06/04/25 Board Meeting

001You ready? [Music] She said she shouldn't be here. I like her. Welcome everybody. It is 6:01 and I'm calling to order uh this regular meeting of the Sunnyville School District Board of Education. This meeting is available in English and Spanish. Would the translator please give instruction for the translation services available? Yes, good evening everyone. Thank you. Please note that a recording is being made at the direction of the board and that the recording may capture sounds of those attending the meeting. I see that all board members are present so we can begin. Please join me in the pledge of allegiance. Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. I'd like to invite Evelyn

002Propheta, trustee Evelyn Peretta to please read the living acknowledgement. [Music] Suno school district is located on the ancestral and unseated land of the Makqua Kongi tribe who have peacefully honored and cared for this land for thousands of years. We recognize that every member of the Sun community continues to benefit from the use and occupation of this land. We acknowledge our responsibility to learn from the wisdom of the OMI people and to consider how we might work to repair injustices and to move forward together in honorable ways. Thank you. Okay. Um we're on to item two, the approval of the agenda. If there's any member of the public who would like to speak on this item, which is solely the approval of the agenda, please use the raised hand feature now. Okay, I'm not seeing any

003board. Do I have a motion to approve tonight's agenda? I move approval of tonight's agenda as listed. I second. Thank you. Any discussion? Move to approve. All those in favor, please say I. I. Chair votes I. And the motion passes. The agenda is approved. Um it's time for public comment on close session items. The topics are 4A public employee appointment governance code 4 54957 superintendent and 4B um it's 4 B. Uh 4B conference with labor negotiator government code 54957.6 Ca SEA and SEC. Um, are there any members of the public interested in providing public comment? If so, please use the raised hand feature now. Okay. Uh, see, we're going to move to item four and convene to close session. It is 6:05. We hope to be back around 7. over here. Okay. So, um it

004is 7:03 and we are reconvening to open session. This meeting is available in English and Spanish. Um, but the translator is Oh, the translator cannot give instructions now, right? Already did. He's already in there. Okay. Um, if you would like to join this meeting and hear it in Spanish, please use the world icon feature on the Zoom screen. For those of you joining now, please note that a recording is being made at the direction of the board and that the recording may capture sounds of those attending the meeting. Item 5A is close session announcements. The board met in close session to discuss the superintendent appointment and to conference with our labor negotiator and no action was taken. We're on to item six, comments from the board and superintendent. And um since Emilyn is so new

005with her about it, we're going to start from Peggy and we're gonna not comments for the board and superintendent. So, we'll just start with Piggy and we'll move down the line. I'm sorry. I thought I thought there was the whole first comments from the board. Okay. First, we can start with someone else if you need it. You want to start with want to start with? No, I got it. Okay. Thank you. Okay. All right. So, it's the season of celebrations all across the district. Fifth and eighth graders are choosing um their outfits for their big days next week. Um there's celebrations in kindergarten as well. Um and I get to see my my littlest ones u first promotion ceremony. Um, other joyful celebrations I attended were the employee of the year ceremony, the SMS music

006performances of the comm at the community center, um, CMS's National Junior Honor Society induction ceremony, and I'm going to send in the rest of my list um, for the minutes. Um, I'm grateful to serve on the board and to celebrate the district's accomplishments and to ensure that we fulfill the Sunny Bell promise. My purpose on the board, and this is reinforced by the dozens of hours in masters and governance trainings I've attended so far, um is to represent the community that elected me and to ensure that the district is working in the best interest of our students with transparency and accountability. And with that responsibility, I feel obligated to share that in the past few weeks, the board has been receiving a lot of information we're all receiving about things that are happening, things that

007aren't happening, things that were handled poorly. Um maybe some things that we should be knowing about but aren't knowing about. Um, there are decisions made that impact our children's education, about funding and programming, and they're made without informing or involving the community, not even the board. They're big decisions like whether or not we will have reading specialists at title one schools and whether our youngest kids will be taught how to use paint brushes and pastels. um or if that becomes a privilege that only some schools, families can and some communities can provide for our kids separately. It makes me question how we as public schools are fulfilling our duty to educate all children with equity. A major concern I heard from several staff was regarding changes to the NWA local assessment calendar at the end

008of the year. the end of the year data point which had historically been taken in late May and early June slash early June was cancelled. So the last local assessment data point for the school year was from March 2025. 10 more weeks of learning have happened since then. Yet there is no systematically collected end of year data point. To compound the issue, the next data point is scheduled for October 2025, which means that there will be no true beginning of the year data point either. As an educator and board member who the public has entrusted me with holding us accountable, I ask why. How can this be? Do we collect data to report it out on compliance reports or do we collect data so teachers are able to see how effective their teaching has been

009over the course of the year? Isn't data to measure student progress during the year and guide and modify instruction as needed? Isn't data to identif identify areas of growth and support needed to have an apples to apples way to to compare data throughout the year and year two year and to minimize that um and and to measure that inevitable summer learning uh summer learning loss. Um you may remember seeing this topic bubble up um in your emails and we wanted to bring it forward for the whole board discussion and we're told that we don't call special meetings for that reason. So that's why I am talking about it here. Um when asked pe why people are contacting the board instead of the people they report to local site leaders and up the chain of command

010the answer is that some people do report to the the right way and their voices are not heard. and there's no response or action. And the other response is that our employees fear retaliation for speaking up. This is a theme I referred to over a year ago in my comments to the board before I was a trustee. And so with these words, I now want to share my hope and optimism with incoming superintendent Dr. Budiel Crossweight. I'm hopeful that we can center students, communicate, be welcomed on campuses, provide information for transparency, build new partnerships, and create opportunities for truly equitably and innovatively address the needs of all of our students. I'd like to celebrate successes and also dig into our failures so that we provide pathways for joy and purpose for every student in the

011district. Thank you. Yeah, we can't comment on any of that. Thank you for that. Let's see. Well, I just wanted to acknowledge that is Pride Month. that this month is going to be the unity and I also wanted to remind that we already got the emails for the unity conference. Hopefully everybody is excited about it and will come with me. And about activities, I will try to send some activities to the [Music] students. I sent my answer to Jesus, but I just wanted to say that at Fairwood, we I I helped to organize um our first um in a while um family yard sale and and that was pretty cool. We had about 14 um booths, different families, and at the same time we had a Goodwill truck um donation drive and at the same

012time and it was pretty neat because everything that we didn't sell at the yard sale, we took to the Goodwill truck in the parking lot and um the um the way of the truck will give Fairwood um a donation and so we could use that for the kids at school. So that was fun. um families asked if we could have it again next year and so we're looking forward to that. Um tomorrow my my third daughter is graduating from high school at Fremont so we're all excited about um her big day tomorrow. So it's been a busy busy month. Um, oh, and I also went to I finally went to um my first um overnight field trip with my fourth grader um because with my other three girls, I couldn't go because I was always

013at home watching um the siblings when they were small. So, um it was really fun um being in Colia and Gold Candy with my fourth gra. Thank you. Okay. So, um I am sending I have not yet sent but I will send my activities in. Um as Isabelle mentioned, it is Pride Month and um we have ordered little flags. They will be here for the 18th. They not did not arrive yet, but they will come. Uh and there is a flag outside which I'm really proud of because it's taken several years to to figure out the mechanism to like make that happen. So, um maybe next year we will have a flag raising ceremony or something and uh celebrate, you know, just that everyone's welcome here in our district that uh the students and the

014families and the staff um that everyone belongs. Um I had a couple comments about the you know we have been getting a lot of emails and as board president I'm responsible for responding to them. So, uh, it's it's been a busy month so far. And, um, but I I did want to say a couple things, um, that I wasn't aware of until people were forwarding them to me like afterwards. um were the there was a middle school math survey recently and after school daycare uh survey recently and um and so both of those surveys um when I talked to people about them they they were mentioning that they they didn't feel like that geometry was poised as like the fun elective that it actually is in middle school that it was sort of like something

015to be discouraged um just from the language like you know we don't encourage it because we're not trying to pressure anybody to you know really be into math or whatever however it was said I'm not saying exactly how I said but um the idea would be you know um where they are having geometry the kids who are in geometry are super engaged and interested and um or if they were not same thing with the huntos um early morning elective the way the survey was phrased Um, I think the the survey that we had for the superintendent, we had uh over responses and in part of that was because they're so interested. They're going to see the results of that of what we're doing and giving us feedback, but also there was some like open-endedness on

016our surveys. So, I would just comment that like maybe in the future we could we could phrase things so that there would be more of more opportunity for a dialogue. Um, and and that is all I have for that. Maybe we would have a maybe in the fall we could have a discussion around our surveys, writing the surveys, data information, like how what how we're constructing them and wording and like giving out the purpose because actually the after school one was the one I was the most uh alarmed by because I think the one that I read said something like would you want to be on a waiting list for daycare at this school knowing that you could be bumped at any minute? It's like the people I talked to were like, "No, I I

017would not like to be bumped sign up for a survey for something I could be bumped from." So, I think if we work on like what is our intention uh and what are the possibilities, make it more open and really communicate that that would be more helpful. But overall, um I appreciate people writing in. I don't want to discourage that at all. and um you know we're all here as a governance team for the public and um you know I don't I don't mind writing emails back to you at all. So thank you. [Music] Thanks. Just uh real quickly I want to um talk about something that might seem pretty esoteric but it's actually kind of a big deal. And I'm going to start with thanking Arthur for this. Um, on Tuesday, was it Tuesday,

018we had the first sale of bonds from measure C, $80 million worth of sale of bonds. And, um, that's not insignificant. Um, and what was impressive about it, and I think that the community needs to know, is that, um, because of the efforts of the district and the board, um, we have the highest possible rating, AAA rating. Um and we went to market in a very challenging environment. The the financial markets right now are up and down and it's a challenging but we were very well positioned. Um from time to time the Kiko Sato will come to speak to us. She's our district's financial advisor between she and Arthur. Um they and we work really well with SEO. Um they're the ones that bring the bonds to market. Um, but they made sure and they

019called extra meetings and they were like watching every single little piece of it to get the best possible value for our taxpayers. Um, and I was just really impressive um with the effort. We had a very strong sale um of that and not besides saving us taxpayers dollars um it also creates um possibility for future bonds because it keeps our overall rates low. So, um, like I was saying, this is a little bit esoteric. Um, but it's one of those things that happened behind the scenes. And I'm just really impressed with the way that Arthur just like really tackled this, worked with Mako who, um, when you go to the state conferences, they say, "Well, who's your advis?" And I don't know if people ask you that, but they'll ask me this, like, "Who's your

020financial adviser?" When I tell them we have Miko Sato, they'll tell us she's the best in the business. And so, I feel like we have the best in the business over there, working with the best in the business. and um it all worked out really well for our taxpayers and for our school district. So with that, we get to start the next phase of Sunnyville Middle School. So that's fantastic. Okay, thank you. And we are on to item number seven, comments from the Sun Education Association. If there's a representative, please use your online raise your online hand. online, the hand feature, raising your hand feature. [Music] Okay, seeing none, item eight, comments from the California School Employees Association. If there's an official representative, please use the raised hand feature now. Okay. Item nine, comments from

021the Sunnyville Education Foundation. I see a member here. I see the president here. Um, please come to the podium and we have three minutes. Thank you. Yes, I have several members of my board here. I am Michelle Eugenie, of course, the president of the Sunnyville Education Foundation and um I just want to make two quick points. One is logistical. We're all ending our year and uh you all are looking at budgets. We approved our budget as well and I want to give you a heads up that the Sunny Education Foundation has approved um over $100,000 in school grants that will be allocated. We've notified the principles of those amounts and we hope to hit the ground running this year with our grant requests going out to our principles in July or whenever they're back. So,

022they'll be able to be consider to consider what they would like and how they could use funds right away. And then we have on top of that another nearly $75,000 um in funding for other special projects that we'll hear more about and explore in the fall. So, our funding for our school programs, for our student centered enrichment activities to support all students in our district continues at pace and we're very pleased with that. I also wanted to give a shout out. It is the end of the school year. It's the end of a term for some and the beginning of new adventures for others. And uh as you are undoubtedly aware, Sunnyville Education Foundation updated our mission this past year and we included in there the phrase in community. And while it may um be

023really annoying to the word processing grammar checkers because it always gives me a red line that that phrase does not exist, I think we can all agree that working in community is very much at the heart of why we are in the world of education and in particular elementary education. And so I want to give a a special thank you and appreciation to all the folks across our district who are working together in their own ways to support every child in this district. I spend a fair amount of time on several of our campuses and it brings me no end of smiles and joy to see the little things that happen every day across our schools and then to hear about the successes of events like our kids our community things that Sunnyville Community Services

024brings to the table project cornerstone that's not at all of our campuses yet and uh its developmental assets. I was reviewing it recently and and reminded by all the ways that our community shapes the future success of children. And so thank you to the staff, to the teachers, to the paras, the admins, the cafeteria people, elected officials, district staff, administrators, teachers, and our community partners out here who are so fabulous. I really appreciate all you've done. I wish everybody a fantastic summer. Uh, I'm not gone yet. You'll see me again in two weeks. But I did want to give that shout out because school is about to end. So, have a fantastic summer everybody. Thank you. Thank you. Okay, we're on item 10, comments from the public. This is the time to comment about things

025that are not on the agenda. This portion of the agenda provides an opportunity for members of the public to directly address the governing board on any item of interest to the public. However, provisions of the Brown Act, Government Code 54954.2A and.3 include any action being taken on any item not appearing on the posted agenda. Time limits allocated to public testimony are three minutes per person and 20 minutes in total for public comments. Speakers are asked to give their name and affiliation so that an accurate record is in the minutes. Um, it looks like I have one, two, three cards here. Um, are there any speakers online as well? Okay, one. Still one. Okay. Uh, so we're going to start with the people in the room first. And first up is Courtney Jansen. Okay. Oops. I

026think you can hear me. Yes. Okay. Um Courtney Jansen, Sam ill parents with two kids and I have two things to talk about today if I can fit them into three minutes. Um the first one is the after school survey that went out. Trusty Watson covered much of what I was going to say. So thank you. You saved me some time. Um but I did want to share that I talked to some parents at San Miguel about the survey and several of them did did not fill it out. Um those reasons included that they thought that if they said yes, they would be obligated to pay. Um, others that they weren't sure if they could pull their kids out of KIA if they needed to be done at say 4:30 instead of 5:30 or 6.

027Um, others who didn't really understand the details of KISS. And I did try to explain to these parents, you know, here's what's going on. Please do go back and fill it out. And I think some of them did, but certainly not all of them. So, I don't know how many people replied. But my ask is that you do not use the survey results as the end all beall for making decisions about paid after school care. um you have a lot of school PTAs who run really good uh very volunteer intensive after school programs, please make appointments and meet with them. They can share a lot of information that is not going to be captured in surveys like that. Um and of course by sending the survey out over email, parents who don't necessarily use email

028or don't pay attention may have missed it. And so I appreciate the effort to start gathering feedback. That's amazing stuff, but I hope it's just the first one cycle. Uh the second thing I wanted to talk about um was related to what I was here a year ago talking about. I don't remember the comment and I didn't look it up, but basically related to Pride Month. So again, a couple trustees mentioned it. It is Pride Month. Um you all probably know that the city raised the pride flag. I think it was Monday morning. And I was listening to the council meeting last night and there was a member of the public who objected to flying the flag u making incorrect statements that I won't bother to repeat here. Um, it was a reminder of how

029important it is that we do raise the flag and council member Melinger did a great job of summarizing that and like not be as eloquent as he was so I won't be there but so I wanted to say thank you for raising the flag outside the district. Um, it's definitely the right thing. I appreciate that first step. Um, and I also hope you can continue to do more. Ironically, there was a conversation on Next Door. And I know Next Door has lots of problems, but issues were raised about experiences with students in our district who are experiencing bullying specifically for transgender, but also other LGBTQ things. So, I definitely appreciate the acknowledgement of the flag recognizing those students and their importance of diversity. Um, it is in line with our emphasis on the importance of

030diversity and inclusion. Um, you know, I can walk into my child's classroom, I see posters, we do activities about how our diversity and differences make us stronger. And so, I ask the board to continue to go through that, continue to find ways to actively support all of our students who are of the LGBT LGBTQ community um, and make sure that we are providing them safe environments at all of our schools. Thank you. Thank you. Next up, we have and after that will be Jesse Dra. Good evening uh board of trustees. Uh Dr. Galer um I was expecting Dr. Guriel Cross here but he's not attending I guess. So okay. My name is Gita Golagota. I'm a parent of a second grader at Alis Elementary School. I currently serve as Sanville school district board appointed representative

031to the community advisory committee CSC um for special education under Northwest Alba managed by the Santa Clara County of education. However, I'm here to speak in my personal capacity as a parent and a community member. Um I just want to bring a little bit of a context a background context so you understand what I'm trying to say. Previously our CAC2 which included Sunnyville Cutino and Tmont Union high school districts met monthly allowed for close collaboration with the district administrators. That CSC structure was dissolved at the end of last school year replaced by a much larger centralized northwest CLA CAC which now encompasses 20 school districts and meets only once in two months for an hour. This new format has significantly reduced our ability to address local concerns and foster authentic parent engagement. In response, many

032parents from across the SLPA submitted petitions to their local school boards requesting the creation of special ed special education advisory committees at individual district level. These committees while not mandated by the education code are an important avenue for ensuring the voices of families are heard and considered in local decision- making. In Sunway, we formally submitted our petition to the vote on the April 10th meeting and several of our parents spoke in strong support. Uh those comments are available on district's YouTube channel. Since then, my fellow board appointed CSA representatives Suchhata Dhar and I have met with Dr. Galer and Miss Linda Vanarik to explore options for deeper parent engagement. While we appreciate the district's current proposal to reconvene former CS members for parent education sessions, this format does not fulfill the original advisory function we

033requested. Therefore, we respectfully request the board of trustees to agendaize the discussion of creating a special education advisory committee for Sunnyville's Gold District. We hope this will allow the community, families, and district leadership to collaborate meaningfully and consistently on special education matters at a local level. Thank you for your time and continued commitment to serve all students and families in San Jesse. Hello everyone. My name is Jesse Direct. Okay. Um I have a a kid at Vargas and at Sunnyville Middle School for another week. Um the I'm talking today on my be my my own behalf. So I want to talk about something that's happening at Vargas Elementary. The city and Sunnyville School District have a long-standing arrangement with the where the field at Vargas becomes a city maintained park on non-school days and after

0344 p.m. on school days. This arrangement appears to be beneficial for both parties and for the community. However, I would like to raise awareness with you regarding a dangerous situation with this arrangement. Namely, that the park has become an unofficial off leash dog park. The use of this park has resulted in at least two forms of danger for the students and staff at Vargas. Danger from a small number of dogs and the dog poop. On April 3rd, our Vargas held a back- to-school night. According to our principal, there was an incident between an off leash dog and a student who attends special day classes at Vargas. These types of incidents are relatively rare but can be traumatic. The second danger, however, is far from rare. The field always has dog poop. This is a risk

035to our school staff who's often burdened with cleaning it up and to our students who are trying to use the field at their school and end up covered in it. To be honest, um these safety issues are serious and I ask that you take steps to mitigate the danger for our community. Um, the city has attempted to reduce off leash behavior by occasionally cighting people, but honestly, this is never going to work. It's the only place that is a large field with an fenced in area. If I had a dog, I would be there, too. And I would just picture the citations as a cost of admission. So, what I'm suggesting is that the district talk to the city to try to make an impermanent dog park out of portion of the Vargas field. The

036field is so large that the school cannot safely monitor all of it for kids play anyway. So it would not harm the students to have them and in fact would make it a far safer situation for everyone. In addition, it'd be a great revenue generating source for this school which is something I know you are all interested in for the budget later on today. So I highly suggest talk I've already raised this with the city. I highly suggest that someone reach out and talk to them. I'm happy to discuss my thoughts on this more with anyone who can will listen to me. Um, thank you on that. And since I have 30 seconds, I just want to say um the annual updates document that went out this year to parents was incredibly confusing and very

037hard to fill out. The first thing that comes up is registering for a student. And so it's very easy to fill out the entire registration for your student instead of just the update. I did it. It stinks. I found out all the documents. I didn't know it was wrong. It was very stressful and I can only imagine it was stressful for a lot of other parents, too. Thank you. Um, we have our one online caller. Um, please state your name and affiliation. Kylen Le. Okay, we know who that is. Excellent. Our former trustee Lei and now council member Lei. Um, go ahead. You have three minutes. Hi, thanks so much for taking the uh for taking my comment. Um my name is Eileen Bla Sunnyville City Council speaking on my own behalf. A lot of

038what I planned to say was already um talked about tonight. I want to uh thank the school district for raising the pride pride flag and drawing attention to how uh similarly at city hall that was an event that was well attended and celebrated last week. Um, as we all know with the uh current political climate, this is an important time to be supporting our LGBT students. Even though June is a very short month um academic year, um there are families within the district who may push back on this, who may question whether or why we have business flying the pride flag. And the reason as always is to protect and to celebrate our students who who feel an affiliation with that flag, who need to feel that they are supported in these times when you

039have to scroll something like three pages to get to Target's pride action when corporate pride is disappearing, when things aren't profitable anymore. I think it's beholden upon us as government institutions, as educational institutions to say that we do this not because it is right or it not because it is popular but it is right. Um similarly I wanted to um piggyback on Gita Golakata's uh comments about forming a district special ed advisory committee. I think that's a fantastic idea and it was something that was discussed while I was on the board. Um, we talked about having a specific board representative to this community uh to this committee that would be assigned during the um general committee assignments and I look forward to seeing that agenda and discussed in the future. Thank you so much. Thank

040you. Okay, we are on to item 11, consent agenda items. Anyone any item on the consent agenda is subject to review and discussion prior to being approved by the board. If necessary, any items may be removed for separate action. The public may address the board regarding any items on the consent agenda. Is there any member of the public present or online who wishes to make a comment on the consent agenda or pull an item from consent to comment on it and to have separate consideration for a vote? If you're online, please use the raised hand feature now. If you're in person, we need a public speaking card. Do we have any speakers online? Okay. Um board, would anyone like to pull an item for separate consideration and vote? Uh yeah, I'd like to pull 11

041C and 11 H. So that's 11 C, which is approval of general contractor agreements. Yes. And 11H, purchase orders and warrants. Um do you want to make a motion for um approving the others? Okay. I move to approve the consent agenda items A, B, D, E, F, and G. We have a second. I'll second. Michelle seconds. Um, okay. Um, all those in favor, please say I. I. I. Chair votes I. And those those items pass. Um, do we need a motion for the second one? She's pulled in. We just get to talk a little bit about it. Uh, I think our processes always make a motion to make a motion. Okay. So, great. So, can we for the purposes of discussion? Can we make a motion to approve items 11 C and 11 H? Well,

042I think they need to each be handled one at a time. Can't do them together, right? Okay. Uh, can I get a motion to approve item 11 C, which is the approval of general contractor agreements for the purposes of discussion? I so move. Okay. Do we have a second? I thanks. Okay, Peggy, go ahead. Okay. So, um I wanted to pull this item because I want to point out that there's a few there's many money many contracts in here and um while we're being so conscious and aware of how we're spending our money and making sure that we are accountable, um there are a couple that I did get like written responses about, but um the one specific or no, there are two that I was um kind of more curious about. Um the first

043one was the um Tracy Benson Consulting and that is um a person Dr. Crystal Harden Lindsay comes to work with the district um to work with the administrators and I've heard very very positive things about her and her contributions. um but I don't know what the outcomes are and I'm wondering if um we could learn more about those services and about and have a like a evaluation process for principles to support them and to support the community. Um that's something I've asked about for a couple years just as a member of the public and um something that I think would be really important. Yeah. So um the Dr. Benson's uh contract um since 2023 22 23 something like a few years. Um so this it's evolved into a principal coaching um cycle where someone working

044one-on-one with principles and um leadership team right and um it is a large contract. So I think initially we were given like a scope of like what it was but because we have new board members maybe they weren't aware of or they're not as aware of what some of these larger contracts are. Um, I think that, you know, since Reed was on the board, like that was a whole idea of like having support for the principal. It's a big job. They have all the kids, they have all the families, they have the whole staff, and then they have their district work. So, we want to support them and and help them grow. Um, I think the for me, uh, you know, continuing to talk about whether this is like an in-house position or, um, you

045know, through this particular provider, I like I wouldn't want to take anything away without anything else in place. We're having a new superintendent come in. Um, I feel like, you know, probably the first several months we maybe the first year I'll be evaluating like what's going on and getting feedback about like what what things are going. So, how things are going. Um, as far as like the report out on how it's going, I think that's something that like maybe we just discussed when we're talking about um development of procedures around that or well maybe they can find because we did I can't couldn't tell you if it was three months ago or nine months ago, but we've gotten some good updates on that over the last couple years. Maybe there's a way to find that

046stuff to send to Peggy to kind of give her that information that we had. Or maybe it's an annual thing because I think the board used when we were getting into this, the board was doing a lot of anti-racist work and equity work like ourselves, right? And we were very involved and we had consultants come in and work with us on it as well. And so maybe now that it's off to the teams um my question for it was um you know where's the when is the whole district getting it right because if it's like moving down we had talked about like a progression right where it starts starts the leadership teams and then it goes to the principles and stuff and like I know the class some of the classrooms uh teachers have had

047different kinds of equity training from different people because as as I understand that you say that it's coaching but It's also it's mostly coaching related with anti-racism and equity. It's not That's right. general coaching, right? So is but then it's only for administrators and we always are asking how the teachers have everybody else the bottom tier how much time and investment. So I mean for me I would be interested in approving the contract because it's a not to exceed amount. It's not like we're writing a check for this amount. It's it's being used this year and then give I would like to give the superintendent the space to evaluate that and then to really talk about like how we're supporting people. I mean I would we can we can provide at a later date a

048little bit more detail into exactly what's involved because it's from the discussion that you have a general idea but not exactly. So, I think that would be helpful. And there's different efforts going on, right? There's different consultants we use for different things. So, yeah, I'd like to see the impact on our our schools, like what should we be seeing as a result of this training and consulting. Um, and yes, absolutely. I I believe that we should discuss all this with the new superintendent as well. Um, but that's just something I want to bring attention to because I think these um transparency around evaluations is important for everybody. Well, so you're saying you want you're thinking of like a baseline expectation. So if we've had like the all the principles are getting like their individual equity

049journeys, right? Are getting they're getting work they're working oneonone with somebody, but you're saying you're you're interested in the outcomes for this the students and the school culture. Yes. Okay. Um, so are there further questions or thoughts on that? Or are you comfortable approving the contract for the year? Okay. Um, so all those in favor of approving 11C, please vote. I I chair votes I and the measure passes. Okay. Uh, the next one is 11H, purchase orders and warrants. Do we have a motion to approve for purposes of discussion? I move we approve 11H. Oh, sorry. Love. What's it called? 11 H7. Number seven. The contract or just the 11H. We just did the contracts. So, now we're on to H. No, we didn't. We just did the one for that one. See, are we

050We're voting on each of those. C was all the contracts. C was all We just voted on. We voted on all the Yes. Oh, okay. We voted. Yes, we did that. And then we also did the the separate one that was sold and now we're about to do another one that was sold. 11. Yeah. 11h. Okay. Is that my motion? Yeah. Do we have a second? I Isabelle seconds. Um, okay. Uh, discussion. Go ahead. Um, we're asked to approve $2.3 million worth of purchase orders and warrants. And I think it came as a surprise and I know that is in ed code and isn't in the in board policy. Um but reading through all of them got me thinking about equity as well. So um I didn't feel comfortable having to 2020 20 this much

051money. I didn't have feel comfortable having this much money on a consent agenda. That is all I wanted to say. Do you So the question is would you want to have a discussion of it if it's a large dollar amount because I think the bigger the bigger ticket items I believe were contracts for oops one I think the bigger ones were um reimbursements to general contractors for our buildings. Yep. Those are the big ones. Um and those normally are handled by the bond also by the bond committee. So there the yeah the citizens bond oversight committee is typically looking at those as well. Okay. Um, but do you have any in particular that you were like saying, "Oh, we want to Um, actually we I got a lot of answers in the ones that I

052submitted and they were fine, but I just wanted to point out how big of how much money we're being asked to approve and I didn't find it appropriate for consent. The last one that we approved was um in March and that one was for 10 million." And so I have a question. We need to sell 80 $80 million for the new building. You want them every time we pay the those 80 million like 10 million come here and make a presentation of each because this is a lot of pieces for facilities. Yeah. No, I saw the facilities ones. Those aren't the ones that I had questions about. You want to give us a example of the packet just so we can understand better? Um. Yes. Okay. I mean or or you can send it to

053us later. Okay. The board wants to go through it. No, I just I I just wanted I just want to understand because um she has a question about it and she's she I didn't understand this process and I already did my masters in government finance thing and they didn't talk about this warrants and purchase orders, right? So I'm like I just wanted to know about it totally makes sense. It's a big number and it's it's routine but like wow a lot of money routine that totally makes sense. So I almost wonder yeah I almost wonder if like right that this is like you like sit with Mike and probably Arthur gets brought in to kind of talk through this process right and then so from my perspective doing this for however many years right is

054that like yes they're big numbers like it's just a routine thing that we are doing and essentially right like to go into details feels very nitpicky like if we don't trust if we don't trust the process then we should I mean to be totally blank then we honest then we should have a new CBO, right? So, I'm not calling you out because you're new in the space, right? But I'm just saying like generally, right? And I think the reason it's here and like consent, it's because it is just a routine. We just approve it, but it is out in the public, right? So, it is out there. So right generally not our distributors generally people are less likely to be fraudulent and do things knowing that every whatever we do like every three months every

055two months or every month I don't know but however often happens across the country at least across the state and every city and every school district right it's public information but it's not necessarily spaces that we need to go in detail I wanted to add one point of clarification because I do understand the amount and the money and I that it will be helpful to process. Um, it's larger because at this time of the year, usually in our last two to three meetings of of board meetings over the year, we bring a lot of contracts for the entire year of next school year. We bring them in at this time so that when August comes or really July, programs get started immediately. So, the contracts that support those programs throughout the school year have been

056approved for the year. Some of the bigger ones that are in there are related to transportation and specializ she's talking she's talking about the warrants now not the contract. Oh but within those there were like there's like three different transportation like warrants right as well as like for translation. So that I I was curious about that why there's that duplication and just the big amount. So maybe next time it comes to consent I'll be more comfortable with just going there. Well and like you know 250 this is the time $250,000 to the state architect you know $400,000 to a school to a special like so like they're all connected to each other so they're kind of connected to the other ones but um and I Yeah. Okay. Are you feeling that okay? Okay. So, um,

057all those in favor of passing, uh, item 11H, uh, please say I. I. I. Chair votes I. And, um, the motion passes. Okay. Um, we have a presentation, uh, number 12A, the annual report on the community bond oversight committee with Mr. Doug and director of facilities. Sorry, facilities, Mr. Granford. Yes. So, real quick, um, before we get going on the annual CVOC report to the board, um, which we are going to be doing for the requirement by the measure GG bylaws, I wanted to acknowledge Doug Coons, who's our chair of the CVOC. This will be his last annual presentation for the CVOC. If any circumstances change in the future, we would love to have you back. But, but the board, myself, everybody on the CVC wanted to present you with just a thank you card

058for all the time and effort you put in. and um I've really enjoyed working with you. So, thank you. Oh, shucks. So, good evening members of the board and Dr. Gallagher. My name is Doug Couns and I am the chair for the time being of the Sunnyville School District's Community Bond Oversight Committee. Uh this report uh serves as our annual summary and provides an overview of the committee's activities during the 2024 to 2025 school year. The Community Bond Oversight Committee or CBOC is proud to continue its essential role in ensuring transparency, oversight, and accountability in the use of local taxpayer funds for school facility improvements. This year, we have remained actively engaged in reviewing key projects, financial reports, and planning efforts related to measures GG and BB. Over the course of the year, the CBOC

059will have convened four times, which includes our upcoming meeting on June 6th. These meetings offered valuable opportunities to review project progress, discuss future priorities, and ensure that expenditures align with voter approved bond language. In August 2024, the committee held a site meeting at Ellis Elementary School to review the completed campus modernization project. This visit allowed members to see firsthand the transformation of the campus and the positive impact these investments have had on the educational environment. The committee also met twice in at Sunnyville Middle School and our meeting coming up uh Friday is also Sunnyville Middle School to tour and review the two-story classroom building project. These buildings provided in-depth, sorry, these meetings provided in-depth insight into the planning and execution of one of the district's most significant ongoing capital projects. Throughout the year, we reviewed

060both quarterly and annual financial reports for measures GG and BB. The project list contained, among other things, uh the Cumberland HVAC and maintenance project, the Cherry Chase canopy replacement, and the Sunnyville Middle School modernization. Of course, we appreciated the comprehensive updates from district staff and valued the opportunity to learn about Sunnyville School District's vision for the future allocation of remaining measure GG funds across other campuses. These plans demonstrate a commitment to strategic student student centered improvements. The specific financials for this year were a beginning fund balance of 10,445,81.36 for measure GG with a projected ending fund balance of $18,725,02483. The positive increase in our ending fund balance was from the final sale of measure GG in the amount of $39,732,000 that occurred in August of 2024. For measure BB, our beginning balance was $561.75 with

061a projected budget of $1,19,531. These funds are spent each year on teacher salaries. The committee is pleased to report that we are satisfied with the information provided and the responsiveness of district staff throughout the year. We've enjoyed learning more about how Measure G bond funds and Measure BB parcel tax revenues are being utilized to support critical facility needs and educational priorities. Tonight also does mark my final meeting as member and chair of the community bond oversight committee. Serving in this role has been a privilege. I've deeply appreciated the opportunity to work alongside dedicated community members and committed district staff who care so much about our students, our schools, and the responsible stewardship of public funds. Being part of this oversight team has been a rewarding and inspiring experience, and I leave with great confidence in

062the continued work of the committee and the Sunnyale School District. The committee's district contacts continue to be Arthur Cuffy, our chief business officer, and Brad Burns, director of facilities and operations. I'd like to extend our heartfelt thanks to Jeannie Men and Liz Jaguya for their ongoing support and help in preparing materials and coordinating our meetings and ordering our lunches. In closing, the committee affirms that in accordance with the requirements of article 13A, section 1D3 of the California Constitution, the committee confirms that to the best of its knowledge based on the reports provided by the district, bond proceeds have been expended only for the purposes set forth in the applicable bond measure and that no funds have been used for teacher or administrative salaries or other school operating expenses. Thank you for your time and for

063the continued opportunity to serve our community. Thank you. Um, it's time for Don't leave yet because it's time for public comment. If there's any member of the public who wishes to speak on this item, I don't have any blue cards, so please use the raised hand feature on Zoom. Okay. Any Okay, see none. Uh well, you know, I would just like to thank you so much for your all your work and your years of service in the district. Um I really appreciate your chairmanship and for all the careful attention and all your preparation for the citizens bond oversight committee. Um board members can go down the line if you have any uh questions or comments. Um thank you for the very thorough report. Um, I'm always so inspired by your participation and your commitment to

064our community and I appreciate that you've chosen to spend your time here with us for our children. Um, and looking looking forward to um other opportunities to work alongside you. Yeah. So yeah, thank you for all the years that you have given to the B committee and to also be part of all these volunteering for the district and things for the district over the years. You will be missed and we hope to see you in other committees or in other in other ways able to move back. Yeah, feel free to move back to Sunnyville School District. So anyway, um see what I can do. Yeah. Uh we do have two posi positions open on the committee. One open now member at large and then one would be uh I got back in packet review. One

065would be for a specific role for someone with a student in um in our school district. And we're going to talk about No, I just I somehow it struck me there was a question about um you know representing the different um trustee areas and I hadn't thought about it that way before but that is like that would be like a really great role of the board like if you know people in your trustee area who might be interested in this to help us recruit for it. I think some of the barriers is sometimes people feel like um it's going to be too complicated of a topic or it's going to be too, you know, I mean, it's it's meetings in the middle of the day. Um they're typically in person. Um but other than that,

066um you know, we want to cast a wide net. So, I think that's a great opportunity for trustee. Yeah. So, we need representatives. Well, not legally need, but it would be nice to have representatives from your city now. Um some some more. So, I think that's great. And the questions you get to have answered are things like why did why did school doors and school classrooms cost so much things like that. Um but yeah so thank you again for all your work and and all your chairmanship. So thanks my pleasure. It's been interesting work and happy to do it. Thank you. [Applause] Okay we are on to item 13 review and action. 13A is the approval of the bishop arts focus Dr. Tasha Dean chief teaching and learning officer. Okay. Now if I can see

067you that'll be good. Before we get started um I'm going to proceed um Tara who is the uh principal at Bishop Elementary School. Um as a part of this um request for a review and action of the bishop arts um program, one of the things that the board had wanted more clarification on is how would this um impact Prop 28 funding and programming throughout the district. And so the current slides um that I'm going to go through is just an opportunity for us to kind of lay the foundation of what current um programming looks like and what we're going to be um looking to propose for next school year and then um also what we're currently doing just so we have clarity around uh what those funds are and what they've actually um been utilized

068for. So um the first slide here talks about our current programming. that programming has involved and included our preschool um through third grade programming with starting arts. Um that was an um increase of services because we um extended to our preschool and then of course we have significantly more TK uh students in our program. So that was um kind of what starting ours has been providing this current school year. That service has included um a six-week rotation. That rotation has included um either movement, music, theater or visual arts. Um that has had a little bit varied schedule at some of our sites and that is noted there on the slide. And so most of the rotations have been 8 weeks. Um but there were um a couple of sites and situations where six weeks were

069required. In addition to that, the lessons are typically about 30 minutes long. at our fourth and fifth grade level. Um the these services were provided by our um credential teachers that we hired this year. Uh currently those teachers have been music and drama. And so they have had a schedule that has spanned the entire school year um across um district serving our fourth and fifth grade students. And then at the middle school we added an additional teacher there um in drama. And by doing so, that was that allowed us to add additional sections of um electives in that particular discipline area. And so we added to existing music and visual arts classes at the middle school level. As we look to next school year, uh we have taken in information through our LCAP process and

070then also through um a few sessions on Prop 28 specifically, including um um a collaboration um opportunity where we discuss these items with the um Sunil um education foundation. And so as a part of that input, as a part of the teachers who actually have been a part of the programming this year, um we are proposing as we look to next year and um working to solidify what the program will actually be. We will continue working with our starting hearts program. They will continue to serve our preschool through 2 grade programs. Um there will be one exception to that just based upon the number of sections that are needed. um third grade at Cherry Chase and Cumberland at this time will also be served by the starting arts program at this time. There were some

071questions with regards to our shift from six and 8week program to 12 weeks. That um request came specifically from our school sites from our some of our families and also in particular from our teachers who are running the programs. they found that we are not able to go as deep as we need to around some of the programming and provide more exposure to students. Also, um by going to the 12 week, it would afford more opportunities for informances um at during the school day um for students and then potentially some evening opportunities at the end of each of the semester programs. These programs um last 24 weeks and they will continue to be 30 minutes long. In addition to that, at the third, fourth, and fifth grade level, we would be adding third grade in

072by shifting to the music, allowing us to increase collaboration with teachers, strengthen our program, increase our alignment in our conversations with um starting arts. One of the things that teachers have shared and um starting arts as well is how can we um strengthen our work collaboration together. So they are designing their instruction meaning starting arts so that they lay the general music types of concepts and movement and all of that for our younger groups also um given attention span developmental needs etc. And then that would prepare students who are moving into third, fourth, and fifth grade to go deeper and wider with the optimum goal of transitioning students to middle school programs with hopefully um fueling those programs with students who have more interest and more skills moving into the middle school level. And then

073um finally um with our middle school programming um we will um have a drama music teacher. And at this time the goal um with the middle school programs is that the teacher would serve as choir for uh Sunnyville Middle School because they have some theater programming and then for Columbia Middle School uh we that would extend to the drama program. The last slide um one more please. Thanks. The last slide at this time is the proposed starting arts program that they're looking at for us to give you a sense of what would be offered at the uh it says TK but u because that's kind of u this programming specifically at the preschool level. Um it's a little bit different. It's still around creative movement but at that developmental level. And then um that would

074extend through third grade. And so at this time that will be uh what the offerings are um for starting arts. I want to reiterate that um as um chair comes um to provide the additional insight and points around the district program that is um coming forth for your consideration and approval tonight. That that is completely separate from our Prop 28 program including the programming as well as the funding that goes with that programming. And I just wanted to be sure you had that um clarity about what's happening. So as you listen to um details with regards to the district programming um we have that clarity as we make decisions and considerations this evening. And with that I'll turn it over to you. Thank you. Good evening. It feels like I was just here not too

075long ago, but uh good evening board, superintendent, executive cabinet. It's a privilege again to be here to continue the conversation around Bishop's uh proposed school focus. So, just to briefly summarize, I was back here in April proposing that Bishop transition to an arts focused school with an emphasis on drama and music. Our ultimate goal is to integrate core content areas with drama standards to create a dynamic and engaging learning experience for all students that impact student achievement. Uh so during our last presentation, there were some questions regarding curriculum and scheduling. I know in your board packet you should have received a draft schedule uh along with some curriculum information. So, I didn't know if there's any questions related to that that I can answer um this evening. Um do you have other information than that

076or because because what we'll do is we'll probably I don't know if we have any clarifying questions, but we're not um do we want to project the um could we project on the um board the schedule document the June board meeting or the schedule? Um, are you referring to the one pager or are you uh the new one pager that we Well, it's actually three pages. Yeah. Or like do you want to go through any of it or we can absolutely go through? They're asking to project the attachment, right? Yeah. Yeah. So, we can start with the curriculum piece. Um so uh you know we've been doing some research around the curriculum and at this time um the California state does not have any um adopted a curriculum for drama. So we do have some

077limited resources that we're still continuing uh to work on finding outside of California. Um but we're working closely with our our hope to new teacher be our teacher um so that we can create a scope in sequence more or less also that's going to meet the needs of our students related to the core content that is being taught in the classroom. We would really want to create an integration. Uh we don't want like standalone. Um we know that every minute counts in um within the school day and we're limited on time. So we want to make sure that uh we're able to have a cohesive program. Uh so that those are things that we are still currently um utilizing. Um some of the other pieces utilizing the the BAPA standards. So visual arts and performing

078arts standards um along with again each grade level um content standards with the hope of or the purpose of integration. Um the other piece that we want to move forward with is uh the intervention piece. We want to make again maximizing every minute in the day. So with this model, we would have like uh Tasha was uh saying earlier, this is being layered on to what we're going to be offered as a district. And so we will not only have the drama piece, but we would have a music piece as well. And so which offers um two credential teachers um um students would be able to receive not just drama but they would also receive music. So that provides two different time slots where students would be with a credential teacher therefore allowing them to

079go into another classroom to actually support students that would need additional support um targeted support and so yeah so clarifying question. So the way I was reading it in the here is that the start they the bishop students will have starting arts just like everybody else in the um TK through second grade and then um and they and then they this TK through second grade will also have access to the new drama teacher. That is correct. Ed Bishop. That is correct. And then at Bishop, the third through fifth graders will have um their drama teacher and then they will also have music. So they will get a double dose of the arts. Yes. Would you look at the other schedule from the PowerPoint, please? I think that will help with the visual and then referring

080to that. So the TK through second because we're using starting art still is not necessarily a credential teacher. So the intervention piece would only apply to the third through fifth grade um teachers. The previous one, I'm sorry, that one. Yes. So you you kind of get a sense of what that looks and feels like. Um this is just a draft with a music schedule um integrated. You'll see what that looks like and kind of where they're flowing and how they're flowing from school to school, but you'll see where Bishop is um targeted on that schedule. If you go to the other schedule, Mr. around. And that kind of gives you a sense of what it feels like specifically um at Bishop as a school. This one's drama. Correct. So then there's another schedule that would

081have like if we looked at it, it would have drama and it would have like Bishop's schedule and it would have like drama and music on it. Yes. And that one was in the packet. I think it's the third I have a copy of it that I would like to have. It's the third um um it's the third page in your document where it talks about the third grade music on Tuesdays and Thursday is drama, right? But I mean just for the whole school like how that works. I was thinking that's a lot of hours for somebody. So the the music just clarifying question is um so the music sessions are 30 minutes and drama is 40. That is correct. And the intervention would happen during drama and music. I see. Yeah. I said twice

082a week um the the teacher would be able to push in. Third through fifth grade teachers um would push into other classrooms to after November. After November, correct? Yeah. We want to give them some time in the classroom with the drama and music teacher to be because again we the goal is to have integration and we want to make sure that there's cohesion and so um giving that time to uh embrace and get to understand the elements are really important. So, and this is not only for 24 weeks, isn't it? It's for the whole year. And so, it's twice as much because is not just the 30 minutes that everybody else is getting, but it's 30 minutes plus 40 minutes a week. But the starting arts is on the same schedule as everyone else. So,

083that is correct. It's the third through fifth grade who actually get the longer day. I mean, the longer year. That is correct. because third through fifth grade get 36 weeks or 30 however many weeks instead of 24. Okay. Any other clarifying questions? Yeah. So in these scenarios we have um no visual arts at all present at any other schools. Is that correct? Like at Bishop or the other schools? Not as a part of the dedicated Prop 28 program. And I'm clarifying that because there is visual and other type arts happening across the district at different times in different classrooms. And as a part of the Prop 28 specific funding, we're looking at that programming being um possible program we can offer after school, but not during the school date at this time based upon the

084feedback of our teachers and some of our family and community members. Okay. So before I'm sure the board has some questions. We have a couple any more clarifying questions questions. Okay. So um we're going to move to public comment if that's okay. I mean really do you have any more clar thing? Okay, just checking. Um so u thank you um Miss Lebron. Thank you Dr. Dean. Uh we're going to go to public comments. So I have uh one two cards here for this item. Um if there's any member of the public, there's so far three online. Uh if there's any member of the public online who also wishes to speak on this item, please use the raised hand feature now. Um you have until I finish reading this section to raise your hand. Um so

085basically so far we have cards here. We'll have people online. Uh we'll have 20 minutes total for public comment for uh three minutes each. How many? Okay, so it looks like I'm seeing 10. Is that five? Okay, just checking. Two people have their hands up. Okay, five people. So, we're gonna um we're going to call it at that f those five people. We're going to go with the people who are present in the room first. Um and the first person I have is Miss Courtney Jensen. Um okay. I need to grow two feet or something. All right. Um, Courtney Jansen, still San Miguel, parent with two kids, a kindergartener and a second grader. Um, first, really quickly, in the Bishop's Art Focus Proposal PDF, the links at the bottom in the resources, I think the

086permissions need to be updated because when we try to open them as members of the public, we can't. So, um, if that's can fix that, that'd be great. Um, I guess my first comment on this, my brain is not very organized. Um, so I think it was Dr. Dean who mentioned tonight that um, the Bishop program is completely separate from the Prop 28 funding, which makes sense, but I think if that's the case, I'm a little confused on why the Prop 28 programming was included as a subset of the Bishop um, arts focus. In fact, I almost missed this as I was looking through the agenda because I was trying to do it really quickly. Um, so my request would be that if there are situations where there are either districtwide uh changes or changes

087that affect more than one school, if you could give those own separate island agenda items going forward, that'll make it easier for parents to be able to catch them. Um, I also have what are hopefully just dumb questions, but um, on slide two, it says that there will be moving to two 12week rotations, but then it lists movement, music, and theater, which is three things. and I don't understand how we're going to take three programs, movement, music, theater, and fit them into two 12-week rotations. So, if it's possible to clarify that, I would really appreciate it. Um, same slide, it talks about how Starting Arts is designing an after school drama and theater program for us to consider. Is that the same as the existing musicals and plays that um are funded by our schools

088largely either through Seth or PTAs or whatever, or is that different? And either way, is that going to be for all kids in grades 3, four, and five who want to participate? Is there a cap on the number of people or number of students? How will you be selecting students to participate in these are all questions that I really appreciate the clarification on. And finally, I'm concerned about the move away from visual arts. It's a little hard to tell here, and I heard in the comments earlier that there are actual visual arts programs happening across the district that are not Prop 28 funded. Um, I don't have a clear picture of what this is because it just would be nice to have all of that information in one spot so we can see like, hey,

089maybe there's not Prop 28 visual arts programs, but there's these all these other are things that our kids are going to get. So, I don't know that and I'm very confused on there, but visual arts is incredibly important for kids. And I think the fact that that has been taken off of this part again pending what may be happening with other funding is very concerning. You know, art is very therapeutic, even if it's not formally done therapeutic for kids. And as a parent, I'm really surprised to see this and very concerned about how am I going to get my kids visual arts supplements next year. Um, and I have the resources to do that, but there are lots of kids in our district who don't and how are we going to make sure that they

090don't lose this essential part, um, of their academic and enrichment career. So, uh, thank you for your time and thank you for presenting this. Thank you. Um, next up is M. Michelle Eugene. Okay, I also have a card. Yeah. She said there was three. There's one. No, I have one for 14 C. I don't have one for Okay. I don't have one for It's very long agenda. A lot of numbers. My The clock hasn't started yet. Okay. All right. Jesse's got three minutes. Get it in. Okay. Uh, hello. My name is Michelle Eugenie and I am I'm sorry. It is It is here, but it's listed. I have um multiple items on here. Yes, sorry. Thank you. Missed that. My fault. Go ahead. Previewing a future agenda item by the way that I do have

091comment card on as well. Okay. Uh Michelle Eugenie parent uh currently at uh SMS and um so I'm not wearing my Seth hat at the moment. Um, I have a personal affinity to Bishop in that auditorium that I I tell people all the time being crying from side stage because I was relegated to closing the curtains during a summer program that the Sunnyville School District used to do long ago with the city of Sunnyale to get um all kinds of cool programming into uh kids lives and we used that bishop stage and and it was really a a fantastic experience for me as a kid. I never had the opportunity to do plays. Um, we did have chorus in Sunnyville School District back in the day. We had instrumental music for anybody who wanted it

092starting in third grade, too. Um, but I digress. That's a long time ago, and I understand times have changed, but children and their needs really have not. And every child deserves to have really fun, fabulous, enriching artsbased experiences, not at the whim or the desire or the comfort of their classroom teacher who may or may not be doing visual arts. And I think that's what we find the majority of the visual arts material unless it is a heavily PTA parent uh at the more engaged school communities is offering. Um and so every child deserves this. Um, I want to applaud that everything I have heard Miss Lebrono present previously and tonight sounds fabulous and I am 100% behind her in pursuing all of those things. It's you all and and everybody else that I'm reminded

093of that Goldie Han movie where she goes to speak before Congress. I'm going to be watching you like a hawk because the devil is in the details. I want this program to succeed. I want it to be meaningful for our students and I want for this to have the support emotional, physical, logistical, financial that it needs in order to be meaningful to these students. Otherwise, that schedule for a first grader, wow, that's a lot going on in their week. I mean, I know there's specials and all that. There's all kinds of things, but we got music this day, but it's not that music. It's a different music. and then we have music with this teacher and then we have drama with this teacher and theater with this teacher. I'm sorry, what? It's confusing. And so

094there's going to be a lot of lessons learned and I anticipate it's going to evolve. I want it to evolve well. I want it to evolve with intention. I want it the program to exist and be supported with integrity. I want a really good quality performing arts school here at Bishop, not as a well, isn't that nice? We gave it a label, which too many programs in our district have gotten in the past. Thank you very much. Thank you, Miss Jesse Derky. Thank you. I also see that you're on for 14B as well. I am talking tonight. Sorry, Courtney. Um, hi, I'm Jesse Dorky. I'm a parent of two kids. Want to send them anyway. Okay. So, um, I wanted to also reiterate what Courtney mentioned about the packets. I appreciate Dr. that you said

095that the Prop 28 slides were in reference to a question asked by the board. However, I want to mention that this is something that is incredibly of interest to parents throughout the community. In fact, Seth hosted a wonderful roundt with the district about these programs. So to have these slides in as a subset of the bishop thing focus area feels really hurtful to some of the parents that participated in that because it feels hidden. We didn't couldn't see it. The only reason I knew about it is someone flagged it for me. So, I just want everyone to make sure that as much as you want to be responsive absolutely to whatever questions there are to make sure that as the uh public is looking through these, we also still know what's going on and it

096doesn't feel like something that was hidden from us for whatever reason. Um, the other thing I wanted to say is I also love the idea of Bishop having a focus that is such a powerful, important, hopefully wellsupported, hopefully financially supported program. I want to say that these focuses are very hit and miss throughout the district and it would be really nice to make sure that it's not just whatever school of the day is getting their focus focused on. We have all of these schools that have this and we really need to pay attention and make sure that they're all supported. I know Vargas' has had very in a minute sport. It hasn't had this kind of program. I watch this presentation and I'm like, I want that. I'm fine. I'll take that. You know, like

097just something that can help our kids um get the same kind of focus and attention that they deserve. Thank you so much. Thank you. Okay, we're going to move to the online speakers. Um go ahead. First, we have Alex Calder, followed by Veronica's eye. Hello. Can you hear me? Yes. Okay. So, uh, my name's Alex Golder. My daughter's a first grader in the Huntos program at San Miguel. I am yet another person who's going to pile on the Prop 28 questions. And it's just pretty simply uh upon reviewing the Prop 28 programming um I observed that the visual arts did not appear to be part of the curriculum for the upcoming school year despite being included in this year's offering. And I would appreciate some insight into the reasoning behind this decision and perhaps to

098learn about the outreach efforts made to gather feedback from both parents and teachers before tonight's presentation. Um, and I don't need to speak past that. Uh, I thank you for your attention on this matter. Um, I I I don't know if Prop 28 was tucked in this, even though it should have probably been a separate agenda item, but that probably leans back to communication. So, just communicate with us, guys, and please, you know, think about what we're saying. We do appreciate you. Um, we'd like you to appreciate us. Thank you kindly. I receive There it is. Thank you. Uh, next up is Veronica's iPhone, followed by Kristen Kuramoto. Hi, my name is Veronica Brand. I am also a parent at San Miguel. I have two kids, a fifth grader and a second grader in the

099Hood Coast program. Um, I too am echoing the comments about Prop 28. Um, and asking I'm excited to see that kids will be doing more in-depth stuff, especially related to music that will build on each other throughout the year. Um, also curious what happens to visual arts um, during the thing. Uh, I just wanted to share that it's um, important to me and my my children. I can see that my daughter at some point got it in her head. She's a second grader that she can't draw. She just likes to color. And I am fortunate that we do have an after school program that I was able to get my daughter into at San Miguel and where she's been doing visual arts um, for eight weeks. And I can see how much that's changed her

100to just have that that practice, that encouragement from an art teacher. Um the idea that everyone can draw or um everyone is an artist and you can share your perspective in many different ways. And so I think that is critically important because um my son main back in kindergarten um when he was in kindergarten uh the other kid said, "Oh, your drawing looks like scribble scrabble." And from then on he said, "I can't draw. I don't like drawing. I don't want to draw." So wondering, yeah, what is what are you going to do to make sure that students still have um access to visual arts and how you're going to support teachers? Um I know that at our school uh there is a teacher who um gets funding from the PTA for extra art curriculum,

101um online art curriculum. So I see there is a need for teachers to have access to that and for um yeah, just more support in that way. and I'd love to hear more about how that support is going to happen throughout the schools. Thank you. Thank you. Next up is Kristen Kuramoto followed by Laura. Hello, this is Kristen Karimoto. Can you hear me? Yes. Yes. Thank you. Hi. Um I am a parent of three students in the district. One at SMS, two at Cherry Chase. Um, I happen to be the Cherry Chase PTA president, but I'm speaking tonight as an individual. Um, I also just wanted to comment on the Prop 28 items. Um, I want to point out that there are some errors on the first slide about the current programming. Um, Cherry Chase

102uh did not receive the visual arts rotation um this year. And as far as I know, there is no uh visual arts programming at the school. Um, if individual teachers choose to teach a lesson of some kind, um, I know that there are occasional one-off projects. Um, uh, but there's no, uh, I I wouldn't count two projects throughout the year as as visual arts instruction, per se. Um, and, uh, so yes, I would like to see more emphasis on visual arts instruction. Um, and I would uh also um like to see um as much or I would like to see more um I don't know if effort is the right word but um emphasis on uh curriculum and instructor support for the prop 28 teachers um as other other subjects get um I have uh

103heard uh through the grapevine I I don't know the accuracy, but just the fact that that this seems to be the the parent perception that um the uh the new teachers this year, of course the program's new, of course there's going to be kinks to work out, um but that they weren't given um much direction on how like what the district's expectations for the program were going to be. And so I um would like to see uh improvements in that area. Um I I do appreciate that we are um getting some kinds of arts instruction. Um uh and I I just would like to see um uh further improvements with that. And uh echoing the comments that this is a an area of concern among multiple parents within the school. And um uh I do

104hope that the district will consider having um uh this be its own agenda item in the future. Thank you. Next up is Laura. And lastly, Jesse Weintock. Laura, you can go ahead. Hi, thank you. Um, thank you for taking my comment tonight. My name is Lori Thomas. My son is a seventh grader at Columbia Middle School. I like the recommendation that Bishop Elementary would become a performing arts focused school. The fact they have an actual theater makes this a great good place. I have some questions. Will special education students have the same proposed access to the drama classes at Bishop? How, if anything, will classes change for special education students at Bishop? and at other SSD schools. With these proposed changes, Sunnyville School District Sunny'sville school district has schools of choice. Would Bishop now be

105a performing arts focused school where students outside the school boundary could lottery into the school? As the school feeds into Columbia Middle School, how will the district support that transition beyond having the proposed teacher that will offer drama as at CMS? For example, Hunto students from a school of choice for Spanish language immersion at Samagel Elementary continue learning Spanish at CMS. Is this something that would be done for students coming in from Bishop or is that not seen as the same? Do we have see supporting a performance arts school uh at Bishop also extends to supporting that at CMS? Is Is drama is a drama music teacher split between the two middle schools enough to support both programs especially at the performing arts school bishop students as they come into CMS. How do we see

106the program evolving over time? I also want to echo the comments about Prop 28. What will happen to the students that do not have visual arts to draw, paint, create at the early grades? How will we the district, you the district support our younger students in the coming years? I will email my comments tomorrow to the board and look forward to your answers. Thank you. Thank you. And finally, Jesse Wines. Go ahead, Mr. WA. Hey, can you hear me? Yes. Awesome. Thank you. So, uh, I am speaking tonight for myself, uh, as an individual who has worked in Sunnyville School District for the last eight years and with a particular, uh, lens as a site representative, an SEA site representative uh, for the last five years. Specifically, I would like to speak to the point

107uh, made by the speaker uh, at the podium earlier. Uh I believe she mentioned that the idea for the incoming uh drama teacher given the lack of state standards and really much curriculum it sounded like uh to uh to be working from uh I would like to just propose the consideration to the board and really everyone listening uh that for a you know in in in the spirit of sustainability of the program and and high quality education for the students. Um I would like the board and everyone listening to consider the possibility that not having a curriculum or standards to build from along with being expected to I believe I heard create a scope and sequence for the district or at least to collaborate on that effort. Uh that's a that's a couple jobs in

108and of itself. Um and so in terms of sustainability and helping having helped many teachers in the last 5 years navigate the struggles of this job having some consideration uh potentially anou or some additional kind of compensation for both of those jobs to both create curriculum and support a scope and sequence as maybe a department lead or uh someone doing an alternative evaluation project might engage with the district collaboratively of that nature. both of those or at least the department lead position is uh compensated for that extra work that goes into those extra responsibilities. So uh just this consideration uh again the sustainability of the position burnout is real coming from a teacher who helps people avoid that. Um just a consideration I'd like the board to consider. Thank you. Thank you. Okay. So, um,

109go ahead and why don't we start with, um, Peggy? Do you want to start? We have to make a motion. Oh, I'm so sorry. Because this is an approval item. Uh, we need to have a motion to approve in order to discuss. Um, or do we have a motion? I move to approve. I can hold up the number of 13A. Do you have a second? I'll second. Okay. Thank you, Michelle. Um, okay. Heidi, why don't we start with you? Um, okay. As we know, I'm a bishop parent, and so the idea of something extra for my kids that might help them learn is um super exciting. I want to know about um the intended impact of the program and how it will be measured. I'm curious about how we can do um culturally responsive programming

110that in response to our our special our specific community that is over 50% Hispanic. Um I'm also very curious about how this teacher will be supported in providing these classes. Um I was at the at the I want to say visit but at the induction program thing and one of the um one of the teachers who thought that she might be the one at Bishop was a new teacher and to imagine like a second year teacher here at Bishop and expected to pull that together. I don't know how that would be done. So those that's what I'm curious about. How can we do this? Well, so I think in packet review I I asked about culturally responsive teaching and um the response was we will continue to use our classroom communities as the base for

111being culturally responsive. Planning and collaboration days will be utilized to ensure we're appropriately meeting the needs of individual learners. Um, I also had my question was like not thinking about the classroom community as much as the cultural identity of Bishop kind of like developing and celebrating the the overall community, right? beyond like whoever may be in the classroom like yes the classroom community like you know I like dinosaurs and someone else well if I were Eileen I would say I like dinosaurs but I mean I did like anyway you know what I mean like you have your own interests in your in your area and you have your own things that you're relating to and you're going to celebrate that and make a classroom community but I think the cultural responsiveness we were talking I

112was talking about and what I think maybe you were talking about was the um the Spanish speaking community um you know that we've seen with like dance for folklorico and other things like how are we going to in addition to like crossing over the content standards how are we going to I mean this is a great opportunity for cultural exploration I'll speak to that um and I do want to clarify while California does not have approved curriculum we are looking to other states that actually do. And so we're looking at those curriculars um to decide which of them we will be utilizing based upon who we serve, who are we serving, is it culturally um aligned the way it needs to and the other elements that we look for just like we would look for

113if it was a California approved curriculum. So I want to clarify that. In addition to that, um, one of the reasons I want to go back to the beginning of the research that Bishop did with regards to the drama program, that was actually one of the reasons that it, um, why it kind of landed there because the drama has the capacity to embrace all the uniqueness that comes both in language, culture. Um, I heard some comments with regards to special needs. It affords an opportunity be able to do all of that. And um, working with the teacher, we are working with her. are working with the county as well as they do have a lead at the county for um um performing arts and so we're uh building that network. In addition to that, we

114have been in collaboration this past year more so around music but nonetheless in collaboration with the high school as well. So we there is a plan to kind of create a network and support the teacher who's doing that and have the work that we're doing meet standards, meet the intent of why we're doing the drama program at Bishop, but then in addition to that, let it be reflective of who we're serving basically. So there probably will be significantly more around um elements um of the Hispanic Spanish communities that are at Bishop. But the idea is to have students do more of that. And the um other benefit of that is both the music and the drama um actually levels the playing field a little bit more for some of our newcomers because a lot of

115the songs that they're learning and some of the productions and things that they would be doing would be something that actually all students are learning. So some of that learning curve that happens when students are doing some of the academic work and they're newcomers actually these particular areas actually level that playing field for them. So those are just some of the elements on how we see that happening. I do want to be very transparent. No, we don't know how to do this. Why? Because we have not done it. And we are looking to the experts, our teachers um and our consultants at the county and um neighboring schools and programs to help us develop our program. And that's why we don't want to promise too much too soon because we do want to do it

116right and we're starting slow so we can start slow and then go fast. So those are some of the ways by which we plan to do that. Did you have anything further you want to add right now? Does anyone else want to speak? Oh yeah. I wanted to to say that I'm very excited that we finally get into this. I think since I was running in 2020 for the first time I think I and I went to every school and I started knowing about every school. I even talked with with Ben and this was an idea that was floating around and and the mic and this idea of making it performing arts focus school has been has been going around for a long time and I've been very passionate about it and and I'm so

117happy that finally we are at this stage and we're going to start with this. I [Music] am well I it is a shy start I think but probably because of many circumstances and and and budgeting is that shy I was you know imagining some so many wonderful stuff and orchestas and choirs and theaters and costumes and you know all these amazing things start happening tomorrow but I suppose we have to start somewhere And I am I am expecting a lot. I am expecting that these kids win national awards in choir and go to Broadway and play and I mean minimum that. Okay. That's where we're putting the bar. So I I am expecting a lot and I hope that we deliver. Yeah, we'll get Evelyn or Michelle. Michelle. Um, so just kind of echoing a

118few people's and then following up on a couple of the questions from community. Um, one I I think I appreciated the comments about which I think were mindblowing, but just that sustainability. I think Tasha's that right like the slow to go fast, right? like making sure we're building a program like in the the best way and that can be sustainable. Um, and I echo which I think we're doing it right. But that culturally responsive curriculum, right? I think that's a great right. This is if we don't do that then we're not meeting the needs of that school. Um, which I think we will do that. Um, and then I just uh couple questions. Tasha, you kind of this is from some of the questions from the community. I think you kind of alluded to it,

119but that space of how so I don't know if Tasha for for Tara, but how special ed is incorporated in this programming and then again this is not something now and I know by Kuntos right we didn't talk about it for a few years but that middle school I just that hadn't crossed my mind and I was like oh that's an interesting space so yeah so I think I think there's so far four board members I don't know how Evelyn feels but um we're going to get to Evelyn in a minute But I think four of us feel very strongly that that cultural piece is like critical and like maybe that will be something to push more upfront when you're as you're doing the planning and and and um communicating about the new program because

120that's the part that is really exciting for me like in terms of what I think would really engage the families and you know strengthen student you well-being and just be very supportive. So, I think there's a lot of opportunity there. So, I wanted to point that out. But yeah, I think special education um will so let me be specific because no one ran up to the podium yet. Um will they will they be will they be SDC kids? Will regular kids in the mainstream classroom? Yeah, we didn't really get a chance to go through all the little details that we went through through this process because um I had the opportunity throughout the process to meet with English language learner families and get their individual feedback and then I did the same thing with our

121special needs population. So I met with families that were there because they had, you know, I wanted to make sure that everybody was included and we got feedback directly from them. And so it was a great opportunity to kind of see like what do they want for their children? And so the the short answer is yes, everybody will be included. Um and so to what level? I mean that depends on you know the needs of students but um this is an inclusive program. It's not um excluding anyone. Yeah. So I just I want to be real about this because um you know like in general you know when we we hear about those situations where like um a teacher like have kids participate by watching right like because they can't read the script because they

122don't know the words on the script or they're sideline they can't get that wheelchair up on the stage and like I don't know if there'd be anything like more enraging and like just like enraging and exhausting to like just even like thinking about it like I can just feel my blood pressure go up and like I just I really think that it's important that that teacher is really supported because there's lots of English learners um there and you know there's you have some SDC classes and like I think especially if it's you know regardless of what teacher you have like their amount of experience like this is this is all very news. So, I just want to like really emphasize that like I think that's very important for for all of us, right? Um, Ellen

123or Michelle, do you have anything else or did your questions get answered or did she answer your question? Okay, Evelyn, I'm just really excited for for the program for Bishop, but I'm also thinking about um what everyone's saying about special ed um students and EL students. Um, and I know the program is going to be new, um, and there'll be kinks along the way, but um, I'm glad to hear you say up there that you did reach out to the, um, the families and, um, see what they, um, wanted um, and um, have to see what you have to offer for their children. Yeah. And all of them were very excited and very much on board. I don't think we got one person that said they didn't want it. Great. any you know um anything

124else or I I have another or do you have something? Oh well I I wanted to loop back to Prop 28 but so go ahead. So I just also wanted to say regarding curriculum like we have had music and drama teachers that were hired by the districts for the last year and like that we don't really have a curriculum lined out for that. Like I'm really hoping that whatever we come up with Bishop will get pushed into the rest of the district as like a learning opportunity because like you know boom sticks along to videos for a long time or you know just like redoing like mini lessons like this is an opportunity for us to like grow and hopefully like work at the district level like building a curriculum for an arts program. And

125then I just wanted to say like there was that question um you know like the board never had an opportunity to like weigh in on the idea of moving away from visual arts and I understand that that was a decision like made by teaching and learning and it's their prerogative to like make it. Um, however, it's something that impacts so many people. And like for me, I know like when I was um teaching second and third grade, I was super into visual arts, right? Like not like bring it on. But um singing, no way. You'd have to go to Miss Burns and like she'd have to have her guitar out, you know, because there was no way I was going to sing. Like they I am not a musical person. Um, and so that was

126just not going to happen for everyone's benefit. Um, and so, but like kids love to sing songs. So, like, you know, you pair up with other teachers and things like that. So, having starting arts where they'd come in and like kids could get their groove on, they could do their little dancing, which is also not something I'm terribly talented at. Um, or they could they could sing, you know, they would like learn all these things about musical notes. and I I'm in the back like trying to learn as well. Um but like that was like such a you know they're such generalists at that age. Um, I really hope that like, you know, we could, if that is the contract for next year and that is the decision, I think that whether it's starting arts

127or whether it's like other arts programs that are not funded through prop 28, um, we should have a holistic conversation about the arts for next year. Um, what are the other programs that are not covered by Prop 28 money? Are they just at some schools? Um, and we should have that conversation. But I I do want to say like for the public that the again the reason why the Prop 28 information was in here was because we were we were concerned that, you know, like we had heard that like maybe Bishop was going to be affecting the other schools, but it sounds like there's been changes happening with starting arts that that we are just learning now as well. So, I would I think we'll be agendaizing this for the fall. We have a new

128superintendent and we'll all learn together about how we can work on communication and engaging families in these decisions that impact a lot of people. Like that would be my preference. Does that sound okay? Um so and um I want to apologize to the people who went to the round table and who felt disrespected by having this on a as part of this agenda item. That was not the intention. Um so I I personally um am very supportive of this. I think that we I worry that we are under supporting it a little that maybe there's not that we're going to be building the plane while flying. So, I'm I'm a little nervous about that. And again, um I would hope that it would be somebody involved who's extremely uh culturally responsive. Wish list out there

129would be multilingual, really excited about developing the program and fully supported by the district um with maybe additional support at times. It sounds like you have some things lined up. Um, one thing I asked about in packet review is the performances. Um, I understand that year two is when you're planning to have more like larger performances, but um, will the performances be during times when families can't attend? Yeah, I think year two is going to be our more classroom performances. And so again, the plan is still being outlined. Um that's just generally but like our normal performances like for our musical have always had evening times. Um so and over usually two nights. So we when we have our musical performances usually in the springtime they're always in the evening so families can attend. So

130but the informmances is that that's during the day because it's with the arts teachers. That is correct. And that's at the uh culmination of their 12week um programming just for them to for for families who might want to come in see what they're doing. They can come, but it's really for the kids to just kind of celebrate what they've learned, do that, and have kind of that um initial opportunity to kind of show off what they've learned basically. And and I am really excited about the um the strand that goes up to middle school. like I think I definitely would think that would be part of our discussion for like a future update on this. And then there was one more question. Oh, about the after school programming. Is that going to be um accessible

131to us because I've heard in the past that like not every school gets it like because they PTAs are trying to like hustle to get the Well, there's there's a few different things there. Um there's the current after school performances that occur at some of our school sites um that are funded in a multitude of different ways. So that's I'm leave that over here because that's separate of what's been going on. Uh the after school that we're speaking to is working with starting arts. So what could they integrate for us after school across all of our programs and so that's in addition to whatever the school sites are budgeting as a part of their school budgets and some of the performances that they're currently doing. So this would be an addition to that to see

132one what they have capacity to do as an organization and then also what we have space within our classrooms and numbers that we could actually um be able to um offer at each school site. So we have a few variables that we're working last last um then we're going to probably wrap this up pretty soon. Yeah, just a time check. We're getting close to 9:00 and we have a big agenda. confirming that we are agendaizing Prop 28 something. Well, I think it I think probably Prop 28 as a as a money bucket and update, but also maybe the idea of the arts generally. I don't think it should have been nestled in here. And I understand why it ended up that way. But I I'm feeling some frustration because in our April meeting where we

133did little stickers about what we felt most strongly about, there were six little stickers next to um comprehensive arts programming. And of course, like we're hearing that from the community. People are pulling together a round table and having 50 people join us here to talk about arts programming. I'm hearing the frustration from the PTAs because they don't know how to proceed with what should they even try to go for next year because we're not sure what's happening here at this level. And so I feel like I have failed to the community because I wasn't able to communicate that with them. And I feel like that is something that we need to work on here at the district. This communication, the accountability involving the board. I mean our our role is to provide direction. Am I

134not right there? That is correct. That is our direction is comprehensive arts programming. And when we take out two out of four modalities like you can have dance and music or you can have you know you don't you can't have visual arts but you can have maybe drama and music. Um that's not comprehensive. That's not comprehensive arts programming. And I'm I'm very scared that we're just widening inequities here because some people can take their kids to like drawing classes and some people can't and public schools for helping those that can't. So I just want to interject that what we're doing right now is way more than what my kids got at us. So my kids it it's not the point though. I know. But what I'm saying is we are doing more than we were

135previously. We're not doing enough. You can't always do everything, but like let's look at the things and let's let's celebrate and move forward as opposed to attacking. So I I would just say that like I think the I understand and I appreciate your frustration and you know I think that every [Music] time you know every time we're trying to move the move things forward that um that it's extremely it's extremely uncomfortable and challenging because we have to talk about what didn't go well, right? So, um you know, we uh we did were not able to agendaize but before the end of the school year this year um the arts program uh comprehensive arts program that hasn't happened yet, but we will get it on the agenda for the fall even though the timing really stinks.

136Um, and you know, I think there's just some frustration because we are not just another focus group, right? Like we are we are supposed to be partnering to set direction and sometimes it it doesn't feel that way. Um, but I think that we we have to plan for what's next because we we did run out of time this year. we had a few other things to do with with our time, right, with our focus and um and so, you know, I apologize that we could not get it on the agenda this in time for everyone's plans for next year. Um I would like to add one more um comment um um and clarification of of language that we're using. Um just so that we as teaching and learning and school uh leaders know what you

137mean when you say comprehensive. Comprehensive does not necessarily mean everything. So whatever our direction is, I think we felt like we have been following the direction that the board has given us. And so, um, if we have not done what it is you thought you asked us to do, then you're right, there is a a communication problem. So, I would definitely appreciate clarity around what that means for the board and what your expectations are so that the teams that are working have clarity about the work that they're doing. I think but but maybe not tonight because because this is about the bishop program. Yeah. And I think we should approve that and I think we need to move on with the agenda and I think it should definitely be agendaized. I already put it on

138the list for early in the fall. That'd be my recommendation. Yeah. And and just um to for for teaching and learning and everything. It's um it's not necessarily one thing or the other. It's a conversation like I said about other programs that might be happening that are not in Prop 28 or might be in general. Absolutely. Okay. So, um, let's vote on, uh, the Bishop Arts Cocus. All those in favor, please say I. I. Chair votes I. And the motion passes. And we're very excited. Cannot wait. Can't wait to come out. Just some little perform. I don't even performances. Informances and performances. We're going to take a fivem minute break and we'll come back at 9:05. Um, thank you for your patience and for your participation. resolution of conveyance. Um at that time we take

139everything in the county recorder and we would have an easement dedicated to Pun out at Lakewood. Great. Um okay. So uh we're going to move to public comment. Is there I don't have any cards here. Is there any member of the public online who would like to speak on this item? If so, please use the raised hand feature now. Okay. Um seeing none, can we have a motion to approve for the purposes of discussion? I move to um approve the adoption of resolution R2525. We have a second. I second. Thank you. Okay. uh board um any well first M Burns thank you so much for all the work on this thanks for the clarification with the bigger drawings in the packet it was hard for me to visualize on the small drawings so thank you

140very much um word any discussion questions the significance of uh approving this is so that we get utilities to the site correct and not approving this would potentially put the critical path the project completion in jeopardy and ultimately that would be on us and city of Sunnyville. So, we don't want to put ourselves in that position. That would be bad. Okay. Um, are you ready to vote? Yes. Great. All those in favor, please say I. I. Excellent. Chair. Motion passes. Thank you. Okay. That's a very fast item. Very exciting. We'll take it. We'll go home. Okay. All right. Um, okay. Oh, this is a fun one. Uh, 13C is a verbal summary of the compensation package offered to the superintendent, and that is me, Bridget Watson, the board president. Um, as I mentioned in my

141write up, the board is extremely grateful to the Sanos school district community for being an invaluable part of the superintendent search process. We carefully read uh responses from 966 survey participants and 29 focus groups and we incorporated the community's collective input into our job description, interview questions and evaluative discourse. So we really believe that we have found an experienced transformative educational leader in Dr. Goodiel Crossplate. He is deeply committed to equity and a vision for improved outcomes for all students and we look forward to partnering with him to serve our students so that each and every one of them can fulfill their can reach their full unique potential. So per government code section 54953 the Brown Act um we need to it requires that we take but prior to taking our final action which is

142voting to approve his contract we need to orally report a summary of a recommendation for the final action on the salaries salary schedules or compensation paid in the form of fringe benefits of a superintendent. So the summary of what we are offering to him is as follows. The base annual salary is [Music] $383,71 as based based on a placement on step four of the superintendent's salary schedule. That is a lot of s's. Uh the board will provide the superintendent with the medical, vision, and dental benefits equal to that provided to other non multipleyear contract district administrators. The superintendent shall receive a fully paid term life insurance program with a benefit amount of $135,000. The superintendent shall receive a fully paid disability insurance program having the same benefits and conditions applicable to other multi-year contract employees.

143The superintendent will receive a flat monthly car allowance of $535. The district shall provide the superintendent $600 annual stipend for the purchase of a cellular telephone service in his name and in addition provide a laptop computer according to the same policy and practice that applies to other management employees. The superintendent will be provided a temporary housing temporary housing assistance for up to the first three months of this contract in an amount not to exceed $10,000 and a reimbursement for his actual expenses associated with moving up to a maximum of $7,500. If there's any member of the public online who wishes to make public comment on this item, please use the raised hand feature now. Okay. Um, so board there's actually no action until our next agenda item. So there's we can discuss at the next

144one, right? We don't discuss now. Okay. All right. So item 13D, approval of superintendent employee contract and salary schedule. Um, this is me again. Um before we make a motion to approve, we now allow public comment again for the approval of this item. If there's any member of the public online who wishes to speak on the approval of the superintendent employment contract and salary schedule, please use the raised hand feature now. Okay. Um so board we need a motion to approve the contact contract for the superintendent and salary schedule for the purposes of discussion. I move to approve the superintendent employment cont. Great. Ford any discussion? We just so excited. I mean, yeah. And I think exciting, but then also, right, this is the first time in a really I don't even know how long

145time that it's an outside uh candidate. And so I'm very especially having a husband who works in city government, right? So kind of where our staff is at. Um and when there are new either a new superintendent or a new city manager, right? there's especially when you don't know there there's just there's a lot of feelings there's a lot of like excitement and anxiousness and so I'm just very um cognizant that while it's exciting it's also like there's a lot of new that's going to be involved for a lot of people and um there's just a lot of feelings involved with it saying goodbye next week it's about Mike but but yeah so I know I just want to thank Michelle and Peggy for um going through the contract so carefully and working with the

146lawyer on that. Um so um and uh and um even though it is change and change is difficult um you know I think that it's a it's a great opportunity right now for the district and um you know I've really liked Isabelle's quote when we were coming up with our wish list for the future when she said um you know okay we did the work We made the promise, now we have to keep it. And I think this is this is a opportunity to make great headway towards that together. So, I'm very excited. Anyone else? Okay. So, let's approve this thing. Um, all those in favor, please say I. I. Chair votes I. The motion passes. Yay. We have a new July 1. Okay, great. Um, all right. Well, now uh that the Thank you.

147Now that the review and uh action is completed, we're on to item 14, which is review and discussion. Uh oh, yes. And it's um 9:15. Uh we are going to bring back the bylaw next time about meeting times. Um but right now we need to extend the meeting. And Sus, who made the motion? Was it me for the agenda? The agenda was Michelle and Okay. Okay. So, so how long you want me to We are only allowed to do this one time. So, I think I think we should do Well, initially we thought this was going to be later. So, you want to do it? Let's do it till 11. Okay. And then try to be done sooner. Okay. I moved to the push. No later than 11. That is the dream. I said okay.

148Yeah. Okay. So, um all those in favor I I Okay. Evelyn says I chairs I I motion approves. Thank you. Okay. Um we are on to item number uh 14A. It's a public hearing on the local control and accountability plan. Dr. Tasha Dean, chief learning uh chief teaching and learning officer. Good night, boy. It's no longer evening. It's night. Um glad to come to you with um an update um of our local control and accountability plan. Um we came to you in April. Uh at that time was to give you kind of a midyear where we were um updates that we were working on. Also at that meeting, we had an opportunity um for you to weigh in on some areas of priority that you would like to see incorporated in in our LCAP and

149our our strategic plan. And so for the elements that were relevant to the um LCAP plan, we will be coming with some of those updates this evening. um as a part of this process um building on the comment of trustee Watson talking about actually fulfilling that purpose. This is the document that actually helps us to do that and helps us to stay accountable to ourselves and also accountable to our community. The LCAP um plan encompasses all four of our strategic plan goals and those are outlined in the document. And with that, we're going to go ahead and jump in tonight. Um I will be supported with my team Paul Sllayton and Jonathan Watts and so I will get us started and they will come in with some of the additional data details um relevant to

150each of the goal areas. Um I know we have some new board members and it's always good for the community as well. We just want to reiterate why we have the plan. We talked about that a little bit. in particular, it's important to remember that um we're emphasizing our English language learners, foster youth um and our low um socioeconomic background. Um so that's the emphasis of this document. It incorporates everyone, but as we emphasize funding goals that we're looking at looking at our data, those are the groups that we emphasize most in this document. In addition to that, we are responsible to be reflective of the eight priority areas. Those are listed there. And when I come back um um at our board meeting coming up in June, I'll actually report out on the survey

151that was done around the local indicators and give you an update on that report and how we have evaluated ourselves this school year. Just a reminder as we jump in, these are our goals. the emphasis areas that go with our LCAP plan and the alignment to our strategic plan. So very important to remember that as we're navigating through the document this evening. Also, what is the overlay? Um both documents have a little bit different responsibilities to us as a district, but they that core area in the middle is is what's common to both of them. alignment of what we're doing um what our actions and our services are and then our resource allocation. We'll get a deeper dive on resource allocation later this evening with um Mr. Cuffy as he talks about the budget and

152then our community engagement. So those are the critical elements in both of them that they share. Before we jump in, um, I want to also give you some additional critical information so that you know, as a reminder, the LCAP is a dynamic document, not static. So, since you've received your document, there have already been changes. Um, as a reminder, we are collaborating with the county and so we are reviewing our updates and recommended changes and so they have been some changes. There are a few that I wanted to highlight before we get into some of the information. one of which is um I think it's on metric 3.4 for um goal three um to kind of highlight that there's been an update in that particular area and we'll speak more to that but it's a

153small update but it's been an update. We actually had given you a list of the actual parent education um list but that is not the metric. The metric is how many are you actually holding. So we made that change. And then the other one is on go four page 83. I think in your document you may not see the um update regarding the material differences. The material differences line is on um beneath the goal um yeah beneath each goal area. And what that particular line is about is when you look at your budget, you said you were going to spend so many dollars for a particular goal. If you had a change within whatever you proposed that was greater than 10% or at 10% you needed to clarify why that change actually occurred. So the

154other areas don't have that but on um for goal four there is a material difference change and so that will be noted and outline. Where would that be in the document? that would be on page 83. And um if that note is not there, I will be emphasizing what that is. And that was actually one of your questions um in your board um questions that you had. We clarified it there, but I wanted to correlate it to where it is in the actual LCAP document. And then the other area I wanted to emphasize with that was the that um variance. Basically what happened is we shifted personnel um the cost of personnel to contracts and so by shifting that it made that 10% variance but if you actually look in the entirety of the entire

155document of what we're spending it's actually only a change of about 75% increase. Is that is that is that when you were talking about the um expenditures for targeted students? That is correct. Okay. because it was a big number in here and so you're saying it's much smaller. It's it's it's not smaller. The smallest uh the the change is actually 75 um yeah 75% in the entire expenditures in the document but it's a significant change in goal four because we move um we shifted the contracted the personnel uh contracted services and by making that shift that's what created the variance. So the amount of spending didn't necessarily go down, but it shifted. Then the so the services didn't go away. It shifted how we pay for them. That is correct. So it went to a

156different fund, not in the targeted funds. Well, it's still targeted, but how it's being funded. And uh Mr. Cuffy will talk a little bit more about that when he does the budget as well. Thank you for the Okay. All right. So I just want to give you lay that foundation before we jump in. And so with that, at this time, Mr. is going to come and talk to us a little bit about what's happening with goal one. Thanks Dr. Dean. Um we didn't want to do comprehensive every single action and all the elements in them. Wanted to skip across things that seem to be working well and areas of growth. And the trick here is some of these measures are baseline based on what we talked about about surveys in the past response rates and

157such. So we are not using baseline to show progress because for some of our students it's the first time we're using these questions in this way. I will highlight exactly where that occurs and we'll also talk a little bit about the change in surveying next year to increase response rates and how this works. U very first one this is um I'm not I took some of Brandt's numbers and he said yes help yourself to these wonderful numbers. Um, we did allocate bus drivers differently this year and I'm going to click to the next slide in a moment to show the decrease in absenteeism on targeted students because it's remarkable. Uh, moving on to action 1.2 targeting staffing around behavior and mental health roles. This has so far had mixed success. Some of the success is

158not going to be able to be measured until that second year because we're in a baseline year of looking at how this is going. We'll talk in the next slide about the actual metric. Mental health support may be improving school connection as we move social workers and counselors to helping students feel what we had talked about internal ownership of their school experience. Um behavioral roles that we've put in place are having a mixed impact and we'll talk about what that means on the next slide as well. Working to increase response rates with our surveys. Uh this has been a problem for three years postcoid using panorama which is a really good tool but it's a windowbased survey meaning a family can take it twice a year and it is broad surveying there's no micro surveying

159option and so when we have it sites push the families know it's coming the students know it's the same survey twice a year and we'll talk about how we hope to adapt that to get more response and hopefully more frequently. Um action 1.4 before. This is significant. We have been doing a lot of parent engagement. We've seen parent engagement events have a lot of attendees and we've seen totally broader publicity with fewer attendees. What has not come from parent engagement was the plan, which is long-term functional relationships with underrepresented family groups. We want ongoing how are we doing as a district meeting the needs of the Hispanic Latino community, the African-American black community, and so on. So we are moving to affinity groups meaning we have events to build introductions with teams of parents and

160then sustain meeting with those parents formally and informally throughout the year. Uh people like Vanessa who works as our school outreach coordinator leading that work to say hey we're putting out this um this initiative. We really want you guys to look at this ahead of time or we want to hear how this landed with the community. Eventbased equity and eventbased access to parents is not the way to get to that ongoing relationship. A micro piece of that is the English as second language classes we've done for this past year. That was a large group of parents that we were able to go to directly when we had the immigration concerns in February to say, "What is it you guys need?" and we had an existing connection with them because of an event. But we don't

161use an event to get feedback from families. We want to have that ongoing um the ongoing way of doing it. It makes us more vulnerable, which is going to be difficult, but it does seem to be the direction we want to go as Sunnyale where we actually authentically are going to underrepresented people and saying, "How is this working for your child?" Not just, "Hey, can you give us a thumbs up on this plan?" So, I hope I can click forward. Yes. Uh, as promised, action 1.1 there's this is still remarkable, Brandt. Um, targeted student attendance that were students that were bust. This is the drop in absences and unexcused absences year to date. And um, that's with our socioeconomically disadvantaged students. And I was able to share this at the county um, attendance collaborative we

162had. To see a 79% drop in unexcused absences in this subgroup is fantastic. and it's something that can continue and we Brandon and I just coordinated last night on a student that was at KAS needed to get a bus home and we were able to mobilize people to get that person back home without the parent having to leave work. So granted this can't be what we do for every single family but the impact on academics is where we want to start proving that with our data. Um second we talked about suspension rates and discipline. suspension rates did slightly increase in five of 10 of the subgroups we look at. And our ontrack discipline marker, that's where we say how many kids are maybe getting a behavioral referral, but they're not out more than 3% of

163the days with any kind of outofclass behavior intervention. Those were mostly flat this past year, even with some of the concerns we saw in TK and first grade. Students experiencing homelessness did show an increase in suspension rates. is a very difficult metric because it's such a small population of kids and such a mobile population. So at our highest this year we had 58 students who qualified for McKini Vento services. I think we're down to 42 to 44 now. Um but that is still something we follow. Are these students when they're in our system being suspended from school and if it's occurring why? So that is a marker that increased. Uh for that third point, base resource services. This is at baseline this year. We just are starting to look at how the afterchool partnerships are

164impacting students feeling connected. Um they should we'd like to know that a student having an enhanced experience and after school support is making them feel connected to the school. We won't know until we start repeating these surveys and markers. And the last one, I don't think I missed one. Um that 1.4 metric 1.4 for that metric is also a baseline. We shouldn't use these numbers which some are good but we don't know if 80% of kids saying they feel welcomed in school. That's our baseline. Where can we go from here? That's how we look longitudinally to see whether the impacts we're having are the ones we want. Um I guess we go through four goals and then have questions. Is that kind of the Okay. You want us like a quick John and I are

165going to tag team something. Take a clarifying question along the way. Okay. Yeah, I should have a quick one. So on the other just help me un the one we were just on. So like the suspension rates. So So help me understand. Right. So it sounds like right suspension rates have gone in a negative direction like not what we want to happen but the ontrack for discipline rates have stayed the same or gone in a direction that we do want it to go. Correct. Is that correct? So I don't understand. Help me understand the difference between Yes. like that like how can those be different? Yes. Understood. So a suspension from school we are using that marker meaning anytime a student is removed from the school using an actual suspension meaning it can be an

166in school suspension an out of school sus this is a severe event this is one of the things in that list of of suspendable things. Uh this is students not this is any student who's been suspended even one time is the marker we use in Sunnyvale which is the more rigorous one. Sometimes you can say well this suspended was this student was suspended 10 times. We count that we don't count that as 10 events. We look at that one student. So mostly flat but some slight increases in the subgroups is an indicator that we want to focus on reducing suspension next year which is one of our focal goals. Different than an discipline referral. You're the teacher. You have your process of dealing with discipline in the classroom and a student moves through that entire

167process of you doing reminders and gentle reminder visual cues and you need them to take a break outside the classroom or talk to a social worker or administrator. That is a behavioral referral and that's a student that meaning that one day they received a referral and had to leave your classroom. Most of our student when a student goes beyond 3% of their total days having one of those that's when they're not on track for discipline and we start paying a little more attention. That being flat is a good number. The suspension rates increasing is a bad number. Yeah. Thank you. Understood. Thank you. Quick question about McKini Vento. So you're at 40ome now. Yes. Are is that that group is quite transient? So the kids that are 40some now, like they weren't necessarily with us

168in the beginning of the year, they could be a different 40. They could in theory they could. Now we have a pretty I'm sorry I cut you off. No, no, I just Yeah. To address this, what we do in the front is check with families now. Are you returning? Can we set this up for you? And then we do a secondary check in July because at that point we'll find families have moved or found permanent housing even though we keep them through the year with McKini Vento qualification. uh or we'll have new families that didn't quite know that they could get the services. But that question is are these the same for how many of these 42 were here day one of instruction is an excellent question and we don't we don't track them that

169way. We have so many in and out that some of those students have been and some have not. Thanks. Sure. Oh, I moved to goal two. Okay, goal two. Um just very briefly, we do have our social workers. There are champions on campus of equity directing directly addressing student needs looking for the barriers and hurdles we've talked about. They connect to resources and they advocate for support. Um this is what we're doing with that action measuring that action's impact on a kid feeling connected but doing better in math and English. That is where we started looking now. So we're in the baseline year there. John, do you want to talk about the arts teacher or you want to wait till it's just a brief blurb about the art teacher coming in? Okay. No, I think

170we talked quite a bit about that. We I thought so too. So, action 2.2 is our kids learning after school. That is the afterare program that we do at seven of the schools right now. Um these are the people that are working with the vulnerable students that qualify for afterare, but also every student we can fit into that program that doesn't qualify. So, we open these when we place the students that qualify for services. We open them district campuswide at each site and we fill the spots immediately. We do reserve 10% of the spots which is between three and five at each school in case a student with McKini Vento services joins us in August we want to make sure we can place them as well. Uh moving forward and hopefully not too quickly but

171John rapid data cycles. Yeah. So this year, I know we talked about this in previous meetings, um, but we made an extra effort to do rapid data cycles and progress monitoring. This year in math, that was through the illustrative math, the checkpoints, and the end of unit assessments. Um, and then in language arts, it was through the NWA assessments and then also they followed up with the students that were placing below. So there was different criteria for K2 and third through fifth. they follow up the core phonics survey um with them on that and so that was a big kind of undertaking that we hadn't really done to that degree. Um the feedback that we got this year from teachers I think as the year went on they found the information they were getting valuable

172but the amount of time that it took to input into multiple sources and multiple systems not as valuable. Um and they were spending time doing that and not actually talking about the data and the students and planning. Um, so we put together a team toward the end of the year because another thing that we had heard a lot from teachers is they need some other like meaningful practice like independent work that the students can be doing so they can work both with small groups and also one-on-one. Um, and so we put together a team to preview a few different online progress monitoring and online practice programs. And so we ended up out of that team they recommended that we move forward with I Ready. Um, so we're going to use IRAY next year, which also

173means we're going to have three additional diagnostics there. So we're going to have IRAY at the very beginning of the year and at the end of the year and then there's also going to be another one there in addition to the NWA benchmarks. So we should have spaced out quite a bit throughout the year. Um, all those measures also being able to measure K5 beginning of year, K5 to the end of year. Um, that's also going to give they also have other little things that we're just kind of getting to know it and we just got some demo accounts that the teachers are going to be able to play around with and kind of familiar familiarize themselves during the summer. Um, and then when we get back, one of the first days is going to

174have a training with the rep coming out and getting all teachers set up on that. So, looking forward to seeing that. Um, and then the next point here is also our inclusion practices. Um so I know that at the middle schools we've had co-eing and that has been increasing and it's like a regular practice now. At the elementary schools one of the things that um I think Linda had shared with us is that they were piloting I think some new additions to a walkthrough tool. So the administrators have been doing walkthroughs through the different classrooms. Um but they're piloting I think uh kind of a revision is my understanding of the walkthrough tool to include more of a lens of like how are we supporting students that have IEPs or 504s um in the classroom.

175Another small or seemingly small shift that I think actually made a really big difference is on the technical side um for our teachers that do resource. So when students go um out of the classroom and go to their re RSB or resource classrooms, we now have them all rostered or assigned in powers school directly to them. So their whole case load is there, which is something that we hadn't done in the past. Um but this gives them direct access to be able to see all of the data on those students no matter what the grade level is. They also have the same login now. It allows them to log in the same programs as the classroom teacher. um previously they had like maybe an admin login or something to be able to see multiple groups

176of students and it was it wasn't as kind of um cohesive as we wanted. So that was a big shift this year and I think it made a big difference. Um okay and then the metrics for here. So our English this is it's ELPI our English learner performance indicators which is showing growth among the um if you take the four LPAC levels and then they break the level two and level three into a low two and a high two and then a low three and a high three they show they move it into six levels and so then the ELPI that's showing the movement across those six levels um because a lot of students in the LPAC 2 and LPAC three range. Those are such big ranges that they may make tons of growth in

177a year, but if you're just calling it a level two, like they didn't make enough to go to the next level. So, the state kind of gave us some guidance on where the cut points are so you can actually see better growth within the bands. Um, which has helped us a lot to be able to also target like which domains, which areas do these students need work on. We're not seeing um a huge progress yet. This is a little bit of a decline that we're seeing. The other thing that's a little bit hard in general, I think, when measuring English learners is that as you're reclassifying students and then getting more newcomers in, it's it's like a constantly changing um group of students. And depending on the level that the newcomers are coming in or

178the influx of them, it might really easily you gain a whole bunch of students that are around an outpac one and you might have exited because we did so well. you to exit it a lot that are reclassified that wouldn't be in that count anymore. Um, so it's something that we're always looking at. It's not to say that we, you know, we're okay with declining numbers because we're not. Um, but it is, you know, taken a little bit with a grain of salt there. Um, and then in math, I'm not sure what's going on with the microphone. In math, we have seen slight declines with um, some of our student groups, but overall, we have seen some improvement. Um but that's still something that we need to be really careful at watching is the smaller

179student groups and making sure that we are having that movement there. Um and then we are increasing with our efforts um of of our inclusion in the mainstream classrooms. Let me double check. Are you okay with the level of detail that we're giving you? Is this enough? You want more or less? You got it. Good. I'm liking it. Good. Good. Thanks. That was my sense, too. I was liking it, too. All right. This one's very This is interesting for me. I'm not going to make global interest a problem here. This is us talking about increasing students feelings of connectedness, which are critical, but they're critical for a purpose that this increases their academic performance. We do not want super confident non-readers exiting our system because that is not the purpose. Postcoid we got into mental

180health in a way that education really hadn't before and there's an emerging kind of happening especially in Santa Clara County where we cannot provide mental health services in lie of rigorous academic intervention and support. So for our metrics and inter actions we have social workers we're using surveys to gather students their experiences. The goal is that teachers, social workers, and school outreach assistants contribute to improvement in student engagement of their learning. Not just engagement feeling connected to their school and having a great day. We've got to mobilize that to academic rigor in the classroom. Now, that's already occurring, but making it explicit that we don't have positive feelings about school as a goal of our LCAP. The goal is that that gets leveraged into ownership of their education. uh in action 3.3 again this is

181that baseline I was referencing earlier we're collecting data differently so we can compare down the road is what we're doing working for the academic output of the students now obviously we want social curriculum too but it can't be one or the other we have to have both happening uh finally there the parent workshops the goal here is that parents are guiding the development of what we're doing when we do like a parent night no longer hey the district thinks parents need to know this that's kind of the old model. This year when Vanessa and her team were working, it was, "Hey, I need help reading my child's report card. How do I support reading in my home? How do I help my kid with math?" Things like that were the asks from some of our

182underrepresented communities. So, that's the direction that that was heading. The metrics here, um, baseline year for students saying they have impact or influence at their school site. Again, very first year for that survey. Moving forward, we are using a different survey tool. This is the first time we're going to mention it. It's called Perceptions and the company that does it is very one of the many vendors we looked at. We'll talk in detail and I want to show some screenshots of how it looks, the where it comes, how a parent takes it or a student takes it. Um, it's very different in that there are survey windows, but also micro surveying where we can say we want a check-in on where we are with mental health in seventh grade. And a representative group of parents

183would receive a survey within 12 hours and we can get just a kind of grab of data instead of these massive data times in the fall and the spring. Um, John, you want to talk about distance from standard and then I'll go to the last one. Yeah. Okay. So, um, I mean this one is pretty self-explanatory. is the distance from standard that's on our California state dashboard. Um, and this is just measuring how far away from meeting standard where we um I particularly chose this in previous years we had chosen lo local measures and different things like that NWA or whatever we might be using. Um I tried when possible with some of these metrics to use things that is like publicly available on a state website. Um, so that way I feel like because

184when we use sometimes when we use the internal measures then the public isn't as easily able to kind of see and this also I thought would prompt them to possibly look at the dashboard and then see what other you know information is there. Um, and then the Oh, nope. That's you. Yeah, this is just what Dr. Dean mentioned the change in metrics to goal three that we didn't want to list. This is my idea. We listed every single event that every school did and then the LCAP people were like, "You're going to have to update those 50 data points every year if you formalize them." So, we changed it to a baseline of total number district-wide, which is much more logical. I just wanted to show what the teams were doing. This isn't where we

185do that apparently, not in the formal document. Do you talk about the nights that the teams did? Um, finally for goal four, and John, I think this one's going to start with you. Okay. Um, so the in including our teacher voices, this was pretty apparent I think with our ELD pilot and then our ELA SLA EL D curriculum review team. Um, and also the team we put together for the progress monitoring tools and recommendations. Um, so we definitely heard loud and clear to include, you know, voices as much as we can getting building teams of teachers, bringing them to the table and getting them to review these things when we're making major decisions. um our bilingual para educators and teachers on special assignment and Paul's I wasn't going to but I can um Jesus is

186going to fix the microphone just keep talking I guess subtle maybe talk louder yeah it'll pick up um teachers on special I mean this yeah we we've been doing this for a long time we've used our special assignment teachers to target vulnerable pockets thanks not just to use TOSAs to enhance academics for students that are already in success mode. We want to make sure we're align when we do something special, it's got to align to the students of the highest need without ignoring students that are at grade level or above. So, that's kind of how we're working teachers on special assignment. Dr. Dean, do you want to step in too? And these last two areas are um our emphasis around mathematics and the work that we've done. Um last year we spent that year on

187that journey. We got a lot of feedback. This year we took that information and we've actually been having intentional ongoing um curriculum um support for teachers, training, mini lessons, small group, a variation of that. Um and so we've continued that and that's the work we did and we promised to do and we've been doing. And then this last area we um from last year to that feedback to this year was to have a supplementary um curriculum for um newcomers. That has gone well with that pilot. We've gotten a lot of good information. We've provided a lot of professional development around English language development. Not just for the pilot teachers, but for some of our other teachers as well. That's been appreciated. Uh we do have a goal to continually increase how we are working with

188our multilingual learners generally across the board. And the better we can get with that, we're hoping this is our year to see a little bit more momentum because we've laid a pretty solid um foundation. And so with that, we will look to our metrics. Um we have our reclassification um of our English proficient um students. Um as Mr. Watts talked about it. It is a variable. It's sometimes difficult to keep up with because as you do a really good job and they shift out, a new group comes in. So, it's a constantly moving um group, but we do feel like there's been good gain and we are making some momentum there. And then with regards to our Hispanic student performance data, English language arts, um that information there, we saw some increases. We're still not

189seeing the level that we want to see. and you'll see some increases in one grade and decrease in others. So, there's definitely some inconsistencies in our data and we continue to um kind of work through that. So, we're on a good journey. We feel there's positive momentum. There's better communication. There's better skill development of our teachers. So, we're moving in the right direction. So, with that, we're going to jump to budget unless you want some clarification questions between budget. Do you mean the next agenda item or No, just within this. Yeah. Okay. Any any clarifying questions for the next I'm handing out um the budget. It's in your current LC cap, but I'm handing this one out to you because the the printed copy was blended, so you couldn't see the charts. So that's just

190a printed version so you can see clarity um with regards to that. Excuse me. Sorry. You know actually there was one question I had regard you just mentioned about the reclassified students um were doing better on the um English language arts assessments. They've had gains. Did you also see that for the Hispanic reclassified students? Remember we were checking we're seeing some gains but depending on the grade level there's inconsistencies. Okay. Thank you. Okay. All right. So we talked a little bit about this in at the beginning of the ECAT presentation just talking about where we have some um changes and within that we talked about some um but I'll just kind of go through that to kind of give you an update on that goal to significant change in focus in this particular area. Um

191this continues to remain our primary area where you'll see a lot of our academic ongoing programs in that particular goal. So you'll see how that's focused and we're continuing to work on that. Um you will also see a shift in the staffing as we talked about from the contractor base um utilizing our own staff. So that shift um is a bit of what you saw there. One of those examples is how we're trying to support our Kes programming internally. Um so we've been re-evaluating that. So that's a part of that shift. How can we expand that or do better um within our current programming? So that's kind of shifting a strategic shift in how we're running our programs. So you'll see that shift there. And then also in goal two um um priority areas that

192have been identified by the board and the community with regards to afterchool programming is one of those areas that we will be emphasizing this school year is trying to figure out the best way by which to do it. Um, in addition, some of the accounting and reporting changes you'll see here. Um, with regards to our 10-month, um, behavior technician positions, we kind of shifted the location of where those are being served. Um, and you'll see the identified costs there related to that um, particular group of um, staff that are supporting go action 2.1. And then also throughout the document, it was our goal that you could better understand um what the percentages were and which staff um were being supported or resource management throughout the document that was um included within the action areas. So

193hoping that created more transparency for our community, but also for you as a board. That was the intent of those shifts. This last slide is just kind of a breakdown of the different goals and actions and what the estimated actuals were for 2425 and then what we're projecting those costs to be for our budget um next school year. And the document that I just handed out to you provides a little bit more detail with regards to some of those resource areas. And you'll get a whole lot more in just a bit. So with that, we feel like we have we're in a good place with our document to really uphold our promise to our students. Um we always want to see greater data and we recognize that, but we do feel like we have a

194plan that reflects actually what our data says we should be focused on and we're focusing on those particular elements. And so with that, we would like to answer any questions you have, additional points of clarification that you may have at this time. So, um, we're going to open a public hearing. Are there any clarifying questions from the board before we do that? Nope. Okay. Um, so, uh, I am now opening the public hearing at 9:51 p.m. Wow. Um, we do have a few cards here for, um, public comment. Uh if there's any member of the public who would like to speak on this item, uh if you're online, please use the raised hand feature now. Uh or you can give me a speaker card. If you're still in the room, do we have anybody online

195as well? Okay, we have three pe three cards here or audience members. Three cards. Excellent. Um great. So we're going to start. We're going to go in the order of Jesse, Michelle, and go. Thank you. Hello again. I am still Jesse Ducky. Um, so I promise to keep this very short since it's late. I just wanted to mention one is I am not terribly surprised by the behavioral data because I have witnessed behavior being much poorer on campus this year. Uh I've heard of first graders smoking. Um we've had bathrooms closed at Vargas. There are racial slurs and homophobic slurs. All sorts of things happening all the time right now on campus. It's every day I'm hearing about something. So my question is if we're targeting behavior so strong as one of our goals and

196the behavior is getting worse, when are we going to change how we are targeting behavior? Because to me right now it seems like it's not working. Maybe it's starting a new program takes a couple years to get in. But I'm curious what point are we gonna change if this is the direction that behavior is happening on campus. The other point I wanted to make is um with counseling in the middle school specifically, they try to do counseling so that it doesn't always have the kid taken out of the same class so they don't fall behind in any one particular class, which is a great plan in theory, but a lot of the kids who require counseling need routine and structure, and it can be incredibly stressful. anxietycausing to never know when you're going to be

197pulled out of class. And so what is intended to be a wonderful support for the kids becomes an incredibly stressful and horrible experience for the kids. So, if we want to make those connections with counseling, I highly recommend at least having some schedule for the kids to know when they're going to come come out of class. Thank you. Thank you. Um, okay. Next up is Michelle Eugene. I'll try to be of global interest. Um, I like that phrase. And uh other things that that I've heard um two things one very happy to see Panorama going away and I look forward to the new perceptions one um because the data that is presented year after year from Panorama is so broad and dis or decontextualized. There's no disagregation. You could read that the the ones that

198were shared in the public agenda at any rate. You could read the panorama data and draw some really crazy conclusions that I'm convinced are rather wrong or not reflective of reality both positive and negative and then not disagregated by grade level. And so I would put forth a suggestion to all involved that whatever u survey data is put forward that is representative of what parents and students have said that it be contextualized or given in uh disagregate to the level that it is appropriate and I recognize that panorama didn't necessarily allow that. Uh the other thing is that I know I mean LCAP comes up every year. This is this is the job. I recognize that. Um, but I feel a little bit of Groundhog Day every year. And I know some of you on

199the board have made this point in the past. Every year we come up, we hear the schools presentations, we we see the data, and then and and we hear we're doing this, we're doing this, and and all really well-intentioned, very well organized, very I mean, great work put in, and then the results don't change that much. we still have kids that are just failing academically, truly at a loss. Um, and I recognize it may be different students from one year to the next, but overall there's there's something going on. And so I would urge you in reviewing the LCAP and the actions and all these things that are coming out of it to ask hard questions to look at the data that tells you a story that is an a sad one, a frustrating one,

200an angerinducing one and then ask the critical questions of what can we do in order to really change what's happening. Don't let the generic data that tells maybe a fanciful or incomplete story be the end of it because we're just going to be back here again next year hearing the same thing year after year after year. Ask hard questions. Look for good data. Look for the context. Disagregate it. And do not just rely on quantitative data or even the survey results. qualitative data using uh portfolios uh educator feedback and so on as part of that larger portrait. Thank you. Thank you. Okay. Um next up is good evening both. Thank you so much for extending the meeting this long. I know it has been a long night. [Music] Uh I have a lot of input

201about LCAP. I'll try my best to uh put it in the 3 minutes. Um I've mentioned this before. Um the inclusion rates are not clear. Uh it appears to me that the uh currently fully mainstream kids are being counted to elevate the percentage of inclusion rates. This is a concern for me. It's not giving a clear picture of how many kids that are in STC classrooms are getting mainstreamed. uh are getting extra inclusion time. Fall in math scores as always is concerning and expected due to the new curriculum heavily requiring uh kids challenges with working memory is a direct uh cause. I want to emphasize taking input from special teachers for any new curriculum adoption is essential. I've seen that the district right now is trying to adopt newer curriculums just for these SDC kids

202um so they can show higher u higher um achievement rates. I'm I'm not so sure that's the right approach for that. They should be able to access curriculum in a regular classroom if they're capable of doing it otherwise. um LCAP input from special families has not it to me uh it doesn't appear like it has come through so I'm going to read the few u inputs that I have in the 1 minute 33 seconds so we have requested to increase occupational therapist versus behavioral therapist regulation should proceed before any behavioral intervention the length should change from behavior needs uh needs a PBIS to every behavior has an unfulfilled meet shadow teachers or coder classrooms improve successful inclusion models. Request for less expensive aids other than BTS, behavioral therapists, which we heavily focus on when kids

203only need a shadow to help them go about their day. Grade level SDC are resource classes to better address kids academic needs. Focus on intensive intensive interventions. These kids need more consistent exposure to academics rather than a 30-minute resource support in math every week isn't going to cut it. I'm always surprised how goals are aligned with child's growth natural growth and do not aim higher um to achieve a grade level. The reason is services provided are insufficient. If there are ways to leverage intervention specialists to provide one to two week intensive intensives, these kids will make progress. Uh include ways to include sensory regulation as part of their um school routine. And also I think there is a need for redesigning our school uh uh playgrounds to have more sensory elements so the regulation can

204be achieved in our not in our small OT uh rooms but we can achieve them outside of the classroom. Thank you so much. Thank you. Okay. Um and there's not online correct. Okay. So I'm going to close it's 10 o'clock. I'm going to close the public hearing. Um, Dr. Dean, uh, Mr. Watts, Mr. S, thank you so much for your presentation. Um, board, this is not a motion for approve, but you going to start with comments. Um, Peggy, you comments, you want to start? Um, I had a bunch of questions that popped up during the presentation, but this is not the time for those questions. I can follow up later. Um, something that I heard in the public comments that really resonated with me is that, you know, this Groundhog Day scenario, this feeling, right?

205Like I feel like we see we don't see the growth that we for the kids that we have been targeting and I wonder what do we do something differently? Do we wait for it to come around again? Um before I joined the board, I know that there is a lot of interest and um requests for data about Hispanic students specifically. And I'm not seeing that reflected in this LCAP. I'm kind of seeing the shift towards um special ed and to um black students. But I feel like I I'm concerned that we haven't that we haven't served our Hispanic students. we're not getting the data the data that we are getting is um is not going the right way. So um those are just general concerns. Um thank you. I love kind of hearing some of

206the right kind of what we've been doing possible tweaks adjustments. Um, and I appreciated, you know, doing both, right? Like sharing some things are going well and some things that are not going well. So, I appreciate that. Um, uh, one comment I I just thought that which I saw that I'm always taking notes, but that comment about the special ed, right? A lot of this is true like in life generally, right? When you solve one problem, it often creates another problem, right? And so, I think we can't always be aware. So, it's helpful when people share that. And I think a was made. And then um this is probably not very important. I just made a note when we were going through some of the first it was either in the ones or in the

207twos and it was the term behavioral roles and that I thought you were going to circle back and you maybe did and I maybe just missed it. Is it important to know what that term means? If it's not important then I don't really care. I do think it's important for understanding what they do. So like we have we have behavior supervisors um who oversee the behavioral program of a site a student. Oh, so roles is meaning all the different people positions in that space. That is great. Great. That's good. Okay. I just didn't know like what the phrase was. That's okay. No, it's a good question. That's it. Thankselle. Sure. Well, in general, thank you for making the plan for next year. Again, is we're always trying to be optimistic about what next year is

208going to bring. In general, I know that we're not looking at the data today. We're looking at the plan for next year, but it still is. It's also a little depressing that this year we don't seem to be moving forward and we keep doing the plan. I I I do have the question. the only one that I'm thinking right now for the last two years we we talked a lot about trying to give more instruction extra time in the afternoons and so there was some movement towards that but then something happened and then we couldn't give them math I think there was we were trying to do how is it going with the after school into the plan I know that this year again is into the budget what is the plan of instruction after

209school for the kids to extra support. Okay. So, just to talk about this year, this year there were more tutorials after school. Tutorials, just to clarify, is if a teacher is willing and wants to provide additional support to their classroom, then they're able to do that and that there's a process by which to do that. So, there's more of that and we definitely have seen improvements with those supports when they're happening um classroom to classroom. As far as our progress, based upon the feedback that we've gotten, we're looking at how we can blend funding so that we can incorporate more afterchool supports for students. Right now, based upon our budget configuration, we're not starting out the gates next school year at every school site um with the uh dedicated afterchool um interventions. We are going

210to be starting with five school programs. Those will be Bishop, San Miguel, both middle schools and Vargas. And that was based upon school data, Hispanic program, special needs, low socioeconomic, and some other variables. And so we will be looking at what they're currently doing. Um, and what we're trying to process is how do we either provide it through KAS programming or will we or is there a way to do it through KAS programming in addition to additional students? So, right now we're trying to figure out what can we sustain based upon the budget that we put in place and that's what we're currently working on. Um, we're also trying to collaborate with um different vendors and the city of Sunnyale on how we can maximize on what they provide, maximize on what we provide, blend

211the two together to come up with hopefully a program that we um can intervene the way we want to. Right now our emphasis would be on English language law uh English language arts mathematics and then we want there to be extension because the reality is even though some kids may not be doing well they have been in school six or seven hours already. So we want to be sure there's an opportunity for them to just kind of breathe and learn and be excited to be there. But at the same time, we know um no matter how good our first teaching is in the classroom, there's some students who are just going to need more and we're trying to figure out how to give them more in the after right after school. So whether it be

212an hour a day, hour and a half, two hours, whatever, that's what we're working through now. But those um um opportunities will be there at the start of next school year. I just want to say thank you um for your presentation. And um the word that I didn't like seeing in the in the slides is the word decline. And I'm sure we all feel that way. We're all tired. Um and I agree with um our speakers that um I hope that um that we move forward and we that we make a difference for the for the children because um we want them to be successful but not just in school um but in life. We want them to be joyful. And so I hope that um we find a way to move forward and not

213have um declined um success and um for them to move forward as well. Absolutely. Okay. So I wanted to bring up um the I have a concern about in the whole document I have a couple concerns. one is um in the opening narrative and like when we're stating our goals, we've we no longer calling out the interest in Hispanic students on like supporting Hispanic students. And like Peggy said, I saw it a shift to special education as a focus and the African-American and black students um as a focus. And I'm not opposed to those being focuses, right? Like I think that's great. That's what I mean like we're here. Sorry. But my concern is is that you know the board of education as a whole like over the last several years has really said we're

214interested in supporting the Hispanic students who regardless of socioeconomic level are underserved. historically underserved in our district and their academic performance scores are far below um many other groups and you know we we want to learn how to support and embrace them and two years ago we had you know Mr. Sllayton led all of those um not just events, but they they were more than that because they weren't like it wasn't a party even though they said they wanted to come every weekend and they wanted to come back, but it was really engaging with the students about topics and programs. I think it's great like I, you know, I teach ESL at the high school district and many of them are parents and grandparents of our students. So I use them as a resource all

215the time. like they they have kids and grandkids and nieces and nephews at San Miguel and Bishop and Ellis. They're all over our district, Colombia. So, I get a lot of information from them. They're there to learn English, to communicate with our teachers and staff. It's like their number one reason for going there or helping with homework, right? So, you know, I get it that that's like a great group to go to. Like, how's it going? You know, help us understand things. But when we were doing those that year of activities with inviting like two 300 families and maybe like a hundred people would show up. That year coincided with like the strategic plan and all the other meetings we were doing. But that was the year that I think I got the most feedback

216of people who really felt seen, right? And so I get it that they the purpose of our district is not to generate like have these like massive things all the time, but when we had the um when we had the equity summit or the I don't know what it was called keep changing his name and I overcorrect. That's correct. Was it the most recent one? Equity summit. That's correct. Okay. Sorry. We went through some I overorrect and then I can't remember which one it is. Okay. So when we had the last one that was the one I mean of course I left before the dancing stopped. I mean like I did not I did not get up and dance but people were very engaged. They felt very seen and very heard. And so I would

217just encourage the group to say like yes this isn't about a oneanddone event but it is important to like stay connected with those groups and to have those student leadership opportunities and have the whole community kind of see and be seen that we are for all the work we're doing and to look at the data because we didn't it wasn't just a fun event. We looked at some hard data. we've played a game where we got feedback from the audience and stuff. Um, so I mean I just feel like if we say specifically that the groups that we're focusing on for the next three years are special education and African-American students and we do not call out 60% of our students who are Hispanic who are historically and apparently currently like still underserved. We have

218time to address that. It's a problem for me. I I I want to stop us here because we I know that's your perception and feeling, but that actually is not what's actually happening. So, I think some kind of way there's a interpretation um disconnect. So, I want to clarify that. Sure. So, first of all, our shift for Hispanic students has not changed. There's um two different things going on here. So, I I want to take a little time and clarify. So, in our LCAP, it's not changed at all. As a matter of fact, we're not even able to change it because if we change it, then we have to talk about why we change it and bring all of that out. That's not why we wouldn't change it. If we need to do that, we

219would. But what I'm saying is our our stance and how we wrote the document has not changed. Our metrics are the same. Our actions are the same. So that's a line. In the LCAP, there is a requirement for compliance that you have your red and your orange areas. You must call out your red and orange areas in your LCAP. You're required to otherwise your document is not compliant. So we add in our targeted groups as well. That's why you have the targeted areas. But targeted to LCAP is the red and orange area. We still in our document infuse what's important to us that we have learned through our strategic plan. So that's the LCAP over here. On the other side we have our strategic plan. So when you look at the diff the the actions

220the strategies and the goals on our strategic plan those elements are still the same. So our focus has not deviated has not changed and I would be very shocked that if you asked any of our sites who are we focused on I guarantee all of them would be able to let you know what that is and who that is and that's still our Hispanic um families. So that shift has not um shifted with regards to how we're doing family engagement. That has also not shifted from the standpoint of focusing in on Hispanic families. It's shifted in how we're delivering it. That's twofold. One, we're continue to have some um big events like we did in the past across the year. We'll continue to do that. We have two goals and that came from Hispanic families

221and other families. We must have opportunities to integrate together if we're ever going to understand what each other needs. So we're doing activities to do that. Uh Mr. Sllayton talked about the affinity groups that has also come from that. The affinity groups is hearing families who just say I have a a little bit of enough different that I need to engage with people who understand that journey who understand my story. those stories. So far, the strongest that have come to us are our Hispanic families, our students or families um who have kids with special needs, and our African African-American families. The difference with our African-American families is they are such a small group, they feel isolated. They feel like they're in a place. Often, many of our students may be the only student on the

222campus who has anyone who looks like them. And so that creates a whole another dynamic for those kids. So they're a small number, but the impact to them is as significant if not more because unlike our some of our Hispanic families, they have a group at all of our campuses. Our African-American students do not. So our shift has not changed. How we're addressing the problem is changing a little bit. So that one we can be more intimate and we can also be more targeted as a district but also school site to school site. And so one of the feedback from our principles has been can you bring some of the programming or join us in our programming at a school site. So one of our goals um this year is we will have a parent

223education calendar that came from parent feedback in that I'll give a perfect example. We had the big celebration at um Bishop for all families who could come in the district. Well, unfortunately, we made an oversight that there was a conflict at Cumberland where they had another event that day. So we are going to create a master calendar of all events happening as much as we can so that maybe another family wants to go to the one that's at Bishop and they can let them go to that one but then we will continue the emphasis that we had around our Hispanic families on the district-wide ones but we will also have smaller ones at school sites. When was the districtwide one this year for Hispanic families? We had multiple ones Friday, but you had the March

224You had the March event at um Ellis as well. We were not invited to any Well, we'll do a better We'll definitely do a better job with that. Um so I'm just going to check in here. Um I want to do a time check. We are required tonight to have a public hearing on the budget. So let's try to plan our last 40 minutes. Okay. So again, my concern is the Hispanic families in the in the narrative. Um, and then also like the language in there's so many great things that we're doing which is wonderful but like having for the next for whether it's for this LCAP or the next LCAP like the narrative isn't matching like the act like there's the narrative is just like why everything's so wonderful like why it should be

225in there right like the um like our arts and music teachers, right? Like we should we should be having this and it's so good for children and everything. But like in previous years, LCAP's in part because things were so targeted. It was like we're adding these music teachers. We ran into difficulties. You know, these were the challenges this year. It did not go well. We did not retain some with on these areas and in these areas it went really well. And this is like the next step. So you could see you could the narrative told the story behind and also kind of explain why the numbers weren't so great or there wasn't a change like um when Linda Van Mir one point came in and told us about the reclassification of like like or the

226the struggle to like the overidentification of Hispanic students in special education. She gave us a lot of narrative explaining like we tried this and then that didn't work and then we tried this because the kids it's not a factory and then we tried this like and we really had a sense and so in this document everything the narrative is so positive right because it's explaining like how wonderful all the coord everyone's doing all this work and it's so wonderful but it's not like nothing's tied back to the numbers right and and I think in previous years it was more So, so I don't know if there's any way for when when you're looking at like talking about like things that are going to move the needle like that are for family engagement or you know

227like issues around inclusion or issues around co-eing or whatever. Like if there's things that are bumpy like it's not like explain some of the numbers, right? like some of the things that aren't maybe aren't going as well, but we're trying like Yeah, I think we Okay. Okay. Two things I want to say to that just for actions for future because I know we won't have time to get to it tonight. I think a study session around the LCAP might be helpful because there are sections where specifically for metrics and goal analysis that is there that actually talks about what didn't go well and why. So, I don't know if we're missing those or what. So, there's that. And then the other piece I want to emphasize and I will try to be sure that when

228we do the strategic plan update I'll talk to our um consultant mat too but some of the elements that you're speaking to do happen with that update because of what the focus is. So I just wanted to clarify that but I do think we need maybe a little dedicated time so there's better understanding of where to find things and if how it's worded is not providing that clarity to be sure that we do so. Okay. And then last thing was uh concern was uh still waiting to see districtwide antibbias and anti-racist training for all employees. So take it or leave it. Thank you. Okay. Um you ready to vote? Can I get one more? Just I just want to do one more clarification when we say because we have done it districtwide. So are we

229saying we want ongoing training because we have done several trainings. So, I just want to clarify so I understand what we're we're making a request. Be a bigger discussion because I think all the board members don't agree on what we want that to look. Thank you. Let's let's move on to the budget so we get that. Okay. So, uh thank you. Have to find it on here. Okay. So, we're on to um 14B which is a public hearing on the local control and accountability plan. It's actually the budget. Oh, it is. Yeah, you just said Oh, I just know 14B. We got 14B, but I don't know if it does it from here. Public hearing for the 20 2526 budget adoption. All right. Good evening, board. um members of the public and everyone. Sorry, it's

230late night. I'm going to try to speed through some of the stuff that um might be a bit might somewhat need review for some of you. Um apologies to Trusty Petta. If we can come back at the end, I'll try to leave time for your discussion. Uh before we jump into our budget conversation, um I wanted to introduce a concept concept that helps us frame our thinking uh opportunity cost. So in simple terms, opportunity cost is what we give up when we choose one option over another. In education where resources, money, time, people, and space are always limited, every choice comes with a trade-off. For example, when we invest in a new classroom technology, we may have to delay the expansion of a reading initiative. When we extend recess by 10 minutes, we reduce instructional

231time by 10 minutes. When a teacher spends limited funds on art supplies, they not may not be able to buy new books. These aren't right or wrong decisions. They're thoughtful choices about priorities. By the time decisions reach the board level, they are rarely easy. They're complex, often with no perfect solution, only competing values. So, I want to thank you, the board, um, for modeling this kind of thoughtful decision- making dur and I wrote this before tonight. So it actually hits even harder. So um during recent discussions about adding the arts focus at Bishop in in previous meetings um and special shout out to to Trusty Peretta and your your comments on that. Um so these conversations reflect a deep understanding of the concept of tradeoffs and keeping what's best for students at the forefront. So

232these discussions also reflect accountability, a core value that this board continues to champion. When we recognize the tradeoffs behind our choices, we show our community that we are careful stewards of the resources they've entrusted us with. Understanding opportunity cost isn't just a budget concept. It's a lens for making transparent, informed, and student centered decisions. So, I want to thank you guys for your leadership on that. And with that, we'll jump into the budget. So, tonight we'll be discussing the 2025 2026 budget adoption. Um, and I love that that comment you made, Isabelle. I wrote it down. U we did the work. We made the promise. Now, let's work on keeping it. I I really love that. So, I always try to start us off with the promise. It it is our why. Uh every student

233known by name, strength and need, ready to excel in high school and beyond. Lead a life of purpose and joy. So moving along. That's right. I have a click. Oh, it does work. Okay. All right. So overview of the presentation, we'll start high level, talk national um economic overview. We'll kind of go down to the statewide considerations and go a little level further down to local considerations, talk about our district's financial outlook, and then we'll take a look ahead. But just in terms of time, we're going to need to we have some public comments. We're going to make sure we have at least 20 minutes at the end. Can we just skip to the district level? Yeah. You okay? Because we got the other one last time. Yeah, we're gonna need to We got to

234move. I got you guys. Don't worry. It's kind of an important one. So, let's just Yes. All right. So, the economic outlook at the national level. Um we are the the state budget is anticipating a growth recession. Uh the troll growth is expected to continue through 2028. Uh the impact of tariffs on California is very significant. Job growth has been downgraded, a weak a weaker labor market. And so the indicators are not great at this point. All right, moving forward. Proposition 98 is the state's education budget. The highlights are revenue projections are down uh significantly. Uh there's some sometime funding that's being proposed to to support ongoing core uh costs which is never great and the rainy day fund or reserves uh are being depleted. Also not great news. So, California budget or sorry, California

235economy. So, we're still working our way out of uh the impacts of the fires in LA. Again, revenues are projected to be uh down and slowing in 256 and inflation is projected to increase. Some of the risks on the economy, the volatility in the stock market is a very big risk. So when you track the stock market and the volatility, it pretty much tracks uh the same or the the California state budget tracks the same. So we're funded um primarily by the top earners and a lot of their their uh portfolios are in the stock market and so that is a risk. Also we're seeing the unemployment rates uh projecting to increase. Usually we like to see people working, earning money, spending money, paying taxes and so um as that diminishes uh there there could

236be trouble ahead. We also see some anticipate some cuts from the federal level that could put increased pressure on the state. So primarily one of the biggest ones is medical and it poses a considerable challenge for the state budget. um about twothirds of that program's 175 billion is federally funded. And so if that is in jeopardy that that will put more pressure on the education budget potentially. So I wanted to briefly speak to the uh education protection account. So this was uh voted in by Prop 30 in 2012 um and then extended by Prop 55 in 2016. Now this is about 10% of the state's education budget. Now it's set to expire in 2030. Um and if it does, that would leave a $12 billion gap for the state to fill. Um, so that can

237be very that could be very significant and impact education. So this is just the the change from the January budget that the the governor put out till the to the May budget. Um revenues are down 4.4 billion and then uh we're we're feeling it ourselves. The local property taxes um are estimated to be $500 million lower. wanted to put a quick slide about the federal education budget. So, there's a proposal um to to cut the education budget. Um now while the IDA or special education funding um as well as title one is not proposed to be cut um one area where we do think we we would be impacted is title three and that's our funding for our English learners. So um it is a small smaller portion of the funding that we get for

238English learners. um it's about 1% of what the state uh invests for our English learners, but for us it' be about $210,000 um reduction in funding. We we use that for our bilingual paras. Um and so that's something that we're not assuming is going to happen, but we are bracing for the potentials. So in summary, the present is uncertain and the future is even more so. um the the non-education side of the the educ the California's budget um has some challenges and uh it it definitely could impact us. So, we're keeping an eye on it. And I hate to do this, but you have about 10 minutes. Yep. Okay. Or less or less. Multi-year forecast. So, you've seen this before. The takeaway here is year-over-year our expenditures the growth in expenditures has been outpacing the

239growth in revenue. So for instance workers comp uh premiums are up are going to be up 13% year-over-year. Uh the liability premiums are are going up about 15%. Um, and again, there's just more pressures on the general fund budget. onetime funds are set to expire and that might not be as impactful if it were just that. But if you add the expansion of TK on top of that, talking about about a $10 million um increase to the general fund uh with no additional funding. So here on the left side you'll see revenues over the the past few years had exceeded our expenditures. That's where we were receiving a lot of one-time funds. But to the right the the future budgets you'll see as those one-time funds uh disperse it unmasks our structural deficit that we

240we will have to address. So local budget conditions. So, let's talk a little bit about our Sunny Bell um budget. So, you you'll hear a bit of a theme. Over the last 10 years, there's been some changes. We've declined in enrollment by 13%. We're up about 30% in total staff at the same time. Um and then we've expanded programs like behavior services uh by three over 300% health assistance, library positions, general ed uh PAR educators. Then our students with IEPs as a percentage of total enrollment has increased by 47% over that course of time. So, I wanted to provide some position data just to show uh the the positions and how they've grown over time. So, we're up 180 FTE uh while simultaneously being down 900 students. Some of the program expansions. So, I mentioned

241the unfunded TK mandate. It's about $5 million in staff alone. There's also facility requirements and also um ongoing programmatic cost. Our special education program has expanded uh our kids learning after school over the last few years. We've expanded and we're looking to expand more. We're very proud of the the work we've done to expand homeschool transportation as well as the child nutrition program in the scratch cookie. Uh in the bottom right wanted to point out the 10-year change in classified FTE. We are uh we have increased by 54%. Over that time again during declining enrollment. Um K quick question. Sure. So on that that slide you just were on that saying a 24% increase in management but then the slide previous was showing like management as a whole like the percentage was like nine or

24210% the whole time. So like how do those like that doesn't work in my brain. So that that's the what you're seeing the 9% is percentage of total FTE. Yeah. So it makes up about 9% of our total because our entire population has gone up. Okay. Yeah. Yeah. Okay. Good enough. Thank you. As as time has gone by, uh management has kind of grown I think with the the rest of the staff al question. So you've seen this one before. pretty simple. Um, enrollment is down and staff is up. So, if we kept the same pay rates as today, but had the ratios of 10 years ago, we see a savings of $44 million per year. Now over this time period that it that has been this goes back to some of the comments that

243the public has made and uh you guys have made with an investment of that size. Um I think we should start asking ourselves tough questions and have we seen the the growth in our outcomes from investments like these? Uh I don't think anybody would would make the the case that we have and so these are questions that we're asking ourselves. personnel cost per FTE. Um to combat the high cost of living of the area, we've remained competitive about 85% of our spending goes to our people. Um but it is a reality that you know cost being up 60% in the last 10 10 years. Um it is a significant investment. Again, the majority of our general fund budget goes to our personnel. Several um great things come of come out of being very competitive and

244not having turnover, but it does put pressure on our general fund. So there was a question uh last time went back and listened to the board meeting. So I wanted to make sure I clarified the budget cycle. So, the budget cycle, the 15-month process, there's six touch touch points, and I wanted to include this for transparency and accountability. You can see the the changes each time we've come each quarter, we've brought something back. Um the latest in green that you see uh we we prior to this uh iteration we figured that the technology infrastructure um would happen next the start of next year. However, it's actually going to happen at the end of this year. So that I don't know if you guys remember, but we've been contributing to the special reserves over six years

245to pay for this. It's about a $ 1.5 million um investment that has shifted from next year's budget to this year. So, there's more equipment cost and then the uh the revenue is up by the same amount because of the contribution from the special reserves. Also, June and September uh are unique months because during June, we're straddling two different budget cycles or two different fiscal years. Um while we're adopting a new 2526 budget, we're also estimating the end of the 2425. So, multi-year projections uh they are snapshots, they are not predictions. the conversation, you know, in the future, let's say three years from now, um the numbers don't shake out to to how we projected. Um the conversation should always center around the assumptions you had in your budget. So, I I like bringing this

246to you guys because on one sheet, you can kind of see um 10 years of of data of of how our spending has gone. You can see on the top the total dollar amount in millions and on the bottom the year-over-year change. And so the thing I wanted to highlight is the yellow. So year-over-year expenditure increases if you take those two years out from CO are up 11% a year. That is very significant. Um, looking forward as we're projecting into the future, as one-time funds go away and some of the one-time um, uh, expenditures go away, you'll see those increases drastically decline. So, 2% 2% 1%. So, I want to point out that these are not very conservative numbers. There's not a lot of cushion in these numbers. Um I think there there's some risk

247to this because there are expenditures that could come up. Um but um I wanted to point out a few things that that have happened over the last like the last year or so. Um some of the onetime expenditures that you see in that are wrapped in these funds are we bought two EV buses um specifically in the capital outlay. Uh you'll see this was a a question from our labor partners. So people I think are interested in this but you'll see in the six capital outlay um the cost goes up significantly over the last few years. So this is um two EV buses that we bought but we had we had a grant to pay for the Lakewood Library about $3 million over the course of three years uh is in that those numbers. the

248technology infrastructure was a one-time purchase, textbooks adop adoptions and then the playground resurfacing which are are great um but they did cost a significant amount of um resources. So those are in those wrapped in those figures. special education. We kind of spoke about it a minute ago, but uh this is a focus and and not only special education, but specifically for uh over identifying our Hispanic uh students, the one consistent thing you can see in this year-over-year is that the contribution uh needed from the general fund has continuously grown. So to our assumptions just wanted to point out this shows our revenue assumptions. The conditions for growth have slowed and so uh modest growth in our assumptions as we watch the prop eight appeals work their way through the process. And finally uh compensation increases

249are reflected in this budget. uh in our assumptions and it all culminates to spending down of our reserves. So by 2026 27 our reserves are projected to drop below 20 or 20% target uh in local board resolution. our shared interests, our goal, our goal is for sustainability, uh, equitable resource allocation, improved outcomes for our students, and um, the way that that I approach the work and the way that I'd like, um, us all to approach the the work in front of us and the conversation in front of us is through the lens of an opportunity. So the challenge well the challenge is to reduce our deficit by the start of 2026 uh by 7.7 million. That will allow us to meet our 20% reserve uh target for for 2728 which is the third year out.

250uh followed by uh a further reduction of 3.7 million in the following year which would eliminate our deficit. So um are there I'm sorry Mr. Cuffy we are going to have to call for public um the public hearing um so you want to show one more slide got one more slide to show us because we we can't do all 10. We got to just just show us your favorite one. Got it. bunch of things that you guys asked me to show. Uh, we're just We read them, but we're out of time because we we've only extended till and we got to read them and they're there for the public to see. No worries. Uh, I will go to pick your favorite. It's not a criticism in any way and we have all read this and

251we're very grateful. Well, And we can come back to this at the next meeting too. Yeah, we can talk. We can maybe finish it. We'll finish we'll finish it here. Okay. So, few uh revenue revenue generation ideas. So, you guys asked for us to look into after school care. Um and so we did that. We connected with Union. Um they have a a great program. the takeaways there um took it took them quite a bit of time to get it up and running and profitable. And I think some of the challenges for us in in making that our our program profitable um would be the cost of our uh staff. And so we're we're working on on what we might be able to do there. Uh but it's not something that we would foresee would

252happen very quickly. Uh other ideas would be lease revenues. So, as our our lease agreements come um to an end or we have an opportunity to to look at opportunities to change the the agreements, we we will be looking there. Um and maybe that will generate more revenue. Um but also we might have an opportunity to expand the marketing strategy for our facility use. like if we if we were to market it um better, we might get more traction and more revenue generated there. And then I again I uh went back and listened to the meeting last time. I think it was Miss Giza that uh called in and mentioned or implored us to look into partial tax expansion uh opportunities. So I think that that's something that you know if you guys would like

253us to to think about and explore, we can do that over time. Um, and it could help bridge bridge some of the gaps, some of the ideas for reducing the the redu reducing the deficit. Um, I mean, you see them there. There there's a few there. I won't labor. It seems like we got to get to the conversation. So, with that is the is the you can let me know if there's more from this that you want and we can bring that back on the 18th. Yes. Yeah. Yeah. So, we got to move on to the legal requirement of a public hearing. Uh, so it is now, oh, gee, it is now 10:47. Uh, we're opening the public hearing. I have two speaker cards in front of me. Uh, if there's anyone else who'd like

254to speak on this item, please use the raised hand feature now. First one is Jesse Draki. It's okay. Jesse Derki, parent. Okay. Um, please, please, I know it's going to be a hard one, but the afterchool program would be such a huge win for this whole community. We have no options. None. Zero. I'm not exaggerating. There really are not after school options. Thank you. We have to run back. Okay, don't distract her. Thank you. Hi. Thank you, board. Uh, thank you for staying this late. I have several problems with the budget proposition. First of all, we are appalled to see that the behavior personnel spending increased by 136%. I mean, that's ridiculous. I've been mentioning it multiple times. The behavior is a function of unmet need. We need to balance out the district's spending to

255occupational therapy more. We need to recognize that sensory processing disorder is a legitimate reason why many kids have these different needs in their body that are perceived as behavior. We need to recognize that it's not recognized in DSM, but we still need to recognize that we need to find ways to regulate the kids to reduce the behavior spending on that. There are other ways that we can address the on in the classroom uh support for the kids but I want to mention that this is especially important because kids with IOPS is increased 47%. And this is only going to go on increasing one in 32 kids are diagnosed with autism. Currently many kids in the in the schools I am obsessed with figuring out what this neurody divergence is. So my eyes are constantly looking.

256They can figure out lot of things that are not seen by others. I see a lot of kids have autism that is undiagnosed. These kids are passing through elementary grades because there are no standards with which they can be measured or they're failing behind or anything like that. And these kids are getting caught up in middle school because they are not able to function because they have executive function challenges. They have other challenges and all these learning disabilities are showing up in middle school when they're like absolute failures. And it's devastating for them for their self-confidence and everything. Um, one credit hour for general education teachers to in special education during their train during their education is not enough to help them prepare for the influx of these special education kids. I mean kids with

257autism or like neurody divergence being in their classrooms and for them to be able to teach them as an inclusion. We need to change that by investing in teacher training to be able to handle the influx of these things. This is not this is not a luxury. This is a must. Ignoring that just all language processing is a way that these kids process language needs to be accepted and that's something I'm finding our district refusing to accept and I wanted to see it change. um comprehension strategies need to be developed especially for the neurody diverent kids as I've made comment earlier um yeah special education inefficiencies are not necessarily over identifying the kids but there are a lot of other inefficiencies we need to look at how we are handling it I'm happy to look

258into the data of how the spending is going on I'm really curious why we are so spending so much and I don't believe the numbers are correct Thank you so much. Thank you. Um, okay. So, I'm going to close the public hearing at 10:51. Did you check about Oh, I did. There was no Oh, there is one online now. Okay. Sorry. Beforehand there was not. Okay. So, online, uh, go ahead, Susan Salup. Oh, hi. Can you hear me? Hi, everybody. Um, good evening. My name is Susan Salup and my son received special education services in the Sunnyville School District from preschool through middle school and is now a happy freshman at Fremont Union High School District. I have a comment about behavioral services. In the budget presentation, it was mentioned that behavioral services have risen

259by 320% over the past 10 years and I communicated to Dr. dean at the special ed feedback session a few months ago that I strongly believe that Sunnyville school district is overinvested in behavioral services PBIS which stands for positive behavior interventions and support and underinvested in other areas like uh occupational therapy and paraprofessional staffing for academics. I think of positive behavior interventions and support commonly known as PBIS as a band-aid approach that often doesn't get to the root cause of behavioral issues. And as we saw in the presentation, it's a very very expensive band-aid. Um my son did receive behavioral um penalties like referrals pretty much every year while he was in Sunnyville School District. And interestingly, since joining Fremont Union High School District, he has not had any behavioral penalties. Of course, he still

260has behavioral challenges, but they're handled in the classroom. and the high school district doesn't use a PBIS approach. There are no behavioral staff in his special ed high school classrooms. And I have heard that there are two or three behavioral staff for a high school of 2,300 students. I strongly believe it's time for Sunnyville School District to v reevaluate the PBIS program and look at other ways, sensory integration, um, occupational therapy, PAR support for academics to help students manage behaviors and ultimately grow and reach their potential. And a lot of you know this, but PBIS is also is used not only for kids with IEPs, but for the whole student population. And I believe that's the reason why uh Sunnyville School District has so many referrals, suspensions, and other things because it has such a

261PBIS approach. If other approaches were used, you would probably see suspensions, expulsions, all those things decrease. Thank you for your attention. Thank you. Uh anyone else online? Okay, great. So, we are going to close the public hearing at 10:54. Um board, uh any comments on this one, the budget important document? Um I didn't make a note. I while you're while you're thinking, I have a comment about the uh revenue generation after school programs. So, um I just want to make that clear that that would be for an expansion, not a switch. So, like when we were talking about it, um I was not thinking that we would take away the current model where our kids who are basically needing the dollar per month or semester optional dollar would that that would go away, but that

262we would have some the sliding scale would be for um an additional service which would mean we would need our teachers to partner with us because we probably would be using their classrooms um or other space. There's not that many spaces around campus and um and I'd be willing to go out for a parcel tax personally, but um I I think that we have to do something as well and I think that that after school care would just be a huge win for the whole community. I think the majority of the board feels that way and I think that it would also free up kids who are middle schoolers taking care of their younger siblings or guaranteeing a spot for that. So it would would allow us to do more things with tutorials and have

263access to kids to grab them for tutorials not for grabbing Michelle. Um yeah, I remember the thing. So I just wanted to uh just I guess kind of remind public uh the reason why that 20% is reserve is so important. to seeing that as like yeah we really want to stay within that is essentially because there are different ways schools are funded we're not details but because of the way we're funded we need to have a higher reserve because we can't necessarily guarantee money from state is essentially the like just so I just kind of wanted to share that for those who might think oh why do you have to have a 20% reserve because if we don't and the economy crashes like we have no cushion if we don't have a 20% reserve Um,

264no, I'd like to come back to some stuff like the the ESSC. So, maybe at the next meeting. Yeah. So, the next board meeting we'll have some more time and I'd like to table the remaining uh items even though we have a couple comments because we actually don't have time. We are required to end our meeting at 11 o'clock because that's as far as we extended it. So, sorry. Is that your motion to take the rest? That's what I'm asking if we can if we can do that. So that would be the original people from the I make a motion to Yeah. And can it be me or the make a motion right now? Yes. A motion for to table the rest of the items and we'll bring them back on the 18th. And then

265Michelle, if you have any comments about any of the remaining items, you'll send them in. Yeah. Okay. So, um, with that, and there'll be action items next time. Yeah. The the policy to get them into the handbook. So, um, okay. So, uh, did you vote on the motion? Oh, sorry. All those Thank you. All those in favor? I second. All those in favor, please say I. I. Thank you. Chair votes eye. The motion passes. Um, next, we're going to skip all the way to item 16. And it's actually Wednesday. I don't think got changed. Yeah. Yeah. So, I wrote it on mine. It's not in the minutes. It said in the agenda it says Thursday, it's going to be Wednesday, June 18th, uh at 6 p.m. regular board meeting in the district office meeting is

266adjourned at 10:58. Thank you. Thank you, gentlemen. Thank you, Marita. Thank you, guys. So reply that you