Covina-Valley Unified School District | Board of Education Meeting May 14th, 2026

001We will reconvene to open session at 7:04 p.m. Item seven, the pledge of allegiance. Dr. Pettis. Thank you, President Robas. I'd like to invite to the podium Mia Darte, a fourth grader at Baranka Elementary School, and principal Courtney Sawyer. Also, yes, you can clap. Also, I'd like to invite Alexandra Price, an eighth grader at Sierra Vista Middle School, and Principal Grant Dinley. Please come to the podium. Mia and Alexandria will begin by leading us in the pledge of allegiance. Uh, please stand. Uh, take off your hats. Put your right hand over your heart. Ready, begin. I pledge algiance 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. Board President Robelis, Board of Education members, Dr. Blackmore,

002cabinet members, and guests. I would like to introduce Mia Dworth, who is an accomplished fourth grader at Baranka Elementary. She is an accelerated reader, Blazing Bronco, who has read over 735,000 words this year alone, which is amazing, demonstrating both dedication and a love of learning. She was also recognized as an October Pride recipient for consistently showing dependability and serving as a positive example for her peers. Additionally, Mia earned the title of 2026 Baranka spelling bee champion in that's right an achievement that reflects her hard work, perseverance, and academic excellence. So, without further ado, I would like to introduce you to Mia Dorte. Hi, my name is Mia Dorte. Good evening, board of education members, Dr. Blackmore, cabinet members, and guests. Thank you for having me here this evening. My name is Mia Dwarte, and I'm

003a proud fourth grader at Brank Elementary. There is a lot going on at the Big B right now. Our Bronco community has been incredibly focused on preparing for the CAS state assessment as we want to show off everything we've learned this year. Each of our parents wrote letters of inspiration to us that we could keep throughout our testing to give us motivation and comfort. But this month has also been about a lot more than the state test. We are also getting ready to launch big events around Asian-American history month and America's 250th birthday. We'll also end this year with a bang through our young authors program where student writing is turned into short plays that are performed in front of the entire school community, even our parents. Of course, we'll also be celebrating other milestones

004as well, including our millionaire lunchon for students who read a million or more words this year, our blazing broncos, our root beer floats for I already reading achievement, the Einstein breakfast for kids who have completed at least 100 I already math lessons, and my favorite, the math lawn, which is the most rigorous of academic competitions. We hope you can stop by our school sometime soon and catch some of our Bronco spirit. Good evening everyone. Board President Robles, board of education members, Dr. Blackmore, cabinet members and guests. I would like to introduce Alex Price. Alex is the epitome of what it means to be a Falcon. She's currently serving as our ASB president. Her roles including include organizing and leading our campuswide rallies, always promoting a positive school culture. Academically, she is in all of our

005honors classes, including our most accelerated math program. Athletically, she has participated and competed in both Sierra Vista's track and field team as well as our volleyball team. She's also been a key player in developing our yearbook and contributes many volunteer hours to serve the school and community in our builder club. And although she's an eighth grader and will shortly be attending the newly recognized California Distinguished South Hills High School, >> go >> not quite there yet. So in the meantime, she's going to tell you tell everyone a little bit about Sierra Vista. >> Hi, my name is Alex Price and I'm an eighth grader at Sierra Vista Middle School. Before I begin telling you all about the amazing things about Sierra Vista, I would like to thank the Coina Valley board members for giving me

006this opportunity to speak to you all tonight. My three years at Sierra Vista have definitely been some of the best years I've ever had. I've gotten to be part of sports like volleyball and track, BNASB, yearbook, and other clubs and activities. I think that some of the best parts of Sar Vista is the way that we involve students all over campus. My favorite event is our Renaissance rallies that we have once a semester where there are games, dances, and fun activities afterwards. It is for everyone to enjoy whether you either you if you have a 3.0 GPA or higher or you've improved by a 0.5 average to enjoy. The great thing about activities like this is it gives the students a goal to work for and things on campus to look forward to. We have

007other events like fun Fridays that happen at lunch a couple times a month, our water palooa and color run once a year and so many others. I have gone to experience both taking part in these activities and also helping to plan and run them. We have fun spirit weeks that that help keep the students involved and there's always a fun thing to do. We also have so many clubs that you can choose to be a part of. There really is something for everyone. The club that I have had the opportunity to be a part of for three years led by Miss Arizona, which is such a great way to get involved at SV is it is Builder's Club. This is one of the amazing clubs that students can be a part of, but no matter

008what you're into, there's always something for you. The thing at SV that would definitely have to be the best. Overall though, is the people. I've had so many good friends and relationships with teachers and staff members. Like, I know if I'm ever having a bad day, I can go see Miss VR nurse or my teachers, Mr. Johnson and Miss Raina and it won't be so bad anymore. SV definitely creates a safe environment for students to grow and learn, but also to have fun. From being involved in so many organizations and activities, I've had so much fun and so many opportunities to make lifelong connections. As I continue to move on to to high school at South Hills, I am confident that Sar Vista has prepared me for everything ahead of me and so much more.

009Being a Falcon is definitely amazing thing to be. SV rocks. Okay. Item eight, report of action taken in close session. There was no action taken in close session. Item nine, recognitions. Uh 2026 Edison senior scholar Dr. Pedes. You're going to see me up here all night tonight. Um, good evening board president Robas, board of education members, Dr. Blackmore, cabinet members, and guests. Tonight, we're honored to recognize several outstanding accompl accomplishments from across our district community. Each of these recognitions represent the hard work, dedication, talent, and leadership of our students, staff, and school community. From academic achievement and creativity, athletic leadership and excellence in education, these honores remind us of the incredible people who make Coina Valley so special. We are proud to celebrate them this evening and grateful for the families, educators, coaches, administrators, and

010school teams who have supported them. First, we honor to uh we are honored to recognize an amazing student accomplishment in science, technology, engineering, and math. Valerie Chavez from Northw High School has been named a 2026 recipient of the Edison Senior Scholarship Award. Help me welcome Dr. Magleon, principal of Norview High School, and Valerie Chavez, our 2026 Edison Senior Scholar. Good evening, Board of Education, uh, President uh, Mrs. Robles, board members, Superintendent Dr. Blackmore, cabinet members, community members, and guests. I have up here with me uh Valerie Chavez uh who is a shining example of what it means to set the gold standard every single day. So uh Valerie is one of our standout students. She helped uh found our robotics and engineering club. She led the way to start an engineering CTE pathway at Northview

011High School. Uh obviously the recipient of a $50,000 scholarship in the fall. Yeah. Let give her a hand. a four-year member of our BART of our marching band as well. Uh she plans to attend USC in the fall. So fight on where she plans to major in astronautical engineering. So congratulations Valerie. You set the gold standard every day. >> Thank you. Congratulations. >> Congratulations. And all the pictures from tonight will be up on our website. Okay. Item B, California Association of Education Office Professionals Poster Contest. Dr. Pitus. Thank you. Next up this evening, it's our pleasure to recognize a wonderful student accomplishment in creativity and arts. Melissa Molinado, a second grade student at Workman Avenue Elementary, has been named as a CAEOP poster contest winner for grades K through two. Welcome, Miss Melanie Pinkas, our

012interim principal, and Melissa Maldonado, Workman's COEP Easter contest winner. All right. She's little, but she's right here. >> Good evening, everyone. It is my pleasure to recognize one of Workman's outstanding second grade students for her incredible artistic achievement and creativity. This is Melissa Maldonado. And at a young age, Melissa has already demonstrated not only remarkable talent, but also a dedication, imagination, and a true love for the arts. Through her hardworking creativity, she has earned numerous awards from the PTA Reflections, the West Cavina Historical Societ Society, and then tonight, the California Association of Educational Office Professionals. In addition to visual arts, she's also a dance choreographer. She's an aerial gym gymnast. I mean, she does it all. Um, her work stands out because of her care, thoughtfulness, and originality she brings to everything she creates. So,

013we are incredibly proud of the way she represents our school with her talent, creativity, and dedication. And we cannot wait to see all the wonderful things she will continue to create in the future. Congratulations, Item C, visual and performing arts. Dr. Paredes, nice to see you again. Thank you. And I'm going to invite my my partner, my director, Dr. Katanic, to come and assist me as Dr. Kitanic does oversee our um arts and music and for elementary and so it's great to have her here with us. So it's my privilege to introduce our Coina Valley principles and directors who will assist us in recognizing outstanding artists across our district in our visual and performing arts program. Parents and guests will have a photo opportunity that is set up outside just downstairs. So after your students

014come up, they will take a picture right here with their principal and then they'll lead them down there where you can follow them to take pictures outside. We have a pretty little what do you call it? A draw backdrop that you can use for for photos. Before our student recognition, we would like to thank the amazing educators behind our visual and performing arts programs. We are incredibly proud of the creativity, dedication, and care they bring to our students and school communities each day. If you are one of our visual and performing arts educators here today, please stand and wave so that we can recognize you. Please join me in giving them a round of applause. And we do want we were practicing names outside so we do apologize if we mess your name up. We're

015so sorry but we did try to practice. So first of all we are going to be calling up Baranka Elementary School and recognizing them. And as you can see they'll you'll have their name and what they got it in up there. So, I'm just going to be calling up the names and our principles are going to help us hand out their certificate and remain standing up here. Uh, Jesse Hernandez, Gianna Lighthouse, Sarah Mott, Aali Goss, Skyler Tren, and Aiden Lopez. And now we would like to recognize our students from Ben Lmond Elementary School. Michaela Wagner, Jet, Siri, Simantel, Gayton, Journey Romo, Joey Tyler Lopez, Alejandro Zapeda, and Matthew Vu. All right. Next, we'll be announcing Cypress Elementary School. Olivia Tan, Darlene Christoval, Eileene Laurara Nanas, Payton Elizabeth Gonzalez, Eva Tobo, Desi Tang, please come on

016up. >> One more round of applause for Cypress Elementary. And now we would like to recognize our students from Grove Center Elementary. Y Chen Chen, Leani Rodriguez, Kaylee Gallagher, Cantalino, Serena Moffett, Malia Esgera, and Mitchell Lim. Many of our Grove Center kids are at science camp this week, so they could not join us. Maybe Ann can take a picture by herself. >> I'm sure they're having lots of fun out there. All right, our next school we'll be announcing is Manzanita Elementary School. Yay. All right, we have Gia White, Abraham Sandival Velasquez, Amelia Aalia, Eleanor Katherine Flores, Christina Hernandez, and Ezra Thomas. As Manzanita is taking their picture, parents, if your students have already gone downstairs, please join them. You can go down either set of stairs and then they're going to be on the north

017side of the building. So any students that have already gone downstairs, please parents go join them. One more round of applause for Manzanita Elementary. And now our students from Merwin Elementary at Merwin Elementary are Alani Fernandez, Alina Garcia, Alexis Louu, Amelia Oriano, Charlene Leadia, and Sebastian Patton. >> All right, another applause. Thanks, Iwin. All right, our next school is Mesa Elementary. We have Soras Senus. Did I say that right? Science. Savannah Louu, Saphora Caseres, Zoe Harvey, Jaylen Chen, and Haven Deng. >> Congratulations, Roland. I mean, Mesa. Now our students from Roland Chenlin Gao, Jasmine Aosta, Olivia Ayala, Leilene Garcia, Gab Gabriel Magna, and Jaden Martinez. All right, Workman, I mean Roland, sorry. Next is workman. We have Ariana Aoyo, Chamilleia Gonzalez, Serenity Morales Portillio, Lena Sapata, Santiago Madera, Fabian Arosco. And we'll call the middle

018school principles up while we're getting our picture. And now our students from Los Palmus Middle School. Aiden Alvarez, Ariel Renteria, Jamie Aniato, Joselyn Sun, Genesis Alvarado, Legacy McKay Timmons, Joel Zuniga, Willow Gonzalez, Eric Tez, Misha Cabraw. All right, a big applause for Las. Next up we have Sierra Vista Middle School, Damian O A O A O A O A O A O A O A O A O A O A Owa Jennifer Arnold, Mackela Rafan, Jordan Virgil Ar No, Scarlett Arsiaga, sorry about that. And Poppy Kadum Morones Phillips from Treywick Middle School. Matea Gual, Cherani, Cooji Shaw, Jasmine Ubay, Chanel Ubay, Achilles Garcia. We're going to call the high school principles on up. Right, big applause for Treywick. All right, we have Mattaline Franco, Isabelle Gonzalez, Victoria Rodriguez, Manuel Levanos, Carol Herrera Meranda, Aldrich France

019Solis, Donovan Aona, Isella Ibanis, Gang Fan, and Christine Hernandez Estrada. Come on up. So, a little more >> from Fair Valley High School. Jude Gutierrez, Jacqueline Sim, and Raina Basai. >> Rebecca, >> one more. Oh, you have one more. Rebecca, >> she knew you were coming. Right. A big applause for Fair Valley. Next on deck is Northw High School, Jane Maniti, Sophia Perez, Melody Negrete, Christopher Bumin, Olivia Cardinas, Venice Flores, Ariel Gonzalez, Ethan Dumlau, Anahi Blas, and Mosiah Gutierrez. >> You're fine. You're not that busy. You're okay. You're not. That's all. >> And now our students from South Hills High School. Mia Martinez, Tylene Hehard, Charisma Castellang, Christy Newuh How Fam, Angelina Contras, Julia Booth, Viviana Ray Goza, Timothy Lamb, Jada Carter, Kaye Harmo, Razo Weber, Haley Wester, Angela Tapia, and Venice Sanchez. You guys

020are really gonna have to scooch. >> You guys get in the pictures. Teachers >> some more in the front. >> There we go. Let's give a round of applause for all the participants, parents who are here tonight and our teachers of course. Thank you. >> Congratulations everyone. Item D, Nor McKenzie Award, Dr. Pedes. >> Thank you. And now we want to we are honored to recognize an outstanding achievement in high school athletic leadership. Jessica Argalander, athletic director at Kovina High School, has been named a recipient of the Nor McKenzie Award for Rookie Athletic Director of the Year. Please help me welcome Dr. Daisy Quadrasco and Jessica Agalander, the 2526 Nor McKenzie Award recipient. Good evening, board president Rachel Robles, board of education, our superintendent, Dr. our Blackmore executive cabinet, cabinet, and our valued community. Tonight,

021we're so proud to honor Jessica Arguilander, who's been a dedicated colt. And since joining Kobina High School, she has not only raised achievement in math, attended more extracurricular activities than you can ever imagine, but truly took on the role of athletic director with a drop of a hat. and in her first year as athletic director Kovina High School, she Jessica has really brought a fresh perspective to her organization to communicating with our teachers. Um what she has done has really revolutionized athletics um at Kina High School and she single-handedly has started two new aquatic um sports in our boys water polo, our girls water polo and she's our swim coach as well. So, she um lives at the pool at Kobina High School and is really thankful for the renovations that we've gotten at Coina

022High School. Um but just we're just so proud um to announce that Jessica was named the Norm McKenzie Athletic Director of the Year and this is a prestigious award. This is given at the California State Athletic Directors Association annual conference and it was given on behalf of the Foothills Foothill Citrus Athletic Director Association. So, just want to give her a big round of applause and and we're super proud and thankful that she's a Kobina Coat and welcoming a baby girl very very soon. So, we can't wait for her to join our family. >> Congratulations. >> Item E, 2026 Justin's Renaissance Educator of the Year, Dr. Pedes. Uh, >> next I'm incredibly proud for us to recognize an educational achievement by an outstanding teacher, Joy Gilaspie from Las Palmus Middle School, been named a 2026 Just

023Renaissance Educator of the Year. Please help us welcome Dr. Roy Umana and Joy Glasby. This year's 2026 just Renaissance Educator of the Year. Good evening, board president Robas, board of education, superintendent Blackmore, and executive cabinet. A few months ago, this board said that Los Palmus Middle School was a gold standard. Sorry, Dr. Mongol. As a principal, hearing those words are one of the biggest success that you can ever do and hear. But for me to think that that was a lone act would be remiss and greatly mistaken. At Los Palmus Middle School, we believe that culture trumps everything. That is because we have architects like Joy Glasby who really works every day extremely hard to be there for our kids, our families, and our community. And so we're deeply, deeply, greatly uh proud of what

024she's able to do every single day for our school and the community. This award only four teachers in the nation have been recognized and we're greatly appreciative that we were able to do this. So again, let's congratulate Miss Glasby for a great contributions. >> I was feeling left out. I was like, "Oh, thanks." >> Take a rest. >> Okay. Item F, employees of the month, Dr. Doll and Dr. Jacobson. Thank you so much. We'll give Josie a rest right now and take over for her. Good evening, board president Robelis, board superintendent Dr. Blackmore cabinet community and guests. Dr. Jacobson and I are very excited to present our employees of the month for April. The first employee we're going to bring up is Tracy Longo, teacher at Baranka Elementary School. Tracy Tracy is a teacher at

025Baranka Elementary School and she always goes above and beyond for her students, colleagues, and the broader school community. She leads Baranka school leadership team, guiding the fifth grade students in developing responsibility, leadership, and a spirit of service. Tracy also plays a central role in organizing pride assemblies, managing all the logistics, the music, the recognition, and every detail that makes these events meaningful and memorable. As the fifth grade lead and an engaged PLC leader, she is a collaborative and dependable presence among all of her colleagues. Thank you so much for everything you do for Baranka. I love the pep in your step on your way up. >> Our next employee of the month is Jessica Woodard, secretary of Roland Avenue Elementary School. Jessica serves as a welcoming and steadying presence for students, parents, and staff alike.

026Her warm demeanor and genuine care for those she serves has made a meaningful and lasting impact on the school's climate and community. Jessica approaches her responsibilities with diligence and dedication, consistently going above and beyond to ensure the needs of teachers, families, students, and anyone else on campus are met each and every day. Her professionalism, compassion, and tireless work ethic make her an invaluable member of the Roland Avenue Elementary and Coina Unified community. Congratulations, Jessica. Where's the Lost Promise crew? Come back in. Come back in, Los Palmus. Because our next employee of the month is Heather Hillmer, special ed teacher at Los Palmus. Miss Hillmer has demonstrated an unwavering commitment to both students and colleagues throughout all of her tenure. She embraces and is expanding her responsibilities always with professionalism and grace. And she has been

027instrumental in supporting special ed teachers through the transition into case management roles. And it has been an absolute pleasure pleasure, Heather, to have you on the negotiations team. I've learned so much from you. You have offered insight, insight, guidance, and encouragement at every step of the way. Heather is known for being a trusted resource for problem solving, organization, and support across the Los Palmus campus. She is compassionate and dedicated, and we are proud to call her one of our own. Our next employee of the month, who unfortunately could not join us tonight, is Miss Gloria Silva. She's an instructional aid from Grove Center Elementary School. She spent decades quietly and consisting consistently making a profound difference in the lives of staff and students. Uh she is selfless, but she also doesn't like the limelight as

028is evidenced by um her not wanting to be here tonight, but we certainly want to recognize her as well. Congratulations, Gloria Silva. And our final employee of the month that we'll recognize tonight is Mr. Victor Mahia, the assistant director of Fisal Services. Victor exemplifies servant leadership in every aspect of his work. He approaches each interaction with genuine kindness and respect, fostering a culture of trust and collaboration in every interaction. Victor consistently demonstrates a solutionsoriented mindset and a steadfast whatever it takes attitude, ensuring that those around him feel supported and that the work of the department is carried out with excellence. His dependability, professionalism, and positive presence make him a valued valued colleague and an amazing asset to this district and the fiscal services department. Congratulations, Victor. >> Item G, welcome new administrators. Dr. Blackmore. >>

029Thank you, President Robas. Gives me great pride and joy to introduce some new members of our leadership team family. So, as new administrators, as I um introduce you, I'd like you to please come up to the podium so we can recognize you. First is Mr. Shawn Diaz, director of special education. The Valley Unified School District is pleased to welcome Mr. Shawn Diaz as the new director of special education. With more than three decades in education, Mr. Mr. Diaz brings a wealth of experience in student support, educational leadership, and program development. Mr. Diaz began his career in education in 1992 as a teacher and coach and has since served in a variety of leadership roles dedicated to supporting students and families. Most recently, he served as the director of student support services in Belfflower Unified School

030District. He has also served as the principal of Mayfair High School in Bellflower. His experience includes administrative positions at Upland Unified School District, Glendora Unified School District, and Tustin Unified School District. Known for his collaborative approach and student centered leadership, Mr. Diaz is committed to fostering inclusive learning environments and ensuring all students receive the support they need to succeed. Please join us in welcoming Mr. Shawn Diaz to Goina Valley Unified School District and congratulating him on his new role as director of special education. Dr. Blackmore, deeming President Robless, board of board members, cabinet, future colleagues, Superintendent Blackmore, and guests from the community. I want to sincerely thank you for this opportunity to return to the San Gabriel Valley and specifically to Coina Valley Unified School District. This feels incredibly special because this is truly a

031destination district in my mind and a dream opportunity for me as a professional educational leader. I'd also like to take this opportunity to introduce my family members who are here with me tonight. My wife Aaron is over here in the front row, also a three decade educator as well in a local district. and my son Jackson who is here to support me and I'd like to thank them both for being here because family is so critical and crucial to me. My daughters, our daughters McKenzie and Payton are unable to attend tonight. Supporting students has always been a central focus of my professional career and it's always been at the forefront of every decision that I've made as a leading educator. Throughout my career, I have believed every student deserves to feel seen, supported, challenged, and

032valued. I am excited to continue this work here in Coina Valley, especially in supporting students receiving special education services while simultaneously ensuring that each student in the Coina Valley Unified School District has the opportunity to thrive and succeed and find their future plans as we move forward to college and career readiness. That being said, it's an opportunity for for growth. I am honored to be here. I'm honored to be back in the San Gabriel Valley, especi specifically here in Coina Valley. I feel very energized and I'm ready to get to work. So, let's go. Thank you for this welcome. >> Thank you, Mr. Diaz. Next, I'd like to introduce Dr. Cynthia Cabo Zelada, the principal at Treywick Middle School. >> We are pleased to welcome Dr. Cynthia Cabo Zelada as the principal of Treywick Middle

033School. Dr. Cabo Zelada brings extensive experience in K12 public education, most recently serving as the acting principal at Treywick Middle School. She's also served as an assistant superintendent of administrative and student services in the Bay Area. Her background further includes distinguished leadership and experience as a middle school principal and director in the Hosa Laente Unified School District. After relocating to the Sangaru Valley to be closer to her family, Dr. Cabo Salada is excited to become part of the Kavina Valley community. She is known for her inclusive leadership, dedication to building strong school cultures, and commitment to supporting student achievement and success. Dr. Dr. Dr. Cabo Zalada began serving as the acting principal of Treywick Middle School in November and has already made a positive impact on the school community. Please join us in congratulating and

034welcoming her as the official principal of Treywick Middle School. >> Hi, I brought my fan club. That's my family. Uh my daughters, their uh significant other partners, and the noisy kids over there is um future ADA. Those are all my grandbabies. Good evening uh board of education president uh Mrs. Robles board members s board members superintendent Dr. Blackmore cabinet members community members and guests. It truly is an honor to stand here before you today as the next principal of Treywick Middle School. I want to sincerely thank the board of education and our district leadership for entrusting me with this incredible opportunity. I am deeply grateful for your conf confidence and support. Treywick is a very special place. Serving as the interim principal gave me the opportunity to truly get to know this community, our students,

035families, and staff. I have seen firsthand the heart of Treywick. The dedication of our teachers and staff, the resilience and potential of our students, and the strong support of our families and community. Over the past 5 years, Treywick has experienced many changes and challenges. But through every conversation I had with staff, parents, and students, one message remained consistent. That our community wants and deserves consistency. That is the commitment I make to all of you today. I am committed to bringing consistency in my leadership, consistency in how we support and work with all of our students and families. The consistency in our focus on what is best for kids. And I want every student, staff member, and family member to know what we stand for and to feel supported, valued, and heard. We are ready to

036work hard. I am incredibly excited about what we will accomplish together. The work ahead is not about one person. It is about all of us working together as a community. I look forward to the day when we can look back on this day and rele and reflect on where we where we where we started and how far we have come because ultimately it is about the progress we make together, the relationships we build and the positive impact we create for students. Thank you again for this opportunity. I thank my family for welcoming welcome me back home. um for Coina Valley for giving me the opportunity to become part of this family and I am proud to continue this journey with all of you and I cannot wait to see what we accomplish together. Thank you.

037>> Thank you, Dr. Cabo Zelada. Next, I'd like to introduce Mrs. Julie Rmmer, the principal of Mesa Elementary School. Mrs. Julie Rmmer has been named the principal of Mesa Elementary School. Mrs. Rmmer has dedicated many years of service to the Cavina Valley Unified School District, beginning her career in 1996. She is currently a reading intervention teacher at Brana Elementary School. Earlier this year, she served as the acting principal at Branco for several months. Earlier in her administrative career, she served as assistant principal at both Mesa Elementary School and Cypress Elementary School. So, she's coming home to Mesa. Throughout her career, Mrs. Rymer has been recognized for her dedication to education and student achievement. She is highly regarded for her supportive leadership style, strong relationships with students and staff, and a commitment to fostering a positive

038and inclusive school culture. Please join us in congratulating and welcoming Mrs. Rmmer to her new role as the principal of Mesa Elementary School. Good evening, board member, uh, President Robas, members of the board of education, Dr. Blackbour, and members of our community. It's truly an honor to be introduced tonight as the new principal of Mesa Elementary School. I want to sincerely thank the board of education, the Cavina Valley Cabinet, Dr. Blackmore, Dr. Paredes, Dr. Dah, and Mr. Koreah for the confidence you have placed in me to serve Mesa school community. I'm no stranger to Cavina Valley Unified School District as I've been teaching and leading in our district for the past 30 years and I'm thrilled for this new adventure returning to Mesa where I was the assistant principal 23 years ago. I feel fortunate

039to lead Mesa which has a rich history of a strong commitment to students, families, and educational excellence. Over the coming months, my priority will be listening and learning, getting to know our students, families, teachers, and support staff so we can continue building on the great work already happening at Mesa. I look forward to partnering with the entire Mesa team to support the academic growth, well-being, and success of every student. Thank you again for this opportunity. I'm excited to get started and proud to be of this part of the school and the district. And I'd also like to thank my family who are here tonight. My husband Greg and my son Payton. Thank you so much. Thank you, Mrs. Rmmer. All right. Now, gives me uh great pride to introduce Mr. Juan Carlos Quavvis, the principal

040of Workman Avenue Elementary School. We are excited to welcome Mr. Juan Carlos Quavvis as the new principal of Workman Avenue Elementary School. Is it Dr. Quavvis or Mr. >> No, not not >> not Dr. Quas. I think I was reading this. Maybe him. Uh Mr. Quavvis began his career in education as a teacher in the San Jose Unified School District. He later served as a middle school assistant principal before being appointed as an elementary school principal in the Morgan Hill Unified School District in San Jose. Mr. Dr. Quavvis brings a strong knowledge of elementary curriculum and instruction, inclusive practices, and a commitment to student achievement. He is recognized for fostering strong family and community partnerships, and promoting collaborative school leadership. He builds positive relationships with students, staff, and families while creating a supporting learning environments

041where all students are encouraged and empowered to thrive. Please join us in welcoming Mr. Quavvis to the Kina Cavina Valley Unified School District and congratulating him on his new role as principal of Workman Avenue Elementary School. Good evening, Board of Education President Miss Robles, uh board members, Superintendent Dr. Blackmore, cabinet members, community members, and guests. Uh first and foremost, I want to thank my wife who, uh made it possible for me to be here as we relocate down to Southern California again. Um and you know, today she couldn't be here because she's taking care of my children up north, but I'm really grateful for the opportunity to be here. Uh, thank you for this opportunity and for your confidence in me to serve as the next principal of Workman Elementary. I'm truly honored and excited

042to join a school community with so many existing strengths already, dedicated staff, supportive families, and incredible students as we saw today. I look forward to building on the great work already happening at this amazing site, uh, as well as continuing to support the district's vision and direction for student success. Um, I want to thank everyone for the warm welcome that I've already been receiving. All of my future colleagues and administrators and uh staff that I've already been able to meet today. So again, thank you for the warm welcome as uh we come back to Southern California. Although I see that uh Georgian family runs deep, I'm um grateful to be here as a brewin and continue to grow the family. So thank you again. I'm excited to get started as well and become part of

043the workman community and get to meet everyone uh later tomorrow. >> Thank you. Welcome. >> He'll be spending the day tomorrow at workman and having lunch with the staff there. So, >> thank you very much. That's it. >> Thank you. I'd like to move for a fivem minute recess. Is there a second? >> Second. >> Sure. >> Second, Sue. Uh oh. Roll call. >> Yes. I want a break. Maria Caseres. Simon. Wright. >> Sure. >> Mar Cruz. Yes. Sumalichi. Yes. It's unanimous. All right. Five minutes. 10 presentations. Item A, ethnic studies and personal finance. Dr. Pedes, I can't hear because the door is right. Sorry. Um, we would like to welcome Dr. Dalton up who will give a presentation on ethnic studies and personal finance. Good evening, board president Robas, members of the board, superintendent

044Dr. Blackmore, members of cabinet, community members. Yep, there's still a few and guests. I look forward to talking about our new statemandated course requirements for high school graduation. We are updating our graduation requirement to align to two new state mandates for Assembly Bill 101. Students will now complete a one semester ethnic studies course to broaden their historical and cultural perspectives. Additionally, under AB 2927, students will compete or complete a one semester personal finance course, ensuring that they graduate with the practical skills needed for financial independence. Our focus is on integrating these requirements efficiently while maintaining our district's high academic standards. The ethics studies seminar course provides our freshmen with a broader view of global history by centering on the voices of marginalized communities and exploring pre-colonial civilizations. As outlined in our core perspectives, we prioritize

045fostering safe classroom environments, respectful academic dialogue, and making sure to still compete in complete topics. To ensure high academic rigor, the course is built on three pillars. First, the primary source analysis where students will perform deep dives into historical texts and oral histories. Second, a focus on critical literacy to develop evidence-based argumentation and analytical writing skills. And finally, the course will conclude with a culminating project. The civic action project requires students to connect to their historical inquiry and to modern-day issues while applying research and reasoning skills that they developed over the semester. To ensure this C course adds long-term value to our students transcripts, it's designated as a interdisciplinary G elective providing full alignment with UC and Cal State University requirements. We have intentionally designed this for the ninth grade level to establish a foundation

046of critical thinking, literacy, and civic engagement early in their high school career. By introducing these academic expectations in their freshman year, we prepare students for more complex research and argumentation skills that they will need in later coursework. Our personal finance course is design uh designed to provide students with a practical foundation in financial independence and security. As you see on the slide, we focus on moving beyond just the basic theory and into more applied learning. And to achieve this, we will utilize three high impact strategies. First, uh analysis where students will use mathematical modeling to master the management of their own personal finances. Second, simulationbased learning, which will offer hands-on practice through things like the stock market game and tax simulations, which will help students learn a little bit more about safeguarding their own finances.

047And finally, we'll emphasize comparative research and problem solving. By conducting datadriven research to evaluate real world financial products, our students will develop the confidence to make informed evidence-based decisions that will benefit both themselves and their families in the long run. Similar to our ethnic studies course, personal finance is designated as an interdiciplinary G elective for full UC and Cal State University alignment. While the curriculum is designed to address both immediate needs and long-term security, we will be pairing this course with the two one semester courses with both that and ethnic studies as a freshman class. This allows both students to fill both mandates early in their career, providing them with a strong foundation in both civic awareness and financial literacy. We recognize that even with the flexibility of a seven period day, a standard schedule

048may not fit every student's specific needs. To ensure these mandates don't create barriers, we have established several flexible pathways. Students can utilize summer school for advancement or dual enrollment to even earn college credit. For those needing more maximum flexibility or even credit recovery, Apex will also provide a self-paced option. We also offer additional year-long courses with students with rigid schedules. These options are designed to support both English learners, students with IEPs, and still give students a chance to take programs like AVID and band. By providing these diverse entry points and scaffolded supports, we ensure that the new requirements serve as an opportunity for student growth rather than an actual hurdle to completion. Our counseling and administration teams will continue to monitor student progress closely to ensure that every individual remains on track for graduation. You'll

049see here in the table our updated graduation framework. It is important to note that our graduation requirement will not change the 220 required credits. We are not adding that to the load, but instead putting the 10 credits into the designated required electives. By pairing these two one semester courses together during the freshman year, we ensure all state mandates are met early. This also provides an opportunity for students to earn credit recovery or remediation later in high school if necessary. This approach also preserves the flexibility for students who want to pursue pursue I'm sorry pursue things like CTE pathways, advanced placement or IB courses. It gives them an opportunity to explore the arts as well during their four-year time in high school. To ensure a smooth roll out, we have finalized our implementation plan across three

050different areas. First, curriculum expansion is now complete with all new courses being built into the 2026 2027 master schedules. Second, strategic staffing is also in place with fully credentialed teachers identified and assigned in each new section. And finally, we have prioritized professional development with initial training and scope and sequence planning already scheduled so that teachers are ready to deliver high-quality instruction from day one, followed by, of course, ongoing support throughout next school year to ensure consistency and equity at all of the school sites. Any questions? >> Just more kind of like mayor clarification question. So, this would be already part of the courses um incoming ninth graders will be required to take. >> That's right. So, next year's freshman, the current eighth graders now will be required to take these two classes as part of

051the California high school graduation requirement. >> So, they will only have maybe one class that they can choose on their own. >> So, this will take up one of the electives. We're lucky to have a seven period day. They'll still have a full elective opportunity as a freshman. And if they choose not to take this as freshman, they'll also have the opportunity to integrate it into summer through credit recovery, Apex, possible dual enrollment as well, too. So, there's different pathways they can take these classes. >> Okay. Thank you. And the only reason I'm asking is because I know my son was already complaining that he didn't have a choice of what electives he could take. >> He's a freshman. He's a freshman this year, so I'm sure he's going to have to take it. >>

052He'll be fine. His his graduating class will not be required to take. >> Okay. So, it's the new >> It will be this year's eighth graders. >> Okay. cuz then he's going to be like, "Mom, they're taking another elective." >> No, they're not. They're good. He still will be able to take two electives each year. >> You >> Thank you. >> Item B, local control accountability plan. Dr. Pedes. >> Thank you. We'd like to invite Dr. Karns up to the podium who will be giving us an update on the LCAP plan. Thank you. Good evening, board president Robas, board of education, Dr. Blackmore, cabinet and community. The purpose of tonight's presentation is to share an update on the feedback that we collected from our educational partners through our LCAP annual update process this year. As

053a reminder, we have three overarching goals in our LCAP that align directly with the board of education's first three goals. We are committed to ensuring every student graduates eligible and prepared for college and careers. We're implementing innovative research-based programs to raise achievement and we're creating positive engaging environments that connect students to their learning inside and outside the classroom. at Fair Valley and CVLA. We're focused on boo boosting uh student achievement, academic uh engagement, improving outcomes for our students, and strengthening educator support. As you can see, engaging our educational partners is a vital part of our LCAP annual process. Our engagement uh efforts included 30 advisory and community meetings, consultation sessions, and board presentations along with the launch of our LCAP surveys to reach an even broader audience. This comprehensive approach assures that we uh in

054our planning have included the voices, needs, and priorities of our entire educational community. This year we had 2,390 responses as of Monday to our parent and community survey. As of this morning, we're up to 252 responses. Families and community members shared overwhelmingly positive feedback. 96% are satisfied with their students academic preparation, which is matching last year's results. 96% feel welcomed and treated with respect when visiting a school or the district office. That's also matches last year's results. 96% agree that Cavina Valley keeps them informed about important issues and events. But as of this morning, that's up to 97% which is up 1% from last year. And 94% agree that our campuses are safe. That's up 2% from last year. Overall, the results show that our families and community feel connected, respected, and confident in the

055academic preparation and safe environments that we provide in Cabina Valley. Based on survey results, the top five priorities identified by our parents and community include increas increasing um and extending learning opportunities to boost academic achievement, enhancing STEM education, expanding enrichment opportunities, continuing to provide one-on-one technology and academic software, and expanding health and wellness services. These priorities show that our families and community are strongly committed to providing well-rounded educational experiences and ensuring students have access to the support they need to succeed. Compared to last year's survey results, the only change to the top five priorities is the order in which you see them, which shows a continued focus on these same five priorities. This year we received valuable feedback from over 400 participants in our feeder track community voices and advisory meetings. We heard several bright

056spots from our educational partners, including access to college and career readiness programs, enrichment and intervention supports, visual and performing arts opportunities, student engagement activities, and our ongoing efforts around mental health and safety. At the same time, feedback was also provided to important growth areas and opportunities, including earlier access to information about college applications and financial aid, more consistent STEM opportunities for grades TK through 12, clearer communication about AVID dual enrollment and CTE programs, training opportunities related to AI, a stronger balance between screen time, collaboration, and hands-on learning in the classroom, and continued curriculum support across academic programs. This feedback has been shared with all site administrators, and our educational services team is actively supporting site plans and working closely with school sites to implement feedback solutions. This year, 926 staff members participated in the survey,

057surpassing last year's response total um of 898 responses. 90% this year agreed that they have the technology and resources needed to do their job effectively, which is up 2% from last year. 92% agree that their school or work site is safe with the same results as last year. 91% agree they have opportunities to voice their opinions and ask questions, up 1% from last year. And 91% agree that their school or work site is a place where staff feel they belong, up 1% from last year. Overall, the results show that our staff feel supported, safe, and connected to their work environments. Based on staff survey results, the top five priority initiatives identified by our staff are additional support staff, increasing extended learning opportunities, prioritizing health and wellness, including mental health support services, expanding enrichment opportunities, and

058continuing to provide elementary music and PE. Compared to last year's survey, the only change is that elementary music and PE programs moved up to priority number five, replacing onetoone technology and academic software, which moved into the sixth spot, just outside the top five this year. These results highlight a continued focus on strengthening academic achievement while expanding the supports and resources available to students and staff. This year we received valuable feedback from over 200 student advisory participants. After reviewing our meeting notes, common themes emerged. Students shared that they value the strong college and career readiness opportunities in Cavina Valley along with the support they received from teachers, counselors, and staff. They also highlighted a strong sense of connection and belonging on their campuses, safe and inclusive school environments, and meaningful real world learning experiences. At the

059same time, students identified a few opportunities for growth. They would like increased access to pathways, electives, and dual enrollment courses along with more consistent hands-on learning in the classroom. Students also want clearer communication about resources, events, counseling services, and college and career opportunities. In addition, they emphasize the importance of strengthening attendance supports and initiatives to keep students engaged and connected to school. As I mentioned when discussing parent and community feedback, principles and district admin also reviewed student input and are using it to enhance their sitebased plans and have district support in doing so. Our district will continue to provide comprehensive support through 55 targeted actions and services that are outlined in the 2627 LCAP. These initiatives directly support our three overarching goals and our equity multiplier goal. You'll notice that all the key priorities identified

060by our parents, community, staff, and students remain central to this plan. This includes maintaining our commitment to technology integration, academic programs, providing strategic intervention, support for English learners, expanding CTE pathways, and diverse enrichment opportunities will also remain strong areas of focus. Additionally, parent education, counseling services, ongoing staff professional development, arts education, and mental health and wellness support will continue to be top priorities. Thank you. That concludes my presentation. Does the board have any questions? No questions. Thank you very much. Item C, dual language immersion update. Dr. Pettis, I'd like to invite uh Dr. Dalton, Dr. Katanic up to the front who will be giving us uh overall view and update on our Spanish and Mandarin dual language programs. >> Good evening again, Board President Robas, Board of Education, Dr. Blackmore cabinet and all those in

061attendance tonight. I am Matt Dalton and I'm here along with Dr. Andrea Katanic as we are here to update our Spanish and Mandarin dual language programs. Tonight we will outline the K12 instructional pathways and the academic data that confirms our students progress in our biiteracy programs. Our K12 dual language program provides a continuous academic trajectory from elementary immersion through advanced high school coursework at both Northview and next year South Hills High School. Students transition from primary immersion to preAP and honors tracks at Los Palmus and Sierra Vista and culminate their programs in both advanced placement and international balorate pathways designed to secure the state seal of biiteracy. Our vision for our dual language students has always been for our students to be bilingual, be biliterate, be bicultural, and be ready for the future. When our

062vision states be bilingual, this means we want our students to speak in two languages comfortably and effectively at a level appropriate for their age and grade. When we say be biiterate, this means we'd like our students to read and write in two languages at a level appropriate for age and grade. When we state be bicultural, we would like our students to demonstrate cross-cultural competence. And finally, when we say be ready for the future, we mean we would like our students to perform academically at grade level or above and be prepared to use two languages in college or career. In our dual language classrooms, we follow the common core standards for each subject. This means that if a second second grade language arts standard is identifying main idea and details, then our dual language students learn

063about main idea and details in both languages. In addition to the common core standards, we follow the actful standards that you see on the screen. These are widely adopted standards for language development. These are our goals for our students target language development at each grad span. We know not every student is currently at this level, especially our students who are not native speakers of the target language. It is quite challenging for a non-native speaker to reach the highest levels of language pro proficiency. To give you an idea of where we ended last year, our Mandarin dual language fifth graders moving up to middle school tested predominantly at the intermediate low level, but you see on the screen our goal in grades 3 through 5 is for them to move up to the intermediate, mid, and

064high levels. Again, this is our goal for our middle school students to progress through the advanced level where they would be able to use the target language for academic purposes and higher order skills. As our first cohorts move to high school, we know our students are not yet at these goal levels. Our dual programs continue to strengthen each year as our teachers gain experience, attend conferences, and participate in professional development. In the foundational years, our attempt of goal is to build literacy and confidence through interventions and instructional aids, providing both tutoring to bridge the gaps for families who do not speak the target language. And as academic language becomes a little more abstract at the middle school langu um level, I'm sorry, our teachers provide vital social engagement by dedicating their own time before school,

065during lunch, and after school as they lead clubs like the mariachi, the folklorico, and the Chinese culture club. The support culminates in our high school program where the focus will shift to application and obviously graduation. We also provide a dedicated dual language counselor at both high schools who will serve as a specialized point person who understands the social emotional journey of a biiteracy uh identity and journey. This ensures students are aligned for our total goal which is the seal of biiteracy and providing them with a competitive advantage in college admissions and the global workforce. Now we will focus on our Mandarin dual language program. Specifically, this program is a 50/50 model where students in kindergarten spend 50% of their day in the target language, Mandarin, and 50% of the day in English. This model remains

06650/50 throughout elementary school. This model allows students to grow their knowledge of English, an alphabet system, and Mandarin, a logoraphic system that uses pictures to represent words. The significant difference between the English and Mandarin languages requires equal time learning both. Our middle school Mandarin pathway maintains rigor at a three-year honor sequence in their Mandarin language arts, both sixth, seventh, and eighth grade, and that helps to transition students to an even more advanced high school language pathway when they get there. To support ongoing cultural immersion, students also have the option to take one of the specialized electives each year. This structure offers a new cultural focus annually helping to sustain engagement while building progression towards the seal of biiteracy. The high school mandrin pathway will transition students into more collegiate level coursework. It will begin with

067college level Chinese 3 honors and progress towards AP Chinese language and a two-year international balorate Chinese sequence. While the core language pathway remains the priority, students will also have the opportunity to enroll in a rotating set of annual academic electives, including Chinese traditions, film, and media studies, exploring Chinese art, and contemporary Chinese studies. Each elective provides a focused area of cultural and academic studies, allowing students to deepen their understanding of academic study um I'm sorry, of the academic language through a new lens each year. The goal here is to move forward adding a core content course that better connects language development with academic study across the curriculum. In Kovita Valley, we have a culture of continuous improvement. So, we regularly are visiting classrooms and reviewing data to determine our next steps for our dual language

068programs. For our Mandarin dual language program, we review CASP student achievement data, student enrollment, student attendance. This year, we added the STAMP Mandarin language assessment, which we piloted last year. That assessment follows the ACTUL standards. When the assessment window closes at the end of this school year, I will share data with you in our weekly update. In addition, we will be adding community surveys to our lingual dual language program data, and I will share that information with you as the survey will deploy May 26th. These surveys will help us gather information about the program from students, parents, and teachers. Students in our dual language programs are high-erforming on CASP assessments, and these programs help our schools earn recognition for student achievement. Here you see a third, fourth, and fifth grade Mandarin dual language data from

069the end of last school year, showing our dual language students outperforming grade level peers in both language arts and math. This demonstrates the strong foundation our Mesa teachers are providing for our dual students. Keep in mind these students scores are also included in our district scores. So they are raising our collective achievement as well. The CASP results highlighted a very consistent pattern of strong academic performance at our Sierra Vista Middle School Mandarin duel program. You can see here there's achievement in both the English language arts and the mathematics exceed all district averages across all grade levels. In sixth and seventh grade, these students outperform their peers in ELA and maintain a strong performance in math, demonstrating their participation in this program only helps their student success rather than limit it. Next year, we will also

070have access to high school CASP data, which will allow us to extend this analysis and examine outcomes as students progress into their high school pathway. This year we established dual language advis advisory groups at the district level. During these advisory group meetings, we reviewed our current Mandarin dual program, identified current program strengths and opportunities for growth, and solicited feedback from advisory members. Advisory feedback suggested we add a multilingual coordinator, contract with a Mandarin dual language consultant to develop a scope and sequence, and further lesson planning and performance-based assessments for our students. In addition, we are working on communication of expectations for each grade level and strengthening our feeder track connections. We would like to increase overall communication to parents in the community and expand our advisory next year to potentially include representatives from each grade

071level or grade span with alternates if that representative cannot attend. This would make the advisory more balanced in representation. Our key next steps for the Mandarin dual language program are very much based in the feedback from the Mandarin advisory group. We know we need to build language oracy for our students so they increase their time speaking the target language. We are in the process of hiring a multilingual coordinator and we have contracted with a Mandarin dual consultant. This consultant will also be working with our teachers to refine our scope and sequence for instruction and communicate standards by grade level among other things. We are planning feeder track field trips, afterchool and Saturday activities to strengthen feeder track connections and build opportunities for students to practice the target language. We are also planning additional cultural instruction

072and events. On to our Spanish dual language program. Our Spanish program is a 9010 model where in kindergarten students spend 90% of the day in Spanish and 10% of the day in English, gradually increasing to 50% by fourth grade. So whether the program starts at 50/50 or 9010 in kindergarten, they are all at 50% target language and 50% English by fourth grade by fifth grade. The Spanish program can start with with so much of the day in Spanish because students can transfer their alphabet knowledge to English. The middle school Spanish pathway integrates language development with core content instruction through Spanish language arts alongside history courses delivered in Spanish. This occurs at all three grade levels. This structure provides consistent exposure to academic Spanish in both language arts and social studies contexts, reinforcing language proficiency while

073supporting grade level content learning in the Spanish language target. Our high school Spanish pathway is designed for advanced proficiency, guiding students through honors, AP, and even dual enrollment levels. A key strength of our program is the integration of core academics such as Chico literature which allows freshmen to fulfill an English requirement while deepening their cultural identity. To complement this course sequence, we have also maintained a dynamic elective framework that allows us to provide a rotational selection of courses from the arts to community leadership. This is designed for students that are interested in current enrollment patterns and opportunities for success within their language. Our program remains responsive to students voices while we continue to expand opportunities for them to compete or I'm sorry to complete core academic coursework within the Spanish program. We also have progress

074monitoring for our Spanish dual language program. The data points are the same as our Mandarin program with the exception of the Spanish assessments. Our Spanish assessments include the I Ready Spanish diagnostic, our new reading screener in Spanish MClass Lectura, and the STAR reading comprehension assessment in Spanish. Once again, our CASP data demonstrated the achievement of our dual language students, showing them outperforming their Englishonly peers in both language arts and math. This is a testament to the high quality teaching and learning at Manzanita Elementary School. CASP results for the Spanish dual language program show a consistent pattern of stronger performance compared to district averages across grades 6 through 8 in both ELA and math. While there is some expected variation across the grade levels, dual students remain above district performance in every measured category, reflecting strong

075academic outcomes alongside sustained bilingual instruction. The Spanish dual advisory group also reviewed our current program, identified the current strengths and opportunities for growth, and assisted developing surveys. And the advisory gave feedback on next steps for the Spanish program. The advisory outcomes for Spanish include adding a multilingual coordinator, additional aid support, which we started this year, vertical articulation, which we also started this year, summer support, which we started this year and will extend to all students next year, increased student recognition, awards, and incentives, expanding cultural activities, improving trackment of student language development, and increased communication with parents. As a result of the Spanish dual advisory feedback, we are working on the following key steps for Spanish. Adding a multilingual coordinator, designing the improved tracking for language development, scheduling and planning additional student recognition, scheduling and planning

076additional cultural events, and plans for increased communication across the dual language pathway. Students are recognized in multiple milestones that reflect both growth and sustained commitment to bilingualism. Early in elementary school, the biiteracy attainment award celebrates the beginning of formal bilingual and biiteracy achievement. This recognition continues in middle school where students are honored for ongoing growth and again with a promotional sash they are awarded which marks the completion of their dual language pathway and transition into high school. As students progress into the high school level, recognition will become more formalized through the form of the state seal of biiteracy, which reflects full bilingual and biiteracy proficiency at graduation. Additional senior awards will highlight program completion and sustained engagement in this pathway, culminating in the graduation stole as a visible symbol of long-term commitment and accomplishment in

077dual language education. We have shared with you specific next steps for our individual programs, but we also continue to take steps at the district level to grow and improve our programs. Here are our district next steps for 2026 27 and beyond. Add a multilingual coordinator to support English learners and dual programs. Continue alert dual advisory groups with grade level parent and teacher representatives. complete our Spanish expansion through North View High School, which will be completed in the 2829 school year with the goal of including core content classes in the target language. Complete Mandarin pathway through South Hills High School in the year 2930 with a goal of including core content there classes there as well. Explore expanding a Spanish dual program to the Coina High feeder track, participation in the bilingual teacher professional development program

078through SEAL, and increase parent involvement through grade level expectations and parent education. Thank you. Are there any questions? Hi, I just happened to visit all of the parent meetings and I would just like to uh suggest maybe that we open it to all the dual parents because I know we've had such a small amount of parents especially like in the Mandarin program visit. I mean, can we house? I mean, who knows who could come, but it would be nice to let anybody that wanted to come come. We did invite everyone that was interested to participate in our advisory groups this year. So, anyone that filled out that Google form that was interested was invited to participate. But what happened was an imbalance of representation. So, it was a good informational meeting, but not um what

079we would consider a true advisory group where you have balanced representation and you're making decisions. So, I think a good idea would be to have meetings similar to what we did this year where everyone's involved but still have a true balanced advisory group that helps us take the information the parents are giving us and make decisions moving forward. that is very difficult in a big group or a group that's imbalanced and maybe has more representatives from elementary and not any representatives from middle school that week or that month that we're meeting. So, I think we should definitely consider some options where we're bringing in all the parents um and then maybe some smaller group meetings where they can help us evaluate the data and talk about steps moving forward in a more balanced way. My

080only problem with that is I don't like handpicked people to uh sit on the advisory groups just for me uh because a lot of times it's districtpicked and they're not going to give any answer other than what the district wants. That that's just my opinion >> and we can definitely talk about ways there's times where um people like parents would elect people to represent them. So we have different options to consider moving forward that we definitely look at and talk about but I definitely see the benefit of having more umformational meetings that all the parents are invited to to participate in. >> I agree. Uh can we also revisiting uh looking at the additional aid support just revisit it to ensure that the teachers and students do feel supported from the additional aid help that

081we put in this year? >> Yes. >> Perfect. Mhm. >> Um and something that I did hear at North View uh at the last meeting was that the students themselves are interested which is something we brought up before uh in pathways to ensure that they're ready for college and career uh in both because I went to the Mandarin the last Mandarin program and it was really nice to see that they're going to get a culinary pathway. We even got to try the food, which was amazing. And Chef Red, I mean, great. Uh, it would be nice that if um the Spanish program had something similar. I mean, there we have the medical pathway. I mean, wouldn't it be great if all of our students could go through something like that and be able to articulate,

082you know, anything that our medical pathways has to offer so that they again are ready for college and careers. And then the last thing that I saw as we were going through um it says Mandarin next step schedule and planned additional cultural events. Is that in school, out of school? just because I know that we've met parents who are interested in who aren't in the dual program who are interested in going to other cultural events or you know just things around that they could expose their children like my grandfa father he always said I want my grandchildren to be cultured well he failed sorry grandpa but it would be great if we had um people I mean things that we could share share with the greater Kuina Valley community um as well. >> That's all

083my >> But thank you. >> Absolutely. As we we currently have a a Mesa Lunar New Year festival that all of Mesa is invited to, but we can certainly look at expanding that to the larger district community. They'll need some support for us because that from us because that would be a lot to put on. >> Um but we can definitely look at expanding that. And the one of the things we're looking at expanding is the cultural instruction and making it a part of the school day in addition to the cultural events. >> Nice. >> Any other questions? I just had a you know as we get ready to um release those surveys um it might be a good idea to uh meet with parents um share with them what our dual um language program

084is what it's about so that they really understand what they're answering. Um, you know, most parents, you know, if they if your kids are have good grades, then, you know, the program's great, but not everybody might agree with that. Um, so I think revisiting what the program is intended to do, uh, where their child should be at this moment in whatever grade level they are, uh, and then releasing that survey so that we have, you know, accurate data being collected. >> That's a great idea. I'm not positive I can do that before school gets out just given the the time that we're at in the school year, but I think we can definitely look at that. Maybe do a virtual >> or something that looks even in here that they talked about, you know, they're

085going to be working on like the scope and sequence of the programs and letting the parents know that. So, I think that might be something that is a little theme because they're going to be working on the >> right. Yes, it would be a perfect time to do something at the beginning of the year when we are >> launching the the scope and sequence and the grade level expectations. So, we definitely will have that with the assistance of our new multilingual coordinator. Don't know who it is yet, but I know they're going to be amazing. >> You know, >> I know it. >> They're gonna Yeah, >> I feel it. >> You feel it? Okay. You feel it? Not you know it yet. >> No, we'll be watching. Don't worry. >> We know. Oh, you

086do. >> Thank you so much. >> And I just want to, you know, thank uh you guys, thank uh everybody who, you know, was a part of the advisory committee um and who brought their ideas forth. So, thank you. >> Thank you. Can I add one thing that that that wasn't kind of released or laid up to be part of the presentation, but um Los Palmus Middle School um administered uh a um practice AP test to their eighth grade eighth Spanish language test to their um eighth grade dual language students recently. The the teacher in the program has experience as an is an AP test grader. Um and um 80% of the students in the program um had a qualifying score of three or above which is which is good for the a good result

087at any for any AP test. Um what that would indicate is those those 80% of the students would be prepared to go into an AP Spanish language class in their nth grade year um with the expectation of receiving a four or five on the test which again would give them college credit. the other 20% would be um their language skills would tell them there none of them got a one all of them got a two or higher um that they would a more accurate target for them for high school be starting in Spanish 4 Spanish for honors that that with still strong language development with a ways to go to with a little bit little bit more extra to help them get to the AP um Spanish language level >> and just >> and that's

088a goal I think because I I wouldn't if these children are starting with Spanish since kindergarten. They should not be taking any more Spanish courses at the high school level, not in literature. They already know it. They would be able to take their tests by freshman year. >> Yeah. And that that's the goal. And for for this year, that that cohort, 80% of the students would be able to do that. >> That's awesome. It'd be fun to see if Mandarin did the same. >> Just saying. >> We have goals. >> Yeah. Goals. Yeah. Goals. >> Yeah. And just just to add to it, one of the students actually got a five, which is the perfect score, which that student would for sure be recognized at a higher level in going. And just to remember that

089the Spanish four honors is designed to ensure that every kid in the program gets a five, not just a passing score because threes and fours are not accepted in in colleges at most high universities. So the Spanish four honors will absolutely prepare them for the first AP lang then AP lit which are the two highest levels of of Spanish with dual enrollment opportunities in their their fourth year. >> Thank you. >> Item D, core practices part three, part four. Dr. Blackmore. >> Thank you, President Robas, members of the board of education, cabinet members, and guests. We have a few guests here still with us. Um I'm uh pleased to stand up here tonight and and talk about the part four of core practices that that we are committing to in Kavina Valley Unified School District.

090And tonight I'd like to share about parent empowerment. Um as we've talked about in each one of these presentations, our our our northstar, our what guides us here in the district is our our mission and vision statement. Mission and vision. And again, our vision is an innovative education that inspires every student's unlimited potential. And when we talk about parent empowerment, it is directly aligned with our board of education goals um particularly goal seven which says our district schools will engage their families and community to increase student success. This also aligns with um LCAP goal three. Again, we are we are aligned to all of our goals and all of our systems within the district. Our key components for success in parent empowerment is um one, building authentic partnerships with our families, improving student outcomes, trust,

091and school culture, and creating systems that support every family. So, as we go through the the presentation, we'll be talking about all of those things. So first thing, why do we do this? Research is clear. When families are empowered, student achievement rises, attendance improves, and chronic absenteeism drops, behavior improves, and school climate strengthens, graduation rates increase, college and career readiness expands, and most importantly, trust between the schools and the families deepen. Effective empowerment is not an event. It is an ongoing partnership with our families. A critical part of parent empowerment is having effective two-way communication must be accessible and consistent to our parents. That means we must have multilingual communication. Meeting meeting our families in their primary language. Just to to put that in perspective, um, if you pull out of out of our student

092data, 27% of our students identify a home language other than English with 22% of our parents identifying that is Spanish. So, it's important that we we are able to communicate um with our families in the language that they identify most with in in their homes. Um, means using all the different channels available to us, which could be text messaging, email, phone calls, and any and any app um like parent square. It means clear, timely updates on academics, attendance, so families always know where their students stand. It means active social media and websites that provide consistent information and clear information to and timely information to our parents. And importantly, it means giving parents real opportunities to provide feedback to us because communication is not just school to home. It has to flow in both d directions.

093Again, empowerment is building relationships and trust, and those relationships come first. Strong districts prioritize welcoming school environments. The moment a parent walks on campus or calls the front office, they should feel valued. We must prioritize positive first interactions at parent events and listening sessions. Family liaison must connect with our school community and home visits um when appropriate should are part of what we do. Nikovina Valley. Our front office is our customer service centers. They are the first impression our district makes. Trust is built one interaction at a time through consistency, respect and responsiveness. And importantly, parents voice and leadership matters. Families must be partners in the decision-m not just informed about decisions but part of making them. That happens through our site councils, our ELAC and DAC committees, LCAP advisories, parent leadershipmies, surveys, advisory focus

094groups, and the shared decision-m that has to happen in our student study teams, IEP meetings, or any other parent meetings that that take place. The goal here is a shift from participation to partnership. Showing up is not the same as having a voice. We also have to support our students learning at home. Families are students first teachers and they remain teachers long after we hand them off off from the academic instruction. So effective districts equip families for that role. We have to be systematic in expanding our literacy and math family nights technology training to help parents navigate our digital tools especially with um artificial intelligence. We have to have increased opportunities for homework and study support resources, graduation college readiness workshops, attendance awareness education, and social emotional learning resources for families that they can use

095at home. When the home and the school are working in the same direction, all students benefit. Our families are diverse and our empowerment systems have to reflect that. That means translation interpretation services. It means flexible meeting times, recognizing that not every family can attend a 9:00 a.m. meeting. It means child care and transportation support so logistics don't become a barrier to empowerment. It means proactive outreach to multilingual families, inclusive practices for all of our students and families, and recognition of the cultural strengths and traditions our families bring to Kavina Valley. Equity does not happen by accident. has to be intentionally built into our empowerment systems. Strong districts don't rely on isolated events. They build systems. that includes family empowerment plan um that excuse me that includes family empowerment plans a site based resources dedicated to

096dedicated staff focused on family empowerment ongoing training and professional development data systems to monitor family participation and alignment with our MTSS and wellness efforts programs can come and go sustainable systems create long-term impact act. Our schools function best when they serve as hubs for the broader community. That means partnering with community organizations, mental health providers, our cities and local agency, colleges and universities, faith-based face faith-based groups and family support organization. Partnerships help remove barriers for students and their families. And through all this we have to me we have to measure success. We'll monitor part parent participation rates, family survey results. We saw some of the the strong results from the LCAP survey tonight. Attendance and chronic absenteeism which is a reflection of empowerment and engagement. Student achievement data, school climate indicators and family satisfaction and

097trust in our system. The goal is not activity for its own sake. The goal is improved student success and stronger school communities. The data has to tell us whether we are getting there. What strong districts do differently? High performing districts treat parents as partners. They build trust proactively. They don't wait for a problem. They focus on relationships over compliance. They create real leadership opportunities for families. They make sure empowerment is inclusive and accessible. and they connect f family empowerment directly to student learning. Family empowerment is not a side initiative. It is everything it is essential to everything that we do. So we have clear steps. We will define roles and expectations at every level from the superintendent's office to the cabinet to site administrators to every other staff member who works with our families. We

098will analyze, enhance, and improve the systems we already have. We will determine key data metrics both existing and new. Establish baseline data points and set goals against those baselines. And we'll report our data and findings both internally and publicly because transparency is part of building trust. Parent engagement will become part of our regular data reporting cycle to the board of education. >> Thank you. >> Any questions? No. Lovely. Thank you. >> All right. Thank you. >> Item 11, discussion. Item eight, new board policy 3311.1, uniform public construction cost accounting procedures. First read, Mr. Koreah. >> Thank you, President Robas. Uh this item is the first reading of the proposed uh board policy 3311.1. Uh in September of 2020, uh the governing board adopted resolution number 20 uh- 21-07 uh electing for the district to become

099subject to the cup uh cup procedures. At the time, the board also received a presentation outlining the operational and procurement procurement benefits associated with cup uh participation, including streamlined informal bidding procedures for quality qualifying public work projects. While the district properly adopted the resolution and implemented CUPKA procedures, uh the corresponding board policy was never formally um added to the board uh policy manual. This item corrects uh the emission and aligns our board policy manual with the district's existing uh operational practices and prior board action. Uh the item is presented tonight as the first read and staff will return at a future meeting with the policy for formal adoption. >> Thank you. Any questions? Any discussion? No. Okay. Item B, revised board policy 6164.1, high school graduation requirements. First read, Dr. Paris. Thank you, President Robas.

100Um, tonight we're presenting the revised board policy 6164.1 regarding high school graduation requirements as we as uh Dr. Dalton discussed today's in today's presentation for ethnic studies and financial literacy. So these additions are intended to better prepare our students for college, career, civic engagement and lifelong financial literacy. Administration will continue to work with school sites to ensure courses, staffing and student supports are in place for successful implementation. Thank you. Any discussion? Hearing none. Moving on. Item C, board of education meeting schedule for 2026 2027. Dr. Blackmore. >> Thank you, President Robas. Um, we're presenting tonight the board of board of education meeting schedule for 2627. Just to note, there is a resi revision from the uh schedule that was posted. uh the June uh board dates um that were in your packet tonight have the

101the corrected dates of June 24th, 2027 and June 28th, 2027. >> Thank you. Any discussion? Moving on. Item D, new job description energy and facilities use manager, Mr. Korea. and Keith. >> Good evening, uh, board of education president, uh, Miss Robas, board members, superintendent Dr. Blackmore, cabinet members, community members, and guests. Uh tonight I will be presenting information regarding the district's energy conservation program uh and staff's recommendation trans to transition the program from a current outsource operational model to a district operated model through the creation of the proposed MOFT energy and facility use uh manager position. Over the past 5 years the district has participated in an active energy conservation program uh focused on reducing utility consumption and improving operational awareness across the district. Over the last 5 years, utility rates have increased dramatically. Uh,

102electrical rates alone have increased approximately 63%, natural gas 69%, and water and sewer rates approximately 20%. As utility rates continue to rise, active operational oversight becomes increasingly important. The district has also invested heavily in HVAC modernization and energy efficient infrastructure. Those investments require active oversight and scheduling to maximize efficiency, reduce wear and tear, and protect equipment lifespan. This work is important because every avoidable utility dollar spent is a dollar avoidable uh available or unavo available for classroom employees and students and uh student services. The program helped reinforce the importance of active operational monitoring and physical oversight. The most valuable component of the current model has been the daily operation oversight performed by the uh assigned energy uh specialists including building uh building audits, evening monitoring, HVAC scheduling adjustments and utility consumption review. After 5 years

103of participation, the district understands the operational model, the workflows and the systems necessary to continue and strengthen this work internally. The recommendation to the board is to continue the energy conservation program internally. The district the district reduced the cost of the program by approximately 2880,000 by transitioning the program internally. The proposed in-house model strengthens operational integr integration because the employee becomes directly embedded within the MOFT department and works collaboratively with the district and site administration. The proposed role also expands beyond the current model by integrating use of the facility oversight uh evening and weekend verification utility billing review and operational coordination co coordination. This transition also restores uh full district control over the utility data management reporting and operational accountability. The proposed work schedule, including the evening and Saturday coverage, is designed to align operational

104oversight with the times when the community use and afterhour facility act activity occurs. This improves responsiveness, helps identify issues earlier, reduces unnecessary runtime, and minimize preventable operational waste. Based on the experience over the last 5 years, staff believes this works remains critically important and should continue as a permanent operational function of the district. Approving this position will allow the district to continue active utility management and cost avoiding efforts across the district facilities while reducing overall program cost. Transitioning the program inhouse will also allow the district to take control of the utility data which will allow for increased analytics, reporting and transparency. Are there any questions or comments by the board? Right. Thank you. Item 12, information. Item A, new administrative regulation 3311.1, uniform public construction cost accounting procedures. Mr. Korea, >> thank you. Board President

105Robas. Um, this is the administrative regulation to the board policy we just discussed. Uh, this will establish the procedures and the bidding threshold for public work projects based on uh project costs. >> Thank you. Any discussion? Item B, personnel commission budget 2026 2027. Dr. >> Doll. >> Thank you, President Robas. This is the updated budget for the 2627 year for the PC and the increases are really for training and ongoing professional development with ongoing price increases. Thank you. Item C, Williams quarterly report. Dr. Pedes. Thank you, President Robis. There's nothing to report at this time. >> Thank you very much. Item 13, public comments. At this time, any person wishing to speak on any agenda items will be granted three minutes. Mr. Wright, do we have any public comments? >> We have one. >> Thank

106you, >> Gabriel Baxter. You have three minutes. Uh, good evening, President Robas, members of the board, Dr. Blackmore, uh, members of the cabinet, and guest. Uh, my name is Gabriel Baxter, and I'm here to share a bit about Project Hero X. Project Hero X is a student engagement program founded and run by stunt professionals from TV and film. We implement SEAL and EXL frameworks to support student growth, engagement, and career exploration. Our goal is to give students experiences that build confidence, expand their vision in life and career goals, and connect them with positive role models. We partner with Kwood uh so sorry we partner with K through2 schools and colleges to deliver a program where every student discovers the hero within themselves. Recognizing that true heroism is found in the small purposeful choices they make

107every day. Choices that ultimately form their future. One part of the program is a custom show where we create a fully tailored assembly built around the school's own history, giving students an exciting, high energy stunt performance that feels personal to their community. We also provide an exclusive app in which students can explore and follow featured profiles of our positive role models and professionals from a variety of fields including actors, stuntmen, pilots, doctors, uh, policemen and much more. Our media page, which is within the app, showcases our events and members in action. and our resources page connects students and families to county resources that include employment, social services, and education assistance. Lastly, our app offers aerial view where students can create a vision board, use our career path tool to visualize themselves in a career of

108their choice, and work through guided training modules focused on both finding and striving for career and life goals. Now, another key component of the program is our ongoing member visits featuring rotating guest speakers. These visits keep students engaged throughout the program while introducing them to different professionals who can motivate, guide, and broaden their students perspectives. And for the full packages, the program ends with a culminating field trip to Disneyland, giving students a rewarding final experience and creating a lasting memory that ties the entire program together. Now, in short, Project Hero X brings schools and school districts four powerful components, a custom show, an exclusive app, weekly mentorship with guest speakers, and a transformative field trip to Disneyland. Together, these experiences help students build confidence, explore careers, stay inspired, and take real steps toward their future.

109Please feel free to visit our website at projectheroex.com and also follow us on Instagram and LinkedIn at projectheroex. Thank you. >> Thank you very much. >> Thank you. >> Yeah, nobody's ever done that before. >> Thank you very much. >> And thank you for waiting. It's been a long meeting. >> All right. Item 14, superintendent board member student board member comments. Dr. Blackmore. >> Thank you, President Robas, members of the board, cabinet members and guests. Um, I'd like to thank Mia from Baranka and Alexandra from Sierra Vista for leading tonight's pledge of allegiance and for sharing the great things happening at their schools. We're proud of their leadership and the wonderful way they they represented their school communities tonight. We're also proud to rec recognize several outstanding students and staff members whose accomplishments reflect the

110excellence of Kovina Valley Unified School District. From academic achievement and artistic talent to exceptional service and leadership, these recognitions highlight the incredible work happening across our schools every day. We congratulate our student honores including um Valerie the 2026 Edison senior scholar and Melissa the CAEOP poster contest winner as well as the students recognized our visual and performing arts programs. We also celebrated Jessica Argolander for receiving the Nor McKenzie Award and Joy Glasby for the 2026 Renaissance Educator of the Year. Um, I'd also like to congratulate our employees of the month. Their dedication, care, and commitment to students make a lasting impact on our district. I'd also like to thank the Coina Valley Schools Foundation for um this week awarding 12 scholarships to deserving seniors. Uh, their support is already creating meaningful opportunities and um having

111a lasting impact within our district. Finally, best wishes to all of our spring sport athletes and teams as they compete compete in the CI playoffs. We are proud of you and look forward to cheering you on. Thank you. >> Thank you. And MB board members comments. Uh, Miss Maluchcci, >> thank you. Good evening and thank you for everybody who's still here waiting. Um, I'd like to thank Mia and Alex for coming and leading us in the pledge of allegiance and sharing about their schools. It's always great to hear their side. um and their views of what's going on on their campuses. It's really nice. Thank you again to them. Congratulations to all those that were honored tonight. We did have quite a few, but um that's what makes these evenings so great is that we

112get to see all the great things that are going on inside our district. I was able to uh Dr. Join Dr. Blackmore. We visited Manzanita, Merwin, Los Palmus, Northview, and Coina. Um got to see a lot of the highlights that were going on, some previews for the music festival, science projects where they released butterflies, the photography and the famemies, got to see the sports complex at Cavina. So a lot of really great things uh that are going on. Uh was able to attend the foundation uh fundraiser that they did for their first annual. It was they did a really great event and it's really great that they're able to support so many of our students. Um looking forward to many years of working with them. and looking forward to the music festivals are coming up

113and the graduations. Thank you very much. Thank you, Miss Cruz. Good evening. Um well, definitely want to congratulate all of our students and staff that were recognized today. It's can't believe it's already the end of the year. It feels like it went by really quick. It's an exciting time of the year. A lot of things are happening. Um, I know our seniors are super excited, right, to to be done. I think next week is probably the last week of any academic stuff and then the fun begins. So, really excited for graduation. I love, you know, attending them. Um, it's always um great to see how excited our our seniors are. That's all I have tonight. >> Thank you, Mr. Wright. Thank you. Uh, I'm gonna whiz through this. Yeah, I wanted to make sure I

114recognize all the uh, spring sports. Don't worry, I'm not reading all this. Um, congrats to South Hills who won today first round of CIF. They hosted uh, they had a impressive 22 and six record this season. Uh, Kavina baseball today just had a comeback win bottom of the seventh to win four to three. Um, I wanted to make sure I uh recognize them in this is the first time in almost 20 years that Kavina baseball has hosted a CIF game at its home field and it's a milestone worth celebrating. A uh special congratulations to Colts baseball player, senior Donovan Johnson, who was named the Valley Vista League MVP. And this is the first league MVP for Cavina High School since 1998. A remarkable achievement today. And he attended Roland and Treywick as well. So he

115went through the feeder. A special shout out to Colts baseball coach Tim Olyri. Uh congratulations for the incredible work you've done turning the baseball program around at Kavina High School in just a few short years. Uh it takes a lot of long hours and dedication and you have to be able to attract the athletes and uh a new scoreboard, a new sound system, new bleachers, and a little concrete and ADA accessibility improvements certainly don't hurt either. uh for stunt. South Hills varsity stunt continue their impressive run top 10 state team ranked eighth in California division one competed at the state tournament and earned a first round victory and then face the eventual state division one champion uh in a loss but they they uh they played really well. Uh they have they finished the season

116back-to-back hienda league champions, third in CIF and they have the league MVP. So uh scholarships and upcoming events. Congratulations to all the scholarship recipients honored this past week by the Cavina Valley Schools Foundation and also the Cavina Valley PTA. Uh, next week I look forward to attending the feeder track music concerts and excited to continue to cheer on our CIF teams and individuals as they advance further in the playoffs as well as our scholars in upcoming meetings. Thanks. >> Thank you, Miss Cerus. >> Uh, good evening. I want to start by thanking um the Coina Valley Schools Foundation board members for all their hard work and dedication to the foundation. uh what started as an idea a few years ago has really taken off this year and has built a lot of momentum. So, it's

117exciting to see and to hear um the ideas and what they have in store for the future. Um I also want to give a shout out to Kamina High School um and thank them for their dual enrollment program um for everything that they've done to build it to strengthen it. Uh my niece and my nephew will be graduating this year. Uh my niece uh will be graduating from Cal State Long Beach with psychology uh a degree in psychology and she'll be graduating two years early. Uh and then my nephew uh is graduating from Calpaly with a degree in computer engineering. So both of them Kavina High uh alum Treywick and Gro Center. So very excited for them. So congratulations and thank you. >> Thank you. Item C, student board member report. Leslie Nicholas from Kina

118High School. >> Good evening board members and guests. Thank you to Mia Dorte and Alec Alex Price for leading us in the pledge of allegiance. Congratulations to all of tonight's award recipients and a special congratulations to all of tonight's visual and performance art recipients and Valerie Chavis for being named an Edison Senior Scholar. As we approach the end of the school year, our campuses have continued to show strong school spirit and student involvement through many exciting events. This past weekend, Coina and Northview students had their prom, creating memorable experiences with South Hills Prom being this upcoming Saturday. I'm excited to hear more about it from Lzette. Coina is having a very successful spring sports season with our swim, softball, baseball, track and field, and stunt team all making it to CIF. On May 1st, many

119of our seniors also celebrated commitment day, recognizing the path they will pursue after graduation. The class of 2026 has worked so hard to get to this day, and I'm very proud of all of us. I would also like to say congratulations to all AP students who have completed their AP exams over the past two weeks, and I wish the best of luck to those still testing tomorrow. We also want to thank thank the Kina Valley Schools Foundation for awarding 12 scholarships to deserving seniors. Back in November, I sent out a survey to our student body. To follow up on it, I am working on sending out a second survey to gather feedback on all our solutions to them in hopes that it will assist our new student board member. Now that student board member elections

120are done and I believe that this will be my last rotation on dis on the dis I would like to thank our board of education and our student and our superintendent Dr. Blackmore and everyone who supported me through this journey for giving me the opportunity to be a student board member this year. I've grown a lot through this experience and I've gained confidence in not only myself and my public public speaking skills, but I've furthered my ability to listen to others in feedback and create action plans to help better student experiences at Kabina High School. Thank you. >> Thank you. Uh item 15, consent agenda. Is there a motion to approve the consent agenda? >> So move. Simon Wright. Is there a second? >> I'll second. >> Sue Malucci. Any discussion? Hearing none. Roll call.

121>> Leslie Nicholas. >> Yes. >> Rachel Robus. >> Yes. >> Maria Ceras, >> yes. >> Simon Wright, >> yes. >> Mary Cruz. >> Sumalichi. >> Yes. >> Motion carries unanimously. >> Item 16, action items. Item A. Recommendation is made that resolution number 2520-26-15 to order a bianial governing board election be approved. Any discussion? >> Do we have a motion to approve? >> So move. >> Diamond right. Is there a second? >> I'll second. Sue Maluchcci. Uh roll call. >> Leslie Nicholas. >> Yes. >> Rachel Robas. >> Yes. >> Marie Ceres. >> Yes. >> Simon Wright. >> Yes. >> Marie Cruz. Yes. >> Sumaluchcci. >> Yes. >> Motion carries unanimously. Item B, a recommendation is made that resolution number 25-26-16, candidate statements for district elections on November 3rd, 2026 be approved. Do we have a motion

122to approve? >> So move. >> Mr. Wright. Is there a second? >> I'll second. Sumuchi. Uh, any discussion? Being none, roll call. >> Leslie Nicholas, >> yes. >> Rachel Robless, >> yes. >> Marie Caceres, >> yes. >> Simon Wright, >> yes. >> Marie Cruz, >> yes. >> Sumluchcci, >> yes. >> Motion carries unanimously. Item C. Recommendation is made that the tenative agreement with the California School Employees Association be approved. Terms include changes to article one, two, three, four, five, 6, 8, 9, 13, 20, 21, 22, appendix D and the 202930 calendar. Do we have a motion to approve? >> So move. >> Simon Wright. Is there a second? >> I'll second. >> Miss Caceres, any discussion? Hearing none, roll call. >> Leslie Nicholas, >> yes. Rachel Robas, >> yes. >> Marie Caseres, >> yes. >>

123Simon Wright, >> yes. >> Marie Cruz, >> yes. >> Sumaluchcci, >> yes. >> Motion carries unanimously. Item D. Recommendation is made that the Sunshine rescending letter from the Cavina Valley Association of School Psychologists dated February 21st, 2026 be approved. Do we have a motion to approve? >> So move. >> Uh Simon Wright. Is there a second? >> Second. >> Sumuchi. Okay. Any discussion hearing? None. Roll call. >> Leslie Nicholas, >> yes. >> Rachel Robas, >> yes. >> Maria Caceres, >> yes. >> Diamond Wright, >> yes. >> Maria Cruz, >> yes. >> Sumaluchi, >> yes. >> Motion carries unanimously. Item E, recommendation is made that resolution number 25-26-17 approving assignment of delinquent tax finance authority for fiscal years ending June 30th in each of the years 2026, 2027 and 2028 and authorizing execution and delivery of

124related documents and action be approved. Do we have a motion to approve? >> So move, >> Mr. Wright. Is there a second? >> I'll second. Miss Maluchcci, any discussion? Hearing none. Roll call. >> Leslie Nicholas, >> yes. >> Rachel Robus, >> yes. >> Maria Caceres, >> yes. >> Simon Wright, >> yes. >> Maria Cruz, >> yes. >> Sumaluchcci, >> yes. >> Um, motion carries unanimously. Item F. Recommendation is made that Imperial Date as the provider for school nutrition paper products RFP number 25-26-108 be approved. Do we have a motion to approve? Sumaluchi. Is there a second? >> A second. >> Miss Cruz. Uh, any discussion? Hearing none. Roll call. >> Leslie Nicholas, >> yes. >> Rachel Robless, >> yes. >> Marie Caseras, >> yes. >> Simon Wright, >> yes. >> Maria Cruz, >> yes. >>

125Sum Maluchcci, >> yes. >> Motion carries unanimously. Item G. The recommendation is made that the board of education award an agreement for expanded learning opportunities program and AC's funded afterchool service to Coast to Coast Coaching Inc. DBA uh LEO for an initial one-year term in the amount of amount not to exceed 5,877,689.17 for the first year with an option for the district to renew the agreement annually for up to two additional years. Do we have a motion to approve? >> I'll move. >> Sumaluchi, is there a second? >> I'll second. >> Miss Cruz, any discussion? I do have some um you know since this is a $5 million contract um some follow-up questions um for the cabinet uh who is the expanded learning opportunities program intended to serve >> the um it's the for students

126that are considered unduplicated students in our district through TK through sixth grade. Can you explain a little bit about who the unduplicated students are? >> It's low-income students, it's English learners, it's foster, youth, and homeless students. >> Uh how many students currently participate and are expected to participate in this program? >> Um I believe this year, Manny, number this year. >> Yeah. Um so for this current year it was 850 students that um attended for the ELOP and uh 450 that were also served through um uh kids corner. >> Uh was parent student and staff feedback considered when making this decision through surveys advisory meetings? No, there were not s there were not surveys for the program or there were not um advisory meetings held regarding the after school program. >> Uh how were school

127sites involved in identifying the program's needs? >> The school sparks were part of the evaluation process for the vendors that submitted um proposals for the program. Uh before advancing this recommendation, did staff independently verify program performance through site visits and direct observation at other school districts? If not, why not? >> That was not identified as part of the request for proposal process in in the documents we first submitted. Um we had a a site visits were not included due to the logistics around um visiting the school sites the the the the time of the the RFP and um really we weren't we were looking at the proposals and the plan moving forward knowing that we were expecting improvements and um enhancements to the program. >> So Leo has served since 2022. What formal and informal

128evaluations have have we conducted and have those ever been shared with the board? >> My knowledge we haven't had an an formal evaluation of the Alo program or the afterchool program. Um we do have um informal evaluations that happen with our site administrators on a regular basis who are involved and and have their programs on their school site and they pro provide direct feedback um to district staff but we um have not given um we there has been no formal feedback uh shared with the board of education. >> Uh why is this recommendation in the best interest of our students? in as part of the evaluation process, the the the evaluating committee determined that um Elo had the had the most um comprehensive and best plan moving forward um again to implement a program that

129best met the needs of the district and would be able to enhance and enrich the afterchool program for the the the schools within the district. And then a clarifying question um in regards for the to the contract uh the contract is for a one-year term uh that has to come back to this board for approval to renew annually. Is that correct? >> That is correct. >> Um so I just you know want to share with my colleagues um earlier this school year I visited Cypress Elementary School as after school program. While there, I witnessed low levels of engagement, multiple grade levels mix in the same classroom, and being provided the same lessons. When I asked if the uh program's curriculum and structure changes from year to year or from school year versus the summer, the

130answer was no. When I asked if they included field trips in the summer, the answer was no. When I asked if students in the program comp competed against each other in sports throughout the district, the answer was no. When I asked if they were currently working with any community partners, I was told that they would gladly include partnerships, but I had to be the one to make the initial contact and bring them in. When I asked if our students received any visual and performing arts, the answer was no, but stated that they did have a curriculum that they would share with us, which I believe was never shared or at least not with me. When I asked if the principles and site managers communicated about themes, units, focuses, projects, homework, the answer was no. I

131want to um just you know this expanded learning opportunities program is intended to provide a program that is student centered that is resultsdriven that includes community partners and complements the learning activities in the regular school day and school year. This program is required to serve our English language learners, our foster youth and our low-income students. you know, for the past uh couple of meetings, we've been sitting here and we've been um listening to core practices, datadriven decisions, um and through the RFP process, I don't think those things were considered or those things were included. So, while I appreciate the work that staff has put into the RFP process and recognize the importance of providing expanded learning opportunities for our students, I still have concerns regarding whether the recommended program is the best fit for the

132needs of our students, our families, and our district's goals. As board members, we have a responsibility to ensure that public funds are being invested in programs that demonstrate strong program quality, accountability, fiscal responsibility, and meaningful engagement with families and school sites. I would have liked to see additional information regarding stakeholder input, measurable outcomes, implementation capacity, and how this recommendation compares to other proposals that were submitted. Given the significance of this investment and the impact it should have on our students and families, I do not feel comfortable approving the contract without greater clarity and confidence in the recommendation before us. For this reason, I will respectfully be able to know on this item. Thank you. My only thing is uh do we have any information that now that it's going to serve more students that there

133will be field trip sports community partners will be involved. Visual and performing arts will be implemented um and will complement the school day with meaningful engagement. Yes, that's part of the the uh the program moving forward. >> Okay. Do we have a motion to approve? >> We already did. We already did. >> Oh, we did. Okay. Roll call. Sorry. Sorry, >> I'm slow. >> Leslie Nicholas, >> yes. >> Rachel Robas, >> yes. >> Ray Caceres, >> no. >> Simon Wright, >> yes. >> Ray Cruz, >> yes. Sum Maluchcci. >> Yes. >> Motion carries 51. Item 17, new items. Board members and superintendent may share any new items. Anything to share, Dr. Blackmore? >> Not at this time. >> Miss Nicholas? >> No. >> Miss Caceres? >> No. >> Mr. Wright? >> No. >> Miss Cruz?

134>> No. >> Miss Maluchcci? >> No. I item 18. There's no additional close session needed. Um, this takes us to adjournment. Is there a motion to adjurnn at 9:45? >> So move. >> Simon Wright. Uh, is there a second? A second. Sumuchi. Any discussion? >> Hearing none. Roll call. >> Leslie Nicholas. >> Yes. >> Rachel Robas. >> Yes. >> Maria Ceras. >> Yes. >> Simon Wright. Yes. >> Maria Cruz. >> Yes. >> Sumaluchcci. >> Yes. >> Uh motion carries unanimously. Our next regular board meeting will be held on Thursday, May 28th at 6:00 p.m. for close session, 700 p.m. for open session at the Hannes Professional Development Center.