001Good evening. I'd like to call this meeting to order at 5 o'clock and announce that the board will meet in close session to address items one through two on the agenda. Um, Mr. Superintendent, are there any public comment on items one through two? Uh, no. Excellent. Then I will recess us into close session. Uh, would you like me to read the language or someone? Go for it. Okay. All right, I'd like to call this meeting back to order at 6:00 uh and announce that the board met in close session and no action was taken. Good evening and welcome to the Elkrove Unified School District board meeting. Live streaming of full in-person board meetings is available to the public by using the link located on the district's website. Today's meeting is being video recorded and will
002be available on the district's YouTube channel. We encourage you to attend the meetings and share your feedback with the board. Your active participation is valued and contributes to the decision-making process. Some uh public comment information. During regular board meetings, the public may make public comment for items on the agenda and items not on the agenda. Requests to make public comment will be accepted for an item up until the board president introduces the item. Generally, members of the public will be given three minutes to address the board. If there are 15 or more comments on a specific item, the board will reduce individual comment time to two minutes each. If there are 30 or more comments on a specific item, the board will reduce individual comments to one minute each. Individuals may not defer their time
003to another individual speaker to increase their total speaking time. Please be mindful that district students may be watching. You are encouraged to address the board and the public in a respectful manner such that all those observing from children to adults are made to feel welcome, safe, and valued. The board shall not permit any disturbance or willful interruption of board meetings. Persistent disruption by an individual or group shall be grounds for the board president to provide a warning and then to terminate the individual's privilege of addressing the board. All right, for our land acknowledgement, Miss Chin, we acknowledge that the Elgroveve Unified School District administrative facilities and schools occupy the unseated territory of the Miwok, the original people of the skies, land, and waters where we work and learn. The Miwok have cared for these lands
004since time immemorial. They continue to teach their their traditional knowledge that comes from response to the needs of the land and people who share it. May our daily lives in work, teaching, learning, leadership, and community engagement support the evolving vision of the Miwok for their community in these lands. We strive to acknowledge the past for the betterment of our future generations. We look to our tribal partners, the weria, the descendants of the original people of this land to assist with the successful education of our community. Thank you. And for the pledge of allegiance, Mr. Yang. Right. Let's rise. Thank you very much. All right. Um, we have one recognition today. Our student board member recognition, Mr. Schwitzer. Evening, board president Vargas, members of the board, Superintendent Hoffman and Miss Avalos. Uh, Elgrove Unified School District
005Board of Education places a high priority on increasingly engaging students and leveraging student voice and their input, feedback, and decision-making opportunities. Uh, this year we were fortunate to have student board member Selen Chen with us. Uh, and it's been in direct alignment with this priority of the board. Um, I think I've shared before, student board member Chen has been instrumental this year in working with the student voice committee, student equity councils at our site, having voice and rewriting and making some amendments for the student bill of rights resolution and collaborating with the students on our superintendent student advisory council. It's been a great pleasure working with Selene this year and we'd be honored to have the board and superintendent Hoffman uh wish her well in the best coming years and take a few minutes to
006recognize her. Excellent. Um, Mr. Superintendent, do you want to start or what? Um, so we do have a a beautiful plaque that we will be sharing with you briefly, but um, Sel, I just want to say thank you. I know we had this conversation early on that senior year is a uh is a crazy busy year and uh for uh for any high school student uh but trying to squeeze in um everything that you were able to do and balance the um the work and the responsibilities that you took on um as being our student board member um I I appreciate it um and uh and recognize that you really did u make a full commitment to the work. So, uh, you made the place, um, and you left, uh, Elkrove Unified a better place.
007And in the end, that's that's what the, uh, the work is all about. Super proud of you, um, heading off into into the next, uh, next step. And, um, I know you will, uh, represent your family, yourself, and, uh, Elkrove Unified. Well, so, I just want to say thank you very much. Okay, Miss Davis, we'll just move this way. Um, Selene, we didn't get that many months together, but the time that I did get you, I was so impressed with you. Um, walked away myself learning that words have power, and you use them well, and I appreciated learning that from you. Thank you. Hi. Uh, I just think our student board members a developing physician and and I appreciate all the work you did to to make it better. I think the next person who
008sits here has a clearer vision of what it works, has a clear vision of how to do the job. And if we can um and and I just really appreciate all the work you put into not only doing your job well, but making it better for the next person. I'm a huge person that the policy we make sitting here, it shouldn't matter who sits in the seat. The same job gets done with the same rules and the same fashion and the same process and and you've made that better for the seat that you sit in. So, I appreciate I wish you all the best. It's going to be very exciting. We're proud of you. Hello, Selene. I uh still remember the first time um I met you when you came to the podium and read
009and talk about why you were interested in representing the uh students in our school district. And you were really mature, passionate. And uh over the this one year I seen that passion that maturity and professionalism displayed to the fullest. And you know some of the highlight or was read earlier, but uh I I thought that you came in ready to serve to make um the school district uh students uh policy better and you added some more policy into it uh because you understood what you want out of it and you understood how to make the students in a better place and you did that. So best of wishes to you in your future endeavor. Thank you for your service and always remember to serve from the heart. Selene, sitting next to you, I'm always so
010impressed when you speak. You speak so eloquently. It's it's it's just amazing to me. And um I I wish I had longer with you so that I could maybe pick up on some of those things cuz um if you are an example, which you are, of the future that we have to look forward to, there's there's no limit as to what we can do cuz you're going to go places. You are ditto. Selene, I just want to say that I probably had the least amount of time, but been so impressed and um I think we are better because of you and being able to serve alongside you. Um I will always remember like the amazing things that you have shared with us from your perspective that has been one that has been inclusive, encompassing of
011all students. Um and we truly are a greater district for it. Um I hope you'll stay in touch. Um, it's true. You're going to go on. You're going to be great. You're going to do great things. And I really do hope you stay in touch with us because it'll be really exciting to hear about your journey. And I guess that just leaves me. Um, so I agree with everything my colleagues have said. Um, I very much appreciated uh your perspective uh that you've always brought to the board meetings. Um it is it has it is surprising to me every time um you know one of our student board members speaks um because it's often times a perspective and something that the rest of us didn't think about and I think that's why it's incredibly important
012to have this position but also um you know so valuable when that position is filled by someone who uh is as eloquent and um you know and thoughtful as you are. So, I really appreciate that and also appreciate all of the work you've done behind the scenes. Um, you know, we, as my colleagues have said, we are a better district for it. So, um, I appreciate it. And where do you want us? I assume we're going to do pictures and plaque and All right. Next up is public comment for items not on the agenda. Mr. Yang, are there any blue cards for this item? Good evening, board president. There is one blue card not on the agenda. Calling on Amanda Scott to the podium. Good evening. Um, my name is Amanda Scott. I am the
013board president of EG Speaks. We are a local special education and disability advocacy organization that serves students and their families in the EGUSD region. I'm here today to publicly document the concerns that we have about ESY. I know I've spoken to also leadership here in the district and we've had some collaborative discussions, but I do think that there's been more activity in recent days that really requires the attention of the full district and the board at this point. Um, for those of you that don't know what ESY is, ESY refers to special education related services provided to students with IEPs. Um, they this provides services beyond the typical school year. Um, and it's to prevent significant regression in a student's learned skills during summer break. It prevents substantial regression that could hinder their progress, which
014a lot of our children are at risk of. And this service is absolutely instrumental in their outcomes, their ability to thrive, um, and to generally make progress in their academic goals. And we have had a huge range of complaints and requests for advocacy related services about the implementation and planning of ESY this year. Some of these issues include that parents didn't receive placement information for their students until days before the first day, some of them the day of. There are too many vacancies and classrooms are severely understaffed. Many children that require one-to-one support are not receiving that service, which is a direct violation of their IEP. And we have confirmed this um with school site staff with um the parents and the students that are related um or relevant in those uh particular cases. And
015many parents are reporting disruptions to transportation services. And like I said, we have had discussions with district leadership and have made specific requests to address the issues that are occurring. We communicated the urgency of the need for increased communication, filling vacancies, and ensuring that services continue to be offered consistently without disruption. And we are generally concerned about the special education budget. Um, our disabled students are often the first on the chopping block. and um we are continuing to grow our concerns and we want to be really vocal about prioritizing the most vulnerable people in this community. I will keep coming to these meetings and keep reminding everyone of that that our students are the ones at the most risk and they deserve the most attention. Thank you. Thank you board president that ends our blue
016car on this item. Thank you and thank you as always for the feedback. We appreciate it. Um and staff will be reaching out. All right. Um consent agenda. Uh Mr. Yang, any blue cards on the consent agenda? Board President, there's no blue card in this item. Thank you very much. Would any board member like to pull an item from the consent agenda? Seeing none, I will entertain a motion to approve items 1 through 33 on the consent agenda. So moved. Second. Moved by Miss Albiani, seconded by Mr. Yang. All those in favor, please say I. I. Any opposed? Motion carries unanimously. Bargaining. Bargaining units. Are there any bargaining units who wish to address the board? Right. Seeing none, we'll move on to our reports. We have two reports today. Uh let's start with uh LCAP
017local indicators for Elkrove Unified School District. Mr. Sherudi. Thank you very much and good evening. Um, President Vargas, members of the board, Superintendent Hoffman, and Miss Abalos. Pleased to be joined this evening, and in just a moment, I'll turn it over to Miss Caitlyn Lee Ye, um, research project manager and, uh, in our research and evaluation department, and she's heavily involved in managing all of this data. And so just walking through uh all of everything that we do um we align with our district's four strategic goals and that's why we like to ground all of our presentations in them. Just a bit about our local indicators. And so there are seven state priorities that are related to the district's LCAP um and also to the dashboard. And five of those as it's noted uh priority
0181 2 3 six and seven are those that are considered uh to be our local indicators and as it's noted they do not apply uh to individual schools with our uh with uh priority four and five. We do get um specific data with our schools and then aggregate data for the district. with the others local indicators. It's districtwide only. In terms of the performance standards, um the way that these are measured, these are non- studentent um related measures. And so it's noted that are we annually measuring progress? Do we report the results at a regularly scheduled uh public meetings of the local governing board? And we do that as we're doing it now. And then do we upload and publicly report the results through the dashboard which we do and then those performance levels are
019designated as met, not met or not met for two or more years. With that, I'm going to turn it over to my good friend Caitlyn and she's going to walk you through each of these uh priorities. Thank you, Kate. For the first local indicator, we are covering basic services. our district can report that we met the criteria. There are three measures to this indicator for access to instructional materials. Our annual sufficiency hearings confirmed that we provided all students with access to instructional materials. For conditions of school facilities, we had zero facilities not meeting the good repair standard for appropriately assigned teachers. The state requires us to present data from their teaching assignment monitoring outcomes report and we have a screenshot here of the EGUSD report. This report is based on data that the district submits
020to the state which is then sent to the California Commission on Teacher Credentiing for their review. The data here is for 2022 23 as it is the latest data available. The percentages shown represent teaching FTE or full-time equivalency. Typically, a full-time teacher with a full course load would be 1.0 FTE. On the report, 91.0% of FTE was listed as clear. 1.8% 8% of FTE was listed as out of field. 1.2% was categorized as intern. 2.0% was counted as ineffective. 3.9% was shown as incomplete and 0.1% was reported as unknown. For the second local measure, implementation of state academic standards, we used the state's self-reflection tool, which asked districts to rate themselves using a five-point rating scale on 23 elements under three broader categories. Recently adopted academic standards and/or curriculum frameworks, other adopted academic standards, and
021support for teachers and administrators. To rate our district on these elements, the curriculum and professional learning team took into consideration the various data sources we have in the district such as the staff perspective survey as well as input and feedback from teachers, instructional coaches, curriculum specialists, and principles. Ratings for each of the 23 elements will be publicly posted on the California school dashboard. But for the aggregate ratings of the three broader categories, we are at full implementation for each one, which is a rating of four on the fivepoint scale. For the third local indicator, parent engagement, the state requires districts to use the self um reflection tool to rate themselves on 12 elements under three broad categories. Lette Lame, director of family and community engagement, took the lead in this determination. She took into consideration
022data from the parent engagement activities offered across our district, parent perspective survey input, as well as discussions and direct feedback received from our various parent committees over the year. And from these ratings, our district can be considered to be at sustaining implementation for building relationships, full implementation for building partnerships for student outcomes, and sustaining implementation for seeking input for decision-making. Our annual district-wide parent perspective survey includes several questions that are aligned with these broad categories under parent engagement. Our spring 2024 survey received 8,070 responses and the results showed that 91% of parents agreed that their school has been effective in providing a respectful and welcoming environment. 89% of parents agreed that their school has been effective in providing parent involvement and parent education opportunities. And 85% of parents agreed that their school has been effective
023in providing opportunity for parent input in making decisions for the school or district. For the fourth local indicator, school climate, our practice is to administer climate survey items to students, school staff, and parents around the following four climate themes. School connectedness and sense of belonging. climate of support for academic learning, knowledge and fairness of discipline, rules and norms and safety. We look at climate survey responses in terms of favorability or the percentage of responses that are favorable or desirable. On this graph, we have three years of data for parents. We have overall school climate all the way on the left with the four individual climate themes spanning the rest of the graph. In each cluster, the bar on the right hand side represents 2023 24 data. For school climate overall, parents had the highest favorability
024at 91%. Looking at the remainder of the solid light pink bars, we can see there is not a lot of variability across the four climate themes. For school staff, climate of support for academic learning received the highest rating at 92% favorable, while safety showed the lowest favorability at 68%. For students overall across all survey items, an average of 72% of students responded favorably. Knowledge and fairness of discipline, rules, and norms received the highest score of 80% while safety received the lowest score of 65%. From the student perspective, three specific items stood out as strengths. knowing class rules, knowing expectations for behavior in class, and teachers treating students with respect. We also review student ratings of school climate by ethnicity, as well as the LCAP student groups, EL, EL long-term, foster, homeless, socioeconomically disadvantaged, and students
025with disabilities. By ethnicity, overall ratings of climate ranged from 67% favorable for African-American and American Indian students to 75% for Filipino students. Among student groups, students experiencing homelessness reported the least favorable school climate at 66% while socioeconomically disadvantaged students reported the most favorable rating at 71%. For our last local indicator, broad course of study, we use different measures for elementary versus secondary. For elementary students, we measure a broad course of study by the percentage of students who received report card grades in the six subject areas of English language arts, mathematics, social science, science and health, visual and performing arts, and physical education. At the secondary level, because students are automatically enrolled in courses required for graduation and select from a broad array of non-core courses based on interest, the district focused on courses aligned to
026college and career success, which would be honors, AP and IB, and AVID. At the elementary level, we use grades given in each content area as a proxy for students receiving instruction in that content area. The rationale is that if teachers provided that instruction, they would have assessed students mastery of the standards taught. We looked at grades across all three trimesters. If a grade was given in any trimester for a content area, that area was considered covered. Students who received report card grades in all six subject areas were then counted as having received a broad course of study. In 2023 24, 98% of elementary students received a broad course of study. 100% of students received grades in English language arts, mathematics, science and health, and social science. 99% received a visual and performing arts grade and
027100% received a physical education grade. When we looked at how secondary students were scheduled into courses for 2024 25, we found that 53% of middle school students were enrolled in one or more honors, accelerated or AVID course. This is the same percentage uh from the previous year. By ethnicity, Filipino students enrolled in honors courses the most at 73% whereas American Indian students enrolled the least at 38%. Among student groups, socioeconomically disadvantaged students enrolled in honors courses at 47% while foster youth enrolled at 4%. At the high school level, 49% of students were enrolled in one or more honors, AP or IB course in 202425, which is an increase of 1 percentage point from the previous year. By ethnicity, Filipino students were enrolled in honors, AP, or IB courses at the highest rate at 67%, whereas
028African-American students were enrolled the least at 31%. Among student groups, 43% of socioeconomically disadvantaged students were enrolled, while students with disabilities enrolled at 8%. In summary, we have assessed our five local measures and determined that we have met the performance standards for each of the five local indicators. We plan to enter these met ratings as well as narrative summaries of our data processes and next steps through the dashboard utility. The data will then be reported out publicly on the California school dashboard by November 15th. Then in the fall, we will review these and all other LCAP metrics with 202425 data to assess our progress. Thank you. If there are any questions or comments, we are happy to respond to them now. Thank you very much. Uh Mr. Yang, are there any blue cards on this
029item? For president, there is no blue car on this item. Very well. Then we'll move to board member questions and start with Dileia. Uh Miss Ballerini, I have no questions at this time. Thank you, Miss Chen. Uh no questions. Thank you for the very helpful breakdown and also explain the methodology of this. I think it's really um interesting to see it being broken down by student demographics and while all the um standards were met as well, it's um appreciative to know that there's work within that to u mend and bridge disparities between demographics too for our students. So, thank you very much, Mr. Yang. Yeah, thank you for the presentation. Uh my only question would be looking at these data graphs. Um I see that within each group the variation of one year to the
030next to the next is not that big of a change but um certain group maintain higher percentage um throughout. Um we have any sort of survey that uh identify why they're more advanced? Well, Mr. Good question. I can't say that there's um there's anything that we are doing to determine um necess you know specifically why for example our Filipino students are doing the best. I think what we do though is the information that we obtain um for all of our students, we take a look at everything from their academic responses to uh the behavioral and social emotional responses. And ultimately um what we're trying to do is is the efforts that we take are trying to move all students forward and ultimately accelerate those that are are um being less successful or or under underperforming
031or underserved in the district. But I can't say that we've ever um necessarily specifically sat down, for example, with Filipino students or parents and asked why um they're they're being as successful as they are. Maybe it's time. Thank you. Thank you, Miss Alviani. Thank you for the report. I I think the only thing that glares out at me is on page 16. Um foster youth in two years went down to 4%. Um do is sometimes we change the way we create these numbers. Sometimes the pool shrinks which makes it misrepresentative. I'm not sure exactly what it is, but um that's a dramatic shift and at some point something um someone should look into I believe. Most certainly. Thank you. Thank you, Miss Davis. on page six. Could you explain what ineffective means so it's clear
032to everybody here because I think that's confusing and could think of it could be quality of work and not what it actually is. Certainly. And what I'd like to do is um it's it's not an uncommon question and actually I appreciate you bringing it up so that the public can hear as well and my uh friend and colleague Miss Buckmaster will respond to that. Good evening. That's a great question. when people see that word, sometimes it's it can be jolting and you wonder what's going on with that. Um, so just to provide a little bit of brief context. Um, when Every Student Succeeds Act was authorized, states were required to report data on information around the um the the rate in which um disadvantaged students were being taught by credentialed teachers or not, right? It
033has to do with the equity report that goes along with it. So each state had to come up with a way to report data to the federal government around teacher efficacy. California chose to utilize credentiing levels as the way to share whether or not a teacher is effective or not. We all know that u different people in the classroom depending on their own performance um determines whether or not they're really effective with students, but California took the credentiing approach. So, if someone is categorized as an ineffective teacher under our state plan, what that means is that they are a person who um is holding an emergency permit. A short-term staff permit would be an example. They don't have um the education or credential in that area. Um so, that's that is an explanation behind that.
034We do have some folks that serve with that type of staff permit. Um it is sometimes used for us as a stop gap to make sure we have someone in the classroom who's stable uh and supporting the room in an era of a teacher shortage. Right. Um also on a positive way of looking into this um these avenues are also ways that we often recruit teachers and sometimes diverse teachers into the profession through these ways to get them into the classroom, get them starting to work um and get them coached and mentored into a teaching credential program. So um that is kind of the big picture of what that term means. Thank you. Um also on page 11 and 12 are staff and students concerned about safety. Is it about the same rate? Have we
035dove deeper into that? Safety is such a broad term and have we looked to find out what the actual safety concern is so we can address that. The um one thing to re remember with this and thank you for that for thank you for the question is that our each school site which conducts um gets their sitebased data are analyzing this and so for example um Miss Ay has um has established um some common goals across uh the elementary schools and Miss Ay if I get anything incorrect you'll you by all means correct um that addresses um behavior um in the school. So we are constantly looking at that. This is a place we get you know aggregate information but we also get it at the sitebased level and our principles would be able to
036respond um I think which with greater clarity in terms of uh the specific um types of u causes for concern about about safety in the schools at at the at the student level. And so yes, we pay very close attention to that at the individual school level. Okay, just one more. Um, the American Indian and foster youth dropped significantly in middle school. It looked like American Indian brought it back up by high school level. Have we looked into why it dropped so significantly in middle school? We we certainly will look into that. And to um Ms. Albiani's uh to Miss Albiani's point and this isn't making an excuse because we want to look at what it is the the N the total number can play into that rather heavily depending from one year to the
037next in terms of what that is but uh we most certainly will uh we'll take a look at that. We've got uh specific programs and and staff, for example, in our ed equity department that are aligned with our Native American students and and our foster youth program looks very very carefully at that. Thank you. Thank you. Um the only thing I will uh also point out is on uh slides 10 through 12 um the fact that parents view sense of belonging in as um you know in the '9s um and then teachers are in the 80s and then students are in the 60s is a little bit of an interesting and so something to keep an eye on um as well with along with as you're looking at safety as you know an issue here
038that that is particular particularly like standing out. Same thing with belonging. I think that's important. So very much so, Mr. Vargas. And and one of the things is that the and also this isn't say this is not to say or to mean that it's the way it's always been. This is a trend that we that we've seen. And so it it enables us to dig um more deeply into what's having our parents respond at the level they are our our staff and our parents or our our kids. um for that matter. And one of the things that we and I was just talking to um Mr. Schwitzer and one of his staff members today and talking about some things that we'll be doing this coming year where we'll be engaging kids. um the more that
039we can engage kids for example and hear directly from them um because if our within our schools if teachers are saying X and kids are saying Y and there's a statistically relevant um difference we could just look at it as well the adults are going to think one way and the kids are going to think another but it's really important to be able to take a little time to find out why. And so, uh, it's one of the things that we'll be focusing on with both groups, but in particular with our kids is, uh, anytime that we're pulling students together, um, at any level, elementary, middle, or high, the, uh, the feedback, they're incredibly honest, incred incredibly insightful, and it's incredibly valuable, and we need to really look at how we can do that at
040an increasing level. Yeah. Yeah. And I'm almost, you know, and I think the the disconnect between, you know, staff and students is, you know, interesting, but that really broad disconnect between parents and students is also something where I'm kind of like, okay, what's going on there? Um, and obviously we have fewer tools to get outside uh outside of the school, but you know, also something to just keep an eye on. And and just a final thought and uh I do not mean to make this statement um generalized in any way but a traditional response that uh if a parent says how was your day or what did you do today and they say fine and stuff and then move on and then parents go that sounds great um and that's it. Um but there may
041be more behind that. And so uh like I said, we we certainly plan to it gives us this data gives us opportunities to ask the question why and engage our stakeholders in that process and we'll be doing that. Great. Thank you very much. Thank you sir. All right. Uh our next discussion item is our LCAP indicators for Elkrove Charter. Mr. Toaster. A pasta. Good evening, board president, members of the board, superintendent Hoffman, and Miss Avalos. I'm Seth Toasta, the vice principal at Elgrove Charter School, and I'm here representing our school on behalf of our principal, Mr. Mark Levine. He's got some family obligations this week, also known as vacation for his uh recently graduated senior. So, I'm proud of that for him. So, I'm here representing a golf charter in the LCAP local indicators and
042assessment of performance on meeting local indicator standards, which will be publicly posted in the California school dashboard. And we have the same uh presentation, the same format as the district's local indicators as well. Using, excuse me, using locally collected data, charters will measure and report their progress through the dashboard on basic services as priority number one, implementation of strategy, or excuse me, state academic standards as priority two, parent engagement, school climate, and broad course of study. And as you can see, it's the same five indicators that our district has. Excuse me for a second. Performance standards are annually measured uh annually measured its progress. Report the results at a regularly scheduled board meeting. Upload and publicly report the results through the dashboard. And again the performance levels are met, not met or and not met
043for two or more years. Basic services or teacher assignments is 66.4 excuse me.4% 4% are clear and just want to call out 33.7 are out of field. And that might sound alarming, but that does not take into consideration the educational code allowing teachers who hold a valid teacher credential to be assigned in any content area. We're an alternative school, so we offer independent study and so we have teachers that are fully credentialed teaching outside of their field of study. Uh student access to instructional material uh the number and percent is um without access is zero and the conditions of our school and facility are the same. Um in number of instances not meeting good repair is at 0%. Implementation of state academic standards is graded out as met and it's the same rating scale of
0441 to five from exploration to sustaining. Recently adopted academic standards and/or curriculum frameworks was full and the other two are in the initial stage. Other adopted academic standard frameworks and support for teachers and administration. Parent engagement and is met again same one through five rating scale with building relationships is full. Building partnerships for student outcomes also uh four and seeking input for decision- making is full as well. Our school climate Elgrove charter school is including the Elgrove Unified School District surveys. The district practice is to conduct climate survey of students, school staff and parents. The con constructs of school connected that's always tough for me connectedness and sense of belonging. climate of support and academic learning, knowledge and fairness of discipline rules and norms, and of course safety for our school climate. The numbers aren't
045as in-depth um due to our small student body, but uh very telling nonetheless. Overall satisfaction of our students, the climate of academic support is at 74%, safety is at 75% and the connectedness is at 61%. The overall satisfaction of our staff favorability of 94% the climate at 98% and the connectedness is at 92%. The overall satisfaction of our parents is the overall favorability of 91% um climate of support is at 88% and the safety lands at 93%. As far as our broad course of study, we great met as well. As a charter school with a niche student population, Elgrove Charter School measures its local indicator for a broad course of study through the following three metrics. And something we're super proud of at Elgrove Charter School, our A throughG completion rate, although not available yet.
046Um, it has increased from we're going to land right about 50% which is up from 38% last year and we continue to grow annually with that. Um and it just came down to a deep dive of transcripts um about four or five years ago and really analyzing that and realizing that our students can land A throughG and something we're proud of and we keep climbing and keep growing in that area. dual enrollment and advanced placement. We take advantage as best we can of dual enrollment with 25 of our senior or excuse me, any of our students. Uh the vast majority of your seniors taking courses over at the local community college and our advanced placement. We have 36 students in our AP classes and that's a three-year program. So, we've grown from about 10 the
047first year to 36 now in our third year and continue to grow from there. Again, something we're super proud of there at Elgrove Charter School. Last year's enrollment was 24 in both the dual enrollment program through community college and advanced placement and our diploma option diploma options to meet individual student goals uh for the class of 2025 we had 76 grads traditional diploma completers was 85.53% uh we're lucky enough at El Grove charter school that we can pivot when needed to an alternative diploma we had 13.1 13.16% for the alternative diploma and 1.3% for the California minimum 76 grad slants about where we're at every year, give or take. And uh again, nothing but um you know, super proud of our students in in that area. Local indicators um using locally collected data, districts will
048measure and report their progress through a dashboard on the basic services and everything that went over and we scored out as met. And um we have access to our local measures against state requirements and have determined that we have met the performance standards for each of the five local indicators. We plan to enter these met ratings through the dashboard utility which then will report publicly likely around December. And with that I thank you for your time and uh if you have any questions I'm more than happy to answer any. Thank you. Thank you very much Mr. Yang. Are there any blue cards on this item? Board President, there's no blue card in this item. Thank you. Then we'll go down uh for board comments. Miss Baldwin, I'm just curious on slide nine for school climate
049by theme. It seems um that there's different um labels here for each of the percentages. Is there a reason for that? So, a little more clarity, I guess, climate of academic support. And then if we're looking at the next one, overall staff favorability and then overall staff favorability. Is that where you're Yeah. And then like some cases you say safety for students and parents but not for staff. Academic support is included for students and only and then parents. They they just seem to be a little bit different. Yeah. Yeah. And I think what we did there was we we took our highest, our middle, and our lowest and and determined that in those three categories. So we have data for all four, you know, um throughout, you know, for student, staff, and parents if that
050makes sense. Okay. Thank you, Miss Berini. Okay. I have a couple of quick questions. Um page five, the out of field. You did a quick example of it, but could you go a little deeper for me? I I'm not understanding. Absolutely. Um, we're an independent study school. Um, and so within our independent study program, we have a teacher who has a credential in uh history or social science. They are still going to have to teach English. They're still going to have to teach physical science, math, and uh any other subject within our day-to-day operations being that they don't have a credential in that field. For instance, if we have a social science teacher with a credential in social science, they don't have one for math, but we're allowed to do that being that we're an
051alternative school with independent studies. So, the educational code allows that to happen. And so, all of our teachers are fully credentialed, just not every single one and every single subject when presenting in the independent study setting. Now, within our classroom setting, our science teacher has a science credential. Our math teacher has a math credential, if that makes sense. And I hope I you you can ask deeper if you need to. Yeah, it it's hard um without seeing. And so we um the one uh about Elgrove Charter is is we're different. Um not the one thing, one of the things about a growth charter school is that we're different. And through independent study, uh a quick snapshot of what that would look like is one-on-one instruction. The students are receiving the same instruction with the same
052curriculum, but it's delivered one-on-one with the teacher. And so we can't feasibly do that with independent study. You know that each kid would have to have five different teachers essentially if that makes sense. Okay. So basically, correct me if I'm wrong. Sure. So it's kind of like a multi-ubject credential for elementary, but it's at the high at the middle and high school level. Yeah. We don't have it's not a multiple subject. It's still a single subject, but they are covering multiple subjects. So that's an easy way to look at it. Yes. Thank you. Okay. All right. And on page nine, where am I? There we go. Uh connectedness again. Um, I know u I've had a student from um Elkrove Charter reach out to me a number of times to talk about connectedness and how
053um they specifically believe that if there was more of a place for them to hang at school and and be more like an empty room that things might improve there. Do we know if that's something we're looking at doing is looking at a multi-purpose room there? Uh we we hope to do that. We're making potentially making inroads uh doing that. I know it's an important thing for not only our our staff and our community, but more importantly our students. Um, they've come and presented to the board a few months ago and they talked about just the, it sounds awful, the basics of a multi-purpose room and how much that would change the culture of our school. We have kids eating lunch outside. We're serving lunch through a classroom. They sit outside. If it's wet, if
054it's cold, we somehow get them into a a classroom. Uh and the more we move towards being a full functioning school with increasing enrollment and a multi-purpose room is needed and would be highly valued by our school community for sure. Thank you for asking that. It's something that we really really are pushing and want at our school site. Well, and I know there's space cuz you've got that big empty field next to it. So I I know that that's that's there. I just you know cash if you got a check or something you want to pass over, we'll take it. Thank you though. Sure. I appreciate that though. Yeah, we do have the space and um you know we see that happening one day hopefully. So they have no place to to congregate basically at
055school. There's no library like we have at our all all of our other schools either. Correct. Have a no library, no common meeting place other than outside underneath our beautiful shade structures which are super nice and appreciative. We make do with what we have. We're we're the school of flexibility when it comes to things like that. We do have assemblies or stuff for Red Ribbon Week. It's hosted outside. So, it's not ideal, but we make it work. But, uh, a multi-purpose room or a central meeting place would be something that would really appreciate as a school site. Absolutely. Okay, I appreciate that. Um, and I noticed that um, oh crap, where was that? maybe page 10. Um, there it is. There it is. Dual enrollment and advanced placement. I noticed you guys have that as
056part of Elkrove Charters, but I didn't see that um on the shall I say regular school district dashboard. We didn't have numbers for dual enrollment. They had advanced placement but not dual enrollment. And um do they have somebody maybe come from the JC nearby to to help them with that or do the counselors there there help them with enrollment? How does that work? Both. Um more importantly, the heavy lifting comes from our our counselor on campus. We're lucky enough to have a full-time counselor at a charter and uh we have the flexibility with our schedule that our students can really take advantage of um dual enrollment. They're not locked into our 8 to 3:30 day. So the opportunity to take classes at the community college is greater for lack of a better word just because
057they can take a class at 9 at the community college whereas if a student's going to a comprehensive school down the street they're locked in from 9 or 8 to 3:30. So we value that we push that um and we have a ton of students that are you 25 of our students that's a lot for us. Uh and uh our counselor, Miss Venuela, does a great job and she does all the heavy lift, not all the heavy lifting, but most of the heavy lifting and then has the community college come in and help present at the end of the year and just express the value of that for our students. Perfect. And okay, this is my last one, I swear. Diploma options to meet individual goals. Class of 2025, I get traditional diploma completers. Could
058you explain more about alternative diploma completers and California minimum? Yes. So, our tra traditional, as you know, is what we have at our comprehensive school sites. Alternative is a different credit requirement. Um, so we're able to pivot if a student is uh falling short close to their graduation date, we can adjust and um get them to the finish line, you know, and make sure that we have a high school graduate. In a California minimum, certain students meet the California minimum for different reasons. um significantly dropping their credit uh requirements to graduate. Anywhere from uh incarceration to many other things would allow you to become eligible for the California minimum. And so we had 1.3 students this year that that completed high school using that. 1.32%. Yes. Not not not a third of a student. Not
059a third of a student. No. Thank you. Got it. Yeah. Okay. Thank you. And um I'm going to make a visit over there to your school once you guys get back in August. Don't worry, I'll I'll be there. Wait. Thank you. Yes, come come and visit. We got amazing students and uh great community there. Thank you, Miss Chen. Um yeah, thank you so much for presentation. Miss Ballerini actually brought up a lot of my questions as well. No, no, thank you so much. Um, I was, um, and I think that the attention and like the the very like clear need for a place to congregate, a multi-purpose room or any sort of communal space. Um, well, that need is a factor for this interconnectedness. I was meeting with um a few student leaders throughout the
060school year from Elkrove Charter High School and they expressed that the ability to have um a space within a school community is you know more than critical in in in raising that percentage. So um you know I'm eager to see what what becomes of that. Thank you. Thank you Mr. Young. Yeah, good evening. Um thank you for filling in for Mr. Lavine. appreciate you. Um yeah, my colleagues already asked some of the question I wanted to ask. Um the one thing that I wanted to point out is that I really love the presentation before your presentation as far as the graphs um goes. Um and to that point um I would recommend it to kind of uh use the same pattern um in the fact that it has multiple years and then it has a
061trend data so that our um the board will be able to kind of tell um the trend is going up, going down or kind of stay the same. So that's the only um thing that I wanted to say. So thank you. Appreciate you. Thank you. Noted. I we will uh always room for improvement. So I appreciate that. Thank you. Thank you, Miss Albiani. Hi. Thanks for the report. I I just want to thank you and the staff for what you offer our students. Um not every student fits in a traditional high school for a number of reasons. And um I'm always proud that we have alternatives in our district and such a good partnership and the fact that your A throughG is raising rising and your dual enrollment that's really exciting that they're not getting
062a sub level of education that they're getting a unique education and I've had um very close friends with children go through and it's a very positive experience. So I appreciate what you guys do there. Thank you. That's great to hear. Thank you. Thank you, Miss Davis. Well, thank you for the presentation. Um, I don't have a question, but more of a statement that even though you said your school is different, it was interesting that your percentage of students who feel not connected was the same as the students at a traditional schedule. And that's something that I think would be really interesting to find out on both ends of why our students aren't feeling connected at any of the schools. I noticed that as well and that was uh something that was kind of an aha
063for me too is that it is the same pretty much you know percentage wise uh from school site to school site. So thank you. Thank you very much. Um I have no additional questions. All right. Thank you. Thank you guys. Appreciate it. All right. Uh let's see. We have two two public hearings this evening. So, first we'll start with our adjustment to school facilities fees. Um, Miss Dayton, good evening board members, President Vargas, Superintendent Hoffman, Miss Avalos. On June 10th, Dr. Coats shared details on our school facilities needs analysis report, which justifies the collection of level two and level three fees for new residential development. Today, I'm here to ask the board to conduct a public hearing to receive oral and written comments from the community regarding the adjustment to school facilities fees, close the
064public hearing, and then review and consider and adopt the findings contained in our April 2025 school facilities needs analysis and the level two and level three fees for residential development. Excellent. Thank you very much, Miss Albiani. Do we have any blue cards on this item? Have one blue card. Joe Phil Boura, please feel free to correct my pronunciation. And you'll come over here to the right, sir, to speak. Good evening, President Vargas, members of the board. Actually, just wanted to shake the hand of one of my uh one of the uh people that really made a positive impact in my life, Mr. Seruti. He was my principal back at Floren High School in 2008. And so, uh really appreciate the opportunity to see the man that helped shape um hopefully a much larger man than
065I am now. Um but again, my name is Joe Fel Borha. I really appreciate the opportunity to provide um some comments about the facilities plan. Um, I'm a vineyard resident, proud parent of an 11-month troublesome toddler. Um, also happened to be appointed as a vice chair of the Sacramento County Planning Commission, and like I mentioned, a student at Mr. Cerud's um, Foreign High School back in 2008. Um, I don't represent the building trades. I'm not a developer. I don't work on creating or building new homes for families. What I do uh what I do for my day job is actually handling legislations and regulations for the sewer district. I also oversee the harvest water program. So I appreciate Elkrove Unified School District for addressing the busing and transportation challenges and opportunities that that we've had
066in south of the county. Um over the last few months uh myself and my wife Chrissy Lack, also a proud graduate of Floren High School, also I'm a student at Mr. Seri School um and an elected member of the Southgate Rex and Park District as well as the supervisor, Supervisor Yume, that appointed me to the planning commission. We've all collectively received a number of calls, concerns, questions from a number of our community members, both from the vineyard community as well as the Wild Hawk areas about what is happening to our schools and what is happening for the potential school sites that are being planned close to the site at the Natle Park. Um, so I thought, you know what, what would any good active parent would do? Ask questions, research, engage your team. So, I
067actually appreciate the email and back and forth with Dr. Coats and Han Dayton. Um, and this is where I became aware of this support item. I don't have any issues with what your staff has brought about the facilities needs assessment and the fees. I think they're fair. We understand that construction costs are coming up. We understand that housing dwelling units are also in the increase. We also understand that labor costs are going up. It has to be equitable. But what I do hope that we can do better in improving is ensuring that we are able to engage and inform and educate our parents about what is happening as these co costs are rising and how they connect and correlate to the planning and the sausage making that frankly could be a bit demystified on what
068the school planning process can be. And so a number of the constituents again have brought up concerns on where their school sites can be, what is happening to the Malarus fees that have already um potentially going to be put into action. And I Oh, sorry. Was that 3 minutes already? Yeah, sorry. So So again, um just just just to finish in one sentence, I really do hope that you don't need to look at just all the facilities assessments, all the fees, what's collected to the county. we can provide and continue this positive coordination and we really do hope that we continue this collaboration. Your time is up and look forward for this. Thank you. Thank you. Thank you very much. With that, we will clo close the public hearing. Um, and I will entertain a
069motion to adopt the findings contained in resolution number 97 approving the April 2025 school facilities needs analysis and the level two and level three fees for residential development identified therein. So move moved by Mr. Yang. Second. Seconded by Miss Berini. Would any board members like to make comments? Right. Seeing none then um all those in favor please say I. I. Any opposed? Motion carries unanimously. Thank you very much. All right. Next is meet and confer summary between Elkrove Unified School District and the Elkrove team for educational education administrative management and support EG teams 2024 25 and 202526. Uh Mr. Riley. Thank you, President Vargas, members of the board, Superintendent Hoffman, Miss Avalos, the Elkrove Unified School District, and the Elkrove team for education, administrative management and support, comprised of unrepresented employees, Elkrove business and educational
070support. Elkrove supervisory classified employees and Elkrove administrative team have signed a meet and confer summary regarding total compensation for the 2024 and 2025 and 2025 2026 school years. Whereas education code section 3540.2 which stipulates a fiscal review by the Sacramento County Office of Education of negotiated agreements to determine the financial impact of the agreement on the district budget is not required of unrepresented employees meet and confer summaries. The AB1200 report which provides the financial analysis of the meet and confer summary is attached and was submitted to the S um the Sac Sacramento County Office of Education for their review and approval. The AB1200 process will be completed prior to the full implementation of the meet and confer summary. The EGUSD board is asked to approve or ratify the attached EG team's meet and confer summary
071and related new salary schedules for the 2024 and 2020 2024 2025 and the 25 2025 and 2026 school years. Thank you very much. All right, I'd like to open the public hearing. Mr. Yang, are there any blue cards on this item? But president, there's no clue card in this item. Thank you very much. Then we'll close the public hearing. Um, and I will entertain a motion to approve EG team's meet and confer summary and related new salary schedules for the 202425 and 202526 school years. So move. Moved by Miss Yang. Second. Seconded by Miss Alviani. Any discussion from board members? Nope. Then we'll move to a vote. All those in favor, please say I. I. Any opposed? Motion carries unanimously. Thank you very much. All right, we have a number of action items coming back
072to us from last meeting. Um, first up, approval for the Elkrove Unified School District's local control accountability plan. Mr. Serudi, thank you again, President Vargas. Um, and before I just a second before I respectfully request the board to um approve give consideration to the approval of the district's um local control account accountability plan. I just want to point out to the board and community if you recall two weeks ago when the with the presentation and there were a few slides and I mentioned at that time the second to last slide had some budget information and uh that budget information reference the minimum proportionality percentage the MPPP and that's the minimum percentage that an LEA or charter school uh must increase or improve uh services for the unduplicated students and those three unduplicated groups being lowincome
073our foster youth Uh that also includes homeless uh and then English learners. I was forgetting which one I started off with. Um and at the time we were below um that that MPP and I indicated at the time that our fantastic um budget staff um under the leadership of of Dr. Coats and Miss Watkins and Adena is here this evening. So they've done a great job of trueing up those numbers and we're solid 2% above what our MPP was. So I just want to clarify that. And with that, I respectfully request the board give consideration to the approval of the district's cell cap. Thank you very much, Mr. Yang. Are there any blue cards on this item? Board President, there's no blue card in this item. And I will entertain a motion to approve the
074202526 Elkrove Unified School District's uh local control accountability plan. So move. Moved by Miss Yang. Second. Seconded by Miss Ballerini. Any discussion from board members? Not seeing any. Um they'll move to a vote. All those in favor, please say I. I. Any opposed? Motion carries unanimously. Thank you, sir. Thank you. Thank you very much. Next up is the approval of the Elkrove Charters Local Control Accountability Plan. I do want to note, Mr. Tosta, that we're not making you wait as long as we often make you wait for this. I'm excited about that. I appreciate it. Thank you. Good evening once again, Board President Vargas, members of the board, Superintendent Hoffman, and Miss Avalos. I'm Seth Tossa, the vice principal at Elgrove Charter. The board of education has asked to adopt the Elgrove Charter local control
075accountability plan for the 2025 2026 school year. Thank you. Thank you very much, Mr. Yang. Are there any blue cards on this item? Board President, there's no blue card in this item. Excellent. Then I will entertain a motion to approve the 202526 Elkrove Charter local control accountability plan. So move. Moved by Mr. Yang. Second. Seconded by Miss Ballerini. Any board discussion? Seeing none, all those in favor, please say I. I. Any opposed? Motion carries unanimously. Thank you very much. Thank you. Have a great evening. All right, we're moving. Elkrove Unified School District's annual service delivery budget plan for special education. M. Regali. Thank you. Good evening, Chairperson Vargas, members of the board, Superintendent Huffman, and Miss Avalos. The Elkrove Unified School District special education local plan area is required annually to develop and revise an
076annual service delivery budget plan as an additional component of their approved local plan. The annual service delivery budget plan includes a description of all the special education services provided by the SULPA, the nature of those services, and the physical location of those services. The annual service delivery budget plan also identifies expected expenditures for all items required by the SUPA's service delivery plan. A public hearing and discussion regarding this topic was conducted on May 20th, 2025. The board of education is now requested to approve the 2526 plans as submitted. Thank you very much, Mr. Yang. Are there any blue cards on this item? Board President, there's no blue card on this item. Then I will entertain a motion to approve the 202526 Elgrove Unified School District annual service delivery budget plan for special education. So move.
077Moved by Mr. Yang. Second. Seconded by Miss Bowwin. Any board discussion? Seeing none, we'll move to a vote. All those in favor, please say I. I. Any opposed? Motion carries unanimously. Thank you very much. All right. Uh 202526 adopted budget. Miss Watkins. Good evening, President Vargas, trustees, superintendent Hoffman, Miss Avalos, colleagues, and community. The board agenda this evening includes the proposed adopted budget for 2526 as presented last meeting in in the public hearing. There is no separate presentation tonight. The governor and the legislature are currently finalizing the state's final budget act. And today the legislature put into print several trailer bills implementing the bulk of the 2526 state budget for K12 education. These bills represent a deal between the administration and the legislature for 2526 budget act which is expected to be voted on this
078Friday. We as staff will attend workshops in the coming weeks to fully understand the effects of the state budget on our local budget. But we are asking this evening for you to approve what was proposed for 2526 at our last meeting in the public hearing. And we are required to submit that to the county office of education by July 1st. So in accordance with education code, I'm asking that you approve the 2526 proposed adopted budget as presented at the June 10th public meeting. Thank you very much. Mr. Yang, are there any blue cards on this item? Board President, there's no blue card in this item. Excellent. Then I will entertain a motion to approve the 202526 proposed budget as presented on June 10th, 2025. So move. Moved by Mr. Yang. Second. Seconded by Miss Bowwin.
079Any board discussion. All right. Then we'll move to a vote. All those in favor, please say I. I. Any opposed? Motion carries unanimously. Thank you very much. All right. We are down to our last item, board member and superintendent reports. Mr. Superintendent, anything? I do not unless we want to talk about the um Rancher Cordova City Rancher Cordova 2 by two. Go for it. Okay. So, we did u meet with the um the Rancher Cordova 2 by two uh group um on the 12th of this month. Um as always, very positive um relationship and great opportunity for us to share um the progress we're making towards uh building the elementary school at the Grand Line 208 um site. um as well as uh some work behind the scenes um with securing some another site for
080a uh um highly anticipated middle high school um in the not too distant future. Um they shared some additional work um studying the development that's continuing slowing down a touch but still very robust in the area. So I appreciate the conversation and the cooperation. Thank you very much. Board members, any reports? Not seeing any then I will take this moment briefly a moment of personal privilege to thank everyone for a very successful year. Um this is our technically our last meeting of the 202526 year. Um and that is why we did all of this wrapping up. So thank you everyone staff our teachers our students our families for what has been an incredible year. Um we really appreciate your partnership. We really appreciate your support and everything that you do. Um, you know, it makes
081being up here a wonderful experience having all of you out there um doing amazing work. So, we appreciate it. And with that, I will adjourn us at 7:14 p.m.