually. I didn't know there was actual structure lessons. >> Okay. >> Yeah. The teacher will teach. >> Okay. Thank you. Um we have some more questions about the >> ELA. Yeah. Thank you. I didn't realize this is why you're sitting around so live. I'm so sorry it's gone so late. Thank you for being here. >> Hi [laughter] red button was >> Oh yeah, just tap it if it's >> okay. Um, similar to what Jane was saying with Educeri, um, through the pilot

242process when we were [clears throat] piloting the ELD curriculum for Hutos, we, which was data works, educ academy through educ school platform that, um, offers two different models for their four-week summer platform. one that is kind of prepackaged four-week lessons for different grade levels and one that you can um really customize to fit your needs based on the standards you want to teach students based [clears throat] on um focus standards that you want to focus on for each grade level that students are going into. Um, so that piqu our interest, especially knowing that we have some gaps in our curriculum currently, um, with the resources that are currently in our classrooms in K5. Um, as well as, um, knowing that we have a pretty quick turnaround before our students come before summer school begins and

243school year ends, as well as having some of our teachers at summer school that are not teachers within the district. So really wanting to provide a resource for our teachers that they could easily access that would have text um available for students to have in front of them to read. Um it's a resource. We don't want it to be the only resource source teachers can use. Um our team both for math and ELA have identified essential standards that teachers are going to be using to guide instruction throughout summer school. Um, if this were to be board approved, we would be communicating to Educary what those essential standards are. We've already given them some guidance. They've done some of the work already. They haven't done all of it because they aren't board approved yet. We haven't

244paid them. [laughter] Um, so we would continue to communicate that information to them and they would finish building out the curriculum um for them. Teachers could use it as a um weekby-eek format and very structured or they could pick and choose lessons based on the different essential standards and fill in other fill in lessons with other resources they may have based on the students that are in their classrooms. >> Are the students also doing the standards from the grade that they just finished? just also or are they doing preview for the standards that they will be >> a little different than math be selected essential standards for the grade level they're entering >> seems like a good value um I'm wondering if there is um if we're going to have any um access to amplify

245ca if there might be any way for um summer school teachers to use some of that even if it's just online to start crafting their own lesson Yeah. So, we'll share the digital access to the curriculum. The curriculum um reps have been really great and provided with demo access. They won't have any of the print materials, but they'll be able to preview what's there um and make some sense of it. And K2 will be a little harder because a lot of the uh lessons, especially for the foundational skills, um will be a little trickier without materials in front of them, but they can begin navigating what's there and seeing if anything might be useful for them. Um, and that'll be up access. >> Okay. Thank you, Sure. Thank you so much for that clarification. Um,

246there's just one other thing that I want to ask about and this not you don't you don't need to be here anymore. I don't think this is your purpose, but um 12E, >> you're always welcome >> too. Thank you. Um, yes, you may stay um approval for policy uh 5131.8 mobile communication devices. This came to us last year and we had questions and I know that we need to um pass this policy now uh before next month. Um but what I'm wondering about is um the implementation at the sites and what that will look like. Has that been decided um and by him with him? Thank you. >> No, it hasn't been decided. [laughter] >> We have a [clears throat] lot of work to do this area and we still need to come together with

247the two schools. My understanding is one school did a survey. Uh we invested in the yonder patches only for one school not for the other school. >> So there's still some work. Uh but this policy is basically uh the recommendation is to adopt the policy by CSBA regarding the mobile communication devices. um in terms of our part of our [clears throat] work of creating safe environments for our students and addressing screen time but a little differently to these different items um and really talking and continue the conversation about sending carriage rotations for personal devices and we're really talking more specifically at the middle schools specifically to cell phones just carriers. >> Can I ask a question about 12 C6 [clears throat] is the YMCA of Silicon Valley for after school care services. Is that different

248from think together and K? >> Yes, that's uh the current part that we have right schools. And um how do um how does a student get to enroll or how do families know about it or >> Yeah, I know. Uh Paul saying [laughter] [laughter] >> I was listen. So uh YMCA is running at schools where we don't have faith together or our internal program K. So that's Cumberland, Cherry Chase, and SMS. [clears throat] They reach out to students and do their open enrollment, but then my team recommends and all the ELOP unduplicated students [clears throat] get prior reinrollment in YMCA. Each of those spots is subsidized by the district. The spots for noneop are also subsidized by the district. They haven't done the parent pay element yet. They're looking at doing that for us in

2492627 because that's the model that has the longevity for us to build capacity and not just subsidize every after school seat. >> Okay. When are we ready to vote for the consent agenda? All those in favor say I. >> I. Any opposed? Okay. So, the whole agenda passes four to zero. Thank you. Let's move on to our action items. Are we okay to just keep going? All right. We are 13A, approval from resolution R2629 in the honor in the matter of honoring and commending Certino Union School District Superintendent Saf Stacy Yao upon her retirement. I would have had Jeremy speak to this, but he is not here. Um, but I know that he and Bridget were are both going to present as um on the 18th Um are there any um comments? Any public? >>

250Anyone else is welcome to come with me? >> Yes, this is before our own board meeting. I know. >> Okay. Um are [laughter] there any comments pertaining to this? Um please raise your hand online. No. >> Okay. Awesome. Um is there a motion to approve? >> I move approval of resolution R2629. >> Okay. No second. >> I'll second. >> Okay. All those in favor? >> I. >> Okay. Zero. Um let's move on to a resolution R2626 in the matter of support of AB2203 Burman um public health suicide prevention access to statewide suicide prevention training. Um Dr. Cross can you say more please? >> Sure. I think you captured the essence of it, but this is a a recommendation to support AB 2003 by Assemblyman Brad Herman to strengthen suicide prevention training and research for students,

251family, and school staff across California. And this aligns with our district's commitment to student wellness, safety, and belonging and by helping ensure that our schools also have access to free evidence-based and cultural responsive tools to support prevention and early intervention. Can I see something else? >> Yeah. So Mark Mark Burman actually produced this um legislation because of what's happening in Santa Clair County. >> So um Pala Alto and Morgan Hill. So even though our county on average has an average amount or number of um youth suicide um we've seen some bubbles and Palo Alto and Morgan Hill have have seen more than their fair share recently and um he sponsored this legislation. It was successful several years ago and then it expired. And this is actually just for middle school [clears throat] and high school

252um students, staff and families. And um it's to you know how to look how to see warning signs, how to how to get help, how to support one another. Um you know, basically educating middle school and high school students. It's opt in. Um it does not it pays for the training. It doesn't pay for the teacher time. >> Um, but it also allows districts to tap into money to fund workshops for students, workshops for families. Um, I think it's an excellent resource and it was proven to be effective. It just ran out of money or just expired, right? Um and then uh anyway, so uh I'm really grateful that um Assembly Member Burman brought this forward. Um and I hope we can support it. And so I would just modify um the whereas number six

253to say in front of ensuring that school personnel, students and families just to say middle school and high school >> because um the one comment when trustees were talking about it with him like they were like how can you talk to ele you don't want to talk to elementary students and families about suicide that's going to freak everyone out. They're like, "Oh, no. This is for middle schoolers and high schoolers because it's a vulnerable group >> age group." So that's the clarification. Trusty, you want to speak? But I'm going to ask for public comment. Is there anyone wishing to speak about this 13? >> No. Okay. >> Well, we need to make a motion first. Yeah. >> Oh, the discussion. Okay. May we make a motion? >> I move approval of resolution R2626. A second.

254And is that with the um amendments that you made the >> middle school motion to with the middle school and high school? >> Yes. With that, I'm making my motion with that amendment. >> Okay. >> Or not addition, whatever you want to call >> friendly. Yeah. [laughter] >> Okay. So, um now uh some further comment, please. Yeah. Um >> I just have a question on one of the um the clause of the whereas um and how it says Um, oh, how to equip schools with school staff with um knowledge and skills. >> Which paragraph are you want? >> It's the the first page and it's [clears throat] Yes. The the fifth one. the fifth. Yeah, I think it's um where it says whereas educators, cost staff, administrators, students, and families benefit from highquality evidence-based training

255that equips them to recognize warning signs, respond appropriately, and connect students to appropriate supports and services. Um is that done through how is that done? Is that done through classes, workshops, online? I I can't speak to the intent of this language or what it would look like, but I can tell you a little bit of some of the tools that we currently use. And so, for example, we do have uh filters on our Chromebooks, if students would use certain terms, it would capture that and get reported to the appropriate staff for us to give it a follow up. Um [clears throat] but but but this is also again based on trainings and so the assumption that I'm making is that there will be a need to provide [clears throat] additional training to different staff not

256only classroom teachers but other staff so that we can do a better job identifying war signs and know how to take appropriate next steps. >> Okay. Thank you board. Are we ready to vote on this? Okay. All those in favor say >> I. >> Hi. And anyone? [clears throat] Okay. So, motion by trusty meo with the um edited language and seconded by trusty Watson passes 4 to zero. The next item is 13C which is a verbal summary of compensation package. Albert to the chief business officer. >> Yes. Uh so the next two items actually are are connected and per uh government code we are required to provide oral summary in open session at a regular board meeting. And so I I apologize but I have to read some things here. Um the salary of the

257chief business officer will be a base salary of 309,513 for the 2627 school year and the contract includes placement on step four of a sevenstep salary schedule. I do want to add that executive cabinet do not get any negotiated salary increases that certificate or classified employees receive. The CBO will also receive an annual cell phone statement of $600. The CBO is required to possess and maintain an automobile to be used for travel in the performance of this regular sign duties throughout the district and the county. [clears throat] Um, and the monthly car allowance of $535. The CEO should be eligible to participate in insurance plans. uh the same terms offered to certificated management employees on non multi-year employment agreements. The CBO shall receive a fully paid term life insurance program in the benefit of the

258amount of $100,000 and the district shall pay the annual dues or fees for a total of two associations international to which the CBO belongs to. >> Okay, great. Is there any public comment on this item? Um no. Great. Okay. Um um [clears throat] >> no action and then the next thing. >> Okay. Let's move on to 13D. Um approval of employment contract and salary schedule for the chief business officer. >> Dr. C. >> So this is basically what I read previously, but this is a contract and uh we do have Santa Rajie in the audience tonight and super excited to welcome her to Sunnyville School District. uh she comes with a lot of experience and just we're honored to be able to have her join our team. >> Awesome. Um are there any members of

259the public wishing to speak on this? And do we have a motion to approve? >> I move to approve this. Okay. Second. >> Second. >> Okay. Ready to any discussion? Okay. All those second. Sorry. Uh I have one question. Sorry I didn't ask it earlier. um in the contract. It was just that that phrase at the very end on non multi-year employment agreements. What does that mean? And if you don't know and you need to get back to me, that's totally fine. >> I'll need to get back to you. Yes. >> Okay. Like I'm I'm fine with that, but I'm just like I don't I'm not familiar with that phrase. I just don't understand it >> because they're on a multi employees right now. >> Oh, it's describing the other employees is probably what it

260is. Okay. I didn't put it in with that that part of it. That makes better sense now. >> So, I probably answered the question. >> Okay. Are we ready to vote? >> All those in favor say I. >> I. >> Anyone oppose? >> Welcome to our new CBS. [applause] Please come up. We'd like to take a picture with you. [laughter] Congratulations. [clears throat] [clears throat] >> Thank you. >> Go so long. Don't take this as an indicator, but thank you for being here. >> Yes. Thank you for >> being a budget presentation today. >> [laughter] >> Thank you. >> All right. One, two, three. >> Congratulations. >> Thank you. It's like wait. >> Okay, we are moving on to agenda item 13A, approval of front office security camera project. Um, Mr. Burns, can you please

261speak to this item? Thank you. >> [laughter] >> All right. Good evening, board superintendent. Um, this item tonight is being brought forward for consideration because of the board initiative to increase security and a sense of accountability in our front offices and the approaches to campus. This became a topic of poor discussion um during the time period in which our families and communities started to feel unease in regards to their status and being welcome on campuses. What this does is we'll install a security camera in each one of our front offices across the district including our district office here. There will also be an exterior security camera placed on the approach to each one of our front offices. Um, these cameras are being installed in collaboration with CSCA and theou that was on the consent agenda

262item earlier. Um, the project will take place over the summer. There will be training for administrative staff once they return and how to function it and use the dashboard. These cameras will not be monitored actively. These are only to be referred back to in the case there is an incident on one of the offices or in front of campus. Um, finally, the funding source of this um at the time was listed as to be determined um in working with Laura as well as SIG and ASIP. This will be funded from the workers compensation budget that we have that's reimbured >> safety credit. >> Thank you. Safety credit that comes back. So, it won't directly impact the general fund or operation budget. >> Okay. Um, are there any public comments on this item 13E? No. Okay.

263Um, do we have a motion to approve? >> I move [clears throat] to approve this item. >> Okay. A second. >> I'll second. >> Okay. Thank you. Um, I want to ask Mr. Bars, um, what is the, um, keep how long are the recordings kept and where and >> Yeah, great question. So, with the security system that we have currently at, Columbia Middle School, this will match the same approach. It's a 30-day retention. It's on cloud. There's no like specific hard drive located on our campuses. The companies that we work with pass, and I'm I'm the one that speaks in acronyms, and I don't recall the acronym that I need to say right now when it comes to cyber security, but these companies do pass all the requirements for cyber security safety. So, to your

264question directly, 30-day retention and on the clock. >> Are there any further questions or discussion? >> Yes. >> And then not sure with outside observers or anything like that other than if there was an incident with law enforcement. >> Correct. So, um the only time the only individuals that would be able to review footage are those designated by the superintendent. Um currently that is director of operations as well as the principal at whatever campus these are installed at. Um it would not be a every administrator in the campus or front office admins would have access to these. Um footage is only reviewed like I said if there is a reportable instant incident and it is only shared with parents or law enforcement if it becomes a student record. That was something developed in policy that

265we've worked with Mr. Paul site on. Um, how does it get reviewed? Like what's the process like? >> Yeah, great question. So, if there's ever an incident or an investigation, the [clears throat] principal will go into an office and they'll pull up their computer. They will log on to their dashboard and then review footage. When there is an incident that they need to actually review and show a student, they'll cut that footage out so that they can show them. The security systems have the capability of blurring students faces so that if there is a record created we can obscure the identities of all the other students in >> Is that okay? >> Um so for these um there's going to be one camera facing the door where it goes in and then also one at

266the area where people might interface inside. >> Correct. So the goal of this is the one camera inside the office itself will have a view that would capture you know the approach the desk if you will where the public is interacting with our district staff. The other camera depending on the campus will be located just outside the door or just outside on the overhang so it has a view of the approach of the public entering the space. And >> and just for additional information we also discussed this with our play association as well. And um by by entering into this into installing these are we not committing ourselves to any kind of future entanglements etc. >> Yeah. So thank you for bringing that up because I I neglected to say it um during the agenda

267item. The reason why we are recommending moving forward with Santrol is because of the flexibility of the license agreement with them. When we talk with other vendors, they will lock you in in a one, three, five year subscription. That's how a lot of these companies make their money. So with the sonrol approach, it was one the most cost effective option. Two, it provides us flexibility to terminate that that license agreement at a time that we see fit. The reason why we are encouraging this approach is because when we started reviewing security cameras and security like as a whole and a holistic approach across the district, we realize that that we really need to take a step back and plan this out because when and if we commit to a company that uses licenses, it is

268a very significant ongoing expense for a district. And there are many districts, sorry, I don't want to over there are districts in the East Bay that are currently in a situation in which they are locked into agreements with camera providers and if those licenses expire, those cameras become bricks. They don't work anymore. >> And so it's almost like you're being handcuffed to these five-year agreements. And at a per license agreement for camera, when you have 40 cameras on a campus, it becomes extremely expensive. So, thank you for asking that question by the way. >> Um, so if we terminate the agreement, the records that they're keeping, do we still get to keep it or is it still in our cloud or does that go away or >> so all records like that go past 30

269days disappear in general? Um, if we make a student record, that's something that we would house like on our individual devices. That is very and far between. So to answer your question, um once that's terminated, anything that was anything in those previous [clears throat] 30 days would would go away. We we would lose access. >> Thank you. >> Yeah. So um there was a mention that in the notes that said um that there was going to be a future assessment of other camera that you're limited in where you can put cameras and that you wanted to, you know, do a more thorough evaluation of our facilities for where we might need cameras for things like that. Is that planning to go forward like next year or >> Yeah. So, I'll say I don't have a

270timeline right now. I will say that we've engaged with SIG. Um, they provide a free service to us as a district where they will come out with a security company and evaluate our campuses. Um, like I said, no cost to entry there. So, it's just not something that I've planned out yet. It wouldn't be difficult to do that over the next school year >> because um there was a school site we received some issues from teachers right around the staff parking lot or like you know where they were like this is kind of a creepy area or something like that. Like they're probably teachers or staff could probably tell you like this area is kind of So yeah, >> informal assessments. Just kidding. I'm sorry. [laughter] >> Sorry, just one more. >> How far like

271how many feet from the front to you know there like out is the does the camera catch like 100 feet? Like do we know? >> Um yeah. So again I don't want to answer with a non-answer. Um it'll depend on on the situation like how far but like you can see up to 150 ft and these cameras have the capability they themselves cannot zoom like I cannot zoom the lens but you can zoom the footage um so relatively far. I I don't want to give you a max footage >> but it's only pointing towards the doors right towards the front of the school. >> Yeah. like towards >> like out like the approach like away from the front office. >> So you can see people walking see >> people who are walking in. >> Yes.

272Correct. >> All right. Thank you. >> Okay. Any further questions or discussion? Are we ready to vote? >> Okay. All those in favor say I. >> I was thinking about it completely. >> Passes four to zero. And we are moving on to our final approval or our final final action item. >> [laughter] >> Um 13F approval of ampl amplify CKLA commun language studio for the English language arts, Spanish language arts, English language development curriculums for the 26 27 school year. Um we did have a yeah we did have a presentation earlier. Um yes I will if there is anybody that would like to speak to this. I did have a card from earlier as well. Um, okay. So, I have a card um from both Gita Bota and um Courtney Jansen. Are they online? >>

273Gita is online. You should raise your hand. >> Okay. All right. Please go ahead. Thank you so much board. I give me a second to um uh pull up my comments. First of all, um um good evening again and I'd like to thank the district for piloting the amplify CKLA curriculum um and for including our special education teachers in this important work. Uh as a parent of a neurody divergent student, I appreciate how uh CKLA curriculum reflects many evidence-based practices that support diverse ways of learning. Its deep and connected uh approach to building knowledge allows students to spend extended time exploring topics supporting introspeaced uh learning that is very common among neurody divergent um children and sustained engagement and for the sustained engagement integration of reading, writing, speaking um and in the content u knowledge

274creates meaningful connections across lessons rather than constant shifts between unrelated topics. For many neurode divergent students, reducing these transitions can decrease cognitive load and improve access to learning. I also appreciate the built-in visual supports that Mrs. Kaus mentioned. Uh structured routines, opportunities for hands-on learning. Um it appears like it has multiensory learning approaches um to allow the students to engage the concept in different ways and can benefit all learners. Most importantly, I'm grateful that the special education teachers are included in the pilot process. their expect is essential in understanding how curriculum works for students with diverse learning needs and ensuring all students can access the rigorous and engaging instruction. One thing I would have loved to hear more about uh is how the curriculum was received by neurody divergent learners across different educational settings uh

275be it uh the general ed classroom or uh in the shelter classrooms. Understanding student engagement and accessibility from those perspectives would provide valuable insight on whether our assumptions in this respect are uh working as as we expect them to be. Um thank you for investing uh in a thoughtful curriculum and evaluation for considering the needs of all learners. Thank you. >> Okay. Thank you. Um, are is there a motion to approve? Oh, is there anybody else up there? >> Oh, that's okay. >> Um, is there a motion to approve? I move to approve uh amplify CKLA core knowledge language arts and language studio for the English language arts Spanish language arts English language development curriculums for the 2026 2027 school year we have a second >> um any other questions or discussion I really appreciated

276the um front loing of the information earlier in the evening so more people could hear about it. So yeah, thanks. >> Um again, I want to thank you. Um I'm looking at you, Catherine, but I know there's a whole team um that was part of this process. Um I attended most of the parent um uh webinars that were not very well attended. But what they were asking was like what what can we expect in um in the curriculum and how can we be supporting our children. Um so that's something I hope that we can develop as a district in order to just get more information out. And um I think I was I was proud of how we uh we did end up with this process. I know there were a lot of hiccups along

277the way and thank you so much for pulling everyone together for everyone for pulling together. Um okay, any other comments or discussion? Are we ready to vote? All those in favor say I. >> I. Um okay. Vote is 40 passes and we are done with all of the action items. At this time we will readjourn to close session to finish discussion items and agenda item five. Um so we'd like to say thank you to the translators and um good night. Um we will return afterwards to conclude the meeting. Um so right now the time is 11 o'clock. We're going into close session. Drive safe everyone. >> Yeah. >> Okay. Um hello. The meeting the time is now 11:57. We have a report out from close session. Um, the board finds that student 134177 has successfully

278completed the conditions of the stipulated expulsion agreement and rehabilitation plan and approves reinstatement effective June 4th, 2026. >> In close session, the school board approved Shaneo Rio as the principal at Cumberland Elementary with the vote of unanimously. And in closed session, the board approved Gloria Marshant as director of student achievement with the vote of 40. Congratulations. Great. >> And now we're adjouring the meeting. Our next meeting is on June 18th um at 6 p.m. regular board meeting. Thank you very much. >> Thank you.