001I would like to call tonight's regular meeting of Los Alto School District Board of Trustees to order. A recording and or broadcast of this meeting is being made at the direction of the board which may capture images and sounds of those attending the meeting. If technical difficulties occur or persist, the meeting will continue without broadcasting. I will now take role. Brian >> present >> here. >> And I Shel here as well. >> I understand Cington seats are going to lead us in the punch. >> Hopefully, you want to start the flag. >> Face the flag. Put your right hand over your heart and pledge. 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.
002>> Thank you. >> Okay, we'll move on to agenda approval. Would any board members like to provide comment on tonight agenda? Well, I would actually like to provide comment. Um item eight, which is the delegate assembly election. I know that we have the ballots here, but the school Santa Cl County School Board Association is holding sort of a delegate forum where you can hear statements about each of the each of the candidates on February 17th. So my question is, would you like to pull us from tonight's agenda and we can come back to it at our meetings the beginning of March? Um, for any clarification, when's the deadline to submit our file? >> So, if we meet on at our March meeting, um, we can make our What was the deadline? >> It's after our
003first meeting. >> Yes, I would be fine with it. >> Yeah. >> Okay. Sure. So, um, may I have a motion to approve the agenda with item eight? P. >> So, move. >> Thank you, Vladimir. I have a second. >> I'll second it. >> Thank you, Stella. Motion to approve tonight's agenda with item eight. >> Just for clarification, I >> eight. Sorry. >> Item I8. >> Thank you. Hold for a future meeting was made by Vladimir and seconded by Stella. All in favor? >> Any opposed? Any abstensions? Motion passes unanimous. Thank you. >> Uh close session report. No action was taken in close session tonight. Superintendent. >> Sorry, we are trying to The broadcasting right at the moment. middle. They're all ones. Their eyes are not. Maybe this one's not blue. Like that one's blue,
004but this one's not. I don't know what that means. Sorry folks, we want to be able to There's the obvious. >> Okay. is >> Yeah, I think it's just recording me, which is terrible. Terrible. Oh, I heard one hoot. Yeah, we should audio. >> Okay, let's keep going. Okay. >> Yes. So, yes, thank you. I do have my update to share this evening. Um, wanted to let you all know that Shalley and I attended the Lothaltos Community Coalition last Friday morning and gave an update on our progress around the San Antonio campus. I believe that they um record those and they're available. We weren't able to make it available on their um YouTube page. Um, I also wanted to share that we had an induction program review visit last week. Our induction program is the
005our in-house program to support our very new teachers in clearing their preliminary credentials. And so we had a two-day visit um and we were thrilled that the team that visited will be making a unanimous recommendation for full accreditation to the CTC um the the oversight group and want to thank Greg Drummond and Sarah Gerlinger who've really put that program together. We have excellent mentors and so just a great celebration which is wonderful. We're happy that we are able to provide an in-house program. Um we also held two information sessions last week for interested board candidates. So, uh, Stella and or, uh, Shalley and Jim were able to join, Carrie and I, and we had some interested, um, community members come in and learn more about what it might be like to be, um, a trustee.
006And want to remind the public that our applications are due by February 14th at 4:30 p.m. February 24th, sorry, I have um, Valentine's Day on my mind. February 24th at 4:30 p.m. Um, and that if anybody in the public has questions, they could certainly reach out to the trustees or me or Marcy and we get more information to them. Um, we have this Thursday afternoon, our district-wide LD spelling bee is happening. Um, so the elementary schools have had their local spelling bees. So, we have the top folks from each of our elementary schools going to Gardener Bulis this Thursday at the school. Wanted to thank Principal Kate Spermorn who's been leading the charge along with the principles at their sites for hosting those folks. And I think there will be an opportunity to celebrate um
007our uh top two who will get to go on to the county spelling be which is great. And so, if you are available, you're welcome to attend as well. 3:30. I believe it starts up at Gardener. Um, and then just a reminder that our schools are closed all next week. The district office will be um open Wednesday through Friday only. Everybody's excited about that. >> Thank you. Um, we will have our school presentation and tonight it's Cington School. It is totally >> uh good evening. Thank you board of trustees and our executive cabinet for having us today. Um you know we've done so much work in our district around deeper learning and we had such a great presentation from GB last month around the work they're doing and we thought it'd be fun to bring
008in like what does day-to-day work look like when it comes to inquiry based learning. Uh I will tell you our kids and our teachers are going to put you to the test. We did it last time, remember? You had to be blindfolded and walk around. But I would love to introduce three of our amazing staff members. We have Miss, we have Britney Axelat, and we have Courtney M. And they're gonna go ahead and introduce the experiences you're going to have. Uh, thank you for having us. Congrats. >> All right. >> We'll follow Kevin. Speaking of the spelling bee, we have a few spelling bee contestants in the room tonight. >> Me, too. They're they're great. >> All right. So, good evening and thank you for having us. My name is Britney Axar. I'm the resource
009teacher at Cington and Courtney Mon. I teach fifth grade and we're really excited to share a quick look at what writing looks like in our classroom each day. Our students use a daily inquiry approach where they do most of the thinking and work while we guide and support them. We also use provocations which are short activities or materials to spark ideas and students take ownership of their own learning and they explore topics that matter to them. They work with classmates and create meaningful writing based on their own ideas. Choice and collaboration are key parts of this process helping students become confident and engaged writers. And we're going to stop and let our fifth grade students, we have two of them here, please welcome Izzy and Denali. and we are going to share some of the
010writing experience that we've been doing in our classroom. >> Hi, I'm Denali. And I'm Isabella. Today we will dive deep into our recent writing experience in room 23 and what we learned in this unit of our incredible writing knowledge and growing our ideas. Our teachers asked us a big question. What do authors want us to understand about the world and how do they show us? At the start of our unit, we first practiced finding themes in two books. Milo imagines the world and a different pawn. We all chose one of those books and wrote flash drafts, just getting our ideas out on the themes that we found. Our teachers, Miss Maza and Miss Axeron, led us to figure out how to find themes in books by showing us visuals, including a movie clip from Jurassic
011Park where the class worked together. The clip showed a glass of water and the water inside was shaking. This showed that there was a large dinosaur stomping hard on the ground which made the water shape. It proved that we can figure out how small things can imply big things. And with the right learning and evidence, it can be very easy to find it. We practice reading closely and paying attention to all the little details authors include. Always referring back to our big questions. What do authors want us to know about the world? After our flash drafts, our librarian, Miss Starky, brought in picture books for us to choose from. We each chose a picture book and read it carefully, marking the pages with post-it notes to show reasons and evidence as we went along. Then
012we got into our groups and shared what we found with our different books. Together, we discovered common themes and figured out the second part of our big question. How do authors show us the theme? >> After hard work, we all gathered our evidence from across our different books and made visual posters with our group. Allow us to share these poster photos. Feel free to come up to the front to see these posters yourself >> or we can we are done. There's two pages going to write them down. >> Yeah. >> These posters are what we have learned about author's craft and how authors show us the themes through evidence and deep reasoning. >> We have had such a great time here. Thank you so much for this great opportunity to share our learning with all
013of you. Thank you so much for listening to us about our writing experience in room 22. >> So basically these are the whiteboards that we made. So we each chose the picture books from Miss Starky and um we all we split up into groups and then we all took our picture books and then we found themes. So basically this is my group. Um, number one is by Jana. Um, her book was called The Moon Moved In. And then this is mine. It my book was called Thank You Mr. Falker. And then my f um and then the final book was by Amelia. It was called Brave Irene. And we all wrote our traits over here, the ones on the top. And then these draws are like evidence of the themes showing and supporting the themes
014and what they are. And then connections. In all of the books, somebody helps someone else. So we gave examples and brave Irene Irene helped her mom and the Duchess and then another connection is that all books have furniture and then we kind of just wrote this down and then this is the tech piece how the author showed us the themes of invite the sixth graders to come on up and join me. Okay, in case you forgot, my name is Ara. I'm the resource teacher at Cington. I also teach with Alyssa. >> Alyssa Deer. I teach sixth grade at Cington. And these are some of our lovely students. We have Magros right here, Manol and Ro. Um, go ahead. We'd like to share what daily inquiry looks like in our uh classroom as well. We are
015focused on co-eing math together. Um, we also use daily provocations to get our students minds kind of ready to go for math. Um, they help spark curiosity, conversation, and student thinking. Rather than starting with answers, uh, we invite our students to explore, question, and build ideas together. >> Tonight, our students will lead you through one of their favorite provocations, and we invite you to learn alongside them. Uh, go ahead student, ladies, player. Hi, my name is Manol. Hi, my name is Bro. Hi, my name is Milongos. We're here to tell you what math is. >> What makes our class different is that we feel like we're actually learning. Our teachers do introduce new topics, but they start to challenge us in later lessons. They make me genuinely think hard and learn more efficiently. In previous
016grades, I hated math class. I hated learning it until this year. I believe that the reason I hated math was because I felt like we were we weren't learning. We were just being taught. Um, our teachers in this class make us go into the pit. We use our brains and work together as peers to solve um, questions. The difference between learning and being taught is incredibly big. While I was mindlessly consuming information, I felt like I was wasting time. Now that in this math class, I feel like math can be fun and realistic. It doesn't have to be boring. It can be a nice challenge. In our classroom, what makes it different is that instead of just rushing to the right answer, we focus on truly learning from the process and deeply understanding the math
017we're trying to solve. Plus, we feel safe sharing our answers because we know we won't be judged. Everyone in our classroom is here to support and grow together. We printed out some um 100 charts to help you guys for the next activity we're going to go through. >> Um my favorite math activity is making our own posters with different people to get ready for the next unit. When we do this activity, we work in groups and talk about what we already know and what we are wondering about. We ask questions, share ideas, and listen to different strategies from our classmates. This helps me understand the new unit before it is even begins to begin and makes learning less confusing. I also like working with different people because we all think in different ways and can
018help each other. This activity makes math more fun and helps me prepare and feel confident for what we will learn next. Now we're gonna start doing our like I wasn't expecting those last. Um you're going to have to um guess how many erasers are in the container. As the clues appears, you use the information to narrow the possibilities to a smaller set. After each clue, use the estimation again to determine which of the remaining answers is the most reasonable. I do encourage all of you in here without hundreds to play along. >> You should just saying down write down your resume. After each clue, you'll see if your resume is still a possibility. After each clue, if it's no longer possible, write down a new estimate. Be prepared to explain why you chose. That's the
019answer is an odd number between 30 and 80. Make your first guess. >> All the work. The answer is a multiple of three. >> Make your second guess. >> We're too fast. >> Can you use this? >> You can for you guys. >> Um, can one of you explain to the board how we use our 100 charts over and over again? >> For the first clue, it said um numbers between 30 and 80. So you can just cross out the numbers that are like are in between those numbers. Since odd numbers, you can cross out all the even ones. That will help you find your answer. >> Then in the second clue, it said >> sorry. And then you have all of the numbers that are not multiple. >> During this process, it was good
020to help each other, you know, learn together. >> We're not I'm sure you guys do this much faster than >> they are very fast. >> They have practice though. >> And this is just the warm up. >> Um update your guest. She should be in um the second guest right now. Are we ready to move on? >> Yeah. >> Yes. If you divided the answer by five, the remainder would not be two or four. After that, make your third guess. The answer does not include 53 number. No pressure. >> Glass glue. The answer is not incl. Girls, I think you're ready. >> Overall question. >> After seeing the clues, you have narrowed the possibilities to a small set of numbers. Before you see the answer, select your final estimate. Write it down and explain to
021someone why you chose that number. >> We'll skip the explaining part. Don't worry about that. You were very different. I was >> think numbers you have left and what they are. >> I have I have 51 and 63. >> Okay. You should only have two numbers. >> But it doesn't include. >> Yeah. I have 51 and 72. >> Oh, sorry. 75 and 75. >> What's your guess? >> 51. I can't. It's also like good to see at the surface >> just like making that one. >> Hi girls. What's our next step? Oh, >> drum roll please. This is something we do in our class uh quite often and if it's not this type of propagation we do others we really want our students at the center of their learning. So this is daily way of
022getting them started. Um they can tell you that they are the ones doing almost all of the activities. It's not that we aren't of course helping them out, but they guide and lead everything in our classroom. And as they said to you earlier, it's been a great experience for them. Um, helping boost up their math confidence and making them feel really good about themselves. So, we love bringing these kinds of things and we're glad that you guys were so enthusiastic to play along with us. Just the kids are Happy hide. >> You guys are in the middle. The star of the show. The star of the show. Yeah, you guys should feel >> even go awesome and safe. >> Thank you guys. Thank you. Thank you. >> Thank you to Cington students. guys do not
023have for the rest. >> All righty, moving on to our consent calendar. Are there any questions from the board on items on the consent calendar? Okay. Are there any question? Yes, please. >> So, the purchase what are warrants? >> Sure. The purchase order is to like a promise that pays for a certain item or good or service. Yeah. >> And then the warrant is after they've done the work, then we're paying. So, that's the actual check. Okay. >> Are there any other questions? Is there any public comment? Public comment is now closed. Uh would any board members like to provide further comment on this agenda item? >> All right. Seeing none. May I have a motion to approve the consent calendar as presented? >> So moved. >> Thank you, Vladimir. Uh is there a second?
024>> I'll second. >> Thank you, Stella. >> Motion to approve the consent calendar as presented was made by Vladimir, seconded by Stella. All in favor, please say I. I. Any opposed? Any abstensions? Thank you. Motion passes unanimously. Employee request to address the board's teachers association. Good evening everybody. Allison White um uh LTA and I'm making this statement on behalf of Alex Schroeder who can't be here tonight. Um I want to begin by thanking Brian for joining us at the CTA sponsored board and union member dinner. It was genuinely wonderful getting to know you beyond the boardroom to connect as people who share a deep commitment to public education. I was particularly struck by I about what I learned that evening about the district surrounding us and the close collaborative relationships their board members maintain with
025their union leaders. In some cases, those leaders are just a phone call away. I look forward to cultivating a future where Los Altos mirrors that kind of partnership, where regular communication and mutual respect are the foundation of our work together. Um, bargaining update. Um tonight I want to share an update on two issues that have emerged as priorities in our negotiations and that matter deeply to our members. Um issue one involuntary transfers or reassignments. The first is involuntary transfers or reassignments situations in which the district moves an educator to a different grade level site or assignment without their consent. These are sometimes called administrative transfers. At the bargaining table, LATA has pro has proposed a three-year waiting period between involuntary transfers or reassignments for the same educator. The district has proposed two years. Here's why
026this matters. When educators have consistency in what they teach and where they teach it, they develop deeper expertise in their content and a more nuanced understanding of their students developmental needs. They build relationships with families and colleagues and become more skilled. We understand that sometimes reassignments are necessary. However, our experience and research on teacher stability shows us that repeated transfers create real costs. Research demonstrates that high teacher turnover disrupts student learning and lowers student achievement. And one study found that roughly one-third of first year teachers cited involuntary staffing changes as a reason for exit. In our own district's past, we have seen the same educators move repeatedly, a pattern that creates anxiety and instability for both the educator and their students. When we surveyed our members about whether they felt strongly about a three-year waiting
027period, 74% indicated that they do. This is a clear message from our members about what matters to them. Uh staff meeting length. Um LATA proposes a 60-minute cap on staff meetings held no more than twice monthly. The district has proposed a 75minute cap. Here's the reality of an educator's day. We prepare before students arrive. We grade, plan, and reflect after they leave. Many of us commute. Our time is finite and valuable. Already 40% of our members are working within the 60-minute structure and it works. Um, in fact, 78% of our members feel strongly that a 60-minute cap is both reasonable and necessary. Research supports shorter focus meetings. A study from the University of North Carolina found that 30-inute meetings are the ideal length to cover important information without losing audience attention. By capping staff meetings
028at 60 minutes, the district sends a clear message. We value your time. We respect your outside commitments. We trust that efficiency is possible. Um and so our ask um both of these issues reflect a single principle. Respect for educators time and professional judgment. These are not frivolous concerns. When we asked our members what matters to them, they spoke clearly. 74% feel strongly about transfer reassignment stability. 78% about meeting time boundaries. I ask that you and district management seriously consider the voice of our members. They are not asking for the extraordinary. They are asking that their time be valued and that their professional environment support both their well-being and their ability to serve students well. We believe these are reasonable requests that ultimately benefit everyone in our district. We look forward to moving moving these items
029forward at the burden. Thank you. >> Thank you Alison from the California School Employees Association. Kim Fletcher. >> Hello. Good evening. Just going to talk today about our serveries. Firstly, I actually just want to say that we I think as staff have recognized that it actually has been really wonderful to have the support of having food for all. While this is a state mandate, we also appreciate that you have showed up with staffing for it. The fact that we have two people there who are serving those meals on a daily basis is just wonderful. We have so many of our servery staff who have stayed with us multiple years. They know our students. They really have a firstname basis with so many of them that are there on a regular basis and actually really have
030become a trusted member on campus for them especially year after year that it's someone comforting that they get to see when they come back after summer that even though their teacher is new that is one more person that they're going to see maybe twice a day who is feeding them and getting them through the school day and also then there who are sometimes a person who's checking them when they see them that they're outside upset outside the window they're making sure that that student has the food that they need to get through the day. A lot of people when this change happened, I heard from community members thinking our students don't need that. And we know that our community is very K-shaped and that we have a lot of families who this is true, they
031do not need this. But we have families and you never know which family it is that this is getting them through either a long rough time in their life or even just a very short time that their student will be fed and be able to really learn and be part of the school community fully. And it's just been so wonderful having two staff members at every site consistently to support them. They just do such great work and really becoming valuable community members of our school community and just grateful for those the support and just saying that they just really do wonderful work. Thank you. >> Thank you. >> To provide public comment on an agenda item, speaker cards are to be submitted to the superintendent. Speaker cards will not be accepted once public comment begins.
032Your name will be announced when it is your turn to speak. Uh we're going to first start with community comments. This time is reserved for members of the public and employees to address the board on items that are not on the agenda. The board is not permitted to discuss or take action on non-aggenda items except to instruct the superintendent to review the matter further, report back to the board at a subsequent meeting, or place the matter on a future agenda. The board may make brief a make a brief comment or ask clarifying questions. And I understand we have one public comment. It just says parent Um, hi V. I'm a parent in the community and I'm here to um speak on the 10 side. I noticed that it was not on agenda. So you talk
033about um my questions were um that with the declining trend of the Roman road ld hasn't gone to where it has even with the specs ro like it's such a waste taxpayer money to invest all the bonds into this 10 site when there's so many more like the nine other on the ite at LD that still needs the money and the funding to build. If you've been to Almond Elementary School, go check it out for yourself and see how it can need a facelift. So I just urge that before I know you guys talked about that meeting the meet you know of groundb breaking it in in like I'm thinking May but um just if there's a way to figure out how to spend taxpayer money more you know responsibly so that you don't you
034know work with BCF so that maybe with you know with the deal with like the two buildings that is going to be built offsite anyway for the ten site can that be done for the existing location of BCS figure out some way to you know not waste this money and spend it so that the money goes back into the students so um and that location which is not really safe um there has been two uh death in the last two years at that location now if you're thinking of putting 600 or 900 kids in that location right next to parking lot where there has been two death in the last 10 years when the schools open up like it become available to the public after 4:30 how's that ensuring safety of all the students that
035you're going to have there so just think about student safety think about fiscal responsibility so I just want to urge the board to thank you thank you student performance update correct if anyone would like to provide public comment on this item. Please submit a speaker card now. >> Hello. >> Every year uh three times a year our students in addition to the CAPS which happens once a year three times a year our students take um a reading assessment called DIY which stands for the dynamic indicators of basic early literacy skills. There'll be a quiz at the end if you >> rolls right off the top. >> Scrolls right up. Um, we use this assessment for a couple of purposes. One is it acts as a screener for students to identify kids who are at risk
036for reading difficulty. And another way we use it is to help measure whether we're making progress um across the year with students. Um so tonight I want to share mainly some data from our most recent the bulls assessment window. Um we completed that in January and um I will just go into some questions here. The first is uh how are students doing overall? And you can see here that um this takes us back to winter 2025. So this was around this time last year in 2025. And these kinder students, you followed them to spring of last school year. And then this is their score. This is I'm sorry, this is their um the percentage of students who met or exceeded or were at or above um just this last window in winter. And so that
037same trend follows if they were the grade before they are now last year. A couple of things I want to point out about this. Um, and one of the reasons I included last year's scores along with this year's was you see this trend happening. We've seen this year over year as we've been giving the dibbles. So, at the beginning of the year, particularly in the primary grades and K and one, students will students will um will see a whole group of students that progress rapidly through the end of the year. So like we would expect that at the beginning of kindergarten that students we don't have as many students who are at or above grade level but by the end of kindergarten like was true at the end of last year that number grew by
038quite a bit and the same thing happened has happened in first grade and second grade even in third grade by the end of the year they they tend to make mark marked growth. So, um, you can see where we are right now and those numbers compared to last winter and we're anticipating growth in those numbers. I'm talking a lot about the early literacy numbers because we know that when we are focused on early literacy, those skills just carry with the students for the rest of their career and we can close the gap when kids are young. Um that's that's where the where the most um effort pays off. Um so compared to last year um just a year over year we've grown about 2 and a half%. Um and you know there there are likely
039many many reasons for this. We think that we have done a remarkable job in the last four years of bringing in systems that really boost students performance in reading. Um just using a screener like Bibbles allows us to quickly understand who is at risk and give them both in-class intervention and out of the classroom intervention if that's necessary. Additionally, um I've mentioned this before, all of our K2 teachers have now been trained in Wharton Gillingham methods. Um they understand the science of how kids learn how to read and are able to address headon um challenges that students are facing and funological awareness, phmic awareness, all of the things that make up early literacy skills. Um we have a very consistent sequence of skills. This is something we know about how kids learn how to read,
040that when phonics skills are taught sequentially and in order, kids are more likely to develop the skills necessary to become a reader. And we have uh strong interventions in place. Um, one of the questions you had when I was here talking about CAST was how do our students do who started in LD? And so I have some numbers for you both in terms of dibbles and I'll go back to CAST since I didn't get did that last time. most um you can see that there's uh it this shows a small so kids who started here in TK or K and just looking at this uh last spring's data you can see there was just a small uptick for kids who started in TK or K and LD the numbers look a little bit different when
041we look at the CASP this is the last three years of CASP And um you can see the trend seems to be that as um you know kids who started in TK that number looks much higher than kids who started LSD in third grade. Um and we'll continue to follow this this trend over the years. Um but I think that's an important metric for us to continue to follow. I just happened to uh come across this data set that I thought was very interesting and worth sharing. Um this comes from the navigator analytics. They published a um set of comparative data for school districts. And um what it does is it compares school districts to um other school districts in the state to school districts who fit our same profile um of having 0 to
04210% of our students at an economic disadvantage compared to school districts in Santa Clara County and in the region. And some of the things I'll point out from this from this data are that overall Rosaltos is ranked 10th among the 955 school districts for ELA. Um among schools that are similar to us, uh as far as economic disadvantage, we're ranked ninth out of 27 schools in Santa Cl Santa Clair County, second out of 31 schools. in region five second to six schools. The I'm not going to read every single number on here, but some I wanted to point out because we are we've been drawing a lot of attention to what is going on for our Hispanic students and our students that have an economic disadvantage. I do want to point out what we're seeing
043here compared to um 893 districts in the state. We're 83rd. Um, this really confirms what we have suspected that this is an area of continued area of working growth for us. We don't feel satisfied that we're 22nd out of 25 districts in the county. Um, or sorry, similar >> similar similar profile districts in the state even though our numbers within the county look better. Um, for students at an economic disadvantage, uh, you'll see we're ranked 109 out of 929. Uh, for similar school districts, socioeconomically, 15 out of 23 and so on. Um, one of the reasons I wanted to share this with you is because we know that in California there is a reading crisis happening and it is particularly with our lowincome Hispanic students. Around 74% of low-income Hispanic third graders read below grade
044level. And it's alarming. You're going to see I'm going to show you how we're doing based on our dibbles assessment next. We're doing better than that. Um but we're not doing enough. Um and and we know this is uh a call to action. It's both a here we're putting this in context and we also know that this work is critical that it's a systems issue not just in LSD but across the state and we have a responsibility to be part of the change. the um California Reading Coalition. I might say this wrong now that I started saying it, I'm regretting it, but um tell me if I'm wrong. U that there's only one school district in the state where lowincome Hispanic students, more than 50% of students are reading at or above grade level. I
045get that right. Thank you. Um, so it's a it's a problem we need to address with everywhere and it can start right here for us. Here's where we're here's how we're doing. And I I'm going to point out there were 61 students assessed in winter of of 2025 who are low-income Hispanic students. And in winter of six, we assessed 65 students. We see a great deal of growth here, but I think it's very important to note that this cohort of students is so small and we lose a chunk of them every year. It is we will likely see this number go like this. And where we really need to do the work is with individual students at that level to understand what's happening for them um in terms of um their whether where their skills
046are where they need to grow next um what's happening at home, what other what other needs need to be met outside of their academic needs at school. We we need to provide that sort of attention to really understand the issues that are impacting the students who are risked in our schools. We do have systems set up for success and we continue to build on them. I've talked about the supports that we have now in place for every kinder through through uh second grader. That is our MPSS system that's been improving our multi-tered system of support. Um in certain classrooms we've increased aid time. Um we are uh assembling a watch list to really drill down and understand the needs of each one of those students, understand what interventions they've been given over time. This these
047exist at schools, but centrally we will hold this and be able to monitor that progress. There are there are equity walks happening at our school where teams of teachers and administrators are going into classrooms to see how students are engaged. Our students who are most at risk, what does their engagement look like in the classroom? And um we've just started one of our retired teachers and a small army of volunteers are um have started a parent education network. You may have seen that advertised in school newsletters. There's both an English version and an in-person Spanish uh session. And that community, I understand, um is growing right now. Um they're on their third session and focusing on reading. And the next step there is um to work on how we are ensuring that books are being
048taken home every day for students who um parents are attending that group. And you know it's it's so far we're very hopeful that this is going to to um make a difference for our families. One of my favorite things that I've heard today at this board meeting was the student up here who said um our teacher taught but we didn't learn. And when we're talking, you've heard me talk about deeper learning and led student experience. And this is the heart of it that only the student learns. And when we give kids experiences that put them at the center of the learning, that require them to do the thinking, they will do the thinking and they will learn. One of the most important things for us to remember about our students who are are still learning
049to read at a at a higher grades is that they are capable of deep thinking in the classroom and they are capable of engaging and being part of a rich conversation. And that is the heart of what we believe about kids. And so when we talk about this being for all kids, not just for the kids who are ready to become more creative and communicate better and collaborate, all kids are ready for that. And it's what we believe is really going to continue to move things along for them. Um, you may have lots of questions and I will try to answer them today or in the future. >> Thank you. Are there any clarifying questions? Actually, I have Okay. Well, I was just going to ask if the difference assessment is the same in the
050winter and the spring or if it changes. >> The expectation changes. >> It does change. >> Yeah. >> And the assessment is different for first grade than it would be, right? >> So, you see that you see that jump into first grade and kids who were like we have like 90 plus% proficiency and then all of a sudden it's I forget what it was like 80 something like that. Yeah. Um, >> but can you tell me what was the name of the district that you said it was successful? >> They did not give the name of the district. >> I can go back and look at I can go back and look at the website and see if I can find it, but I don't recall the name. Do you recall the name? I think
051it's Bonita. >> Bonita. >> Yes. No. Is there any public comment? >> Okay. Any further discussion from board members? >> Oh, it's I was just curious um how the attendance has been at the parent education session. >> Um so they're on they completed session two. Our online community is very very small right now. That's our Englishspeaking group. Um, and our um, Spanish-sp speakaking in-person group. I just talked with Kathy Debbop, who's a retired teacher who's who's running it. They had they had eight families in attendance last time and they're hoping to build the community from here. >> And with both parents coming >> and Pat Broky has been an important part. Thank you, Pat. But >> several of the families, both parents came, which surprised us. >> Yeah, it's awesome. Um, yeah, I have a
052a couple of questions going back to Stella's question about tests. Um, how in how does doubles compare let's say first grade to second grade or can you go back to the first >> one of the first? So um kindergarten we looked at them twice during the year then they took the first grade test. >> How does civils uh compared that test with the previous year? >> Mhm. >> Um >> so at the end of kindergarten um last year we had 87.8% of students at or above grade level. that same cohort this year at the start of the year. Oops, sorry. I don't have on here, but you can see. So, there was the spring window and then there was fall. And I can pull that for you so you can see, but just in our
053last winter one, um, just a month ago, that same group who had 87.8 at the end of last year are now at 84.8 because they're they're working on a first grade expectation now where it was kindergarten before. We see this trend at the beginning of the year. They'll be in the 70s. We see this in kindergarten especially. And by the end of the year, they've they've they've risen to that challenge. So that the expectation changes as they get older. >> Okay. Fine. Um I guess my question is, if I can find a better way of saying it, >> um the 84.8% 8% of uh kindergarteners at or above in first grade. Is that number higher or lower than what expects them to be given that they are 87.8% in in the previous year I'm looking
054at. >> So this means that 84.8% of students just in January were at or above dibbles expectation. Am I missing the question still? >> So they they go into first grade >> and the test changes. It's a different test. >> It's it's mostly the same test. However, the expectations change. >> If it's mostly the same test, that that answers the question I have. >> So there are individual one minute measures where they're testing funological awareness, letter recognition, etc., etc., etc., and they're looking for um speed and accuracy. And so the expectation as you move from kindergarten to first grade as you become faster and more accurate. >> Okay. >> Um yes. um all of these are averages and that doesn't tell us about the two ends of uh the the score spectrum there. And that
055also has to do with another question which has to do with um how do different schools um compare to the average pair? >> Yeah. And I'm I'm sure they're different. There are some schools that are in 90s and some schools are less. >> What are we doing differently for those schools as opposed to the 90 schools that um so I guess the the the distribution is important. >> It is important. We we typically bring >> we typically bring district data here and then our principles work with the data at their sites. Um, and you know, we're we're trying to understand the of course the differences and what's going on across our schools and how we can best support principles in the work they're they're doing with individual kids. You know, like I was talking about,
056we have um a small enough number of kids who are needing intensive support that we really um believe that we can give and our schools do give very personalized support to students. Um we've we see progress for students um who have been in intervention for some time. We also have cases where students have been in intervention for a long time and haven't made progress. So we need to bring back the team and talk about what it is for this student. If this is intervention isn't working, what are we trying to what's the thing that we need to do? So, we're keeping track of that stuff in a different way and the individual school teams look really closely at it. >> Um, so you mentioned that 74% of uh Latino low income students uh score below
057um uh below expectations. >> Yeah, this was the California Reading Coalition put up this information. We have some number that's equivalent to that 71%. And my personal data is that we've seen similar numbers year after year. Um and there's this and do we have a goal for I don't know what our number is the our equivalent of 74%. What is what's our number? Well, >> third graders, >> so you can look here with third graders, we're at um last year we had 81% on task. Um I can't remember off the top of my head, but the overall was similar to that. I think it was like 80. >> He's asking about low-inccome Hispanic students. >> Yeah, low-inccome Hispanic. The very first go back one slide. very first uh bullet there says 74% of come to
058his third graders read below grade level. So we have some >> equivalent number and this is based on the smarter balanced assessment. So I don't have that data in this presentation but I can >> do we have a goal what is our number you're not telling now but do we have an explicit goal for addressing that that issue not >> I believe we do is that not but but overall yeah we do we can get that exact number too I don't know >> and my last question is you We're talking about, you know, um lower Hispanic students Spanish at home. Um I would considered Spanish immersion um classes that would get over the at least initially get over the language gra right now. I don't believe we're considering a Spanish immersion option. Yeah, I I
059I don't think so either. My question is why >> should we >> Yes, should we? Exactly. >> Great question. >> Okay, that's just one quick question. So, we do dibbles in fall, winter, and spring, >> correct? So, I'm I'm just wondering for the all students as I progress. >> So, we're seeing what we expect winter to winter. Are we seeing what we I mean, I know it's not in here, that's fine, but do we see what we expect spring to fall? M well spring to fall is a bit of a hard measure because we we see a drop and we've been doing it for I mean I could go back and look and see what the trend is from spring to fall. What I've noticed is that what we've noticed is this the um trend
060from fall to spring especially in primary grades we've seen uh this number go up into the 90s by uh spring. you can see like all the way a well almost 90 but um up through third grade we're either above or at 90 um >> which is really what we're looking for that we want by the end of any particular grade level we want 100% of students to be at or above >> we expect them not to be before that um by the end of the year we expect them be like that's where we want to see them in percent and so what we have right now last year is end of year. This is what what and this year is middle of the year. So, >> right. But at the beginning of the year, whatever
061we saw in results would be normally expected. >> They'd be what? >> Normally expected. Yeah. There would be a drop. Yes. >> We expect there's going to be they're going to start below the end of year threshold. Okay. Yeah. Dylan Brian, >> I just had a question. I know that we do um our summer program where we work intensively with kids. Are you looking at the same sort of data but just with that subset >> for our summer? >> Um currently our summer program built for the last how many years? Two, three, >> two, three years is really >> two or three years. We've we've um run a summer program through our extended learning opportunities program providers. Um and they have both a recreational and academic program with them. Um and I don't have the
062ready data port, but I'll happy to to check with those programs and see what we can find. >> I'm just curious about the summer learning loss and >> I thought maybe that whatever academic stuff they can do support that Yeah, I think in the past we had a challenge. If you might remember, we used to do progress monitoring for the whatever it was 19 days and it's such a short window to really get to see progress that perhaps looking at those students and are they hitting their spring >> and which one to attend? >> Yes, that's what that is. Yeah. >> Yeah. Great. Thank you. >> No other questions. All right. Excellent. Thank you. Thank you, Greg. >> Local control and accountability plan midyear update. Um, if anyone would like to provide public comment on
063this agenda item, please submit the speaker card now. >> Good evening. I have the pleasure of bringing forward tonight's local control accountability plan midyear report. I'm going to stay seated because I have several documents I'm going to review with you. um we're not going to project because there are small little charts but I will talk it through. So the first document attached to your materials in the update itself that's the plan. It's uh the 29 page midyear report. It goes with the 84 page LCAT. So I just want to highlight that you have the midyear report in your uh attachments. >> Oh god. >> You also would have the executive summary in your attachments. >> And then for her coffee tonight we just put this together so it's available for the public as well. um
064with a chart that will help us review. Um just as a reminder that LCAP is a mandated three-year plan from the state. Um we update it annually. We actually update it twice per year, once per midyear and once at end of year. Uh we are currently in year two of our three-year plan. Our three-year plan runs from 2024 to 2027. And we're required to address uh all of the eight state priorities. And so this evening I'm happy to report that we have completed in terms of meeting our objectives or in progress of meeting all of the objectives that we've set in our healthc goal areas and we're going to spend the most time on goal one which is the student facing goal or student metrics. Uh goal two is our metrics about our educators. Goal
065three are parents and then goal four is facilities and finance. The update covers all four of those areas. And just as a reminder, back during the spring of 2074 when we developed the spellcraft, we've held over um 250 individual input sessions with community members, parents, students, even um we went to a variety of different committees, the ERC, the curriculum council, the wellness company with UAF, ETA executive board. Um, we also had fifth, sixth, and seventh and eighth graders all weigh in and provide input on top of doing uh surveys of all parents and all teachers and staff. Last year, we added in-person input sessions at our staff meetings um at our associations requests. Um, so tonight's update is what we're calling our midyear 2 update of that three-year plan. And so when I'm talking about
066targets, I'm actually talking about targets for 2026 2027 school year. That's year three. How are we doing here in the mid middle of year two against that three-year plan? And so as we talk about the student achievement one, I wanted to just bring the attention to the coloring charts. I think that one gives us some nice examples of bringing this to life. In a nutshell, in goal one, again, our our goal about students, there are 46 metrics in here. 35 of those metrics we are meeting or have met for that end of year threeear goal and so we need to stay on target with those meeting those. I can talk about a few of them now. Six we are not yet meeting. We are still have some work to do to hit that three-year goal.
067And then five of them the data is just not available yet. the data will be available in the spring. So just give you a substant if you could look at the number on the left in the chart. We're going to look at our 1.3 that's the percent of longterm English learners. I think Greg was just starting to talk a little bit about this as we think about supporting students and these are students who have been identified as a longterm level or or needing support longer than they should. We set a target for year three that we would have no more than 4% of our student population identified as a LTEL or long-term EL. Um, as of this report, only 2.5% of our students have been determined cells. You can see that baseline data at 6%.
068So, we've been moving that needle down. And and so, some of these are ups and some of these are down. So, I'm trying to point that out to you. We want to go down in this category. And so, we've met that goal for for now. We're 1.5% better than the target. Um, however, that next target, you can see it went green, blue, orange. So, like was saying, some of those ups and downs with that group, that's the percent of English learners who've made progress towards English proficiency. We've got a target of 65% and we're currently at 61%. So, in order to make meet that metric in year three, we have four at least 4% we need to do in terms of improvement. You can see in 1.3. T that's the percent of English learners who
069are at risk for becoming a long-term deal. This number is very important for us as well. And you can see we've cut that almost in half between our baseline year of 12% at risk students to 6.7% of our students currently who are at risk of coming out. We're not yet hitting that mark. We're currently 1.7% from target. We are on track. Then just to get down into the CASP data, when you look at the academic performance for ELA and for math, this is all based on our our CAS data. What you want to see here is blue. Um, and they're colorcoded. That's the best that you can do. It's a range of blue, green, yellow, orange, and red. So you can see for all students in ELA, uh not only are we blue across the
070board, but we're continuing to improve that number. That's about 20 2,220 students testing there. And they've gone from 87 points above standard to 94 points above standard. So that's what we want to see that trajectory to continue to improve. Similarly, across the district, uh we were talking just a little bit ago with our local assessment around socioeconomically disadvantaged students. We have about 183 of those students classing. They started in their baseline year of two points below standard in green and now they're 15 points above standard in blue. Now, this isn't what we want to see in terms of their overall performance, but it is a growth trajectory that that we are looking for. Um our metric was we've been improved by at least five points for one color and we've been improved by 17 points
071by one um more than one color from the baseline. Just to hit a couple more um you can see our students with disabilities um we did not meet that target yet by 18 points but we have improved by one color. We're 23 points from target. That's an area of concern for us. That's true of ELA and math for students with disabilities. And then finally, for English learners, we have about 301 students in that cohort. You can see they started off on the baseline year of two points above standard in yellow. They're now at 19 points above standard in blue. So an overall seven blue points and two colors from baseline. Very similar story. We look at math. I don't go line by line. is going to be given I think but Matt shows up very
072similarly for the different groups in the progress and then um I know that his wife was talking about the speeding given meeting so I won't go line by line on on these pages but I will share when you look at the red down on the left around chronic absenteeism there was the number of days students were absent from school as well as our suspension data um any subgroup or any school that was in the red must be listed in our year one elat. So there's individual school data for some of these subgroups. You can see they're all progressing quite nicely. You can just look at that grid when they're going from red to yellow to orange to green to blue. And then the comments on the right kind of capture that yeses all the way
073down. for improving that rate of features where kids are at school and that we're supporting related also to note um like beyond attendance in suspension data. Um we also have our social emotional learning survey in there. We do not have screen data available but that's a survey about how students serve. You learn about their experience at school. We our target is proposed scores will increase by 10% they're already very very high on the small paragraph about the local reading assessment data for just for reading with you. So the those local reading assessment data ranking tonight the local measurements the cell captures a lot of state metrics that are on our dashboard. um our our school accountability report cards, our SRCs which we met our last meeting cover the school specific um areas of improvement and
074so um it feels like we have a lot of work to do certainly but we're also making some really nice progress and so in your executive summary it's slightly different but these are the actions we just spent some time on metrics the actions that we're taking in each of of the different areas and we have expenditures tracked directed towards each faction. And so I want to thank the business office for all of their work on this. We noticed you were um missing a page in the online posted document. So there is one at your table and also available for the public on the overall summary of the budget with a template issue prepared that for us during the Super Bowl. So thank you Eric that was missing. Um, but we're both happy to take any
075questions that you might have and for your time reading. >> Thank you. Um, are there any clarifying questions? >> Quick clarifying question about the colors. If I remember properly, the colors are sort of a mix of >> rate and change. Okay. So, it's want to sort of I think I'm seeing it correctly. There's a few of the metrics in here where sort of the number got a little worse, but the color went from red to orange because it got not very much worse. >> So, just something to keep in mind. I mean, the goals sort of are what they are at this point, but that's one of the it seems like a tricky thing with having goals around color improvement because the color shifts are sort of very path dependent. opposed to metrics. >> ELA
076students with disabilities is a really good good example of that. >> I noticed that too. They were 10 points below standard, >> right? >> They were orange, but they're 28 points below standard now. So they're yellow, but >> right because it got because it got worse and then better again. >> Yeah. >> So, >> but it's still not that we didn't need it there even though it left that color change, >> right? change for that. >> Right. I faith that we'll sort of look at it as opposed to just >> Thank you. >> com public comment. There's no clues. Um any further comments, discussion? >> Well, I just wanted to thank Carrie for preparing this chart. It was very helpful and you highlighted a lot of the same things that I wanted to point out
077myself and um one other thing that I've thought of because Shelley had asked Greg about Eli is that you'll see that the participation has slightly increased and you know if we are able to boost that participation anymore I wonder if we might see also some improvement in the ELA performance. a very good point. Yeah. People how many actually um come any thank you Carrie. This was tremendous work. Really appreciate you going through it line by line with us. Right. >> Preliminary middle school facility study. >> All right. >> I'm going to start and then I'm going to hand it off to Eric. >> Call for public comment. Your cards now. >> Thank you. >> Uh so tonight we're here to talk a little bit about background process scenarios. Uh, I think it would be helpful.
078We've been um talking about this for well as long as I've been in the district but and longer. I recently learned but just to keep in the public why the district is interested in moving to a middle school model. Um, just this idea that for me it was really um apparent with our fifth and sixth grade students who were presenting tonight. Um, sixth graders can really benefit from a space for early adolescence where they have social opportunities, emotional support, the great academics, um, and opportunities for independence. Yes, we can provide that in sixth grade, but it's really on a different level when you see them with their more like age peers on a 68 campus. Um, we also know that there programmatically that there will be so many great benefits. You know, we've tried to
079over the years kind of give them a forced elective. Um, they have a little bit of PE, but to have some exploratory or choice electives available to them in a middle school and PE daily or following a block schedule, whatever it might look like. Um, just really great program improvement. Um when we first started talking about middle school um as an option, our sixth grade program looked really different. Every school had three or four teachers. They were kind of specialists and worked a a lot of collaborative uh problem solving and projects amongst a team of teachers across the board except for sixth grade at Cington here. Across the board we're down to two teachers. you know, we have uh not even 60 kids, I don't believe, at any of our schools. Those kids have been
080with the same small group of kids um for a really long time. And um this idea of creating a village for students to transition. I want to be clear with the public that, you know, it's not just creating a seventh grade program for sixth graders, but really creating a transition program that eases kids in. It takes the best of that um uh relational part of what happens at elementary school and the programmatic and independent part that's so great at junior high school. Um we want to keep that front and center in mind for our kids. Why we're even talking about middle school. I did ask um today uh Mr. Drummond to come and do kind of an update for the March 2nd meeting. we've had a team um of staff meeting talking about um middle
081school and what have you. So I think it would be a great time kind of mid year to talk about the progress that they've made and then how we're going to engage students and parents as we move through um moving to middle school. But tonight we're really here to talk about specifically about facilities. Um back in October we got some direction from the board to look at um middle school facilities. what will it take at Block and Egan for us to house our sixth graders as part of the program? Um, knowing that also we got direction that we should be preparing that San Antonio campus for plus or minus 600 students um uh specifically to start with the charter school students there um upon the campus opening in 2028. Um we know that um part
082of the also the charge was to consider where can we place the remaining LSD resident students who are currently attending the charter school. So they have um or we'll talk about numbers more than just resident students attending the charter school. So, our focus um is around accommodating students beyond the San Antonio campus. Um we wanted to remind you that our current agreement with the charter school expires in June of 2027 and that our current third uh current third graders will be the first sixth grade class who would transition to middle school um if all of the stars align and that campus opens in 2028. So, I'm going to pass this down to Eric who's going to talk about our work with architects. >> Thank you. Yeah. So, um back in October, we um had a
083contract and we signed a contract with Adis Architects who's in our pool of architects. Um and we asked them to kind of hey let's take a look at both Egan and block and from direction from in October is looking at what will it take to have the campus ready for our sixth graders in the fall of 28th but then also look at what is the best location to place the remaining students uh for BCS give or take 600 at the center. So they walk both campuses. Uh we spent several hours at each campus. We walked in every single room. We looked at square footages. How's the campus being utilized for students for regular core classes, electives, PE and so on. Um looked at the capacity, the age, and the condition of the existing portables. Uh
084we looked at the total campus size, uh square footage. We looked at the acreage because each campus is a little bit different. Uh and then we also uh tonight we'll talk about some of the scenarios for consideration providing some options and flexibility for placement of of the BS chart school. So a couple scenarios um and always everybody oh Eric you're the budget guy. Yes. Cost effectiveness is really a priority for sure for the district and the reason is it will save bond money for modernization for the rest of our campuses. uh the BCS programs um at FL and Eeken and and and where they're located and then also allow for the middle school to be ready for the fall of 28. While all these things are going on at the San Antonio campus, we're also
085going to be working in the background to get our middle schools ready to receive those sixth graders. Uh and then we also want to reduce the annual portable rental cost to LD. Uh we have a lot of portables. Many of them are aging. Some of them we'll highlight are 20 plus years old. They need to be removed. They're portable. Shouldn't be around that long. We'll talk a little bit about that. And then one of the slides will really talk about improving traffic and safety. Uh having 10 schools on nine sites just has not been working. And so we want to kind of talk a little bit about that. So I want to highlight some of the enrollment numbers from year to year. So last year's enrollment of charter school was 898 kids that were residents
086that lived in our community. Uh this year 910 slight change but I wanted to point out the biggest change is from out of district students 96 from last year 173 district that's a 17% amount of kids are coming from outside the district. So that means they live in another district some are far away. Some of these kids are traveling from very far away and that's an impact on our operations. It's impact on our budget, impact on our facilities that our local community is really paying that bill for those kids that are coming really from out there. It's not serving LSD kids. Our inland transfer from year to year is 10.1. Uh right now at at first interim we're projecting 11.5 million transfer out and then the parcel tax sharing is consistent. at a cap amount.
087So the enrollment um of Bulis charter school, it has a direct impact on our facilities as well. Traffic impact uh as I mentioned earlier there are 10 schools on nine sites. This is the most recent traffic um calming that's been done in front of Block Middle School and on Cington Road. You can see the city had to install the traffic calming devices. They call it a road diet. They're actually shrinking the road, making it more bright bike friendly. But then also the stop sign. Uh if you've been around Covington and driving down Coington during block morning drop off with the charter school and with block, it's not a good place to be. I avoid it. I go different directions. Um but it traffic isn't is impacted at both schools at Egan and Block. So really
088the traffic impact of trying to have these 10 schools on nine sites is not been not really good for our community. BCS aging portables and these are the ones that block. These were installed uh some of them 10 to 15 years ago. They've got um you can see there's a there's a plethora of portables there. Um and you can see the average age is between uh 10 to 12 years old. Some of them are a little bit older, some of them are a little bit newer. Um, and some of the portables, they might have been uh manufactured in a certain year, but then installed in different years. So, sometimes the year of the portable doesn't always uh really uh align with the actual age, but this is how long how these portables have been at
089this campus at Block. And this is kind of their footprint over at Block Middle School. The facility impact, it's hard to see on the slides. I try to show in yellow where the impact is for their actual facilities and then in red. Um we'll have to make a little bit a different color next time, maybe purple. Um but you can see the yellow and there's two classrooms that I kind of want to point out if I can. Let's try and get this to point is um inside next to the library. There's a classroom that's being utilized for Bulis charter schools library and there's a classroom in the G building. that's also utilized. So the footprint at block, they're in this big section of portables in yellow and then there's also facilities are also impacted and
090shared and that's in red. All the field space, outdoor learning areas, blacktop areas, there's a small footprint. They sometimes use the choir breakout room that's in the music building. Um, so there's a lot of shared spaces. The tennis courts are also shared as well for PE classes. So it has a tremendous impact on the operations of a block to run a regular campus model there. Block by the numbers we have about 22 rented portables. Um and that includes some like uh bathroom buildings and serious stuff. The the average rentals for this is about 288,000 just a block only. The current block enrollment is and then the projected enrollment based on this year's uh third graders metriculating up and then adding uh extra students that would be about 594 in the fall of 28. And we
091looking at the capacity we're going to need about six extra classrooms loaded at roughly 25 to 27 to1. So that's the extra classrooms that are going to be needed to um to move the sixth graders to block in fall 28. Facility impact at Egan. It's much greater as you can see the large uh areas in the yellow. Um you can see the huge impact along San Antonio Road uh of all the portable buildings and then uh they have they it's called their Fab Lab and they have Spanish classrooms up between the MPR and the city gym and then they have another older classrooms um with some of their older grades that's on the lower left. Um and then in red in the and the diagonal uh bark red the basketball courts the fields uh a
092huge impact on the outdoor facilities. The site's very constrained um because there's such a large footprint that's being taken over and it's just it's impacting uh uh really traffic as well. Um there's certain areas of part of town as you drive through campuses where not to go. Um along this street on Porto is not the greatest place in the morning. It's very impactful. Uh it's just not a good good model to have all these kids on one small campus. You get by the numbers, the number of rented portables is much higher is 53. The annual cost is 691,000. Uh the current enrollment is 444 students and then adding the current third graders as they metriculate up being 614 students and the number of classrooms needed is about six as well. So that's kind of by
093the numbers. some aging portables. And this is really where um some of these portables were used during modernization 25 plus years ago. They called it the camp school. As uh some of our LSD elementary schools were being modernized, they would come here be in these temporary portables and then as their school was finished moderniz modernizing, they go back to their school. Some of these portables are 25 plus years old. Uh they're not great condition. Really not a good learning environment for anyone. Uh and so and portables are really meant to be temporary 10 years or less. Some of them have been there for 25 plus years. So not ideal situation. Uh the newest portables are in the bottom left. Um and some of those are only six to seven years old. The block configuration um
094and this is the one that we kind of like analyzed and look at is grade six through eight. And if you look at this map, the the idea would create, as Andrew mentioned, I really like the term a village. It's getting them ready to go into seventh and eighth grade. They're going to have some their own portables that'll be dedicated to their classes. Um, and we're going to call that the sixth grade village. And then the stuff that's highlighted in the darker um kind of a purplish color, that's going to be removed and demolished. There are some classrooms in rooms 11 and 12. Hard to see on this map, but in the board packet, you can see it a little bit more clear. Uh there's some classrooms called rooms 11 and 12. Those classrooms uh
095right now are for their TK and K. Uh the district can in the past stepping stones preschool is there. There will be an opportunity for the district to look at child care provider to provide maybe a couple small classroom for them that because there's a playground there as well. um but it' be very difficult to um to integrate our to get our sixth graders on this campus at the same time. Uh it's a little impacted there. So we feel this is a um an interesting layout. We we like having the sixth graders in their own row of portables. They're still part of the block campus, still part of the the whole school climate and culture, but then they have their little core classes able to be what their core teacher. So So we thought this
096was a nice layout by the architects. um and has some good advantage as well. There's going to be some removal cost associated with doing this, but nothing that the district can't uh make part of our bond program and really we're kind of playing in a budgeting uh for some portable removals and replacements. The campus feasibility um the block campus is smaller and 3 acres if you have a big out in the forest it doesn't seem like much but on a school site 3 acres is significant difference in size. It's three acres smaller than Egan. uh many years ago there are different layers of portables at block. Some of them are on builtup foundations and the reason for that is DSA as you know there's a creek and kind of um I guess you could say
097a drainage ditch or something like that but it's really the city um kind of drainage for the for the storm water and that's a flood plane. So the vision state architect forced the district probably over 10 years ago to build up large concrete foundations very expensive to do that but there's we really can't add more buildings there without significant cost. So using the current layout is really best for our sixth graders. um it's really not feasible to have our sixth graders sharing the same row of portables in the same usually there's a lot of segregation where PCS is on one section of the campus and um blocker even on different sections so it's really not feasible or um not not a great idea to be mixing the two schools um and then there's also um
098from the San Antonio campus block is the furthest and so if you have some family that bullish charter school and they have kids in different grade levels it's really much better for traffic. San Antonio Road, El Camino, Rial, Springer, Miramonte, much larger street that can handle traffic. You just saw the previous slide about the impact of traffic on Coington. Covington is not made to have that many kids on it. St. Francis has has Qua and Miramonte bigger, larger streets. Cington is more is a much smaller street. Um and then also traffic congestion relief. Having block um really lower the number of students there, we think that will have a significant impact on traffic and that's good for our neighbors that live around the block area and Lyola and other kids that feed into um the
099block campus. So then we asked the architects, so as you're thinking about these different scenarios, really look at the scenario one for Egan and that's really creating the sixth grade village. You can see it in yellow uh in the in the bottom left. That would be the sixth grade village for the students at Egan. And then we would demolish and renew the portables highlighted in yellow. We'd move those out. We would reuse the current rooms are already TSA approved. There' be no changes to the district, minimal impact, and then we would have to have some options of scenario one is looking at which portables do we remove? Do we keep some of the older ones? Do we move portables around? Um, and that's going to be a decision as we as we further study study
100this a little bit more. >> Yes. >> Um, where are this yellow there? >> It's green. That's Yeah. >> Well, or is it green? >> Oh, yeah. >> Yeah. This uh So, right there, this little here, this is where the sixth grade village would be. These portables here, we would remove out. That would create more black off space. Right now, the uh it's really not great. The tennis courts at Eamp cannot even be used because they've been they've been portable placed over them. And then we'll let this free of this area. We potentially will remove some of these classrooms here and then we have to decide which ones are going to repurpose or replenish >> the key. >> Yes. >> The the key at the bottom existing the the yellow green one. Yeah. >> Existing
101bullets class repurpose for block. Do you mean Egan? >> Yeah, that should say Egan. Yeah, that's just a typo. That should just say >> Yep. Right there. That should just say, that's just a typo. >> Okay. >> Then, uh, scenario 1 A through 1C, it's using the same concept of where the sixth graders for, uh, LD would go, but then looking at what's the best reconfiguration of these portables. some of the portables that are up here in this upper right hand corner where they have some of their TK and K classes for some of the oldest portables in the district. So the idea would be do we maybe move some of those students back in this section where these portables are a little bit newer. There is a playground out here for their students. So
102there's there's different options and configurations, but we also want to be mindful of the number of kids it serves. So one of the one of the options was uh this scenario option 1A is we'll be able to fit in about 350 kids. So if we get 600 plus kids at the San Antonio campus we can really fit the rest of the LAP BCS students in this scenario and then if there's more out of district students it could go in this scenario and if they go at the current amount about 1095 at their current home it be this scenario. One of the things to point out is the district is really only obligated to provide facilities for current resident students. So if if the charter school has more out of district students that are coming from
103outside then the charter school would be responsible for these facilities and that would be on on their dime. So these are some options. uh and we're still at a very high level and that's what we kind of ask the architects to do is provide the board high level overview and study and then come back to you to really ask any other question you have and so that's kind of where we're at tonight is some direction the next steps is we're asking the board to provide some direction to staff um any additional information that you need to proceed uh we'll continue working collaboratively with both charter school on discussions and then we want to finalize the timeline budget for middle school model. Um, and our San Antonio campus uh is progressing nicely for design and we've
104had weekly meetings with the design team where I think we're on track for fall of 28 opening and then we would have the same type of opening for the middle school at the same time. So, tonight we're here to really this is the first time we've really gone over this. That's why we call it the preliminary study and then we uh will ask for some direction on next steps and then also what questions you have or other things you might need us to bring back for further action. >> Thank you Eric. That's tremendous amount of work. Um do we have any clarifying questions before I go to public comment? >> Um I do remember in previous presentations about sixth grade adding sixth grade to block that we would need additional locker rooms for PE. So,
105is that still the case? Because this only talks about six additional classrooms, >> correct? We we did look at the existing locker rooms. You know, we do know that um not all sixth graders will be in PE at the same time. So, we feel like, you know, as classes rotate that there's only going to be 170 kids. We might only need 30 kids maybe at a time and each period might be taking PE. Um, so from the architect's viewpoint, they didn't think we needed to do any locker room expansion at this time based on the current environment. >> I think it's not clarifying. I think the question a little bit >> public comment. We have we have three for public comment. Uh let's give everybody three minutes each. Eric, first we'll start with PEU, then
106Sang Feri, and then parent. >> Hello. Uh my name is Pepe and I'm a Los Alto school district parent. Um and I'm here to support the middle school model. I was really delighted to hear the board wanting to move in this direction and now we're planning implementation including facilities planning. I had one child go through LD um including a junior high at Egan and it was an amazing experience. I really wish she had had an additional year at Egan. With sixth graders at Egan and Block, they would have access to expanded programming that is age appropriate like electives and sports. And with sixth graders at Egan and Block, they would also benefit from making new friendships with kids across all different theater schools. At this age, I think they're ready to make connections based on
107interest and their maturing personalities, which may not be possible at a smaller elementary school setting. Um, within months into the sixth grade, most of the kids are ready to move on from the smaller world of elementary school to a larger world of junior high in which they can exercise more independence. Um, and we can see that in their behaviors. Um, so the kids are craving independence and I think they would get that at Egan and Block. I have heard the district staff talk time and time again about setting up the sixth grade model with the village that would help sixth graders transition into junior high, offering the needed safety nets of elementary school with the age appropriate independence and resources of junior high. I support this model of transitioning our sixth graders to Egan and
108Block. Thank you for continuing to make this change and I would ask that we continue to make progress by making the room and facilities needed at Egan and Block to make this happen. So, thank you all. Thank you. Sang Pu. >> Hey there. Uh, thanks for letting me speak today. My name is Sang Peruri. I'm a Loaltos resident and both of my children went to LASD. After hearing about BCS weight list for many years, I was startled by today's presentation. I was truly surprised to learn that out of district BCS enrollment has grown from 96 to 173 students for years. Egan and black students have had to give up space to share facilities with BCS. When BS when BCS primarily serves students living within LSD, that arrangement, while not an ideal, felt equitable. This is
109no longer the case and the current current situation directly harms LD students and teachers. Beyond the loss of space, enrolling out of district BCS students imposes a significant financial cost on LSD, costing over $10,000 per student per year or close to $2 million per year. That is money diverted away from LAD students and puts pressure on LSD salaries. Instead of shortch changing our students and teachers, we should eliminate this unnecessary cost. As the current agreement with BCS comes to an end, I strongly encourage the the district to adopt two clear principles in any new agreement. LD should not enter into any facilities agreement unless BCS fully compensates the district for the full cost of out of district students. BCS should also pay for all building, land, and operating costs for out of district students. So
110in those examples, if BCS is on LHD facilities, we should get compensated for the full cost of both the LAN, the portables, as well as the additional $2 million uh per year. For these reasons, option 1A clearly is the best choice. It provides capacity for 350 students compared to the 300 in district BCS students that would need to be cited at the campus. I'm happy to see that none of the scenarios include TK or kinder classrooms and that they are being centralized to the San Antonio campus. However, placing grades 1 through 8 at Egan would still be disruptive for families. A more logical and family-friendly approach would be to site BCS grades 5 through 8 at Egan, which is easier for older kids to bike and TK to 4 at San Antonio, where younger kids
111are more likely to be dropped off. This improves safety by grouping students by age and eliminates unnecessary duplication such as unnecessary gym lockers across campus. >> Thank you so much for your time. >> Thank you Z parent. >> Hi um I'm a parent and I'm here to vote some number. So while I do agree that it's a good idea for Los Altos to add sixth grade to the middle school because a lot of the middle school around here are doing the same thing. But let me give you some number. In 2015 to 2016, 10 years ago, LSD highest enrollment was at 4638. Currently this past year 24 and 25 the enrollment is at 3370. That's a difference of 1 268 students. So based on the presentation that you just show, if you add sixth grade
112to block and Egan, that's only 1,28 students. So you still have 60 room to spare. What I'm trying to tell you is that you do have space. You do not need the 10 site. Um, so I don't understand why you want to spend $155 million on the 10 side would still have issue with, you know, with the TDL agreement or selling back with Mount View and then $125 million in construction and design and escalation point that only leave 225 million left for you know LD to upgrade all the nice school that LSD has. Therefore, it is good that the middle school have six, seven, and eight. But the middle school, you don't need a new site. You can work with BCS so that everybody can fit in the current like site that um that are
113currently there. Um, so with 340 students moving from elementary school into the middle school, what's going to happen to the seven elementary school in LSD? I mean, it does cost money to run the school. So then like you're going to keep on, you know, just it just not being fiscally responsible. That's what I'm trying to say. Um so again please think about this and um say okay thank you right public comment is now closed right discussion this kind of question um on the little schematics option particularly at again. So, scenario one, no, not the the ones that go before this. So, those little yellow or green buildings there, that's going to house all the sixth graders. Correct. Okay. So if there's if there's six portables here and each one's loaded at roughly uh 25 to
114one 27 to one that's five to six portable that are needed. That will be the sixth grade village right there in this part of the campus. >> Okay. >> Remember also that students in a middle school will be out into PE or in their band elective. So you don't always have all of them at the same time. >> Yeah. Yeah. I Okay. Um and then um what I did here in your presentation uh in all of this work that's been done uh BCS and sixth graders cannot be on the block campus together. I think it'd be pretty difficult to do that. Okay. All right. >> Any other questions or comments? >> Yeah. >> Uh, could you go to 1 A through 1 C again? Sure. >> Since you're asking for direction, I will just state
115my opinions on these. I think we could probably rule out option 1 C from my perspective because it's for 520 students. And if you're also adding 1706 graders, you're really not changing the total number of students on each campus and it wouldn't improve the traffic situation. So I'd really only look at 1 A and 1B. And of the two, I'm much more interested in 1A because the additional 350 students would already accommodate all of um the in district uh students. And so I that's my chief focus. And I also I just wanted to clarify that the grade levels down there, it's not like we're committed to those grade levels like that's still subject to change, I right? >> Yes. >> If we did it as an exercise to look at the the it's going to
116be grades one through eight, but it could be any combination. >> Any further? Um I have a couple of comments. Um I um I just wanted to sort of reinforce with the block campus and the flood plane issue. I mean made a comment about that, but for those of you who sort of don't can't picture it, and I'm not going to describe it very well, but basically the flood plane maps changed shortly before the most recent portables were put onto the block campus and the current official flood plane kind of just flows through the middle of the campus. >> Correct. So if we couldn't build the current BCS facilities at block now without raising them all three or four feet off the ground because DSA wouldn't let us. In fact when the current port when
117the previous board made the decision to add the most recent portables they didn't even know when they made that decision that the four ft of concrete would be required otherwise they might not have done that at the time. So I just want to expand a little bit on your comment about why it's very difficult to add sixth grade without moving some of the BCS because we would have to build like a 4 foot plinth in the middle of the black top to add six classrooms somewhere else. >> Right. And there's really not a lot of outdoor the outdoor spaces already been hampered and and shrunken. Uh like you can see there's just not a lot of extra place of places to build and it would be very expensive as you mentioned to build uh seriously
118high concrete foundations where it's just really not necessary. one of the goals uh on the previous slides was cost effective. I think it would probably be the least cost-effective thing to do at that site. Um the other comment I was going to make about block is that so prior to BCS expanding to their current footprint, there was child care. It was childcare facility on block I think somewhere in that footprint. So, I think it might just be worth exploring to see if the two sort of northernmost portables that are also on the high concrete foundation up towards Yeah, it was there. >> Right. Right. basically. >> Yeah. The one those guys just to sort of see if there's a childare organization that might be interested in taking those over in a way that didn't continue
119to cost us money just because presumably demolition of that foroot high plant is going to take some money as well. So >> yeah, >> and we did kind of already do some initial thoughts and is maybe if we didn't demolish it, it could be like a raised outdoor lunch area with like, you know, put railings up around it and umbrellas and we're thinking already about stuff like that. I would say um Yeah, because you've already put all that money in the in the concrete and you can keep all the utilities and things there, but I think for we've been looking at >> Sure. Okay, we appreciate that. I just wanted to sort of call that out. you know, at the time there were people who were sad, >> right, >> to lose the childcare facility
120there. >> So, I just wanted to highlight on their behalf the question of whether it would be possible to add that back. >> Um, I just also just wanted to comment on sort of the questions about cost effectiveness. I want to say personally that I take very seriously the notion or the fact that BCS families who live in LSD are my constituents as well and also that BCS are public school students and entitled to essentially a share of the facilities bond that we just passed $350 million. So it's a question of how do we provide invest that money that will benefit BCS students in as cost-ffective as possible way. And as somebody who's been involved with this issue for, I don't know, 12, 15 years, I have actually yet to see a proposal that's more
121cost-effective than developing the San Antonio campus and then moving everybody seamlessly. I want people to not underestimate the disruption, even if we had the money, the disruption that would be entailed in trying to build sort of a brand new campus, say, at Egan on top of where the Egan students currently are. The reason why these facilities exist at Block and Egan in the first place is because 25 years ago the district redeveloped all of our elementary schools from scratch and so they moved all the kids for a year to get that done. We don't have in my opinion anywhere other than San Antonio campus as sort of a place that we can either develop or place kids while other work is done. So I encourage if anybody's interested in having for a longer conversation I
122encourage you to reach out. I can give you a lot of history. I've seen proposals of, you know, what would it take to provide permanent facilities for both BCS and Egan on the Egan campus or on the Cington campus or on the block campus and it doesn't get cheaper than what we're currently planning to do. I know the people have various issues with it, but I don't think cost in the end is the is the real sort of issue in the longer run. Um, I'd like to take issue with something Brian said, right? >> Um, about BCS students being students. I mean, >> sorry, I didn't say I said public school students. >> I'd like to take issue with that as well. Um, I don't know what the right number is, but if BCS disappeared
123overnight, a large a significant number of BCS students would go to private schools. So those kids are not really public school students. we are uh supporting them uh because make money that's money. That's my I mean technically they are but in reality they're they're not BCS is a publicly funded private school. Um I also like um Jim um I had a question about both campuses requiring six more portables. >> Uh and yet the numbers that even the larger number of students even increase was larger than that uh lot. So if if it works out that's fine. And I just that was something that stuck in my mind. Um the last thing is since I'm taking issue with things I'm taking issue with pipe. Um who said that most kids are ready for sixth grade. You
124have no evidence of that. It's a a sample size of one or perhaps 10 or 20. Um but the only way really to establish that is to establish what ready means and also to do a survey of kids at the time. So I personally believe that it's probably a better educational experience for kids to in uh middle school model but so far I have not seen any evidence that that is ever um I guess that's the take issue with the appreciation of >> I I think I think to put a fine point on what you were saying, yes, BCS is publicly funded, but they're privately governed, whereas we are publicly funded and publicly how I think about it. Did you have >> Go ahead. I have one other I just wanted to >> I I'm
125not going to I have a lot of issues but but I was just going to second what Stella said and I have a question about the one A through C model the scenario. Um, I agree. I'm really only interested in option 1 A or 1B, but I'm really only interested in option 1 A. But I do have a question. um the out of district students I mean they are allowed to enroll out of district students according to their charter up to a certain number so I mean I know they've exceeded that number but um I guess my question is um 1 A and 1B would still satisfy what they're allowed to enroll, right? The current agreement is a cap of,00 students. They're right at that cap, but they're in district students is 900. Um and
126we're uh legally we're only required to provide facilities for in district students. So if if there is a a change in the agreement as we're negotiating this process, we're really legally only required to provide facilities for indist, you know, 300 kids at one of the campuses and 600 at a San Antonio campus. >> But I mean that's this year, right? Like that number their number of industry students changes has the potential to change, right? So that obligation has the potential to go up in >> but it's also true if exceed the number that we agree >> it's the negotiated agreement >> we put we put a clause if we put a clause in the agreement that said that if they didn't maintain a certain level percentage of industry students then we had the option to
127opt out to terminate the agreement early which at this point is moved since we're down to last appointment. I have a followup comment. Um I suspect though that the number of in district students is unlikely to increase dramatically because overall statewide we're seeing declining enrollment and so I would be surprised if they were an exception to that. Do you know what I mean? If we're talking about in district students overall the number of >> I mean I'd have to look. >> Sure. Well, I'd have to look at the numbers again. So their their out of district increase my memory is mostly in the upper grades. >> That's >> because at least half of their fifth graders don't graduate from 8th grade at BCS. In theory, if they were able to fix that and retain more
128of their students, then it could grow, right? But they could also, you know, I keep hoping that BCS will deal with us collaboratively and sort of help determine what the right number is for both of us, right? Because they got to 11-11 by growing without consulting us and sometimes even against over the objections of their current families. So this is a slight tangent from the point you wrote. So I don't I would agree with you, but I'm I'm sort of hoping that we will be able to come to BC we and the BCS board will be able to come to some sort of arrangement that makes sense for both of us, right? That determines what the right number is based on a holistic look taking into account the things that Eric has pointed out about
129how much out of district students cost the district. Well, we do have another meeting um negotiating meeting with the cell and I with the the bullis team and I do think that we can get to some sort of negoti we've always gotten to some sort of negotiated agreement. Um, you know, I think so I personally when I've been talking to parents, I've gotten a lot of push back as to why we l haven't pushed back on the fact that BCS is enrolled their percentage of out of district students exceeds what was in the agreement. And I take your point that we're in the last year. Get that. Um, I think for me option 1 A is probably the only one that that makes sense to me. Um, I mean, Eric, if we like I know
130it's always it's always cheaper to like, you know, do all move portables around when we're doing like construction like, but let's say we go with option 1 A and, you know, another negotiated agreement 5 years from now allows BCS to grow, would it be that much more expensive to block more to get to 1B, for example? I mean, I think some of the infrastructure and utilities are in the ground would be the cost of bringing in portables and setting them down. I think that would be the incremental cost. >> Um, I'd like to take issue with something that Sang said. Um, we can't dictate, you know, this can't dictate in preparation science. Yes. And so they may decide to put kindergarten well actually not enough because kindergarten >> right we have to provide the facilities
131and the specialized spaces as part of a package right >> um but in general we can't break u the other thing is that I agree with your um suggestions for uh getting compensation for dismiss but I'm not sure that the law allows that I'm not sure that we anything you'd like to share? >> I think up until now we've been very very good about finding facilities for the out of district students as well. And I take Sang's point about um putting that responsibility back on BCS to house their out of district students. I think that's a very fair point. Well, you're looking for board I can work on. You're looking for board direction tonight. >> I'll summarize a little bit of what I heard and then maybe you want to add on. So, I heard
132maybe look at um other community benefit uses um the big spaces that block that has the um attached play area for that. Um, I heard uh to understand I think I heard to understand maybe the costs of some demolition that would need to happen like what might those costs be if we were demolishing some of those older portables at Egan and additional ones at Block. I know on our end we want to look more closely. I haven't been in those portables ever. I think when we figure out like which uh exact portables perhaps at Block or at Egan that we would want to keep, we would want to do some more detailed walkthroughs to understand what that looks like. >> Yeah, I'm sorry. I think you just went where I was because at Egan too
133it sort of occurred to me you know that whole quad is relatively new and I know some of the permanent spaces like Egan on the campus has some I think portable buildings or at least some permanent buildings that might as well be portable based on how old how old they are. So >> I expect that to be or I would hope that would be factored in as well sort of holistically to sort of say >> it makes sense to keep some of these beyond the six that we need for sixth grade and >> deprecate some of the other space. Yeah. >> Yeah. On the >> I think it was the initial two maps the the grayscale maps that you had you had numbers on back there. Um you have numbers there. Are those uh like
1342010 portables and or is that 10 years old or >> Yeah, these numbers got updated last spring. They might be one year behind. >> What are they? Uh >> the age >> the room number and the date and the age of the portable. >> Yeah. The type number is the is the room number and then the handwritten number of the age hard to show on on the map. I want to page but thank you for putting in the packet probably a little bit easier. Excuse >> I'm sorry. I interrupted or something. >> Uh that I'm good. >> Okay. If people have other if you have other >> is there any other questions that you need direction on as we move forward? >> Um I think what we'll we'll try to do is in the next
135uh meeting in March or April we'll bring something back to you and give you some cost numbers and some options and cost numbers >> a little more holistically. I think 68 campus a 6:00 campus >> and can we see an updated time length so that we can see where we are on the timeline. >> Anything else for Thank you very much Eric. Appreciate it. >> All right. Citizens Advisory Committee for Finance Midyear report. here and she's carrying on Fred Gallagher >> who head of the operations committee and Fred >> 9:00 time to talk about finance >> get ready >> so Fred is here tonight for that this is the midyear report uh for CACF >> great since it is a little bit late I'm going to gallop but I'll I'll pause on some of the
136topics that that might be somewhat new so we'll cover some of the near-term and longer term issues uh affecting us financially in this spread. Uh we'll look at some budget scenarios and then we have some conclusions and recommendations. Oh boy, that's going to be hard. All right, let me point this. So the the short term over here is are items that you we've talked about for years. All right, so uh property tax growth is actually slowing and it's volatile. It doesn't always match our increase in costs. Uh the second point, enrollment has been declining. So we have fewer students that we have to spread, you know, fixed and overhead costs over. So costs go up for that reason. Uh as you already know, compensation accounts for about 80% of our operating budget and there's a
137number of unfunded and underfunded mandates. You're all very familiar with these topics. Um we spent some time on CACF talking about longerterm items that I want to slow down a little bit here and cover these um with you. So um actually let me talk about the the first two in in combination. Um you're you may be familiar um in Sacramento starting to talk about topics um related to basic aid funding. Uh and there's a concept of excess revenues associated with basic aid districts. And this is um the the second point declining enrollment could start to exacerbate that because if you look at non-basic aid districts enrollment is going down. So their revenue is actually declining and so that's going to put pressure on them and it's really it's becoming a topic in Sacramento all the
138way point um I don't know if the the board of trustees is familiar there's SB743 um Cortezi is the sponsor of that which is talking about some solutions we can look at that in the guise of what how that would affect LD but if we think about how it affects other districts that also has implications so think out this way is that um some of the implications here would be that um other districts going to have to get more efficient. So uh a likely scenario is we start to see consolidation either at a district level um or even start to have um unified more unified districts. And so that will push more efficiency um you know across the different districts. So again, efficiency um that that will be a recurring theme and you know, we
139don't count on a lot of revenue from the state these days. Uh but I wouldn't expect much more coming our way either. Um pension and benefits. Uh we've discussed that we've seen a slight decline in the rate, but we're also at an all-time high with the stock market. So the Sturge and PERS funds are seeing the benefit of that. I wouldn't count on that um you know reduction lasting very long. And then another topic we've discussed is called workforce availability. As you're familiar you know as you know the district has participated in some local workforce um affordability projects. This is um one of the concerns we had about this was that it starts to could becoming a ongoing cost. um even if we don't participate, we're going to see other pressure because other districts around
140us will start to offer this and it creates more compensation pressure for the district itself. So, a ton of areas for pressure. Just wanted to highlight these. You're all familiar with any of these. So, let me talk about some of the our multi-year budget and let's talk about some scenarios. Uh let's see if I can highlight some of these. So, this is directly out of the first interim multi-year projection. Um, you know, a few numbers here. The one I really like is that one right there. So, we ended last fiscal year over 30% in reserves. I've been on CACF for 12 years now, and we've never seen a number that high. So, we are in a great position um, you know, from a reserves perspective. And then when you look at our multi-year projection over
141the next three years, we begin in the in the low 20s. Again, a great number. But we haven't seen this um you know in I don't think two decades. So so it's phenomenal numbers we have to work on are right here. Okay. So if we look over the three years we're going to burn through 9 million of reserves. And if we look at the last year we're at at 3 million. So it's almost 3 million a year. So what we have what we're referring to as a structural deficit. Um and in the last two years there's no uh plan in there for across the board raises. That's what most districts do. Um probably not a realistic plan, but that's just the convention. So, we discussed a few scenarios at CACF. Um just to recap what
142we um decided to do is let's let's uh actually let's recap the plan real quick. Um so, inside of the multi-year projection, there is an assumption of an average of 3.2% annual increase in uh property tax collections. uh we wanted to bump that up to four or five which is closer to our longer term number. And then we developed four scenarios A through D. Okay, I'll just go through these real quick. So you can't read this so let me read it for you. Um number one is a 3% across the board raise 2%. This is what's in the multi-year. This is 1% and this is no raise. So what the numbers represent is the cumulative deficit over three years. All right. From a reserves perspective, we can handle all these. All right? So, we could
143handle these from reserves perspective. What we can't do though is if we go to what the deficit is, we're just keep digging the hole deeper and deeper. So, if we were to give a 3% raise based upon the um everything being the same, we'd have a $5 million deficit and no one would find that acceptable. So, again, what we need to look at is is some right sizing. Um, with the reserves though, given our reserve levels, we can approach this intelligently. All right, we don't we don't have to do anything draconian. Um, I'm going to skip the slide. It's late. Um, and so here's some of the uh points that we've talked about at CDCF. There's a number of buckets that we've looked at. The challenge for CACF to do this is we're not able
144to say, okay, how does this affect the program? All right. So, we can point to uh areas where, you know, we benchmarked other districts and said, "All right, here's where we're a little bit higher. Uh, you know, perhaps the district staff ought to look in these directions." Um, but we really can't say, "Hey, this is going to affect, you know, we can't say how it's going to affect program." So, um, these uh percentages that we have here, um, in each one of these are per ADA, average daily attendance. And so, you know, our inside of the comparable districts that we looked at, our classified expenses as a category, not at the salary level, just as a gross category across ADA, we're 10% higher than the cumulative other districts. All right. There are some other measures
145we looked at in terms of admin costs that had facilities in it. We were higher than other districts, but I we didn't put that up here because it's there's too many fixed costs in that. So, I just would highlight there's some other costs there. Uh, facilities was one that was notice noticeably higher in terms of the utilities, rentals, we just cover we just covered that inside of your discussion. And then our special ed is is higher as well. So, again, we're not able to really ascribe how these would affect program, but these are the areas that we're coaching uh district staff to to take a look at. >> Yeah, sure. A caddy is what? >> Uh it's gonna have it's a comparative >> duda comparative and the D is district. >> It's basically the report
146of school services and it's a comparative analysis of districts salaries and expenses income and expenses. And there's a set of districts that are in the back that that which actually now you mention that. So, in in the appendix, there's a number. One of the things I'm going to just go ahead and jump ahead. So, this is fun. Um, this is um you know, if you look at the decline in reserves, we're looking about 10 points. Other districts are looking at significantly larger decreases in reserve. It just highlights the position that the district has gotten in over the last few years. And when you look at where we're going to end up uh at the end of three years, we're, you know, near the top. We haven't been there before. So um so we're doing very
147well relative to our surrounding uh districts that we're similar to. We still have some work to do from a right sizing perspective. So um still again again again reserves are in a great spot. Not worried about that. Um recommendation that we have this was actually made at last year's endofear report from CACF. We do want to recommend a 15% reserve actually after we um we signed off on this at the last CACF meeting. We did some more work with um Eric the a better number would actually be the 17 17 to 20%. And the reason that is is that if you look at um as you know uh the reserves is end of year. All right. So we actually hit our cash cash point low in the October time frame. And so we having 17%
148at the end of the year is a good point because it it carries us through to the beginning of school and we don't have to go out the district doesn't have to go out and borrow and not only interest but there's transaction fees on that. So 17 to 20 is actually a much better percent. We're in that we could do it. So our recommendation is the the board change the policy and move at least the 15% um and consider you know the 17 to 20 which is actually where if you look at the surrounding districts um all of them are in that range as well. Um and then right size spending. Look, the the point is we have um we have the reserves to carry us through the next three years. Um getting to ignore
149them about getting out of the structural deficit so that we can um you know think about long-term programs uh and how we're going to uh you know really look at this for the long term. And then I think that we've talked about this many times at at CACF that's not here. you know, we receive a lot of um you know, a tremendous amount of funding from the community itself, keeping community engagement. We district has done a great job and so just continue that point as well. So, pause there. Wanted to run through that quickly. Um given the time, happy to take questions and happy to take any considerations that you'd like us to uh work on between now and the end of the interview. >> Thank you, buddy. We're going to take clarifying questions, public
150comment, and then go back to discussion. >> Okay. Sure. >> Clarifying question. Clarifying question. >> All right. Then, uh, we have one for public comment. Parent. Um, thank you for the presentation. That's wonderful. Um as you know a lot of the school in Silicon Valley are going through um budget cuts because of you know the tax and yes structural deficit it's if if that's where ND is running at um with moving like that's so moving 340 kids to to to like like to the you know to middle school and then if you are going to keep all the elementary school um open which a lot of them are in the range of like 300 kids. So so then you guys have to figure out what you're going to do with you know with the middle
151school plan moving sixth grade over and then the enrollment decrease in the in the remaining elementary school. How's that going to affect you know your budget? So I hope you think about that. Um, >> thank you. Right discussion and if you have any questions or comments for friends um you mentioned consolidation and efficiency uh in in my possible uh Senate bill 74 >> 743. Yeah. >> Yeah. Um I happen to have read an article basically I didn't agree with most of the article but there was a a link to um uh some ideas about entering into other entering into agreements with other districts that effectively consolidate a portion of our uh expenses. So we don't necessarily have to consolidate districts to get some benefit of it. So that's wrong with that out there. Um the
152other thing is about enrollment. Um yes, enrollment's going down and we have a bubble in our um our uh enrollment by grade, but I think that's offset by TK numbers here. So uh >> it has been so far, but we have to see if that plays out, right? And continues to grow. >> And our our enrollment is flat. Is that correct, Sandra? >> It has been flat has. been flat for how many years? >> The last three years. It's been pretty stable. As far as it's declining in other districts, it's been fairly stable. >> Vladimir, are you done with your >> Oh, yes, sure. Sorry. >> Okay. Well, Fred, thank you so much for that presentation and for your many years of service on CACF. I was particularly grateful for your comments on the reserves
153policy and also I really liked your slide um that highlighted sort of like three areas that the district could look further at. Um and you know it concerned me that we're spending 55% more on utilities and I hope that a lot of the modernization upgrades will help address some of those. >> Y >> um I just a couple of comments. one. I mean, I take the point about we have a lot fewer students, but I encourage anybody who has the top of- mind question, why don't you guys just close a couple of elementary schools to go look in detail at the process for the districts around us that are doing that and how painful that is for how for those communities and how much push back it is. We are in a fortunate position of
154being able to maintain seven elementary schools even though we have a lot fewer kids. And we're doing that because our constituents demand it of us. Quite frankly, given that we can afford it, this is what our community wants. That might change at some point in the future. Either we may be able we might fail to continue to afford it or our community might change its mind, but I don't see that either one of those things fortunately happening soon. Um, I just wanted to sort of add on to what you're saying about reserve levels because I think the I'm worried about the sort of excess property tax message that's out there in particular because there's also a push at the state level to for state funded districts to change the way that they're funded from ADA
155actual attendance to enrollment. But for that to happen, if that if you just sort of do that with the same pot of money, then it's a little bit meaningless. Like some districts get more, some districts get less. So all of the actual schemes that I've seen, I think I just saw article today that said if you're going to do a hold harmless where the shift doesn't cut anybody's budget, you have to come up with an additional $3 billion. And so I think it's entirely plausible that the sort of the excess property taxes from basic a districts become a potential source for that $3 billion. So I think that's a reason to increase and also for anybody who's not aware our current reserve target is 8 to 10%. So I see that as a reason to
156increase the reserve target. I see potential recession is always the reason and having gotten out of the we need to borrow money every year just to keep the lights on. I think that's a reason to increase the target. And then um the change that created this enormous wave of um sexual abuse lawsuits across the state. We are fortunate enough not to have had to deal with that. Hopefully we never will. But even districts that aren't getting sued are seeing their insurance rates skyrocket. So I think that's another reason that given that we have the reserves to create a glide path, I would also be in favor of of taking official board action to sort of say okay like what should that glide path whether it's 12% or 15% or 12 to 15% or 17%. I
157think that would be a good question but I think this is the moment to make that shift. >> And I have a question. So you had mentioned after CACF agreed to 15% and then you've done some work with Eric 1720 seems more realistic. >> So >> I'm just wondering is is that like one of the advantages of that reserve is we're not borrowing money. So is that 17 to 20 going to get it keep us in that in that area or does it need to be 22%. just as we're thinking about doing it. I'm just wondering what that realistic >> you know uh one of the things we've been talking with at the board and also some of your board packets on the budget narrative is about cash flow and you know you know the
158average payroll is5 or $6 million plus other expenses you're going to need $20 million plus to make it from that July till the first property tax aortionment >> and so uh to not borrow you have to have the reserves to not have do outside of borrowing. Um, it helps our bond rating. >> Uh, and which is saves our taxpayers money. But when I say how much reserve, I could always say, can you ever have enough? >> Of course not. Yeah, I know. But >> but I I I think it's also good to have a sliding scale because we don't want to be so constrained that we 15 is the target and then you have to make cuts to get to 15. Uh I think having some flexibility in a in a window is a better
159place to be and most districts you see they have some sort of sliding window >> but is their updated recommendation of 17 to 20 sufficient >> for our cash flow. >> Yeah >> for payroll. >> Yeah we can do inter fund borrowing which we've which we have the ability to do so we can borrow from other funds as long as we have enough in those other funds to to meet the payroll. Yeah. Okay. >> At this time, the what our payroll is now, but as our expenses show up, >> yeah, the 17% goes up. >> Correct. >> Okay. >> Oh, well, I just wanted to echo Brian's request. I would also like to see this come back to us. Yeah. >> At a future board meeting. >> Yeah. So, I'm I'm uh very pleased to
160hear that board members are interested in racial preserve. That's something that I've been advocating for years now. >> So, your work is done. >> Thanks. All right. >> Thank you so much. >> I got it. >> Thank you. >> All righty. move on to resolution number 2526-11 certification of ele election reasons. >> Uh tonight we're we're excited to ask the board to certify the measure E election that was held November 5th of 2024. Um and the reason why we held off on certifying the election because once we certify the election you have 60 days to create a citizens oversight committee and we haven't issued bonds. one of our later items tonight. We'll be talking about uh authorizing the issuance of series A bonds from Missouri E. But once you um uh certify the election, you
161have your clock starts ticking and there would be there would have been no oversight because there would have been no funds to oversee. Um so we have a great bond oversight committee that's overseeing measure N and um they would as we'll get to the next item, but tonight is an action item. We'll have to have this officially entered into the minutes. Uh then we'll file it with the county u and we'll be this election will be certified and then our our clock to start the window uh to to this is oversight committee will start and that will be actually the next resolution item. So tonight we're asking you to approve resolution 2526-11 to certify the 2024 measure in New York. >> Any clarifying questions? Thanks Eric. Any requests for public comment? Any further board discussion?
162Right. Well, let's make a vote. They may have a motion to approve resolution number 25/26-11, certification of election results. >> So move. >> Thank you, Vladimir. Have a second. >> I'll second. >> Thank you, Stella. Is there any further board discussion? All right. Motion to approve resolution 25/26-11 certification of election results was made by Vladimir, seconded by Stella. As this is a resolution, we'll take a vote. Paul vote. Vladimir, >> yes. >> I know it's just late. >> Stella, >> yes. Brian, >> yes. >> I too vote yes. Motion passes unanimously. Thanks everyone. Resolution number 2526-12 adopting bylaws citizens oversight committees. >> Sure. So tonight we're asking the board to amend the current bylaws and to allow our current bond oversight committee to oversee measure N and measure E if it's allowable. Uh and it's
163state law that the oversight committee will oversee all expenditures to make sure they're spent as approved by the voters. um on projects the resolution has to be amended and restated which we we're asking you tonight. The attached uh resolution is there with the bylaws that are amended to include measure EE and this is an action item. Uh we're asking to approve resolution 2526-12 to amend the bylaws for the SIS oversight committee. >> Thank you. Any clarifying question? >> No. Okay. Is there any public comment? Public comment. Any further board discussion? All right. Next, please. May I have a motion to approve resolution number 25/26-12 adopting bylaws for citizens oversight committee? >> So move. >> Thank you, Vladimir. I have a second. >> I'll second. >> Thank you, Stella. Uh, any further board discussion? Okay. Then
164motion to approve resolution number 2526-12 adopting bylaws for citizens oversight committee was made by Vladimir, seconded by Stella. Brian, >> yes. >> Jim, >> yes. >> Vladimir, >> yes. >> Stella, >> yes. I too vote yes. Motion passes unanimously. Thank you. And I am mixing up the order >> just so I don't tell you. Resolution number 2526-13 authorizing the issuance of series A bonds. >> Just a very short presentation tonight. Um, and just a reminder that this is our history of early bond authorization. We've always had very strong voter support in our community. And I'll try to go through this before we've updated a couple things, but the board has seen these slides before. uh in 2023 uh measure H really 1998 um and the final maturity is when the bonds were paid off. But
165you can see that over the over the last couple years uh we we uh measure N has been all completely issued and then tonight we're asking you to improve measure E the first series A. Um all bonds from the 1990 measure H and at 2014 uh they've all been issued. measure H has been uh all paid off and then uh or tonight we're asking you to do series A. So really quickly the bond analysis during our initial financing plan our first issuance was going to hopefully be it last year and and we're just pushed it out an extra year. So not not a huge change. Um these numbers are I think optimistic and and not as conservative but also I think looking at what we think the borrowing rate will be we're very close to
166that but we think the borrowing rate will be about 4.85 25 roughly and we were at that time estimating really this is about a year and a half ago 4.75 and the assessed valuation um sometimes between 3.5 and 4% is what you want to estimate for AV growth and we're we're above that so we're looking really good our four series of bonds you cannot issue them all at the same time uh one there's some expectations of to spend 85% of it within the first three years so you can see in the in the golden highlight ited uh is is that's where we're at for our financing plan for measuring AV. Uh if you look at our tax rates, we have to stay for a Prop 39 bond. We have to stay $130 per hundred thousand
167of AB. And so you can see at the very beginning of this bond program, the first series is the first one out the gate. We're going to get right at that targeted rate and try to stay there. That allows us to push our get the first principle paid off, which does save the taxpayers money. We also set last year, we set our tax rates a little bit higher than normal. So when we do this series, we'll be able to pay off a higher principle at the beginning. It's just like when you borrow money for your house or you're putting uh buying a car, it's almost like putting a bigger down payment down. That does save you some interest over the over the full maturity of the bonds. You can see the first series, it's really
168moved. It was going to be series 2025 and we're going to move that to this spring 2026. Yes. >> Given how this is structured, does that does the fact that we're doing in 2026 instead of 2025 inherently mean that the following series will also be a year later than originally? >> We can we can get the money when we need it. And so what we would do is we would we can get it earlier if we need it earlier and or we can push it out a little bit longer if we need to. And we would only um seek the second series of funds when needed. So, we'll be looking at our bond program and when we come back with a project list, a potential schedule, we'll update this as needed. >> Well, but we
169have to I mean looking at this diagram, right? Like if their initial borrowing is at that $30 limit, then I mean I I took this to mean that basically you have to get two years in before you can issue a new chunk of bonds because you need to head you need to be able to fit all of the issuances in the $30 perund,000. >> That that's correct for this for this bond measure. Okay. Um you can you can get the money a little bit earlier some statutory bonding capacity issues but we would it would just it would be we'd have to wait a lot longer between the series C this third series so we can still get the funds pretty much what we need. >> So it doesn't have to look exactly like this but
170it look sort of like this. >> Correct. >> Yeah. And and one of the things is the more money you get sooner you have to wait longer to get the the third trunch and the fourth trunch. it makes you wait longer. Uh some initial uh authorization of the issue with the bonds is a resolution that you have before you tonight is a not to exceed par amount of 95 million. It's going to structure traditional current interest bonds. It's going to be a not to exceed underwriter discount of $3 per bond. It also gives you a preliminary official statement bond purchase agreements. These are the forms that have been reviewed by bond council. It's not the actual preliminary official statement and the agreement, but it's what the form will look like. And then as we get
171closer to sale on the bonds, the superintendent, myself have authority to finalize those documents. Um, good faith estimates. These are the good faith estimates of series A. There'll be four series. The first series is considered series A, then B, C, and D. The financing cost sometimes cost called the cost of issuance is about 525,000. The building fund deposit would be 94 million and then the total repayment will be 211 million and this is always there's refunding options. So when we go 10 years out some of the bonds can be called back and there'll be a callable option and usually 8 to 10 years and sometimes you can refine refinance at a lower interest rate and so the repayment right now is roughly 2 to1 repayment issue which is pretty common. Uh but this is just
172an initial estimate and it's not the final number that we'll see. The issuance schedule is right off. It's tonight. We're asking for board approval. We'll have a rating agency meeting uh in March 2nd uh and receive the rating. We did receive uh an upgrade. Last time we did a bond sale when we paid off the bond anticipation note. One of the things that Fred um I always pointed out, it's very good to have strong finances and high reserves because that allows you to get a better bond rating. You know, we want to keep that. The higher rating we have is the greater savings to taxpayers. Just like you have a FICO score, it's like a district's FICO score. Um we have our post preliminary official statement will be in March. We'll price boss in near
173the end of March in the closing. There's a lot of school districts that are going to be gone out from refinancing the bonds that they sold in 2016. And so we want to get a hold of that. Many investors once their portfolio is full, they won't want to be interested in our bonds. So we're going to try to get ahead of the market a little bit. Um and we think that interest rate environment right now is a good place to be. Um some regulatory disclosures obviously some of your packet information, but I like showing this. Um, and this is an interesting slide, and I'm not going to go much past this one, but if you look at this, the assessed values are often significantly below the market values due to Prop 13. If you look
174at our community, if you if the average home is $4 million, there's like 80% of the properties in our district are below the market value. So there's a great opportunity for growth as homes get changed over the we'll get increased property tax and AV growth and there so there's a big upside in our community and and the homes and then of the people paying taxes some of our people who have been in their homes for a long time they're they're paying low assessed values so it's not going to impact them as much. Yes, everyone has to pay taxes. Um, but they for our older citizens who've been here for a lot longer, their tax rates will be lower because they've been in their homes longer. They're at a lower assessed value. So, we we're mindful
175of those things in our community. But if you look at our community, only 10% of the homes um are over 5 million. And so, um, you know, they're not they're going to be paying taxes, but it's only 10% of our total property. So I always this is such a nice slide to show that there is a big upside in our community for assessed values and growth uh and property tax growth also helps our general fund which we always are highlighting. So those are just some some highlights. Um this is an action item. So tonight we're asking you to um to uh approve resolution 2526-13. Uh it it allows the district to issue the first issuance for a series of bonds for measure EE uh and they'll be issued current interest bonds throughout negotiated sale for
176the purpose of funding voter approved projects and this is an action item for tonight. It's very exciting measure E. This is the first series and so we're really excited to um start the program. >> Great. Thank you Eric. Um, any clarifying questions of prayer? Is there any public comment? Public comment is now closed. Any further support discussion? All righty. Then may I have a motion to approve resolution number 2526-13 authorizing the issuance of series A bonds. So move. >> Thank you, Glenner. May I have a second? I'll second. >> Thank you, Stella. Is there further board discussion? Okay. Motion to approve resolution number 25/26-13 authorizing the issuance of series A bonds was made by Vladimir and seconded by Stella. Stella, >> yes. >> Jim, >> yes. >> Brian, >> yes. >> Vladimir, >> yes. >>
177By two vote yes. Motion passes unanimously. Thanks everyone. And we pulled item eight. So number nine, board policy updates for review and >> Yep. So tonight you have um an unusual uh we have six new updates to board policies. Um we are doing these in one read tonight which is not our typical practice. These are required to be um approved by the boards before March 1st or by March 1st and we only have one meeting in the month of February. I believe all of these Carrie you can correct me. All of these have to do with our comprehensive school safety plan. So, updates to the response to immigration enforcement, um records, all of those things because our um comprehensive school safety plans will be approved by the site um by March 1st and then they'll
178come to you after that time. So, these are kind of all a big package. So, happy to answer any questions. >> Thank you. Any clarifying questions? >> Any public comment? public comment or not closed. Any further board discussion? Um so I wanted to comment on um this administrative regulation of 4050 in the morning. um the school sit plan and the comment I have is I think there's something that hasn't been discussed and I don't know whether it's going to appear in the comprehensive school uh safety line for the 10th site >> and that has to do with the fact that there's an eight level garage behind it And the the issue is what happens if there's an active shooter there. Um I know that the Vladimir with all school safety plans we work in coordination
179with our local law enforcement. So when that school is finally occupied and they are developing their school safety plan, we would work closely with local law enforcement. >> Okay. So I this is a personal opinion. I don't think that's enough because u the time between when you make a phone call to local police about an active shooter and the time the police show up and get to the floor that the shooter is at might be 15 minutes or something. I don't know. I don't know what kind of response they give. Anyway, so that's uh will be part of the comprehensive school decision plan. >> Can I just comment on that for free because I do recall that we had talked about this when we were just designing the 10th site deciding where do we put
180the campus, where do we put the fields and I remember having a conversation about this. Yes, we did have conversation about >> and throughout the country, any campus is susceptible to an active shooter, which is why we do a yearly training with our staff. We have an incredibly strong relationship with our local law enforcement to be sure that they are well trained and we are well well trained to respond regardless of what the situation or where that threat may be coming from. >> I I understand um the 10th site is unique in that there's this eight level that sorry >> I I first of all I don't believe this is germanine to the topic front of us. I what I'd like to do is I'd like to make sure that the discussion of that is
181in the uh test site uh comprehensive school safety active shooters is in all of our school sites and I get your point about the I know I get I do get your point about that >> but you know to Sandra's point >> but we also don't have a school there, so we can't develop a comprehensive site plan for it yet. >> Well, yeah. When we do, obviously, well, >> you're suggesting that schools are not safe located next to tall buildings, then got a lot of school sites to help you out. >> Maybe we should look at that to garages to look down on. Now, I think you're basically speculating based on a different agenda. So, and it's almost 10 o'clock, so I was like threating. >> Anything further? >> Oh, this is this is an
182action. >> Yes. >> Did we vote? I got >> Yeah. >> Is there any public comment on this? Public comment is now closed. Any further board discussion? All righty. Uh, okay. Then may I have a motion to approve board policy updates? >> So moved. >> Thank you, Brian. May I have a second? >> I'll second. >> Thank you, Stella. Any further board discussion? Okay. Motion to approve these board policy updates was made by Brian, second by Stella. Jim, >> yes. >> Vladimir, >> no. >> Stella, >> yes. >> Brian, >> no. >> I vote yes. Um with four yeses and one no, the motion passes. Board policy deletion. >> Yes. So you just approved uh the change to response to immigration enforcement new board policy. This is deleting the old board policy and you please
183take action tonight. >> Any clarifying questions for any public comment? Public comment is now closed. Any further board discussion? >> No. Okay. Then I have a motion to approve the board policy deletion. >> Brian. Can I have a second? >> I'll second. >> Thank you, Stella. Any further board discussion? >> Motion to approve the board policy delete was made by Brian, seconded by Stella. Stella, >> yes. >> Vladimir, >> yes. Jen, >> yes. >> Brian, >> yes. >> I two vote yes. Motion passes unanimously. Thank you. Board and administration cons. >> No. >> Uh, yes. I completed my second masters in governance training at a club there and I also really enjoyed both the welcome and farewell event that we've had with Flinko Junior High and so thank you Terry and Katherine also for arranging
184all of that. Um and I also wanted to just comment generally that even after we adopt a board policy we can always bring it back and revise it. We do it all the time so it's not going to be too late for anything. Yeah. >> Um I also enjoyed the I won visit junior high. Um >> getting to meet the people from there. So that was great. >> It's very lovely that we renewed our sister city agreement. That was a really fun day. And then just for myself, uh just a reminder, challenge team is this Thursday. Uh buy your tickets for the legislative brunch. It's a really well attended event. It's in March. Um, I attended the African-American Regional Educational Allianc's Professional Development Summit >> about addressing challenges in um, equity and education and >>
185names PDS. Um, anyway, it was I just want to point out it was fully paid for by the equity and education project. Oh, that's it. And with that,