001You ready to start? >> Okay. Um, I'd like to call [laughter] I'd like to call this meeting to order in open session. Welcome to this evening's hybrid board of trustees meeting being held both in person and virtually. This meeting has been made accessible to members of the public on the link at Morland School District's website and [clears throat] on board docs. Any person who requires accommodations to access this meeting has been asked to contact the superintendent's office within 24 hours of this meeting. This meeting is being recorded and may be published online at a later date. That meeting's in open session. >> I believe we have an oath of office to take care of tonight. So, if they can please meet me over here at the podium. [snorts] All right. [clears throat] So, welcome. Congratulations.
002Repeat. Uh, raise your right hand and repeat after me. I >> I shake it for you. Repeat after me. [laughter] [laughter] >> I will support and defend the Constitution of the United States. do solemnly swear or affirm that I will support and defend the Constitution of the United States >> and the Constitution of the State of California against all enemies, foreign and domestic. >> and the Constitution of the State of California against all enemies, foreign and domestic. >> That I will bear true faith and allegiance to the Constitution of the United States and the Constitution of the State of California. that I will bear true faith and allegiance to the Constitution of the United States and the Constitution of the State of California, >> that I take this obligation freely without any mental reservation or
003purpose of evasion, and I will well and faithfully discharge the duties upon which I'm about to enter. that I will take this obligation freely without any mental reservation or purpose of evasion and that I will well and faithfully discharge the duties upon which I I'm about to enter. >> Congratulations. [laughter] All right, with that, um, I'll wait for session to come. >> Put me on the center. [clears throat] >> All right, all raise for the flag salute. >> Place your right hand over your heart. and begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Please be seated. I'd like to report out that no action was taken in close session and
004u make a motion to approve the agenda with a small with a slight change. We are reconvening in close session after the open session. So with that uh do I have a motion to approve the agenda? >> So moved as amended. >> Do I have a second? >> I'll second. >> All in favor say I. >> I. All right. Okay. Comments from the public. >> Thank you. Members of the public may address the board on any subject of concern to you, including those not on tonight's agenda. However, provisions of the Brown Act preclude any action. As an unend unaggendized item, no response is required or permitted from the board or district staff, and as already stated, no action can be taken. The board, however, may instruct the superintendent to follow up, which may or may
005not include placing the item on a future meeting's agenda. If you would like to address the board today, please complete the blue public comment card within the first 15 minutes of the board meeting being called to order in public session. On the card, please list the agenda item you would like to speak to. If your comments do not pertain to an agenda item, please write public comment. When your name is called, please come to the podium and state your name and organization that you are representing. Comments are limited to three minutes per board governance manual. We do have one public comment card um this evening. Are there any others? All right. So, we do have other blue cards for an agenda item, but at this time, I'd like to invite Sarah Spaletta to the podium,
006please. Hello, I'm Sarah Sleta and I live on Santa Monino. I am right in the middle of Latimer in Easterbrook Discovery School. I have two school age sons enrolled in the district Currently, Latimer is our home school. My older son started kindergarten there. Um, I'm sorry I'm reading from my computer because I am a little bit nervous. Um, the district moved my son from Latimer to Baker for first, second, and third grade. The entirety of Vladimir and Baker had really traumatic experiences for my special son. Chris can attest to that. Vladimir does not have ample mild SDC placement for my older son. Um, so he can no longer go there. Since Baker, he's been moved to a third school, EDS. He's starting to settle, build a routine, sense of belonging. He's doing really well. Um,
007now in March, I enrolled my younger son to start in TK in the fall this year. I submitted with my enrollment a request to transfer from home, my homeschooled, Limer to Eagles. [clears throat] We received first notice. There was no room at Latimer and the younger brother had space at PE. Then we were told in April our request to transfer to EDS couldn't be accommodated and he is now assigned to lab. Given conflicting messaging, I responded to enrollment. It's clear the district doesn't have a standard to accommodate siblings of SDC families that the district forces to move without our say. My sons will be unnecessarily separated, causing a strain on the family's time, resources, and routine, which is crucial for my SDC son to succeed. Our SDC son has been moved by the district twice.
008There should be a higher standard set for keeping SDC families together with their siblings. By separating siblings and not accommodating transfers, Morland is actively making it harder for these brothers to succeed. I was told by ads staff that there was a second TK classroom opened. The district responded with there's a 1:10 ratio cap. This sounds like there's only room for 10 students total, which is misleading. I'm not the first SDC family with siblings, and I'm not the last. There should be a higher standard. More accommodations need to be made for SDC families when Morland can't provide space for us at our home school. The district should consider offering placements for siblings to smooth the process for all sides. More care needs to be given for SDC families displaced from their home schools. Thank you. >>
009Thank you. >> Should I stay up here or you're good. Thank you. [laughter] Um just just to be clear, we we actually can't comment because it's part of public comment. Um I imagine staff maybe will follow up. >> Yes, I know Chris is fully aware. I'm aware of the situation. TK at EDS is completely full and it's a state cap. The law of 20 students per um TK classroom with a teacher and an aid. We're not allowed to go above that. So right now that is a full TK classroom. Maybe offline. >> Yeah, [clears throat] >> offline would be. >> Thank you for your comments. >> Thank you. >> Do we have other >> We do, but for an agenda item. >> Okay. So, they will come up at that point in time. >> That's
010right. >> Thank you for that. Um, with that, I turn it over to Clover for superintendent report. >> Okay. Uh, thank you so much. Well, uh, thank you, Ulyses. So tonight is a very exciting night of some very important milestones. So uh we are celebrating some transitions. I'd like to welcome our newest board trustee Sichan who was just appointed on Saturday and took the oath tonight. He brings more than 30 years of Silicon Valley high-tech experience recently serving as a director of engineering at Intel Corporation. A Morland resident for over [snorts] two decades and a former district parent, Sasha has a long history of local volunteerism, including serving the Country Lane School Site Council and Country Lane Neighborhood Association board. And Sation, we wanted to welcome you with one of our Morland tote bags that
011we gave to all of our employees with the day of the employee. So congratulations and welcome to Morland. >> [applause] >> And then, as you may or may not know, Dr. Jennifer Baldwin has accepted the position of superintendent in the Live Oak School District for next school year. So, this marks her last board meeting in Morland. We want to congratulate her on this exciting opportunity. thank her for her seven years of service in the Morland school district, including human resources and educational service. And um I'm not sure if Live Oak leadership team knows this yet, but Jen is an excellent cook and she loves to host six course meals and has a perfect wine pairing for each of the courses, which I will miss. So, we want to thank you and wish you well in
012your new position. >> [applause] >> And then as Jen is transitioning to her new role, I'd like to uh welcome Amanda Boyce. Come on up to the podium, Amanda. She will be our new assistant superintendent of educational services beginning July 1st. And so at this time, Amanda, I know you'd like to address the board and introduce yourself. >> Yeah, thank you very much, Dr. Cod. and good evening Morland Board of Education. It's with great excitement and appreciation that I accept the appointment of assistant superintendent of educational services effective July 1st. I spent substantial amount of time reading through the Morland strategic plan, reviewing all the school websites, watching many board meetings, and um reviewing the LCAP. So, it's clear to me why Morland is such a special and unique district, and I'm very eager to
013begin. Um so, just a little bit of background about me. So this year marks my 26th year in public education. So I've served as director of student services, director of special education, half my career as a principal, reading specialist, and classroom teacher. Um I'm very grateful that these districts been mostly in Palo Alto and Certino School District serve diverse populations where um my steadfast belief that demographics should never um determine destiny guided a lot of my work. So, I am committed to collaborating with families and with greater community and with staff to make sure that all students feel engaged and supported and uh academically challenged and valued. Um with me this evening I have my husband Will and one of my daughters Lauren. Um they really have been the greatest source of support um in
014my career. Um Lauren has just finished ninth grade at Palaltto High School and my other daughter Caitlyn could not be here tonight because she's in finals week at Calpali San Louis Abyispo studying architecture but we're excited to welcome her back next week. Um I just look forward to meeting many more Morland families and working alongside you. So thank you very much for giving me this opportunity. Welcome. >> Thank you very much. [laughter] >> And that actually uh concludes my comments for this part of the agenda. [snorts] >> So board member communications. >> I Okay, I'll start. Um [clears throat] the first of all uh I wanted Thank you, Jen. uh I think you started about a year after I did. So I've kind of like you know we've been together in this journey for almost
015uh together. I just want to thank you for all your contributions to the Morland uh community and school district. Many of you in the audience may or may not know but uh Dr. Baldwin has had an incredible career in public education spanning classroom teaching and uh and administration. I think Live Oak is very lucky to have a leader of impeccable integrity, deep experience and a strong focus on students. Both as a colleague and friend, I wish you all the best at Libo. I really do. >> Thank you. >> And then on the topic of celebrating change, Amanda, I want to extend a warm welcome to you to Mland as well. You'll keep hearing the phrase mortal and family a lot and hopefully as time goes on you'll realize that it's not just a sappy and
016cheesy phrase but it's something that rings true. And like most families we probably will not agree on a few things but at the end of discussions I'm almost always confident that we'll walk out stronger than than when we entered it. So and things always work out. Uh in terms of other thing other news, middle school promotions, I've had an opportunity to attend all three promotions c uh at uh Morland, at Latimer, MMS, and EDS. Each ceremony reflects the unique character of that particular school site, and it's uh special in its own way. I'm I'm an emotional guy, you know, I'll be the first to admit I cry at Disney movies. I cry if there is an ad that features a puppy and sappy music. So I'm like, [laughter] "So when you take me and then
017you have the series of TK kids coming in and handing roses to the eighth grade uh graduating student, I lost it." [snorts] Fortunately, the sun was shining in my face so nobody could see what was going on. Um I love the EDS promotion ceremony. It's completely handled by the students. It's it's amazing to see the talent that's on display, the songs that they sing, the music that they bring. It's an incredible uh celebration. MMS highlights and reflects the diversity that makes it such a thriving campus. And it kind of fills me with joy whenever I attend these promotion ceremonies to see how much um uh how how different and vibrant our community is. And u finally a warm welcome to session. I'm sorry these are going a little bit longer. Um, uh, Shelley Hong, as
018you had know, had to vacate, uh, her seat as she moved out of district 1. And last Saturday, the board conducted a very thorough, um, uh, interview process. And I'm very pleased by the interest and the enthusiasm shown by the community. We've had four extremely strong candidates to interview. And it is a luxury of choice that we had on Saturday to go through these candidates. But it also meant that we had to make some really tough choices and uh it was it was one of the longest conversations that we've had as a board. But again um I think I'm uh I think we made we made a good choice. I and then but also I wanted to uh let you know that out of the four candidates I knew two of them uh professionally and
019personally for a very long time. So um in the final vote I abstained from that vote. I want to thank my fellow board members for their support, guidance, and uh leadership through this very important process. Um and you know, especially uh Brian, Ryan, and Heather have been through this process before. I hadn't been through that process. So, I particularly appreciated their guidance um to me. >> Thank you. That's it. >> Me. Okay. Um maybe a little bit out of order. I also want to welcome you to the board. Um it truly was um a a really wonderful opportunity um to have such incredible um applicants. I was really really pleased and it was a really tough decision. Um so thank you for all of the applicants and I just want to add thank you to
020the staff that did all of the prep work. It's a very involved process timeline that's very clearly laid out that needs to be followed and all of that. It's a tremendous amount of work. Um and so thank you for all of that. Um I want to acknowledge Dr. Baldwin as well. Um I um I remember very clearly and and Jeffrey Specker talked about this in his comments at the last board meeting um that you always have always applied just your personality and your approach to um everything that you've done and and I I always um loved your reflection of your garden when you spoke publicly and and the um analogy, right, that it takes tremendous work and care and sometimes it's hard and sometimes it doesn't go well. I think you had a a year
021where critters ate your garden. Um and so that just is is it reflects how um personally you approach everything and I really I appreciate that in you and I'm very excited for the school district that you're going to take leadership of. Um I'm confident they are going to really thrive under your guidance. So congratulations to you. Um what else am I forgetting? Promotion ceremonies also had me um very overwhelmed. You spoke beautifully about um the why each is so unique and special. Um, and it just really is always an opportunity to not only celebrate the work that is done in the district, but to um, reflect on the [clears throat] impact that is had every year with hundreds of kids, thousands of kids that we serve um, in this district and just so proud of
022how many kiddos walked um, and celebrated their promotion to high school. and um grateful to be a part [clears throat] of it and um just so proud of the work that's done not only from the grown-ups involved but all of the children as well. So, thank you to everyone for their hard work, not only putting together those promotion ceremonies, but also the work that goes into making that possible at the end of 8th grade. So, um I think that is everything for me. >> Great. >> You want to take your first crack at this [laughter] I'll take a crack at it and [laughter] it's just been two days. Uh so um uh first of all, you know, I'm going to go I have a prepared spread, but I'm just going to go um full monty
023here. Um [laughter] so it's an amazing ride in the last two or three days. I mean I it's Saturday and um I met a group of wonderful people sitting outside my competitors. I didn't see them as competitors actually. We were we had a good laugh. Uh I think uh Debbie would attest to that. she was hearing us and every one of them deserved to be here on the seat and to me um when the board called and said that I was selected I was uh you know over the top and it happened to be my wedding anniversary day and uh it was a fantastic cherry on top uh for me and my wife and my mother-in-law were there and my two kids uh were also there sitting at the back just a few minutes until
024the swearing in ceremony. They had a prior engagement. So, they had to leave right away after the ceremony. So, um and I it's great that they are they were there to support me at this swearing in and as you'd have seen me uh Dr. Clover taking the oath. I'm pretty much on the run. Um you know, I want to stay ahead of the game. That's how it's played in hardware software. Uh we all know about it. This we are in Silicon Valley. So, um, don't mind me making some mistakes along the way. Uh, please, uh, you know, I appreciate the support that you guys have shown me in the last two or three days. It's just been amazing. So, I can only imagine what's ahead of me. So, now I'm going to go to my
025uh prepared prepared speech. So distinguished board members, superintendent, um staff, teachers, and the diverse um uh diverse, uh Morland community. I want to thank you for your trust. That's the most important thing. Um I must also thank my family. Uh their love and support is the bedrock that allows me to stand here and serve. Um the vision that I have is like it's reminded me of the pioneers like Horesman and John Dwey. Um you can look it up on Google. Uh they proved public education must constantly evolve serve every single child. Um my mission is uh student student first. As your newly elected trustee, I promise a relentless student first approach to closing our gaps, safeguard equity, strengthen core programs from TK foundations to AVID readiness. I heard just from a parent just now about
026the TK, right? And you know, we probably can look into improving those things. Um I work on four pillars that I've chosen myself [snorts] uh to work on which is fiscal responsibility eliminate budget gaps to protect classrooms innovation uh you know that's where I can help out with the team close academic gaps with vital tools like EL and in collaboration I would like to prioritize the power of the uh parent engagement I think parents do uh you know a lot with the students and where they are and as personally I have two daughters who had gone through the Mland school district uh from elementary to middle school and then graduated to high school as well as to the colleges public colleges. So um you know I know how it is uh the power of you
027know the parent engagement in terms of support want to um champion the educators with the right tools the space and time to succeed and know when I was talking to Dr. She said I asked one question what where you know what does the educators need the teachers need? She said they need time and um we'll look for those those kind of things. And in closing I would say together we can build a stronger more equitable future for Mland. Thank you. Gracias Danad Salamat Kamsid and Arato. Thank you. We're done. >> No, I don't. Yeah. >> Um, it's fun. Thank you. Thank you for the diligence you uh showed in your preparation for coming and interviewing and um again, we were blessed to have a number of candidates that I think all could have performed um
028admirably. And so, we look forward to working together. I just want to say uh thank you to Dr. Baldwin uh for the work and time that you spent here. Uh got to know you well over the last many years. Uh, and I really feel like you've always brought your whole self uh to the workplace and that's not easily done and that you are uh a champion of culture um and empathetic leader and I look forward you know like everybody here to seeing the great things you're going to go on to do um given the chance to lead a district and so wish you absolutely nothing but the best and we will always be mindful of where you're at and what you're up to and rooting for you. >> Thank you. >> So it's been a
029pleasure. It's all ahead. Thank you. Um [clears throat] I'll just start off by thanking Dr. Baldwin for watching you grow over these last several years. Um I've seen you go from um principal to assistant superintendent and moving on and growing. And so I do wish you luck in the future uh for continued growth and um dedication to the children and the education. um it's not within my DNA to be able to move make those type of leaps and bounds, but it is always exciting to see those who do and and the strategies that they use to be able to be uh to to gain that. So, congratulations and uh yeah, we'll be looking forward to seeing hearing from you and seeing how how you do in the future. Um I will just also say that
030what you guys are witnessing is this I I call it the exclamation point at the end of the year. This is a pretty kind of a rare kind of a board meeting in the sense that we have so many changes, >> but I think it's the perfect example of like the type of growth and the communication that we've all been able to witness from electing a new uh board member to celebrating our uh assistant superintendent and then welcoming in uh a new uh assistant superintendent. And um it it just goes to show that we're doing this. there's a love for the children and their growth and um what good communication uh looks like. There's a lot to celebrate here and uh I think it's just the exclamation point at the end of the year. It
031just still happens to be at the end of the school year. But uh really exciting uh especially with the comments of the the graduations as well and uh the diversity that each of the graduations demonstrated. got to attend all three and um yeah it's it's it's what makes Morland very special and I think this was a perfect example in a microcosm what this looks like. So thanks again. >> Thank you. Thank you Ron. Right. Um thank you everybody for your comments. Um with that we'll move to discussion and action items. First one is approval of the con app. Great. Um this is our spring submission of the conact. Um the conact is the state's process for applying for and reporting on federal categorical funds which includes title one, two, three, and four programs uh that
032support [snorts] staff and families. Uh the spring con reflects our planned use for federal funds for the 2627 school year and includes required asurances, program descriptions, and stakeholder engagement. Um while the con app is largely a compliance requirement an annual item that we um approve, it reflects our commitment to leveraging every available resource to support our students and um strengthen our instruction, engage our families, and for equitable opportunities for all students. So we ask that you approve our spring. >> Any questions from the board members? I know it's um it's routine and it's it's a compliance, but also I always appreciate um seeing where the resources are being pointed, title two, title three, etc. And so um I actually really I enjoy taking a peek at that and I appreciate you bringing that forward. >>
033Any other questions? >> Hearing none, do I have a motion to approve the con? I'll move to approve. >> Do I have a second? >> I'll second. >> All in favor say I. >> I. >> So move. >> Approve the agenda. Sorry. Approve amendment to the Sedexo contract. >> Yeah. So in front of you, you have a amendment to the Sedexo contract um around the blended cost per meal. Um slight increase to 2.528 for next year. So the recommendation is to approve that amendment. >> What was the uh increase from? >> So uh the RFP that we signed the cont 5-year contract we signed with Sedexo back in 24 July 1st 2024 has it in there a stipulation that um there's an annual increase based on the CPI >> in January. >> Okay. >> And
034so it was 2.9%. >> 2.9%. Okay. It still frightens me that somebody's providing a meal for $2.50 blended across three meals [laughter] across three meals. Uh it is amazing. Uh and I don't think I've heard anything about the quality of food in the more in the MMS. >> The lack of quality. >> Yeah. Is what you're talking about. >> Pretty good. It's really improved >> for a number of years. That's that was the subject of the MMS promotion ceremony. With that, I'd submit a motion to approve the amended Sedexo contract. >> Do I have a second? >> I'll second. >> All in favor say I. >> I. >> All right. Approve resolution number 13, 2025 2026 cash borrowing. >> Uh, so this resolution is our annual resolution as we uh near the end to close
035the books. Um, it just allows us if needed to borrow from other funds temporarily. Um, as we're closing, we don't uh anticipate a need for it, but we bring it forward every year just in case. >> Any questions from the board? >> We still use the sale of site funds if we needed. >> If needed. >> Yeah. No additional questions. Submit a motion to approve the cash borrowing resolution. >> Do I have a second? >> I'll second um with just a comment that I'm grateful we have that resource. not all districts in um the area and beyond have that opportunity and it's comes at a cost if you have to borrow money. Um and so I'm just really glad that we continue to to be able to do this. That's my second my wordy sec
036second motion. [clears throat] >> Thank you, Heather. All in favor say I. >> I. >> All right. Moving to 5D. approve resolution number 14 2025 2026 budget transfers. So >> this is another annual um resolution as we're closing the books. There may be need to make budget transfers um throughout as we're going through that process and so this just allows us to do so with your permission. So we ask for approval >> and if and when such a transfer happens does it come to the board Chris for approval or is it >> No, that's what this is the one to say. If we didn't have this resolution, we would have to wait for the budget transfer and it would delay the closing. >> Makes sense. Okay. Thank you. >> August. >> Any questions? >> Hearing
037none. Do I have a motion to approve? >> I'll make a motion to approve resolution 14, number 14, 2526, budget transfers. >> Do I have a second? >> A second. >> All in favor say I. >> Thank you. Moving on to 6A. approve updates to board policy 5131.8 mobile communication devices. >> Just as a heads up, we do have um speakers on this item. So, historically, we've heard the report, listened to speakers, and then had discussion. Right. >> Perfect. Thank you. >> Y >> um so we'll do it that way. >> Thank you, Heather. >> I did not know I was actually going to turn to you and say, "What's the process?" Thank you [laughter] for that. >> Okay. Um I believe presentation. >> Yes, please. >> All right. Thank you for the opportunity to
038share uh the work that we um have done in our district this year around uh engaging um our our families uh and district staff uh and and students as well around the self policy. I want to thank Lisa Cameron King for her her leadership around this and she's prepared to also answer any questions that you all may have. Um, we'll start first uh with um providing you with the the law that um inspired this cell phone policy. Uh AB 3216. Uh it is a legal mandate for all California schools. So all California schools are have currently this past year been going through the process of um adopting a cell phone policy uh within their district by July 1st. Um this uh legal mandate requires all schools. Um I already said that mental the mental health
039focus was one of the main um provocators of um the lawmakers when they went to make this law. They wanted um to reduce distractions in the classroom as well as improving mental health for students um and and really providing for their academic focus. Uh there of course would be key exceptions for this for IEPs and um you know any any specific instance they they they had provisions um for that as we formed this policy. So Morland um took on the challenge and uh next slide. Um we formed a committee and and had uh committee meetings and distributed a survey uh um far and wide and gathered those results and started to formulate our ideas um around a policy. And in doing so, we consulted our attorney uh Miss Lori Reynolds uh to kind of weigh
040in on um the legality, making sure we were following the expectations of the law and so forth. Um and then we took that um kind of proposed idea. Uh we sometimes call that like a straw draft um to the town hall meeting. town hall meeting was where everyone was welcome to come and provide their input uh and and discuss kind of the ins and outs of of this policy and then of course we are here um asking for your approval. Basically the community feedback we received from Morland families um had three main focuses. the first one um I think parents were still concerned that in a in a very dire emergency that they would be able to reach their children. So that kind of uh procluded us from moving towards no phones at school at
041all. Right. So we um we're listening to that um concern and then the this there's a strong um sense uh as the state uh professed to mental well-being that uh there's cyber bullying that occurs. There's um social comparison during a school day uh on social media, those types of things. And and trying to lessen those as much as we could. And that's a concern um our entire community um staff and and parents felt and really the desire for academic focus that we want them off and away um and and having this bell-to-bell distraction-free environment to maximize professional time. So those were the the three main points that parents brought forward um from this committee. And so um they we we actually had a cell phone policy in the district and so we revised um that
042cell phone policy based on what that um committee came up with. Uh and some of the things that um uh are are in there are listed here. The um device [snorts] scope explicitly covers all smart things. So, smart glasses, there's probably some smart thing around the corner that we don't know about that we probably should have said and other um but essentially um that that concern was with watches and so forth. So, we included all of those things um and the off and away standard enforced uniformly during all instructional um hours and through throughout the day. Um and including accessories and um really a zero um tolerance span for recording which I think is is is very important for that that cyber bullying and so forth. Um and we made sure that within the policy
043it talked about um electronic bullying. So it mentions that um and codifies that within the the actual policy. Um there's also discussion of zero liability for lost or stolen devices because that's always a a major concern when people when students bring an expensive um thing like a cell phone to to campus. Um, we will continue to review this policy and um, revise it as needed. And, um, I think that it's also important to see some of the things that were taken out um, so that you can kind of see what the changes are. And that is that um, there was a previous allowance for students phones during lunch and recess and passing periods. Um, and that no longer exists. So they they are off and away from bell to bell. Um and uh remove removed
044some ambiguous search search and seizure um language and um uh it kind of rescended um just general teacher use but specific to an academic purpose if they have an academic purpose. So one thing I do want to to talk about is um there is a a clear concern that uh some of the parent community brought up regarding storage of the devices during school. Um they really um wanted a not not all but really were looking for a way to um put not just often away in a backpack but actually have a storage device um that they could store the cell phones in and it would lock. some districts have adopted such devices. Uh and so that was a recommendation that came from the committee. Um and we brought that before our administrative team u of
045site principles and assistant principles and we actually had a presentation of several devices of that they they could potentially use as an option. And um it it was nearly universal decision on the administrator's part that this would not um be a um at least at this time not the best move forward with this cell phone policy to have such a locking device that it it would um potentially cause more consternation and challenges um than than it actually would benefit. Um I and I think that they just imagined um their school days um with trying to unlock and lock or seal and not seal these um the these pockets. And so I think it it is more of a um a decision that we need to just be clear across our district that this policy stands
046and we will all enforce it. uh and that we do not necessarily need um to pursue um some some device that may cause us more difficulty. Um and so we listen to that and it was difficult. I mean we we definitely hear um both ends of that discussion. Uh and I think um you you never know what it's like to walk in someone's shoes. Um I have been a site principal. These two also have been a site principle and you never create a rule that you can't enforce. Um and that's something that I have always stood by is um we need to create rules that we can enforce and that we can manage that isn't going to actually disrupt the learning uh that we're trying to to to do. So I think that was the
047message that we received from our site administrators and I really do support um I want to support them in that uh endeavor because they are the ones that are actually on the ground um you know enforcing this policy. So um I want to thank the members of the committee. It was a a lot of good work to come up with um some standards and and where Morland was going to stand on this. I think the policy um you know follows our um our pattern of of board policy but it includes what the the um committee really recommended. So um I know that you are going to have some comments. Uh but um so I will go ahead and allow that and ask for your >> Thank you, Jim. >> Blue cards. >> Yes, we'll go
048to um the blue cards. >> All right. comments from the public specific to this agenda item. >> All right, >> let me start the time. >> First up, Sab. >> Hi, I'm Sabina, parent of three kids and a member of the cell phone policy committee. Well, you know me. I'm your volunteer of the year. [laughter] I like that title. >> But tonight, I'm upset. I read the cell phone um polic and device policy that will be put to her and most probably approved and I'm upset about it. What we will presented tonight doesn't reflect the spirit of what the member of the community collectively agreed and presented to the community and a committee meeting started less than four months ago. We work it hard in such short time and listen to people to ensure that
049the policy is responsive to the unique needs and desires of the school community like the law required. Staff are the one with our kids all day long when they say something we need to defend and [snorts] that's what our committee did. Teachers, principles and parents expressed that the current implementation of the current policy aren't working and it's getting worse. So we look at what is done in North Bay TK8 and even prospect high school talked to Lisa I believe in hope for shared solution. The research on improving student concentration, social interaction, mental health and academic performance is also critical. Our community trusted us to provide solutions. They were hopeful after the stumble. We assure them they were working on a strong policy and on implementation like they trusted us. In my opinion, we felt that
050with tonight weak and vague policy and a complete lack of real implementation, I believe we're betraying the trust and this is not the committee's work. Tonight, we will review the other. One of the goal is to retain our amazing teachers, paying attention to what they have to say is a good first step. Another goal is to raise the level of success for all students while paying attention to the research and what's happening right now in TK12 will show that you're doing nothing opposite to that goal. I get that you have constraint and that implementation will be messy at first. Of course, it will be messy. District all around us have been able to do this this year and it was hard at the beginning, but we should be able to do it too. Lastly, I
051keep hearing we have to listen to the families that oppose any kind of ban and solutions. None of them have contacted the committee. I don't know what they are. The majority of parents who give device to their kids don't want them to be used during school time and they don't want them to be lost or stolen backpack. But again, we address all those point during the committee work. I understand we were only tasked to give a recommendation that could or couldn't be followed. Well, I want to make sure it wasn't followed. I'm disappointed. Our work was for nothing. That happens. But I feel we have a community job. Still, I am very hopeful. I'm very positive that [snorts] we can change that and I'm also hopeful that our work on Chromebook usage and AI will
052result in huge improvement for kids for also our teacher for our community. >> Sabine 5 seconds. >> Okay. Thank you very [applause] >> correctly. >> [snorts] >> Hi, my name is Katikin and I'm a hardware engineer. I have one child at EDS and one at Country Lane and I attended the cell phone town hall meeting. Reading this prop proposed policy, I feel cheated and disappointed at the town hall. We were promised stricter disciplinary consequences for casual cell phone use during school day. All I see is the students may be disciplined and the device may be confiscated. That is not a vent. That's a suggestion. At the town hall, principles, teachers, staff, and parents all appeared to favor a bell-to-bell ban. Everyone acknowledged the burden of constant policing placed on teachers without locked pouches. Even the
053one student committee member said students wouldn't leave an expensive phone in their bag unlocked. They will simply carry on them. Some facts. Fresno Unifi had a loose phone policy, leaving enforcement to individual teachers. A 2025 survey found half of the schools weren't enforcing it at all. Bullard High School was the first public high school in California to use lock pouches. I reviewed their published data. The percentage of students scoring three or higher on AP exams went from 20% in 2021 to 55% in 2025. That is what removing distraction looks like. Northgate Northgate High School in Hondas Creek reported 33% drop in harassment and 50% drop in bullying after pouches. A smartphone means access to social media, pornography, and addictive AI 24/7. We have 14 years of data on the damage on mental health and attention
054span. A [clears throat] weak policy normalizes smartphone use, increases peer pressure on kids to have one and leaves parents who do understand the problem with no option except how long can we keep saying no before we can cave. We may tell ourselves, "Sure, my child won't open an Instagram account or watch porn won't be swept up in social media there." But these are devices engineered by expert teams of psychologists and engineers specifically to drive addiction. Adults with fully developed prefrontal cortexes buy time for lock boxes to break their own habits. How can we knowingly ask children who are still developing to exercise that same self-control? The district must act in the best interest of the children. They are the future of this country. Even if we start a proper enfor enforcement policy today, it will
055take approximately three years to see the full benefits. I believe that in 20 years, smartphones and social media as they exist today will be viewed the way we now view smoking and allowing them in schools will be viewed as secondhand smoke. Doing the right thing should not require waiting for the whole society to understand the evidence. So where does Morland school district want to stand in history? My task is simple. adopt a bell-to-bell ban with love pouches or lockes. Last speaker, Golan. Am I saying that right? >> Golan. Am I saying it wrong? I'm sure. >> No. >> Okay. [laughter] >> Uh, good evening members of the board. Thank you for the question to speak. I am I live on Bella Drive in neighborhoods. I have two kids in the district. One is about start
056of middle and the other one will be a to greater income and I'm also a software engineer in one of the big tech companies by day. So I feel like I have a pretty good understanding of the technology and benefits and disadvantages. I have also attended the cell phone policy meeting um town hall uh to be in the loop. I'm here as a parent in our community to demand stronger stronger action regarding our bond policy as well. The current proposal is essentially no major changes from what we already have and we already know that the status is not working like right now more than middle school students admit that they are regularly using their funds under their desk during the class and like this isn't a favor on part of our teachers who should focus
057on teaching and not policing and frankly it's not the favor of our kids either because these devices are intentionally engineered to be addictive and asking children or our exhausting teachers to fight that the hostile psychological pull on their own is a losing battle. An overwhelming amount of research has proven the severe harms of smartphones on kids mental health, focus on attention and social interactions. We must do more to protect them. We have done our homework researching options and it looks like the best parent option available seems like a lot system. If I understand correctly, this was also the recommendation of the committee. While any transition takes time and requires adapt adjustment, this is a proven proven model. School districts nationwide has successfully adopted this system, including our neighbor districts like Santa Clara Unified. If they
058can prioritize their students well-being and focus, so can we. And if they can figure out how to lock and unlock a patch, so can we. We don't need a passive policy. We need a concrete structural solution. And please take stronger action on how we implement and enforce this policy and give our kids a distraction-free environment where they can learn and grow. Thank you. And also I want to note one more thing about the question results especially about the emergency like the question was framed as like why do you want your kid to bring a device to school and three options were for emergencies for location working and for after school coordination. There was no actual like option for I actually don't want my kids to have a device at school. That's why like I don't
059think we can trust the response there. It was like required question. I just pick one of the options to move forward in the questioner. Thank you. >> Thank you. [applause] >> Yes. Um I'll open this up to the board for any questions. >> I'll start. Um so thank you for the comments. Um, we also received some emails um that were in a similar um feedback. Um, and I just want to start by clarifying or asking for clarification. Um, my understanding is what's before us is a is the board policy. Policy is intended to be the what of an action. What are we going to do and and why are we doing it? and administrative regulation or what we call an AR is the how we do it right and so I'm hearing a lot about
060um implementation and so I'm just wondering am I understanding that right the difference between the policy and the AR >> yes you are I think that that may have been confusing and and um during the committee work and so I think that's probably part of the frustration um that we're hearing tonight and in the emails >> okay >> yes that that is correct um the like especially the um the breakdown um the discipline part that still exists the administrators agreed to that but you're you're correct it would not go into a policy per se it would be an administrative regulation >> okay >> but even an implementation of a pouch for an example is is a decision that could be done within an AR >> correct >> not necessarily a policy level correct >> you
061don't have to You could say at a poly we mandate it in all circumstances that that you do that but typically what you do is say all right how do you implement >> this policy what is your best recommendation for that implementation thereafter correct >> so normally we wouldn't necessarily be debating a pouch or not pouch at this stage we would be saying hey do we value cell phones or not and how how much fidelity are we going to have in executing you know a policy across all sites Right. >> And the key distinction in the update from our current policy to this is alphen away versus bell to bell. Is that is that fair that that the intention is from the very first bell it's off and away somewhere and it doesn't come back
062out until the final bell >> or can't come back. Correct. Okay. >> Yeah. I do I do think there's some more work to be done around how we operationalize this um in each of our schools. What the principles are asking for is consistency within schools and across schools. And right now there's it's very inconsistent even within schools. And so I think this policy is a first step in bringing some consistency and some regulation around it. But I do think that there is more work for us to do as an ed service team and as a leadership team to be working with our site principles and more teachers and obviously our family voices so that we can make sure that we're implementing this in the best way that we feel like we can manage both the
063the cell phone usage or not usage and also uh protecting instructional time and the mental health well-being of our students. So just to um just to kind of clarify perhaps for myself is what the in the policy what we're stating is that use of a cell phone by a student during class time is not conducive to learning. So we're saying that's that's >> no. And I think as parents, as board members, as a uh as a parent of two college, actually two college graduates, I agree that it's not a good thing to be on your phone all the time. Uh but I think so that I I don't think is the question at hand. The question really is how do we do that? And I think the approval of an agenda of a policy today
064does not preclude one way or the other. Right? [snorts] that could uh that could be up for more conversation, more uh collaboration and so on. >> But to be to be clear, the often away includes not just classroom time, but passing periods, lunches and all that, too. >> Yes. Yes. Yeah. >> To me, what um an approved policy would mean tonight is that now we need to get to work on an action plan on how we're going to implement this and what will that look like and how will we enforce it. And I do think we need some more time with our administrators and our community to do that. I think time did run out at the end of the school year uh to be able to do a thorough job on that. And so
065that is my commitment to our families and our educators uh to be able to move forward and think about how we can continue to engage and look at different options. There's more than two options. Yeah. >> Right. So let's look at that. Let's talk through them. Let's [clears throat] go see. Let's talk to other people and and take some time to do this. Right. because I think um one thing that I've been hearing is that uh from school site council leaders as well is consistency is critical because I think that allows >> for for it to be kind of like almost a a best way forward. So I think if we aim for that consistency then we can definitely look at the house >> and I do want to acknowledge all the work that the
066committee did and Lisa also in leading the committee and a lot of hours were spent and time was spent. So I want to acknowledge the families that are here and the families that you know also wrote in to the board and and cabinet. Um, I I do hear you and I I am committed to continue to work with our staff and our leadership team to figure out how we best make sure we can operationalize this um in a manner that's consistent and fair and equitable and protects our students instructional time as well as their mental health wellbeing. >> Yes, >> just for one understanding uh just a clarification. So, are we done with the studies? Um, you know, data collection, gathering, analysis, town halls, I heard all of those. Are we still going to go
067into further studies or looking at u best practices that from Santa Clara Unified is something that I heard? Um, are we looking at >> So, we did look at >> we did look at those. I think what Dr. Cat is saying is that we are definitely vested in um continuing uh the so to speak administrative regulation side. How do we actionalize this policy? >> Um the policy is is essentially separate from actually how we our practices and our implementation and that we need more time for that. And so I think that's what she was promising the community is that we will continue this conversation um with Amanda and her her team um how we can work with site administrators to again uh implement uh in a way that uh feels favorable to our community. >>
068Okay. Thank you. >> Yeah. I I don't I mean sometimes it feels like there's a there's a big gap between uh the what the community is asking for and what the policy reads and I feel like I don't there's no one here who who there's not a lot of daylight actually generally agree on all those principles related to so like gathering more data isn't necessarily the issue the issue is how can we make for a functioning operating environment for kids and families and we don't have to have answered that today Um, and I think the feedback is important that we continue to say we need to see more of that. And certainly the consistency on the on the campus is actually a distinct difference than what we'd had before. I know if you just read
069two policies side by side, you think, oh, we've only changed a couple of words in that process. But you've made a meaningful distinction to say this is important. All classrooms are going to abide by it. All sites are going to abide by it. there isn't the maybe some teachers will do it their way and and like there is a lot just to that consistency and so um I think we'll take up the debate about you know pouches and not pouches what kind of technology support we can do during the day those are all still on the table I would not read that policy as saying the policy dictates whether we do that or we don't do that the administrative regulation is what will tell us how we're going to take that policy and put it
070into classrooms if I were a parent reading that what I'd want to make sure is that it bell to bell that you see that and that you're that you're operating with some energy around this because it's in the best interest of our kids to be protected to the degree they can be protected. We do have to acknowledge our kids are smart and our kids are foiling many of these devices. That's just a truth. Um you know we want them to be resourceful and it turns out [laughter] they are. So there's more to there's just more to this debate. This tonight doesn't end any portion of that conversation. Um there will be more to follow on that and it's related to our entire perspective on technology in the in the school sighting. So I just I
071appreciate the level of commitment from parents to come out and voice on behalf of kids because that advocacy work does matter. Like it does change people's hearts and minds to see you here tonight and to have you say it matters to us and to write the emails. All that stuff is good work. I wouldn't want you to walk away and say I wasted my time being on this committee because I didn't see that exact thing actually in print when I was done. Stay with it and my my perspective is you're going to see because we're all actually very aligned uh on path of students here. >> Um so I it's always a feeling of like it isn't exactly what you wanted but this is the first step in a process and the process takes a
072while >> and it's not set in stone. it we're required to revisit it every five years but that's not to say we couldn't do it more frequently as this evolves. >> Absolutely. >> Yes. >> And then policy is one part. Implementation is everything. So the the real work begins. >> I want to say thank you. [cough and clears throat] Any other questions or comments from the board? >> Okay. >> I just um >> go ahead please. I just want to express I I agree with Brian's comments that we're not we're very close in alignment that that I fully [clears throat] am in support of the um children being entirely device free um during the school day. Um I know that there are concerns about you know security and and things like that. And so I'm
073hopeful that's something that will be looked at. I'm sure it's something that will be looked at. Um but one question I do have is with regard to the exceptions in the policy. Um one of the exceptions is for um an emergency. I know we have we have practices in place for responding to an emergency scenario um and the way that parents can reach out to the schools. Um the other exception is for students who have a medical necessity and I just wanted to understand that is that for example like somebody who is diabetic and has you know um tracking something there what would be an example I guess I should ask >> yeah that that could be one of the examples um depending on what the an says okay >> um sometimes there's an accommodation
074in there that might be related to access to a device and >> so that would also be um an an exemption for the student for the policy. Sometimes in 504 plans for students and the 504 plans more impact um a student um um your general education but they have that plan with accommodations in there. It could be written in there and then we as um district staff site staff would um follow that as direction as an exemption for um the students as well. Thank you. >> Did you have a comment or a question? Just a quick question. Is there a timeline for the implementation requirement? >> Yes, we it it has to be passed by July 1st. >> Oh, July 1st. >> So, it will start the policy. >> The policy has implementation. >> All
075right. Okay. But that's what triggers the work towardation. >> That's what triggers the work. And as Sabine said, it will be messy. It will be messy. And so we we have more work to do. >> Okay. >> So once again, what we're approving today is the policy that would kickstart the process towards the AR and everything. >> Correct. >> Yeah. Okay. Having said that, uh do I have a proposal? Uh sorry. Do I have a motion to uh approve the cell phone policy proposal? So move. >> Do I have a second? >> I second. >> All right. All in favor, please say I. >> I. All right. Thank you. 6B. Move to 2026 2027 LCAP report. Right. pedal in. Right. Uh tonight we are presenting the 2026 27 uh local control accountability plan um also
076called the LCAP. It serves as [snorts] our strategic uh roadmap and aligns our goals, actions, services and budget to improve student outcomes. Uh this presentation will highlight our progress areas of need, stakeholder input and proposed actions for the coming year as well as uh a little bit about the federal addendum and our local indicators and the parent budget um overview with um [snorts] Chris Barbara will be presenting. So this is our second year of implementation of the LCAP. This particular LCAP and that Destiny Ortega was seems like a long time ago, but she was the actual one who um created the initial LCAP and we've revised it. Now this is our second um revision of it. And next year will be our final year um for this LCAP and Amanda will get to write a
077new LCAP um uh in in conjunction with um her colleagues up here. Uh so um again the LCAP uh primarily relies on the dashboard as indicators um of our student success and so I will um be sharing some of those with you as well as we have metrics that align with our actions to measure our uh the success of our actions. Uh and so um we will be going through some of the changes um tonight that our uh stakeholders and [clears throat] um partners uh have suggested to us and um as well as um some of our successes in in the data. So let's go ahead and get started. >> All right. So the annual update is just kind of a summary of our progress. Um and our we have uh again a strong performance
078in the green category on the dashboard of um student achievement in ELA and math. So our entire district is um performing in the green. Uh and um another shining uh spot for us is our uh implementation of the writing units and our foundational literacy that occurred this year. So, those are are also highlights. I'd also like to point out our EL, Hispanic, and ELTEL um groups all improved. And usually what that means is they changed colors uh from where they were performing in English language arts. So, that's a a big success for those groups. In the area of climate, um >> Jen, do you want us to ask questions as we go along or pause and ask? >> I think it's easier to just go as we go. >> Okay. because it's kind of like
079>> Okay, that's fine. I just wanted to ask before we Okay, >> thank you. >> Uh so, um in the area of climate, uh our chronic absenteeism has decreased, um by 0.09, uh districtwide and 2% for Hispanic students. So, that is also exciting. Um we have implemented our behavior support model at every school in the district, which is a huge shift for us. We're excited about that and and um how that's shaping our district um for the better. And um still here, so definitely shout out our more program serving record um 1550 students uh and that extended day program and as well as our um afterchool support um uh enrichment classes. Okay. And so that is phenomenal work. So, thank you Jazelle who's who's here with us. Um, and then [clears throat] we also have
080some areas for growth and I think um we have seen a decline in certain student groups in ELA and math. Uh and it's specifically um our homeless youth are performing in the red and English and our socioeconomic disadvantaged and our socioeconomic disadvantaged students actually um on the CASP test last year had a significant drop. Uh and so that's something we really need to keep our eye on um moving forward and to see um really what caused that and as we get the results in from this year's test um make sure that we are looking at that and really trying to examine um what we're doing for our students or maybe perhaps what we're doing that's not working um for our students uh socioeconomic disadvantage. Uh we also have um in math our homeless youth again
081in red and our ELTELS um performing in red. So that is um some focus areas where we will want to um focus our improvement which we are uh doing but it's something that we need to again uh put extra emphasis on in terms of >> I just clarify um obviously being in the red is not not great. were um it was uh um we went down. Were we in were these students already in the red or were they do you know >> I >> that's okay if you >> okay I don't know off top of my head but I do have the information in the actual cap >> that's right >> so I could find it for you. >> That's okay. Okay. >> Um yeah know right where it is. It's uh trying to catch
082off. Yeah, it may take me a second just to find it, but >> yeah. >> Okay, >> we're good. Thank you. >> No problem. Um and then uh suspension is an area that we have for growth all the way around. Um we have increased 2% um for all students and uh our ELTEL and students with disabilities are have um also increased and moved into the red. So that means they were in the orange previously. So those are areas that we need to focus on and thus we will move into kind of um the budget overview. >> So um as we go into the 26 27 L camp it's very lengthy document. Um [snorts] so there is a budget overview for parents which is kind of a snapshot at just kind of the the numbers. So
083um what that does it just gives you projected revenue uh budget expenditures compares budget expenses with actual expenses um and face increased to improve services for high school. So the one that we share with you um tonight is kind of the over overview projected revenues. So the uh pie on the left kind of gives you your total revenues and then we break it out based on LCFF funds. Um and of those LCFF funds, that little um small slice of about 3.7 million um goes to the high need students. So that's a minimum of what we need to spend in order to improve services on our high need. >> Obviously in that uh governor's may revise you end up with you know some additional special funding for special needs. >> Was that how did that come
084down and how's it impacting our view of LCAP? So that that funding are you referring to the special ed increase? So that's separate from the supplemental. So this is not necessarily sped. >> No, I'm just saying like that those dollars. How are you like I'm thinking about some of the needs that were just highlighted in the LCAP that probably have some overlap between those two. >> How is that how are you thinking about that funding? First of all, is the LCAP driving how you're going to spend that those additional dollars or is there a different thought on how >> once once we get confirmation that we have those additional dollars, then we're going to start having that conversation. >> You have trust issues. >> Uh I do have trust issues. You're correct. Um so once
085once we get that we did assume some of it but once we get that yeah we are going to start looking at how how can we use that to um you know one on our spent students um and then how do we use an intervention to try to prevent students report. May I add? Um I I think that um just to your point, Brian, so I think the tension for us is the amount the increased amount of general education funding that we're spending on special education services and supports. And so that continues to grow. So on the one hand, there will be some offset of the the new additional monies. On the other, we've been working really hard to intervene, especially when it comes to chronic absenteeism and behavior. And so our behavior support model
086was a huge investment that we used um to be able to try to change some of these outcomes. So we're still committed to that. So how how we shift funding I think the ideas that are coming out of the legislature to be more preventative are things that we are doing. So we don't want it to just supplant um the new funding. We don't want it to just supplant our our you know our general fund. But um those are really good questions. But I I do want you to know that the the strategies that we're putting in place in our LCAP, they are intended and aimed at the students who are in these subgroups to be able to bring those up. I think the question I have is um it doesn't seem to be working. Some
087of our strategies don't seem to be working. So I think we need to take a hard look at when we write the new LCAP this year and we get feedback, what are we going to do differently to make a difference for kids? Yeah, I so I agree with all of that. I guess my my question was did we did it come with strings? I just want to know if I if I didn't hear any strings so that it could be fully implemented. I know we have an encroachment so doesn't it doesn't shift the fact that we're already still underfunded on the same thing. I just wanted to know if like we we're going to have to use dollars to specifically address specific things or not. No, I think I mean you'll hear in the budget
088report too kind of the main reason >> it's flexible. But >> um I guess I guess the uh there's two parts to this, right? If you look at the two reds, there's like absentism and then there's performance in the classroom [snorts] once the kids are there. Both are related. Challenge number one, reduce absentism so that kids actually show up in the classroom. And once they're there, are they are they getting all of the support, etc. that they need? And I guess your question is, is the funding going to go to support both? Yeah. And we don't know that yet. I would >> say yes. Well, >> yeah. >> I'm from the government. I'm here to help you. [laughter] Okay. Heather, I was able to find that um and our socioeconomic students did move from yellow
089to orange and so that what does that blue is the the top green >> then yellow orange red. >> Okay. >> So those kind of the order. So if you drop a category then that that is concerning and so the all of the ones that I mentioned there had dropped a category. >> Okay. >> Um and so that that's [clears throat] something we need to keep our eyes on. um our our students with disabilities as well. Um in chronic absenteeism [clears throat] is something that we will be focusing on specifically um with the county uh [clears throat] because we had been in red for two years on that particular um area. >> Thank you. >> Yes. So moving on um uh the stakeholder engagement remains at the center of the LCAP process where we go
090out and um get input and so we did our survey and you can see there were 502 responses. We engaged our um parent group. Heather, you were there for that um really robust conversation with parents and a lot of what was said in that meeting uh came to fruition in changes in the LCAP which I will share with you shortly and we have a whole process also we work with the county um and also um our principles uh and district office staff. We also shared it at our exec board meeting um some of the survey responses in the data. So, we were able to um really kind of cover the gamut of our stakeholder engagement. Um here are a couple things that came from the open-ended survey. Oops, just went back. Um that basically um
091that uh there's a focus on technology and academic rigor that the parents had. So that that's the academic rigor has been constant in the last um two years that they there's a strong focus on that. But the technology is a new piece uh that was very prominent in both um our you know uh discussion with the like um the principal's council as well as uh or the president's council as well as with um the survey. And then when we uh engaged our students, um they're very cute because they do always mention lunch um as as a concern, but um they really really truly value their friendships um and and their teachers and most of them would name teachers by name um that have um cared about them or made a difference for them. So those
092are just a couple things I wanted to share. But our overall, if I could um kind of consolidate all of our stakeholder engagement, um it kind of boils down to these four things uh that came up as prominent um uh for us to consider and that is um really this engaging and having rigorous learning environments for kids. uh and digital literacy and screen time, student belonging and supports continues to to be paramount uh importance and competitive salaries. Uh and that was actually stressed by parents and staff. As you know, the LCAP goals are aligned with our strategic plan and um and so we have the five goals and then we have actions under each of the goals. And so uh what I will now go through is what are the changes and um to each
093of the the actions within these goals. So we'll start with number one. So, what you will see is that the actual changes are bolded and and so I will speak to those actual changes and um to your right you'll see the full action overview which includes all of our actions for that goal. um because of the the comments and the contributions that we heard around technology, we've we've changed a couple things, but specifically in action three, um we added while being mindful of screen time to the beginning of this. And then um we it says while being mindful of screen time we will incorporate next generation technology and tools to support student learning and critical thinking by ensuring intentional technology integration. So that speaks to what the parents concern was is too much screen time
094uh and overuse of technology. And so we wanted to um insert that to to honor those requests that we had from parents. Uh also um we added two new actions. Um these are um going to be funded by LEBG funds uh learning um >> recovery [laughter] emergency block grant. Um, and uh, I think these are great because these are also things that were brought up by our needs assessment uh, that we did to um, really examine our data and what are some of the areas that we could use some extra help as well as um, our stakeholder uh, engagement data. The new principal support um this is to support educators understanding of MTSS with a specific focus on integrating data collection including interversal screening, diagnostics and progress monitoring to inform alignment of initiatives, interventions, supports
095and resources. It supports site leaders capacity to implement continuous improvement processes at all levels of the system with a specific focus on increasing educators data literacy data analysis skills to inform decisions appropriate for each tier of delivery of ELA and math. So that that's a lot but what it really boils down to is um we have really invested in our district in our data collaboration days where we work with teachers to look specifically at their data and um we have um partnered with partners in school inter innovation and um their expertise and guiding our administrators to work with the data and to work with their teachers uh and really um improve that process so that it could be more effective use of our time and that it really can uh catapult us into looking at
096the data that and then what do we do as a result of looking at that data to change our practice and change the outcomes for students. So this is an exciting goal and an exciting use of our emergency block grant um funds. >> So 14 and 15 are brand new. >> They are brand new. >> Okay. >> They are brand new. They're all bolded. Yeah. And MTSS, what does that stand for? >> Multi-tiered support system. >> Asking for session. [clears throat] [snorts] >> Use that for a little while. >> I know. [laughter] [clears throat] >> All right. And then 15 um is a similar um data production and tier one and two support. Uh this would provide a tossup to support our educators with the [clears throat] data production and that means helping to um
097actually produce the data uh and transpose it for the use of our administrators um as well as um providing teachers with support and alignment and coaching um with their interventions. This is a very valuable um resource for all of our schools uh in in terms of having a TOSA that could be there to support [cough] them [clears throat] um with a variety of different needs as they come up but also especially supporting our initiatives uh that we are have implemented such as the new math curriculum uh and I I believe it is I think up for approval. Artosa on the agenda this evening has a lot of expertise in um the area of math. Uh so as we introduce this new math curriculum, it's a great opportunity to have someone to support support our teachers
098in that respect. >> Um I guess question 15 actions support goal one. It's I mean obviously that's the number one goal for the school district is to make sure that uh our students are academically prepared when they walk out. Uh is there I mean in your assessment or at least again I don't know how we would even say this of these 15 is there one lever that probably has the biggest impact? Um, and how do we how do we kind of is that is that even >> I think that's a great question and I think that's um something that we really need to dig into a little bit more in terms of what are the what are the actions that are creating the most positive impact. Um Clover wants to add something. >> Yeah. So
099I I will I will just add to that. Um when I read 14 and 15, it looks like a bunch of words. Um and so I'd like to translate that a little bit um for our new board trustee of course um and for anyone that's out in the audience listening. So um a really key lever first of all tier one core classroom instruction is the only thing that will change outcomes for kids. When you have 50% of our students that are not meeting standard, it is not about the amount of interventions and the type of intervention. can't intervene your way out of 50% of your kids not meeting standard. So, we really have to focus in with our principles and our teachers and using and looking at where are our students, what are the skills
100that they're missing, how do we design our instruction during these data collaboration days to make a difference in the general ed core classroom instruction. And I think we have put a lot of effort and weight on interventions um and have been relying on interventions to bring about change. And I think we need to make a shift to having our principles really honing in and focusing on tier one core instruction. And that's what 14 is really trying to get at. Um in layman's terms, that's what I would say is your number one key lever. >> Um the data collaboration days are a key lever. uh research would tell you when teachers are meeting with their grade level colleagues, they're looking at the the student work, the student assessments, um at the different reading and math and
101writing and then having conversations about how they could change instruction in the classroom to meet the needs of the differentiated, you know, needs of the students. That's another key lever. So, there are some real key levers here that research will tell you and, you know, make a difference for kids. And I think we need to hone in on those a little bit more because you can't do 15 things. Well, >> that's exactly what I was getting at because it is um does it distract us from our goal by by peanut buttering our approach. It's just like there's there's so many different ways. It's like, okay, 15 things that I I got to do and which one of these is the most effective? And to your point, you know, how do we hone in on that
102to be able to say, "Yes, this makes the biggest impact, therefore deserves the biggest amount of time or attention to the matter." Does that make sense? >> Yep. Absolutely. I think, you know, as you know, the LCAP provides funding, right? >> Yeah. >> And so we don't like this is the goal. We don't number them and say this is the goal that's the most important or so forth. We we just list all of them. But yes, I think what Clover is saying is that that that is the lever for for us to make the biggest difference. >> Okay. >> Thank you. >> Moving on to goal two. Okay. In um action four, we made uh this change and this was feedback uh from our parents um I think but also um our students and and
103it did come up on the survey as well is to add this phrase expand career exploration and engage students in addressing real world challenges. And I think that really kind of connects to our world today that there are a lot of challenges and really preparing our kids to start thinking about those challenges and engaging students in that exploration even at younger ages. Um and uh their awareness their awareness but also engaging their intellectual minds and um critical thinking around some of these issues. So that was in response to feedback and um action five um [clears throat] again this comes back to our tech technology concerns um online safety and responsibility further empower students to navigate safely and practice digital empathy and ethical use. So again, I think that the the concept of how do we
104have our students really understand how um best to be using technology to be educated in um safety uh as well as um ethics and I think we're really excited to have the AI committee next year um that will really dive into this at a much deeper level. Uh, and I think you will probably consider continue to see something like this in the new LC app that's produced next year because I think it's going to be an ongoing um issue that we are facing. >> All right. >> Just a quick question. Why next year? >> Why the AI committee next year? >> Why? Yeah, >> that's just a timing. >> Timing. >> Oh, uh, start of in fall. Oh, okay. >> Yeah. Our next year's start is September. Yeah, our year. Yeah. August really. So we
105say next year we mean August. >> Okay. >> Welcome to a whole world [laughter] >> of acronyms of timelines. [laughter] >> Thank you. >> All right. Um so in goal three we just made this uh one change in in terms of this action um regarding our mental health uh and to address mental health needs of all students by providing social emotional and behavioral support. I think um postcoid here we've seen a real shift in behavior um in and challenges and you saw the suspension rate increase and so uh there are more than one answer we have um curriculum that we introduced this year character strong but we also introduced this behavior model and it's a huge investment uh to support our students and our teachers um in understanding behaviors and how mental health is connected
106to that. And so we wanted to make sure that we are including um our behavior support model within this action. Um so that we weren't just talking uh about the the you know traditional mental health counselor. We're also encompassing this behavior model which is so um important when we're talking about addressing the whole child. >> I'm glad to see it. >> I'm really glad to see it. Obviously, it's an ongoing um focus of ours, but it's it's similar to being hungry, right? You can't learn if you're hungry. You can't learn if you're struggling. And so, um I appreciate the focus. >> Thank you. All right. Goal four. So, we added this action um uh regarding student progress. We heard uh a lot of um feedback from parents um that we want to know more about
107their learning and continued understanding of um their expectations and their progress and um providing clear information about how they're doing. And we also as a staff have had some um training around um making sure that um we're sharing information that's poignant to parents. And so we added this um student progress um to increase the transparency around student learning and expectations. Um and so I think that's a a viable one and it's also something we measure on the panorama survey um parents input. So we're able to measure that as well. So excited about that new action. >> How how would how would this look for a parent? How how would this look different for a parent u moving forward? Is it more meetings with the teachers or is it more communications? Is it more >> what
108more data? What does that look? >> I think I think it's kind of both. >> Okay. >> Um we we have started this year sending um things digitally like the IR reports and more information, but we'd like to have even increase our practices around educating parents around what those actually mean. um and having opportunities for for parents to learn. Um because like you know as we talked about not knowing education speak we look at those things and we understand them because we've been looking at them for a long time but a lot of parents do not understand what they mean um and when they should be worried or or not worried etc. And so that's the meeting part as is important whether that's coming from the district office level or the the parent conferences and
109and opportunities at the school site to learn about those things um from their teacher. Uh so [snorts] it's just increasing having extra focus on that and how we can help um provide um clear communication with our family. >> Yeah. And I think this is the reason why I I also asked that is because we want to we want to be able we want to be sensitive and balance this with um with uh with a calendar and a schedule for a teacher that's already jam-packed >> right >> now. How do we kind of say hey go do all of these additional things when their day is already full? So it just means we need to right balance to be able to say >> how do we get more is technology a good way here to kind
110of like use tools that get this out there. I don't know the answer to that and I'm I'm definitely not proposing anything at all but it's just like I want us to think about it from a balance perspective. >> Absolutely. >> Appreciate the look towards tools, you know, really meaningful tools. And I'm just reminded of the math curriculum sending out the parent letter um because you got to start somewhere. >> Yeah, absolutely. >> All right. And then our final goal um which is around uh attracting and um retaining our our staff. Um what we actually changed was the title of this um um from staff recruitment and retention to recruiting and retaining staff. So why >> it's a it's a little it's a little shift but I think it's something that we really um it's
111something that uh HR has really been focusing on and I think you saw that with their recruitment fair here um and it it made a difference um and and in terms of feedback from the principles they they were delighted by that and I think that we have to continue to focus on new and better ways um to really um do those two things is recruit and retain our staff. >> All right, that's the most fun part. >> Um I I just had a broad question uh on on all of these five goals. U and I kind of go back to that action overviews that we've had for each one of these. There's a large number of them when you sum total sum total at all. when you guys went through it, have you looked at
112any and said this no longer makes sense that because and take them out and say because we always seem to be adding on to our list and I'm like is there an opportunity to say well this this didn't work we'll take it out. >> Absolutely. And that should be part of the process and I think that we probably could do a better job at >> at doing that. I think that that is the educator's fault in general is that we're always willing to add more and not take off. >> Yes. Um and so and I think we do examine whether something is working or not. And so I think that is a good [clears throat] challenge for us moving forward is to to realize hey you know what this is not >> worth our time
113and um it's not working for >> all the environment has changed um the the the needs have changed so many things right you know nothing's >> absolutely >> yep sounds right the long list of things that continue to be added and >> and not really wanting to let go of other things but working smarter not harder Yeah, >> makes sense. >> Absolutely. Thank you. >> I think focusing on goals three, four, and five, you'll catch one and two >> in your hand. >> Thank you. >> Y >> All right. So, moving moving on to the federal addendum. Uh the federal addendum to the local control accountability plan is a supplemental document required for local educational agencies that receive federal funds under title one4 kind of similar to the con that we just did um of
114the elementary and secondary education act. Um it describes how the district uses the federal funds to support the goals and the actions of LCAP ensuring alignment with the state and federal requirements. So this does not change much. It's mostlyformational of in terms of how we spend um generally how we spend those funds from these titles. Um uh so first title one um we have uh a lot of different student um supports for our lowincome students. Um family engagement is one. Um we also pro um support um our um ELAC and and some of our parent engagement classes. Um uh we also have um extra support for um our STEM like in project lead the way forward elementary school at Latimer. Uh we also have um uh some teachers on special assignment that are funded at
115Anderson uh that um definitely make a difference and are important to include as ways that we spend our title one money. Next slide. And title two um title two um we uh focus on our BITSA and teacher induction and our EPIC program um that we can support our teachers um that they can have mentors. We use some of the funds for that. Um we also use it for professional development and implementing um our math curriculum for next year. Um and site leaders also um have continuous improvement to make informed decisions about their instruction. Um and we use that for data collaboration days we were talking about earlier. Title three um title three is primar primarily our English learner supports and so we have some of our curriculum that is in um title three. Um, we
116also have been funding our new star program at MMS that has been very successful out of our title three uh money. Okay. Um Okay. Well, there's a little more on title three. Yes. Um, so we um also um worked to and I I think this is part of um employee funding but um provide um our teachers with alpac scores and um data on our multilingual learners and um title four uh we use the funding to support um our elementary music program and we're able to um combine that with MEF funding and and Prop 28 8 and we are able to um keep a full-time performance teacher because of it. So that's a a great way that we use that those monies. Right. Next. Okay. Another part of uh this LCA LCAP process is looking at
117our local indicators. um in the the local indicators are self-reported measures that allow school districts to evaluate their report um on certain priorities and there these are the um five priorities that you see on the right. These are the state measures that we look at in within the LCAP. So these are kind of additional and other indicators. Um as you can see the broad course of study, school climate, parent engagement, um the state academic standards and the basic service uh and conditions for learning. Next slide. All right. So on this slide you see that we um have met um our goals and I'm going to go more into detail on each of these areas. Next slide. Okay. So in goal number one um the [snorts] implementation of standards uh we have um already uh set
118a lot of plans for next year. Um we have our staff on boarding. We have all of that training for our new folks. Um in terms of uh early literacy, in terms of our behavior team, we will continue to have behavior training throughout the year. Uh we also will have uh district-wide um training in math and that's something that we had I talked about when we had the math adoption. Uh we actually had math training today and yesterday. Uh we had exceptional reviews on the new curriculum and the training. Uh we had all positive reviews. So, I'm excited uh that that's a good start for our math training. And we also have um uh several other things that we are looking at in terms of the optional PD that you have listed there that we've
119mapped out for the year we're excited about. All right. Um access to a broad course of study. We have several of these things uh including Spanish. Even though we've had to make some cuts in Spanish, we still are maintaining Spanish at our schools. And um we still have our uh music in grades four to eight, which is very exciting. And as I mentioned, the performing arts uh our arts program is very strong and um robust, something that we are always proud of in Morland. Um we continue to have um the the elective options uh for um for our students at Latimer and EDS where they are able to choose a variety of things and they I mean they they rotate through them and so they have they're exposed to them. Um one concern that does
120comes up come up is that we um in the middle school they are limited to one elective option and so um MMS is you know continues to be something that kids want more uh that comes up but >> one elective option per semester for that middle school or for that year of middle school. >> Um well it's per semester but also per year that okay that they get to be participate. The real challenge is is that they're choosing music. >> That's right. >> That's that makes it hard to choose something else. >> Okay. >> And a general question on this status. Is it binary? Is it like met not met or is it like is there a grade to it? >> It is met not met and they they have a criteria that you go
121through. Okay. >> Um so there's a whole like criteria that you you kind of fill out. >> Okay. to ensure that you're um meeting them and then we also report them to the dashboard. So that's actually one of my tasks this week that I need to finish before I go, but I was waiting till after we hopefully approve the LCAP tonight. Perfect. All right. So we are on goal three and five. All right. So um this is um that we have our instructional materials and our facilities. We have um always uh in the LCAP we measure that 100% across the board in terms of having our curriculum um supplied. Uh and then we also talk about teachers if we have adequate teachers and we have a very high rating in that area as well. And
122we just had one misassignment this year. Uh and it was um Tasha, >> it was an ESN class where the teacher um left in August and then we replaced it with a new teacher. Okay. >> Um in September, Octoberish and that teacher didn't have her certificate even though we were working with her to get her clad certificate. So since she didn't have her clad certificate, even though she was fully credentialed to teach the class, um it becomes a mis assignment. So, it wasn't a vacancy. There was a teacher in the class who jumped in, but she didn't have her clad. >> Okay. And what's the difference between this regular certification and clad? >> You need your clad to um most most of us have it. Most of the new teachers all have it included in
123their um teacher credential as part of it is culturally language um aware so that you're inclusive of all cultures, all language that you're able to teach students who are speaking English, who are from different backgrounds than you. Making sure your um classroom is culturally aware um environment that's welcoming for all students, which we, you know, always want to prioritize in in Morland. But if you come from out of state, >> which is teacher did, you don't always have your clad. So teachers from out of state don't always have clad. California and um >> Okay. Okay. >> Yeah. Just California. >> Just California. >> It's it's a special. [laughter] >> So this teacher >> different things in other states, but we have a special California. >> The teacher who took over the ESN class in I
124forget if it was September, October. Um >> other state. >> How do they obtain the class? >> They have to take classes and get certified. It's a few classes. >> All right. And then the final part of this um that ensures why we met it is the rule the facilities inspection and we look good at all schools which is a great achievement as well. Um just a general question uh what is there anything that was preventing us from getting to that exemplary? Is this like this I know some of the things in some of the sites were like you know >> grounds for example at EDS or things like that. Is there anything that was like hey this is the shortfall which is why you didn't make the exemplary >> uh I think it's just
125the age of the schools I mean it's going through the carpets constantly going through um trying to update when we can. >> Okay. >> As you know it's expensive to any project for sure >> what we're doing. So, um, those would be some of the things we look at. I mean, the schools are in great shape. >> Yeah. >> Um, when we go through, but there are, you know, those normal wear and tears that we need to be aware of. >> Yeah. >> It's hard to keep up for that exemplary school. So, >> well, thank you. >> All right. And in goal three, which is our local climate goal, um our panorama um survey results, um we dropped two in belonging, which isn't a huge mark, but something to think about because that's something we
126focus on. Um we actually had professional development on that. Um specifically, um in our kickoff day, uh we had a belonging session. And so I just think that that's something that I I would want to watch if that continued to drop because that's very important for kids. But it also is great that we increased um by a percent in school safe and kids feeling safe at school. But we still based on the criteria met met this standard. All right. And then in terms of um parent engagement, we have a whole lot of data there. um from our family um families on the our perception survey and uh I think that we we increased and and parents feeling like they have input in uh impacting decision- making at their school. Um no change in feeling their
127school does a good job of sharing academic progress. I have to note 97% is extremely high in in that because this is a nationally norm um survey and then 98% believe their school is safe um learning environment. Again dropped but still a very high percentage. Um 79% feel the school values their cultural background is up a percent and um that their school has clear communication to support student learning up a percent. Yes sir. Uh what's the percentage of the parent participation in these surveys? What is the sample size? >> Do you know the number off your top of your head? >> I is this the same numbers that's on slide 10 which is >> No, this is not this our panorama survey. Okay. >> That we the perception survey that we send the school climate
128>> out to all staff and so I don't know what the participation rate was. I can tell you if you need 30 seconds. >> Okay, >> no worries. We can follow up later. Just curious because statistics can be >> She can circle back. We'll we'll move on and and we'll >> get back to it. But I think >> 93 family responses this year. >> Okay. And do you have the breakdown in terms of the demographics like E versus >> I don't know if we break it down that way because I believe it's a survey. So it's um it's it's not working like we have to get more total. >> No. >> I had about 24% was our overall response. >> Thanks. >> Sure. >> So can you remind me of the timing? So the um
129several of the indicators are the end of last year, right? Versus Okay. So >> great question. Thank you. >> It's very it's very confusing to some degree because some of our indicators are from last year like our CASP scores. >> Yes. >> So those are from last year but the panorama is from this year. >> So this has just happened in the spring. >> Okay. >> And so those are very current. Um our data for like our our more program is from this year. Um our um uh ELPAC and um EL data is from this year. So it's really mostly the CASP um but the dashboard also reflects last year. So those are important things to understand that kind of difference between [snorts] them. [clears throat] And as we move into our last um indicator
130to share with you is our Sar Kenny Vento um data. And um this is uh just a number of 156 students that we serve that were McKini Vento this year. Um that's a lot. >> Yeah. overall for the school district. Um I would say that the in the spring just within the last two months also there have been a lot of changes in terms of um um families being displaced um moving out of the area um and and us supporting families that way to just make sure that we can get them to school and keep their attendance as consistent as possible. So, McKini Vento is for our homeless and foster youth. >> And then our SAR referrals and and this is again for attendance. Um these are referrals that the sites make to the district
131office um to they [snorts] need more assistance with a a chronically absence. And so those are the numbers um from our schools that were submitted this year. And um at that point, we don't um refer them right away to the county. What we do is we try to find services for them. Uh and Lisa, that's a big part of Lisa's job is to intervene and and perhaps it's transportation. Sometimes it's wraparound types of services. um whatever resources that they need um so that she can help them and and um connect them with with what their need is depending on what that is. >> And when we have a number like uh 11 for Morland, is that one uh student or is it one instance of this? So if a student was chronically absent and were
132like unable to do them and we do the SAR buffer >> and they get better >> but then they go back >> right >> is that two or is that one >> that so at this point you considered that number that was after engaging with family at the site level with an attendance meeting and providing interventions and supports that way. >> Okay. And then um the chronic the truency is increased. So then it triggers another meeting and then it also will it escalates and this is the point of like probably the third meeting >> okay >> with the family and there still hasn't been any growth that's been made. So then we will set up um a start meeting at that point. I usually offer them monthly um for all of our sites. Um it
133depends on the number. Sometimes there are months where you might only have one um and some months it might increase in that also is dependent upon um during our holiday breaks and you might see a spike in the numbers because of vacations and other things you know um illnesses especially during the winter months. >> Yeah. >> Where you might see a higher number of um SAR hearings that I might be um facilitating. >> Okay. But but to answer the question, those are individuals, not not correct. >> Yeah. Each individual. Yeah. >> So um are these schools, elementary schools feeding into middle school? Um do you see any correlation there in terms of the uh sub you know >> candidates? >> Yeah. Um just based on just monitoring patterns and trends um there are um trends
134when they were in um elementary school and habits and routines >> hadn't changed. Yeah. So it might be it might not just be one year of trenies. It's over a course of time. Yeah. >> Um where we try to engage the fans and try to help support them. But um a lot of there are a lot of outside factors that might impact their tendencies through their home environment. Um any um traumas that have happened over the course of years that also are impactful to their attendance as well. Right. Thank you. Which brings us to the last slide is thank you. Um, you know, this LCAP plan, um, reflects, uh, stakeholder engagement, uh, a lot of looking at surveys and looking at data and making comparisons, uh, and analyzing what needs to happen next and working
135with Chris, running around the corner and and finding um, you know, where our budget is with this and what needs to change there. Um the plan, you know, celebrates meaningful progress and also looks at some of the areas we need to improve. Uh and I think we need to keep our eye on those things uh going forward uh next year and and we create that next LCAP. Um in particular, um I think we need to pay attention to our English learners and our low-income students. Those are are priorities for us. Uh having said that, I think that LCAP does reflect uh um our needs and um assesses uh some of our successes and uh kind of points us into that final year of um this particular LCA cap. And so we respectfully recommend that the
136board approves the local control accountability plan the district. Um before I open this to public hearing where um even the public and the board will have an opportunity to comment, are there any questions from the board based on what we've heard? >> Good to ask him along the way. Thank you. >> Yes. Okay. So having said that um we will now hold a public hearing for the 2026 2027 um LCAP. The hearing is now open as of 7:59. Are there any comments from the public or board? Do it. >> Do it. >> The pressure. [laughter] >> Here we go. >> We will now close the >> That was like >> There's another model. >> No, no, no. [laughter] >> There is There is another public hearing. >> Okay. Well, >> that was a [laughter] nice
137Chris will Yeah. >> [clears throat] >> Can I have a motion to approve the 2026? >> No. >> Oh, sorry. >> Sorry. We're We will approve it in the next meeting. >> Right. >> We present it now. Have a public hearing in the next board meeting. >> Okay. >> The action. >> All right. So, this should I should cross that >> for the next one too. Is it I'm assuming it is the same for that. >> That's right. >> Moving on to um 6E. which is the budget. >> All right. So, we'll uh [clears throat] present to you the um budget for 2627. Um I think it's good that we're easing one of our shortest meetings of the year. This is good. [laughter] I really use you into it. I also don't think we should
138take offense to the audience. >> I think we should. >> Well, [laughter] Amanda and Ef'll start off just by thanking Efron. He's our director of fiscal. Um he approves for my trust issues. So, we work on this together to get this budget. >> Validates you. Yes, I understand. >> All right. So, um, what you're going to see tonight is we'll give you a quick May revised update that kind of affects our, um, assumptions moving forward, the 26 27 assumptions, multi-year uh, funding sources um that help us run um, our programs and then our next steps. Um, as you look at the the years, we do uh, an education fiscal year from July 1st through June 30th. So I'll give a little more detail just in case just cuz he's all right. So the May revise
139came out. So as you know in January the governor comes out with his budget gives us some rough numbers and then over the next five months they look to see if they can actually afford what he projected. Um and then he comes out with the May revise which gets a little bit closer. Then the legislation and assembly all kind of fight over it. and then June 30th is when they need to approve the state budget. But this gives us a good strong u kind of understanding of where we're heading with the budget. So what the governor um has proposed is a 4.31% COLA. So that's a 2.87 statutory cola with a an additional 1.44% added to LCF. And the intent for that extra 1.44 is to help with declining enrollment. uh increased cost. There's a
14014-week um pregnancy leave that's in legislation. So, if that passes, that's to help fund that extra cost for that. So, that's where the governor was was leading with that extra 1.44. Um and that only applies to LCFF. The other fundings like special ed child nutrition, the ones kind of listed below besides state preschools, a little bit lower. Those bottom ones are the 2.87%. So, and just so that I understand the 4.3% increase then sets the base for next year, right? So, it's not like a >> Yeah, this is on So, this is ongoing. Yeah, ongoing funds. Exactly. So, this is added to the LCMSS. This is 4.31 and these are ongoing funds. So, yeah. So, that sets the base for next year and then >> for those out years you'll see we add those extra
141codes. Um, another proposal is funding special ed. Um, we all know that special ed has been underfunded for years. So this is a good step towards it. And so currently we're at 917. It's projected to be uh 1,340 and that's per ADA. So I'll talk about some assumptions with that amount and again that's ongoing. So that's going to be next year and >> per ADA per year. >> Yeah. >> So whatever. So if we had a thousand kids, we multiply by that. That's what we get for funding for special ed. >> Okay. >> Still not enough, but it's a good start. >> Okay. Um what he's also proposed these next two are one-time funds and so um he actually increased it from the January budget up to 5 billion uh for a discretionary grant um
142which is fully discretionary so there isn't any strings attached to that but it is onetime money >> and then the um he also proposed paying back the learning recovery block grant um so if you remember back in like I think it's 2023 we had some money California [clears throat] wasn't looking too good with its its projection. So they pulled some back. So this is the kind of repay that so to fully fund. >> And both those I'm assuming are one time. >> Yeah. So the last two, the five billion and the and this and this is all state overall. We're not getting five billion for a district. That'd be great, but as a this is all state things. I'll talk about kind of what we're going to get. Um >> that was going to be
143my next question. We're gonna get to that. But yeah, that's fine. So, um, yeah, the last two, the five five billion and the 757 million are one time. >> Okay. >> Um, so we'll get that. We'll have like three years suspended. >> Got it. >> Some stipulation on how long just >> Okay. All right. So then we look at what our um district assumptions are. So again, we applied the 4.31%. um cola. Uh funded ADA is 3,633.99. Um so [clears throat] as you know, we're funded based on our average daily attendance. And so um what that means is, you know, how often do the students actually show up? So if you get a $100 per student, but they show up 95% of the time, you get $95. So that's our funding. U few years back
144you would um get the current year uh ADA with declining enrollment. Uh what they've done is it's either you're going to either get use the current year prior year or a three-year average whichever one is higher. So we use the three-year average for our funded ADA. And as you'll see when we use our multi-year projection you're going to see that that goes down because we do have declining. >> Yeah. So those higher years fall off, meaning your average goes down. Okay. Um, [clears throat] our unrestricted revenues is looking about 50.5 million. Um, and I do have an appendix that shows the exact numbers if you want to dive into it. So it's a little different than what we um, and we are projecting an ending fund balance of about 2.9 million at the end of
1452627. It's important to know though we don't have any negotiated settlements for any of the bargaining units for 26 27. So although we have a 2.9 uh ending fund balance, we don't have you know the negotiation settlements are going to take a big chunk of that. >> So there's a star next to it talking. And so based on some of the assumptions for the special ed revenue, we assumed about 700,000 increase in our in our revenue. Um that's a conservative number. s my trust issues, Bryant. So, I apologize. Um, probably come in a little bit higher. Um, 3 million in the discretionary block grant. Um, so that's pretty close to where we were. So, that's my boss telling me is what we need to do. Um, so that one is is pretty pretty solid, I
146think. And then the the 735 is the remaining amount that is owed to us. So, that's a full number. So again we're ending with 2.9 and 2627 but again we don't have any negotiated settlements. So that's an impact. >> So the 3 million is without strings attached but the 735 is >> there. Yes. Yes. I mean it's we do a um a um needs thank you needs assessment and then we take what we need and kind of apply it. So that's where we're funding our TOSA out of. >> Okay. >> Out of the 735. And uh what do you use for I I should be able to do this mentally, but uh 4.31% cola actually means what dollars? >> It's about so we're estimating about 2 million in in ongoing revenue from last June. Not
147the in not the interims where we already applied the cola. So it's it's we're estimating from last year >> to this next year about 2 million in ongoing revenue >> plus the 700 or so. So you're thinking close between somewhere between two and a half and $3 million in ongoing. >> Where'd you get the 735? >> Now the seven is that specialized funding which is ongoing. >> Yes. >> So >> Oh yeah. Yeah. >> I'm just trying to again same thing. It's always separating these like >> Yeah. The ongoing with the one time but yeah you're you're right about two two and a half to three million ongoing revenue. Okay, that guy's driving over there asleep. [laughter] All right, some other some other local assumptions. >> Most honest one of the bunch right here. [laughter]
148>> So, yeah. >> Um All right. So, we're estimating um our enrollment for next year at about 3,693. That includes 10 students that are in our accounting program. Um, so the number I give you guys in our Friday report in projection is 83 because I don't include the county ones when we're looking those ones we're looking for invested seats. Um, and currently we're about nine over our projection. So we're looking good, which is it's always a fear of mine that I over project because that's based, you know, that drives our revenue, right? Than our ADA when we put in our calculator in there. So um, we're we're in a good spot. I know as it relates to enrollment, I know that um we watch that really closely. Not only how many kiddos have enrolled, but
149how many show up? Um and I know that can be a challenge. Um do we how do we look how do we what's the right way to ask this question? How do we look at that? >> Yeah, just ask. >> Um well, I'm just trying to understand do we account for a discrepancy? Do we anticipate this is how many kiddos versus how many? Like is there a percentage? >> Yeah, we always assume you probably lose about 30 when the school year starts, people move over the summer. Um it's kind of a balance. What we do do, all the schools send out kind of a plans for next year survey. Are you coming back? Are you not? Um for TK, that's your unknown. And so when we started getting close to filling up, we asked the
150school sites to actually call those pre-enrolled students like, "Are you actually going to enroll your student TK?" um because sometimes they register and then they don't really plan for. So we actually lost a few kids and we're able to make adjustments um through that process. So we're always looking at it and making sure we're we're u you know trying to get as close to the number as possible. >> [snorts] >> Uh there's always going to be some unknowns and so you know people that move over the summer they didn't plan to move over the summer you know and whether they're honest you know when we send it or even answer it >> I just imagine even if they're enrolled they don't necessarily have to show up right they could enroll [clears throat] elsewhere and kind
151of be playing the the game where they going to be accepted or go um >> so we can look at trends over the years and what happens from last May to August and what will happen then we can project what we think will happen between this May and August and so um we know we will get another potentially 30 students between TK and K but then we know by the first day of school we lose about 30 students so the fact that we're ahead by nine or so students right now at this point in time feels like we're pretty spot on with our projection so we watch it weekly >> um we have conversations about it weekly we look at class size weekly we look at um you know all of the students and all
152of the grades and who we think is coming. This is one of the this is one of the issues that we're on pretty tightly and close. >> So, [snorts] we have some new construction housing coming up. Have you accounted for those? >> Not not on these because there's still a ways away before the developments. >> Okay. So you keep track of all the >> Yeah, we plan on doing a um enrollment study to see how that may impact. Um a lot of times, you know, depending on the housing, they kind of overestimate the number of kids coming. So we need to be careful. But they give us like three different they give us like a conservative, a moderate. >> So there's a ban for mortling. I mean from a presence perspective that stuff that opened
153at keto did we ever figure out what we actually received post now we're now a couple years post them opening the bulk of keto >> I only say that because >> oh these are the cats over there >> the ones that you went to >> I don't know if we saw >> no my point is the point is I think negligible >> yeah neglig even though >> yeah but keto keto was a couple hundred and and and I don't think baker just Baker saw actually a declining enrollment continually >> even post kind of the most meaningful development we've seen in our >> and that the math on that shouldn't work. Um >> yeah, >> the math >> maybe it's correlated to the economy or something. >> There are bigger macro issues than that. >> When
154we do the enrollment study, we'll look at birth rates which have been on the decline, although there's been a bump recently. Um we'll look at housing around us, the economy, how many capture rate from private school to to public school. So we'll look at all of those trends. And so we're due for a new study. um the one we have is I think four years old. So that will give us some more up-to-date information. So as we move forward in our budget planning for the subsequent years, that's something that we'll put in place for next year. >> We always have to take it and then apply our own um understanding because we have had years where that was not at all close to which >> um and then we have our two main retirement groups.
155So stirs we pay the district's portion is 19 um 1% and for PERS we pay 26.4. So um that's just the retirement part. So for STRS members the extra like kind of statutory benefits is about 22 23% that the district is is on the hook for and then for our PERS member it's closer to like 33%. So it's an additional 33% you know their pay plus an additional 33% that is all the district. So we um included in this 2627 is full contribution from the lease revenue. Uh we get a little bit over 8 million from our lease sites. >> Um so that that helps tremendously. Uh extended day program contribution. We get about 700,000 from that. And then we obviously have our 3% routine um restricted maintenance contribution and our we did include the
156updated special revenue assumptions numbers. Um again what's not included those negotiated settlements. It's important to note that for all bargaining any enrollment mitigation that we're going to do from when we created this budget, you know, so adding new teachers to kind of help with class sizes and then any additional commitments as we go through. um you know are not yet in there. So you'll see come first interim you should be settled by then all you'll see that there's going to be a big difference from the numbers. That's just how it goes. >> And um just kind of going back to that previous slide for just one second. The like what what's an example of additional commitments not yet approved? What what would be >> a student that we need to place in an NPS non
157public school? Right. So it's kind of unknowns as you're creating that budget, >> right? >> Makes sense. >> It's kind of like your home budget when your water heater goes out on it. So now you got to figure it out. >> It never happens. [laughter] >> It's cold water. All right. So then enrollment in 88. So multi-year assumptions. Um so the chart on the right is kind of what you've, you know, seen in the past, but you can see our enrollment projections. Um, so we have 3,683 and then we do keep that kind of 1.5% decline because that's kind of what we've seen. So we're going to keep it in our multi-year. Um, we have a kind of an estimate of our P2 ADA for the three years, our funded ADA, you can see that
158drops because of the declining enrollment. Um, we do include our COLA though on the outear, so it kind of offsets it a little bit. We don't see the full realization of the cola because of the declining enrollment, but we do still see an uptick in our revenue, which is good. Um, Stirs stays pretty consistent with their 19.1 PERS kind of fluctuates. Um, they're going to go up a little bit to 2728 and eventually go down 28 29, but you can see our funded ADA is always going to be slightly below our actual >> and put this P2 ADA in. Uh, so it's like the first eight months, >> first eight months. Okay. >> You have your P1, which is like the first four months, P2. So it's our reporting periods that we do attendance. Got
159it. Kind of helps track. And so what it does is it helps state like, okay, P1, this is kind of your estimated ADA. So we're going to give you X amount. And then they kind of do a true up at the end. Okay. >> Like a a PA. >> Okay. >> Wrap it up. and the the enrollment and the funded ADA is the three-year average. So, I'm assuming that that 3633 is reflective of the highest of the previous three years average. >> Yeah. So, that is the three-year average. >> Okay. >> So, it's the three-year average is higher than the current year or the prior year. >> Okay. >> So, then that way we use the three-year average. >> Three year. >> Yeah. Yeah. That won't change unless we have a big bump. >> Unless
160Unless we Yeah, exactly. >> Is there any talk I mean I know there's been talk. Is there anything more comprehensive on changing the funding model? Um, rumor mongering. >> I mean, this would have been a good year. A lot of there's a lot of money out there. Um, there was talk, they did come out, um, I think was it the state legislation was talking about it. I could have the wrong entity, but they were talking about funding based on enrollment opposed to ADA. >> Yeah. Um but then they came out and kind of said, "Well, if we do that, maybe the you know, the attendance, you know, the schools wouldn't care about attendance." >> So, we we know there's a um there's a systematic problem with how they fund schools because you got two models,
161community funded and LCFF. We're LCFF. We're based on enrollment. Community funded gets, you know, all the property taxes. So, there's talk about it. They just got to pull >> nothing meaningful, right? >> No, nothing that's going to stick I think right now. >> Dope. >> They get stuck in the bureaucracy conversation. >> Um, >> revenue outlook. You can see our our LCFF. So, you have our estimated actual kind of where we think we're going to end this current year 2526. Um, our total revenues of 49.4 before and then you start looking at the out years and you do see there is even with declining enrollment there is a a growth in our revenue which is good um because we're applying the cola on those on those out years so we're still seeing an increase just
162not as high as um you know if we had increased or steady >> interesting that the cola is actually outpacing the decline in enrollment It's well not really like the cola just is applied against more people than the decline in the enrollment. It's the our problem is this looks this is increasing at the same pace. >> Yeah. >> Even more so than cola. So >> yeah inflation. >> Yeah. Well we have inflation and negotiations both of which are on this. >> Yeah. >> So this gives you just kind of a snapshot of our expenditure outlook. Um you can see the graphs on the left, the red, the blue, and the green. Those are basically all in our people, which is where most of our money goes, which is where it should. Um in the business
163of people, educating our students. And so we're estimating about a 47.3 million expenditures and then on the out year is about 47.7. Um so as the the dip for expenditures is we're looking at ways to kind of write the ship. we know we're deficit spending. Um so we're making some assumptions in those out years utilizing some onetime funds on the restricted side, the discretionary to kind of lower the expenditures. But you can see it doesn't go that low. >> I'm I'm sorry. I'm a little bit confused. If our revenues is increasing and our projected expenditure is declining, why is there an issue? >> Because we we have it. So, so these expenditures don't have any negotiation settlements in it. So, for example, if we negotiate and the settlement is, let's say it cost us a
164million dollars. So, it's going to be a million dollars goes up in our expenditures, but your funding balance of what we said it was like 2.9. >> Wait, it goes up a million in year one and then a million >> subsequent. So, the snowball effect is the one that's going to catch it. >> Yeah. [clears throat] So because we haven't finished our negotiations, it does look like ah we got this declining expenditures but you know let's say it's a million dollars. >> Yeah. >> You know millions 2 million the following it's three. It's just it compounds. >> Yeah. >> Y so major transfers and contributions. So as I said lease revenue um so we're estimating about 8.4 4 million this year in lease revenue. We did have to adjust some leases. So, we're projecting 8.2.
165We think we might be closer to the 8.4 because we're able to kind of cover kind of the changes. Um, but at the time we were doing this, we weren't sure if we were going to be able to to fill that that vacancy of some classrooms over. Um, so the blue is money that was is being contributed to the unrestricted funds. Um the red is going out. So that's our special ed contribution. And so the reason the contribution dropped is because of that increase instead. We kind of applied it >> right you can see the you have the elop in there that contributes and then 3%. >> Okay. So kind of our reserve and designation outlook. Um so we do meet our 3% reserve in all our outy years. Um our undesated balances you can
166see is 2 92 for next year and then the outy years 2.7 3.04. I can't emphasize enough that we do not have a negotiation settle. So that's where that compound comes into play. So you can see you know once you know let's say it's like I said a million dollars that 2.92 goes to 1.92 >> the next year that drops to 72 and you can do the math on the last year. So, it's something that we're watching the one-time discretionary funds, you know, we're going to utilize that, you know, not for ongoing cost because we want to be fiscally responsible, but um >> what is the intention of the one time meeting? >> I think it's to >> because the majority of what we're >> needing to spend is ongoing, right? It's people. I >>
167I [clears throat] think I mean it's it's to obviously support schools, right? But I think it's the state's way of saying, "Hey, we're giving you all this money, but we're not committed to it." Because when you put it on like a cola, you're committed to it, right? Because then that is ongoing. So, they change it. I mean, this one is fully discretionary, which is good. So, we're able to to utilize it. Sometimes they have strings attached. >> Um, so it's, you know, getting it year after year, and that's what people see, but it still is considered one time. So it's it's a tough you know you just got to be careful as as >> the state is nervous about the way it receives its income. >> Yeah. So they're uncertain that they're going to receive
168that same income the next year because they become entirely connected to stock market gains >> that are based on whether the market is up or not and more employees are getting restricted stock or not actually >> and so I they can't forecast it and they're very nervous that from one year to the next they can add a have a radically different tax collection. So that's just their hedge is to say, well, I have this money this year. I'm squiring away a bunch of it for now. Um, so that's how the rain day stuff happens. And then it's also, well, I'll give some of it, but I don't know how much to give. And I don't I don't want to I'm not committed to giving it every year. So it's >> it has to do with
169a shift from just collecting payroll taxes, which is where Cal California State was for decades, >> to now being just as economically tied to the stock market as Silicon Valley employees are. I understand the why. I understand the why. But I guess what I wonder is what what do they how are we any different? What are they expected expecting us to use it for? Or how do we best utilize it? Those are two different questions entirely. But um right because we we also can't >> count on that and and yes it it continues to show up fortunately. Um but it is one-time money and we we do have to be mindful of the ongoing expenses. >> Yeah. I mean it's it's tough. I mean that's that's a good point is they kind of you know
170here's this one time but you don't know if you're going to get it. And so as a school district, we need to, you know, be careful how we spend it, tying it. Um, it does allow us to keep programs in place longer than maybe we would be allowed to if we did have it. >> Um, and so it allows us to kind of look at the the different resources, reallocate um expenditures that, you know, we would be willing in the out years to maybe do without because the money's not there anymore. Um, but it's, you know, it's something that you can't really you can't tie it to, you know, salaries >> because those are ongoing in a contract. Once you're committed, then >> that's my point. [clears throat] >> That's But you you can tie
171it to salaries. You can do it. They just don't I don't think the state cares that you have to do the hard work of then laying somebody off potentially. >> Well, yes. >> Like the state's indifferent to that. The state's like, "Well, if you want to if you want to hire somebody, hire them." Um, >> yeah, it's but then but then when the money is gone >> after three years, you won't be able to pay them. It's >> not even through. I mean, it depends on whatever the deal. I I I just I don't think they my point is to me it kind of makes sense that they've said, "Hey, this is what we can do and make your best decision on on how you spend it." I actually kind of appreciate that. And if
172you want to apply it to people and move the chess pieces around about who who then you might have to let go, I don't think the state cares. >> But we do. >> We do. Yeah, we kept exactly. >> But when we talk about it being unrestricted, is is it truly unrestricted in terms of timeline as well like or is it like No, it is unrestricted. Are >> you talking about the discretionary grant? >> Yeah. >> So that's actually on on the restricted side. So it doesn't show up here. But this the one that they're giving um is fully discretionary. You can do >> two years. Can you give? >> It's like three years. they put some timeline on of you need to spend it within x number of years or you pay it back.
173We'll spend it. Don't worry. Um but yeah, so there's usually a timeline. >> The state has trust issues with you too, correct? [laughter] >> So >> we're going to work on that. We're we're going to work on that. >> So it's like a threeyear usually it's about three years they give you to spend. >> Got it. Yeah. >> But that's the only like expectation >> for this one. That's the only Yeah. They give you recommendations, >> right? Right. But for for this particular case, we don't, you know, it's fully discretionary. The last one that's expiring, the arts music arts materials return block grant. Um, that's kind of big one, there was more restrictions on it of how we can spend it. Um, and so we had to be we had to you, you know, when
174we looked at it, um, you know, we had to be careful on what we spent it on to make sure it met the restrictions. Still was pretty discretionary. That one wasn't wasn't too bad. This one is they say it's fully discretionary. Spend it as you wish. >> But you mentioned they they give recommendations as to how we should use it. >> Professional development. Um [snorts] I'd have to go back and see what the recommendations are, but they always give recommendations on what they think. >> Literacy point is what is their expectation in terms of what we could use it for? But they do give us a recommendations. It's a recommendation. >> A list a list of things that they would recommend, but it's fully discretionary. Okay. >> Okay. >> Yeah. Thank you. >> I guess
175I mean I think on uh the next the bottom of that slide kind of says a little bit of the next slide. >> Oh, the next one. Yeah. >> Yeah. Temporary supports to avoid creating structural obligations which is >> but that's what that's mean like Brian Brian was saying is we care about that. We don't want to you know tie it to ongoing that you have to lay off a bunch of people because we we need the people. That's how students are successful is the people. [clears throat] We can work on some iPad training. [laughter] >> Might not be worthy. He might need a new iPad. [laughter] >> I just see him over there. >> So these are >> taking pictures of himself >> distracted. >> I could take a picture. >> I can't take
176it. [laughter] >> But in all >> trying to give you a presentation here. >> We're working on. >> Go ahead. But in all seriousness, really what we want to do is make sure we're maximizing the resources we have today for today's kiddos. That's right. >> Yeah, >> that's our philosophy. >> Yeah. >> So, these are just some of the other funds that help us, you know, just run the district. So, our ELOP helps run um kind of needest kids for extended care and extra time. Prop 28, arts and music. Universal meals is still in the budget, which is great. Um and then uh we have state preschool and then our federal programs help us as well. >> And when we talk about universal meals that that is the carryover from COVID times where we removed
177any restrictions for >> so yeah pre precoid you had um those that were free or reduced. You either get a free or reduced rate and you can pay and then come COVID time they implemented universal everyone eats. >> Yeah. And then they've kept that in which is great. >> Yeah, absolutely. >> And eats the same thing. >> Yes. >> I love >> for $2.52 a day. [laughter] >> And it's gotten better. >> It wasn't in any promotion ceremonies. It's just >> breakfast. [clears throat] >> Good. So, budget development timelines as you know uh September we'll report the unodited actuals. December will come in with the first interim. Um so un audited will be current year 2526 kind of where we ended. Uh December first interim is where we'll adjust our 26 27 budget come back
178in March and then in June be there before we know it. We do in 2728 [snorts] budget >> four times. >> So for tonight we're going to conduct the public hearing. Any questions out here that I scared away? Um I want to note in the next slides moving. So I do give you all the information that you're used to seeing just so you can see. So kind of in the in the old ways. Um but it gives you all the numbers. Um the one to go one more just to make sure. One more. >> They're there. >> One more. [laughter] So here you can see on the top line increase decrease. We still are um deficit spending about 2.2 in 2526 what we're anticipating. It's decreasing but again no negotiated settlements. Can't emphasize that enough.
179[laughter] >> What's that? >> No negotiated settlements. >> But but the 2526 does have the settlements in it. >> Yes. That that deficit spending of 2.2 is >> includes. >> Congratulations. That's a real number. >> It's a real number. >> We really spent 2.2. than when we started the year, >> but it's down from what we originally thought it was going to be. >> Yes, that's true. >> And we're using some kind of monies to close that gap. >> Yeah. >> And so then when you approve this, hopefully on June 23rd, it'll already be outdated >> and be starting on next year. >> Start on next year. >> I appreciate the format though and the [clears throat] type of information you're providing. It makes it easy for all to read >> and understand, which is
180saying something for school funding. >> I 100% agree. I think this is one of the more clearer uh budget presentations. Thank you. >> Thank [snorts] you. >> So, as to do a public hearing. >> All right. Uh wait wait wait we're I will now hold we will now hold a public hearing on the 2026 2027 model school district budget as of uh 8:35 the hearing is open are there any comments from the public or board >> at the opening >> at the open >> yeah and then it's closing >> okay I'll never get this right we will now close the hearing [laughter] >> very empisum has I know. Poor street. Wrong. He's like stuck between >> ask seats. [laughter] Sit down there. >> I'm going to take my hammer and go home. [laughter] >> Oh
181my god. [laughter] >> All right, moving on to consent items. I know it's day where everybody's uh itching to go home except the board. We have more uh we're going to recent close but uh moving to the consent items. Any questions from the board on consent items hearing? None. >> Oh, I'm sorry. Were you forgot to ask a question? >> No, I was just going to acknowledge the policies that are in the consent and the work that was done to make sure um complaint that it has more view. >> Thank you. Thank you, Heather. Uh, with that, do I have a motion to approve the consent items? >> Submit a motion to approve the consent items in aggregate. >> Do I have a second? >> Second. >> All in favor say I. >> I. >>
182All right. >> And congratulations on a school year being done for this crew. >> Look at that. >> Not without small amount of effort. >> [laughter] >> No, no, no. [laughter] >> Come on. So, your summer has a different feel to it. Let's I mean, I know you guys are >> That's true. This >> place does have a certain lift to it. [laughter] >> Meeting dates. Um I know the July meeting dates are on the calendar, but it is on an as needed basis. If we have an emergency and we need to have a meeting, we'll hold it. So, it's on the calendar, but it'll likely be cancelled. >> Okay. >> This was the July >> the July one. >> Okay. All right. Any other questions on announcements, reminders, requests? >> The next one in
183July. >> All right. The meeting is adjourned. Thank you, everybody. >> Thank you. Welcome. Got them.