001Next week is holidays, right? Is it >> week? Still got a couple weeks. Two weeks. >> Oh my god. Okay. >> Nice to be retired. I was going to say >> 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 on board docs. Any person who requires accommodation to access the 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. All right, that being said, uh I'd like to report that there's no action taken as post. All right, and today
002we have nobody to lead us in flags. >> You are the leader. >> Right. Please raise your name on your heart. I pledge allegiance to the flag of the United States of America and to the republic it stands one nation under God indivisible with liberty and justice for all. >> Thank you. So we all get to ask questionable me. >> All right. I'd like to report out that there's no action taken in close session. And with that, can I get a motion to approve the agenda? >> So moved. >> I have a second. >> I'll second. >> All in favor say I. >> Calling in or is he coming in? >> He said he is coming in. Okay. >> He was a few minutes away. >> Okay, perfect. >> All right. And that he would
003join us here. >> U comments from the public. >> That's me. 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 unagendized 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 not include placing the item on a future meeting's agenda. If you would like to address the board this evening, please complete the blue comment card within the first 15 minutes of the board meeting being called to order in public session. On the court on the card, please list the agenda item you would like to speak to.
004If 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 the organization you are representing. Comments are limited to 3 minutes per our board governance venue. Do we have any public comments this evening? We do. >> Thank you, Helen. We'll now move to the superintendence report. >> All right. Good evening, everybody. Well, before we dig into the report, I would like to say thank you to our three little EDS huskies who um had our lemonade for us and staff starting at 4 today. and you missed the K-pop demon hunters concert on top of their lungs. Um, so just want to say thank you to the families for organizing that and I know that all the proceeds will
005go to support MEF and um staff had fun with that and I think you did too. So >> all right, we'll move on to the next slide. Thank you. So tonight Chris will present a more detailed outline of the governor's proposed budget for K12. In a nutshell, the governor is providing some one-time additional resources to schools, but at the same time, he is reducing the cola, which is what we consider our ongoing revenue. So, over the past several years, Merlin has made some very intentional decisions um to protect student supports in our schools using those one-time COVID funds from state and federal to make sure we could keep those supports in schools. And I think, as you know, those CO funds have now expired. So, as we look into building out our budget for the
006next three years, um we're going to be looking at our enrollment, our staffing, and making some adjustments. And then I wanted to let people know that starting maybe later this week or next week, we'll be going out to our schools, presenting our budget, and bringing our community and staff involved. We met with MTA exec board last night to talk about this. So, we are gearing up for a season of um budget and staffing and conversations around that. So, and then we'll turn it over to Chris tonight to give you some of the details of the budget. Next slide, please. Well, Martin Luther King Jr. Day of Service. I want to extend a big thank you to Assembly Member Mark Burman for spending Dr. Martin Luther King Jr. Day in Latimer Garden. Morland School District Board
007President Shriram Chhatrathi and principal Hillary Gil joined more than 50 volunteers including students, staff, family and community members. And so we want to thank parent, volunteer and MEF representative Amy Cody for putting that wonderful event together. So thank you for being there. Next slide. All right, it has been a busy week in schools for visitors. So Baker Elementary had the top fourth grade readers this month in the San Jose Sharks reading program. So Sharky and the Sharks goender Alex, let me see if I can get this right. Nadel Kovichic Nadelovich um came to visit Baker last Thursday. The player who goes by Ned answers student questions about his favorite books, which happen to be Harry Potter and Percy Jackson, and favorite team to play the New York Rangers. Congratulations to fourth grade teacher Mr. Slater
008and his fourth graders for um winning that uh reading award. That's amazing. And then the Sharks have a minor league team, the San Jose Barracudas, who visited Anderson Elementary yesterday. They set up the roller rink for a partnership with Kaiser Permanente's healthy living campaign. two fifth grade classes hit the black top with four Barracuda players to learn the fundamentals of hockey um and um entered into a scrimmage. We had ABC7 News, KTVU, and KCBS radio attend and interviewed fifth grade teacher Sado Hernandez. Every student went home with a stick in a ball. Be careful. Plus to a future Barracuda and San Jose Sharks game. >> Amazing. So, plus Sharks ice skating passes. So, a really big thank you to the Sharks for this partnership and for supporting our students. Next slide. >> Oh, next slide.
009Sorry. Um, let's see. I know the holidays are over, but I think you're going to want to hear this. So, we had our food drive. We completely shattered any previous collection records we have ever set with a 290% 298% increase over last year. So our donations this year were the equivalent of 11,776 meals. Last year it was 2,957 meals. So really big thank you to the Morland community for their generosity and um very excited to have that partnership with West Valley Community Services. Next slide. >> Loved the QR code by the way. That was amazing. >> I think it was very helpful. Incredible. >> Keep doing that. >> I would like to thank our music teacher Niels Johnson for hosting the jazz workshop last week at EDS. a really great evening where both EDS and
010MMS jazz bands had the opportunity to see local professional jazz musicians perform and then get instruction and training from them. Thank you to all the parents, students, and musicians who attended and thank you to MEF because I believe they do support this workshop and have for many, many years. Next slide, please. All right, we've received really great feedback from our president's council last month on enrollment and we are broadening our outreach to spread the good word about our district. So, in addition to our digital ads, Moren delivered copies of our annual report to realtors offices in the area to promote our district. We also had to add an additional TK tour date because the demand has been so high and we are working on a parent testimonial campaign um for social media. >> That is
011awesome. >> And then last but not least, we are having our very own job fair here at the Morland District Office. that will be on March 11th for certificated uh staff members who are looking to join the Morland team. Um we are promoting this event with local colleges and online as we share what makes our district so special. So we are hosting our very own and I don't know that we've had this in a long time if ever and so we're really excited about this. Thank you for this addition. Um and anyone out there that's listening this is a great place to work. So, we invite you to that March 11th job fair for certificated positions. All right. And that is what I have for this part of the agenda. Thank you. >> Thank you,
012Dr. Cob. Board communications. Whatever you want to >> Nothing to report on my end. Nothing to report. >> For me to report. >> All right. I got a few things to um to talk uh to kind of report out. One, thank you, Dr. Cart, for talking about um the uh the day of service at Latima Garden. I had a I had the pleasure and the honor of being there as well um and welcoming uh Assemblyman Mark Burman and his team um you know they came as an entourage. There were a lot of people and uh they were not uh afraid of getting their hands dirty. They rolled up their sleeves and you know um they really helped out. It wasn't just a be there for the photo sessions for a social media kind of a
013thing. they were really genuinely interested in wanting to be there. So, um thank you for that. Uh thank you to uh Assemblyman's office. And post that I also got a email from uh one of the uh leads in their office offering any kind of support and help to the school board um sorry to the school district as needed. Um obviously we have a channel of communications open to them um as well. So that was one. Second thing is I had the I represented the board in a conversation with Annalise um Berwick I think her last name and she is from uh supervisor Ellenburgg's office and she reached out because she is the coordinator for um all the work that um the supervisor does in for schools and libraries in the community. So she was kind
014of like doing a road show and wanted to kind of get to know um all of the school districts um and what our priorities are etc. So, uh, I talked about what makes Merlin special, what makes us us, and again, uh, I connected her with, um, Moren because I think there's a wonderful opportunity to kind of do do a bunch of, uh, things together, like for example, you know, Moren will have a lot more ideas, but even as simple things as having uh, supervisor Ellenberg to be at one of our reading days, for example, because she has done that in other schools and so so on and so forth. There's a lot of opportunities to um to kind of get Morlin's name out there as well. >> So, more to come on that. So, those
015are the two main updates for me. >> Thank you, Shir. That's wonderful. >> Thank you. >> Absolutely. Um All right. MTA Union update have a show. >> Hello. >> Hey, good evening everyone. So, we have a few shoutouts, not many. We have the winter theme because it is technically still winter. >> Danielle Cromwell, Jeffrey Spafford, it was so great to be at science camp with these rockar ladimer teachers. We had so much fun hanging out all week with you. Brenda Baline and Jennifer How. That's a great picture. All pain staff, huge shout out to the entire pain team, certificated staff, classified staff, and our fearless you are duty heroes. Your positivity, growth, mindset, and roll up your sleeves attitude fuel student growth every single day. Because of you, pain is a place where students feel
016supported, inspired, and genuinely excited to show up and learn. Thank you for bringing the heart, hustle, and belief in my kids. It shows and it matters. Judah and Mariah, >> thank you. >> Joanna Simon and Heather Walker, thanks for your thoughtful conversation on student work and sharing resources forformational writing. Jeffrey Stafford, EDS sixth grade team, Edmina, and more. Thank you to me Klene, Joseph Sin, Laura Flanders, Abby Fernandez, Katie Morsa, Tommy Fujukawa, Sher Vasquez, Chelsea Ancow, Maria Kenny, and Kim Valentine for supporting me while I was sick and also helping with the transition as I take maternity leave. What an amazing group of Kay. >> Thank you so much. Thank you. And I know it takes a lot of effort to kind of put a deck together and I really appreciate this. So >> I
017mean it does awesome. >> Thank you Jo. >> But thank you for coming and reading. >> Thank you. >> Go home. >> Thank you. >> And uh for my report on the 2026 2027 governor's budget proposal. Chris. >> All right. Um so as you know the state the governor state proposal came out in January for this every year and so Efron and I went up to the school services um workshop and kind of gave us an overview. So I'm here to kind of present the general as you know there's a whole process comes out in January. The um trailer language comes out in February. Then we get to the May revise then we get to the budget right the whole process. So this is just the first stab at it from the governor. So, I'm
018just going to go over a few things so you kind of see kind of what this uh budget is looking like. All right, the first one is kind of the budget and the economy. So, this kind of, you know, the gross domestic product, I'm not going to read everyone, but equities market is a new all-time high. Um, there is some uncertainty in the stock market as we know. Um, a lot of it is being driven by a few of the tech companies. Um, so there's still that um out there. He does have a balanced budget for the 26 27th fiscal year but projects a deficit this is the overall state budget not just education side uh projects a deficit of 22 billion in the 2728 so that is you know something that we're looking at
019uh California tax collections are outperforming projections um one of the things on this slide that I think you know we want to highlight is that the governor's budget for the revenue is based on everything pretty much staying status quo >> so no economic IC recession uh stock market stays the same. Um so he's really relying on that. We know how volatile it can be just with the overall political environment, the ups and downs of the stock market. So it's something that we'll be looking out for as we progress through the year. Um this is our big three, our taxes. So our personal income tax, corporation tax, and sales tax. Um what I want to highlight here is the enactic budget. And you can see all payment slightly lower than the governor's budget. >> So it's
020something that, you know, we're going to look at. You know, a lot of times he's he's a little bit higher, not too bad, but a little bit higher. So we're going to be watching that as the LAO comes out with their recommendations. Um, and moving forward, uh, the minimum guarantee. So the 2627 minimum guarantee is looking at about 7.7 billion higher than the LAO predicted in November. That's going to be great for education because um that's an additional 7.7 that we get towards that guarantee. However, and I'll talk about in a little bit overall is the governor's personal income tax assumptions are about 17 billion a night. So these are all assumptions that they're making. So we need them to come through fruition for this budget to kind of stay status quo. So something we're
021going to be looking at. Um and then one of the things I think it's the next slide. So, so prop 98. Um, so I think Newstone, you know, this is last year proposing a budget. He wants to put his mark on education. Over 70% of new spending is proposed for core education and key enrichment programs, which is great. And then nearly one-third is available funding to use to kind of replenish that rainy day fund. So, this kind of gives you um kind of an overview of where his priorities are. However, if you look at that last part, um he is drawing from last year's playbook which is proposing a 5.6 billion settlement which is 26% of the new education funding. Um so he's using this to address the deficit on the other side of the
022budget. So the non-education side. So here are some risk or Prop 98 local budgets. So declining enrollment um we know especially in Santa Clair County and across the state enrollment is going down and so with that it kind of offsets any you know potential gains we get. So we get cola which is at a 2.4 is what they're projecting but with declining enrollment kind of offsets it. So um with that we are looking at just making adjustments to align with our student enrollment um deficit spending. So, you know, a bunch of um districts are deficit spending. We as a district have been um purposely and intentionally been spending down our our fund balance to, you know, for those students now. And so, we're going to look at making those adjustments as folks said earlier. And
023then that Prop 98 settle up is concern. And so, what that means basically, I believe it's the next slide. Go ahead. Is right here. So a settlement. So what he's doing is he's purposely underfunding the guarantee. And so what that means is at the end there's a settlement, right? So the guarantee is in the constitution. X percentage needs to go. So if it's 120, he's coming in saying it's going to be, you know, um like 150 billion is what he's going to fight. The end of the year there's a settlement. The problem with this is just a comparison is in the past the state has suspended the prop 98 guarantee then their maintenance factor comes into play with that there's certain criteria so we get it's adjusted for inflation so as that money they're holding
024on to it it gets adjusted when they finally owe it it grows um so it grows with the cola and the changes in the 80 there's a constitutional requirement to repay it once the general fund revenues outpace personal income. Um, and there's this a formula in the constitution. That's our maintenance factor with the settle up, which is what he's proposing, is it doesn't get adjusted for inflation. It'll be paid back at a future time, but there's no actual timeline. So, it's up to the, you know, director of finance to determine and a state adopted schedule what that looks like. So, we don't really know when that money would come back to us. So, it's it's a little tricky. Um, then he can kind of allocate it how he wants. you can assign it to a
025specific program. So, we're going to keep an eye on that to see um school services is big in education and they, you know, are are advocating kind of against that of how he's doing it. So, it's it's something we're going to look at as we progress through the year. >> And what kind of what kind of uh economic conditions would cause them to do that suspension? when they feel they can't u afford it. So if it's coming if the projections are coming in at like 115 and LA is saying you know we can only afford 100 or 100 billion right so then they would come in and say we're going to suspend it then there's that factor >> so like if if the let's say the stock market took a dive a lot of our
026income corporation taxes comes from that took a dive they'd look and be like oh we need to do it so last time they did it go back >> yeah that's what I was looking at the >> yeah it was 23 24 was the last time >> okay >> so they did so it's been pretty recent do it often. >> Okay. >> Um and and right now the the assumptions and the projections are looking good. So they're not looking to do that, but he's using the settle up instead, which is a little a little bit trickier. Um here's our LCF funding factors. Um base grant 2.41% cola added to that. So I won't go through all of that, but this is what we'll use for our assumptions when we do the second intro uh in March.
027What he's doing here though with this settle up, he is offsetting the reduction of cola. So it was um projected at about 3.01, he's lowered it to 2.41. He is um proposing another discretionary block rate. Um they are predicting that it's going to be fully discretionary like the one we received this year. as a district, if it's based on the same criteria, we would get about 1.5 1.6 million from it. Um, which would help. However, you know, the onetime funds are just that onetime funds. When you lower your cola, you're lowering kind of your ongoing revenue out years. And so >> the reduction from the 3% to the 2.4 or is, you know, about 400 to 500,000 that we're losing ongoing revenue moving forward. So, it does affect us. So, we're going to look at
028that. But, you know, hopefully this stays where it is because um that will help. These are just some of the recommendations, but they are predicting that's fully discretionary. But again, >> so when we say a one-time fund for 26 27 27 28 rolls around that is completely gone. There's no >> if if we were to spend it. We always you get like 3 to four years to spend it. Usually there's like guidelines around it. Um we don't spend it all in one year. >> Sure. >> But there's no no more >> there's no more money. Yeah. you basically you get so what we'll do is and you'll see when we do the second interim we will use some of these assumptions is we'll have that assumption for state revenue in there okay >> in the
029out years you'll see that it'll drop >> okay >> right so like if we assume we're getting a million dollars in the 26 27 there'll be an additional million and then the out years you'll see that it does zero >> because you're not getting that revenue right so >> and is the distribution really usually just that year or is it do they break it out into like one point over three years or something? >> It varies. Um this year, so the the discretionary grant we got this year, they broke it into two allocations. So we received a chunk. We got about a little over a million this year. I think we got about >> I'll say about 7 to 800,000 in the first chunk and then the next chunk comes in. Okay. >> But usually
030they give it within that year. >> Okay. >> And then you have you know three years to spend. So in the budget assumptions because you mentioned it would show up in the one year and then not in the following years right would it >> would we identify how much we were going to spend? >> Yes typically yes typically we do we we put those and say okay we want to spread it out over the three years. This is where we want to allocate it for right >> you know we we do not spend it all in one year. So that'll help with, you know, the adjustments, but it it is one time and it's not. And then this is just the projection dart board. Um just the one change really on this one um is
031the cola. So it went from a 3.02 uh down to a 2.41. And like I said, that's about 450,000 of ongoing funds that we're losing by that reduction. And so the road ahead, as I stated earlier, we had the governor's budget in January. The budget trailer language will come out in February. They'll have all their subcommittees talk about it. The LAO will come out with their recommendations, and then we'll have the May rebas, and that's when we'll get a better understanding of what the budget's going to look like. Then um budget in June, which is actually before the state budget gets approved, but it's the standard process. But we'll continue to look out on any major changes, you know, keep everyone up to date with >> Thank you, Chris. Any questions, >> folks? Right. And
032this is a report, so no action necessary. All right. Thank you. >> Thank you, Chris. >> Right. Moving to discussion and action items. approved resolution of uh authorizing the Morland school district to enter into a transaction with California Department of Education. >> Right. This is um about our preschool regarding our preschool. Uh this is actually already approved. Um I mentioned it in the Friday report. Uh there just needed to be an update in the uh date and so we've done that here. In addition uh in a resolution there is a a signature uh page that you all have and uh in that we had a historical document that listed Shirro as the clerk and so we have posted that incorrectly and so we would we we will be signing the correct resolution. Um yes, >>
033but we do ask that you approve the resolution uh 04 2025 2026 um to continue our agreement with the state uh for our state school. >> I'll make a motion to resol question. Any questions from anybody? >> Nope. Okay. Do I have a motion? >> Yes. A motion to approve the resolution 2526 authorizing the Morland School District to enter into a transaction with the California Department of Ed as amended. >> As amended. >> And do I have a second? >> I'll second. >> All right. All in favor say I. >> I. >> Thank you. 6B. Approve the 2024 2025 school accountability report card. >> Right. Uh it's my pleasure to bring before you our um school accountability report cards uh also known as SARCS uh and each of the the schools are attached below. And
034this is a an annual item, but it's important because it provides transparency for our families, our community. uh and the data sometimes it's a little bit of a year behind but it is something that parents can always count on that they can go to our websites and and find the the the SRS and it does provide a little bit of information that our SIPS does not provide. So I think it is um it is a valuable resource. So we do ask that the board of trustees approves our 2024 25 school accountability report cards. So this is kind of like more of a a very a high level summary of the SPS in other words, right? But looking >> Yes. And it does cover a few different things um like our our um quality of our
035our buildings and such good rating and some of the things that the SIPs don't necessarily go into. The SIP is more uh data driven in terms of performance, but the SAR does include some of those things, but it additionally has some of the things as well. >> Got it. Any questions from the board? >> Just an acknowledgement. It's a lot of work. Um, but really, really important information and so thank you to you, your team, everyone involved. I'm sure principles and absolutely everyone in the district to to make sure it's as accurate as can be and >> absolutely >> transparent. Do I have a motion to approve? >> I'll move to approve. >> Right. Do I have a second? >> I'll second. >> Right. All in favor say I. >> Right. Thank you. >> I
036did say hi. Right. >> Thank you. Like I under my breath remembered it but >> yeah I know. All right. uh the midyear LCAP report. >> It is uh our pleasure. Mr. Christopher and myself will be presenting the midyear LCAP. Uh go ahead. This is a little background. Um that I provide is that this began during COVID. Uh we didn't previously have a midyear report. It it is actually kind of a nice check-in for us to see where are we with some of our data points. And so that is the intention is that you're you're not just waiting till the end to look at your progress uh and also share publicly where we are midway through the year. Um so what we'll be doing tonight is um going through each of our goals. Uh and
037uh what we will do is share the goals. As you remember, they broke through as we assemble um mirror the the strategic plan and uh discuss kind of our progress thus far in those areas. Uh some of the data is not available at this time. Uh in fact, the I Ready is currently they're taking those tests right now and and through February. So um the I Ready data is not there, but um at least we'll show you what we will be presenting in June. >> Okay. All right. So we will begin with goal one which is students are academically prepared and our uh first uh metric is um and you can compare the final window uh versus um our first window. So that was the end of the year last year uh compared in in
038Fonathan panel uh to the the first window. So while you see what may appear as a decline, you're comparing the end of the year versus the beginning of the year. So I am an optimist eternally and I think that these scores will actually by the end of the year especially with our early uh literacy focus will definitely um see some positive results. So I'm actually excited to see where we land at the end of the year on this particular one. Uh again, our I Ready benchmarks are not available. They're in progress. Um and so this is um our CAST data. Uh in the SIPs, as you saw, the principles present the CAST data for their schools. Uh this is our chance to present to you the overall data uh for all students and also our
039all of our subgroups. And so you see uh kind of a level performance with slight increase in in certain areas. Uh one of the things that I think we want to keep our eye on as our socioeconomically disadvantaged students. >> Uh very pleased to see uh some increase in our special education students. That that was um pleasing to see that progress. And we definitely had some real highlights in pockets as you saw in the SIPS as some some improvements that we're excited about. And again, this is the I Ready benchmarks that were in progress. But uh textbook sufficiency is important and we have 100% um sufficiency in our textbooks, which is basically means that all students have access to curriculum materials. And and I'll just say that um I can uh when we finish that
040second window in February, I can provide something in the Friday report just to keep you updated on the I Ready. >> I think that be that'd be great. Yeah. >> Thank you. Great. >> All right. And then uh ELPAC is off to a good start. Um our reclassification rate is 8.2, which is an increase um already and midway through and we're just really starting our second round here. Mhm. >> Um and um again, we're just starting our second round, so the 31.6 is halfway. So hopefully if we could double that, we would surpass our our rate from last year. So excited about that. Uh the ELTEL number is basically what percent of the ELTELS are out of that total e student population. So that's more of not like a progress, but just a report of
041a number. So, um, now I'm at the stage of having glasses, so I have to keep, but, um, at this point, um, we're at a little bit higher number, 15.1%. >> And what? >> Uh, long-term English learners. Thank you for asking. >> Forget all these acronyms and education. All right. And then um I we are really excited about our MOO program, our afterchool enrichment and um ELOP program. We are serving um more uh unduplicated students already and I think that makes a huge difference. Um we'll be bringing to you next month the attendance um information that you had requested and that's one of the things we're really looking at is how can we use our more program to also uh do some attendance recovery. Uh but the the increases there are um pleasing midway year
042and then um uh students have a broad course of study 100%. uh at this point in the year our least restrictive environment um that is 61% of their student of our students which is actually a decrease from the 65% of our general um of our students participating in the general education um day. So that is the mainstreaming I'm not explaining that quite right. I'll say it one more time so it's really clear. the students participating in our general education for 80% or more of their day. Um last year our end of the year um number was 65%. Currently at this point in the year is 61%. It's a slight decline. We still are having IEPs through the year and perhaps that number could increase. Uh and that's our hope and we're definitely pushing for that
043but I think it's bringing to the surface we need to continue the inclus inclusion conversation. Uh all right next slide. >> So just so that uh I read that in my mind correctly just to say the media 61% means that 61% of the students are participating in general ed 80% or more of the time. >> Yeah. Yeah. >> Okay. And Okay. And that's indication of moving away from IEPs and into the gen or not necessarily. >> No, basically within the IEP we say how how much time should this student be mainstreaming. >> Okay. >> Right. And so our goal is to have them mainstreaming as much as possible. >> Got it. Okay. And >> so if we're decreasing in the amount they're mainstreaming, even if it's slight Okay. It's something that we want to take
044a look at. >> Okay. Got it. That helps. Thank you. >> But it's driven really by the IEP and the and student need, right? >> Right. >> Yeah. Right. >> There are also things that you can look at like how much time are we pulling out students with IEPs out of the GenEd classroom to do other intervention. Right? So sometimes kids can be pulled out multiple times a day which then decreases the amount of time that they're in the general education classroom accessing their typically developing peers. So there are some levers and some things for us to really look at carefully within scheduling and intervention and how much time are kids in the classroom versus being pulled out. So it's not just driven by the IEP. >> So that's really interesting because I I always
045been curious. We hear about it in SIPAs and some very different philosophies and reasons for push in, pull out, all of those things. And so I would be curious to kind of learn more about that. I >> mean, best practice is that you would do more push in >> rather than pull out. Um, and so the more you pull out of the general ed classroom, the less time you have access to that grade level curriculum, right? >> Um, more time in intervention. So yes, it's schooling is is organizing it is a very difficult challenge. >> And who is it does is the burden on the teacher in the classroom to kind of track all of this data because it is it looks like it is like you know how do you keep track of this?
046Is it on a student by student basis? So the place that we gather this data from is from sir Cyrus our our special ed database. Um and so you could actually do a search and it searches the IEPs and it comes up with this number. >> Okay. >> That's where where that data point comes from. Um but again I think what Dr. is saying is it makes a lot of there's so many other aspects than just the IEP in terms of how how this should actually be looked at and maybe recorded. So there there possibly are other ways that we should consider um you know within a school site of making measures of this >> right and maybe this is a extremely naive question. How often can an IEP change for a particular student during
047a year once it's established? Is it fairly flexible that they could make changes to it as >> depending on progress, lack of progress? >> Okay. >> Yes. So, we usually have annual IEPs, but there are amendments and there are always the opportunity to to bring together an IEP meeting. >> Okay. Thank you. >> Right. So, we are very excited about all of our actions. Probably listed more than we have time to talk about, but I'll highlight a couple of them that we're especially excited about. the writing units is is something that we are seeing uh as we go through the school buildings uh being implemented and you know with fidelity they're actually um really gravitating towards these units and um you heard even in the shoutouts how they're helping each other and comparing notes and
048sharing ideas around them um which kind of leads to the communities of practice and our um professional development. I I don't think I mentioned that, but our um professional development um feedback rate is at 98 point something% um which is a a vast improvement. It's um almost a 10-point improvement from last year. Uh and so that's the communities of practice as well as our Stanford CET program in mathematics. Uh we have uh received a lot of um positive feedback because they have had time to really talk about the writing units and plan together and build bridges across our district to um really implement uh that curriculum. And I think the other thing that they have I and I've heard them at these communities of practice talking about is the phonics and the phmic awareness uh
049the at the primary level. If you go into the first grade community of practice, it is a buzz. They are just very even in December when everybody else had too much sugar. It was a buzz. Um and and excited to hear them talking about the difference um that our um early literacy program is making for their kids and um continuing to build our our our stamina in um small group reading. But adding this addition together is really making a strong program they're excited about for the kids. They're seeing the differences. >> Um, >> just a quick question on the Stanford CES set program for the math professional development that is still using the existing math curriculum, but it's more standardizing across the district how different sites are approaching >> approach instruction. >> Instruction. Okay. Got
050it. Mhm. >> Uh and and >> how often is that? Uh how often are these uh meetings? >> Most once a month. >> Okay. >> For the most part, uh >> we also have a community of practice model with that we work are working with CES set. Okay. >> They kind of worked with us and planned together and so they're doing something where we have a couple of teacher leaders in mathematics as well. Okay. >> That are working with them in in the planning. We will have two days that are just run by CES set where we're looking at the framework introducing kind of the the new um ways of teaching mathematics and hopefully it will set the stage for pilot um introduction what will not be a pilot or new curriculum next year. >>
051Right. Got it. And um is it are these uh excellence of what was the word that you used? Sorry >> the meetings >> of practice. >> Communities of practice. I don't know why I was cutting that excellence. Um >> excellent. >> They are excellent. That is true. I give you >> are they are they at a grade by grade level or is it more like you know they combine grades? >> They are grade bygrade level except for um middle school math. >> Okay. >> Has a you know a separate group. >> Separate group. Okay. That kind of makes sense. Okay. >> Yeah. >> Thank you. >> All right. And uh we just mentioned the math pilot. We're very excited about that. Um Dr. Cloud and I were out in classrooms and and seeing it in
052action. It was really fun to see the kids grappling um with the new this new curriculum and to to see it right there and asking them questions and hearing how they're thinking about math in a much well I felt like it was very rigorous uh way. So it was it was great. >> And right now we're piloting one curriculum or two curriculums, two separate curriculum. Um right now we're just piloting the California mathematics. >> Okay. >> And we're doing that um K8. >> Got it. >> And the second one will be >> the second one will be at the end of six weeks. >> Got it. Oh, six weeks and then six weeks. Got it. Okay. >> Okay. And then uh just to kind of top this off, we're also learning leaders and um spending
053our time both in ILT and in leadership looking at the um opportunity myth and opportunity makers and um really trying to build coherence in our leadership and and how we are are learning and how we are putting together all of our initiatives and thinking about um cohesion in our district. So great No. Um, so as you know, back in June, we had the budget for the LCAP. So, this is just midyear expenditures. Um, the belt a little left out. And you're going to see any budget. Um, best guess of what we're going to do. You're going to see some positives, some negatives. uh we don't spend it you know exactly straight down the the 5050 when but this is basically from July through December. Um, next slide. You can see the end. Really look at
054the the graph. Uh, you can see it's a pretty good split though overall when we're looking at goal one of 4852. It's kind of where we are. And so everything kind of evens out. The ones that don't have a budget, um, I kept in there just so you know, we have those actions, but they don't necessarily have a budgetary tied to it. Could have been our second year of the OKAP could have bought the material >> for, you know, various various reasons. So like for example for technology we wouldn't expect it to be 124% of the expenditure for money. Got it. >> Oh >> gosh. >> All right. So moving on to goal two. Uh students are actively engaged in their communities and are globally aware. This is going to be a >> Oh, uh
055there there is no current de data. We use our climate and culture survey uh which is given in April and then the results from that uh feed into the OKAP. So at this point we have no new new data uh to speak about this. Uh however it's still very important. So, we did um talk to our school sites and and solicit some information about what are they doing to meet this school. And >> I I love it when you think you know what's going on. I listen to Dr. Cos reports and then there's still some new things that I hadn't heard about. So, I'll just highlight a couple from each or one from each school. I was really excited about um Anderson's junior yard duties helping resolve minor conflicts. I and I think when we
056saw the leaders come to um do the the pres the flags presentation, you could see that ownership and the leadership and it it really um meant something to the kids and to see they're making a difference in their own schools. Fantastic. >> Um and Baker sent cards to troops overseas for the holidays. >> All right. >> What a meaningful thing to do for kids. Um and Country Lane they students partnered with Lowe's and pushes to prepare 200 sack lunches for the unhoused in the second grade. Next slide. And EDS uh they did the gift of time where they um give their time to others. And uh when Dr. Dr. Cod and I were doing walkthroughs at EDS. We actually saw some pictures of their giving and I saw this student helping their neighbor picture of
057the student raking leaves for their >> neighbor and I thought how you know in this world where sometimes we forget to >> make a difference um in our own little society in our little global world. It really um touched me to see that picture. >> Absolutely. And uh Latimer collected 300 boxes of cereal on their cereal drive and hosted over 50 people on the Martin Luther King Day which we saw today as well. Next slide. Um MMS the holiday read program where the the students go to their elementary schools and read. And I think that what a powerful statement uh that reading is important but also that I once was a student here and now I'm being a role model for you and showing up and I think that it's so meaningful for the teachers
058obviously they get to see students again but also for for the the kids receiving and giving and uh Payne I think we also saw the elevation of their student leadership um but the fact that they developed sportsmanship ship rules and kind of like combined to to create regulations for their themselves. What an empowering thing to do. Um as well as I love the walk and roll. So great highlights from our schools making a difference. >> Uh so goal two med expenditures um by action again you know you can see some of the actions don't necessarily have a budget tied to them. Um but we are in line our main budget is about 63% compared to 37% expenses. So as we uh continue to go through the year those numbers change at the end we do
059a final kind of LCAP expenditure. um you know with some of the discrepancies maybe we overspend under spent we give an explanation of why you know so again when you budget you're giving your best guess of where we plan to to land and you know at the end we'll explain it >> the goal for each students have a strong sense of belonging and social emotional well-being and I think this is a again a a great check-in to see where we're at midway group. Uh our SAR referrals are right on target. Uh no no concern there. The attendance rate is just slightly below but almost virtually virtually those are the same. But we're really trying to increase that right now because that means um income uh if we can increase that. So that that is an
060effort that we're we are trying to make and we will be talking about that more next month. Um the chronic absenteeism, however, this is a a huge win for us. We're very excited to see uh this midway through the year. Uh that's a significant drop and that's something that we have been challenged with since CO is the chronic absenteeism rate. So to go from 13% to 10.4% at least at this point in year is great progress. >> Sure. I just want to call that out. I I'm I know that I've seen a lot of school sites um make a concerted effort in bringing that number down. It is really um good to see quantitative data that supports all the work that that that the sites are doing. >> It's a tremendous amount of work and
061every time they're asked, it's like a very personal one-on-one >> Yeah. >> um connection that's being made. And so I just want to echo amazing amazing to see it paying off. >> Dr. B, will we see that start to flow through to like the great schools like those? Because part of that absenteeism is captured in the great schools numbers, right? Or is it a totally different metric that's in that that continues to give us this? >> Not a great school expert. Yeah, I'm assuming they have to be pulling it from like states information, right? Reliable source. So it could as our as our you know my assumption would be as as the product obviously goes down should start to >> I know that they use our the academic data for sure in the the great
062schools to equate their yeah >> their their number but I I'm not sure what are all this that's something I could share with you. >> That's okay. I I think it my hope is that it does the same thing that we see a >> it makes a difference. Yes. Next slide. Uh again, uh these numbers are positive reflections of of where we're at so far in terms of suspension rate. Um nothing out of the ordinary here. Kind of staying about the same. Uh the expulsion rate again um not with that one's great and um we don't have really a dropout rate and um as I mentioned before our facility inspection tool is good which is what we would expect from our facilities. So that's great and uh again uh these last metrics are come from
063our um climate and culture survey and we will be checking on those uh in June. All right. So, our action implementation, we've had a lot in this area uh of implementation from professional development uh specifically addressing trauma-informed practices that went over really well and I've seen um teachers really gravitate towards using some of these um in in their classroom, some of the things that they learned. Uh we've also been including our classified staff in those trainings and they have also received behavior trainings from our BCBAS which is uh I think been monumental and instrumental in in what we're trying to do with our behavior model because if you just have small groups of people knowing this information and not spreading it out then you're only going to make this much progress by spreading it out
064to all of the aids. and empowering people to um learn the strategies of of of managing behavior and supporting our students. You're going to have aids teachers um and as well as our behavior staff supporting that progress. So, we're really excited about uh that and our our character strong curriculum implementation uh has been going really well. I I was planning on doing a Friday report at some point to give you the as actual statistics on um the usage because we're able to track that. So that's great. And um >> same things last time and midyear expenditures. I think on this one the goal it's important to see like the action for uh the investment in in the counselors and then if you look at the next slide this is the behavior support as well. So
065this this goal is really there to support our students. um you know we we've intentionally put in those supports to make sure you know this you know as we get farther and farther from co but as we came back we wanted to make sure we supported our students so that's what this so we are on track about 60% again you know fluctuates throughout the year >> and four and uh four and nine show up as site counselors etc right is that how >> yeah yeah four is like the counselors and then the behavior support or like our behavior checks behaviors >> and these numbers are where you would expect them to be >> mid year. >> Yeah, there's no surprises. We're right on sometimes, you know, they come a little lower if you have like
066a vacancy. So, you wouldn't necessarily spend the money because you're not somebody's not in the in the role. So, until you fill it, so that's where you get those discrepancies on it. So, but yeah, nothing there's no surprises when we go through it. Goal four uh staff partner with families and community to foster connection, communication and equitable access. In our first slide here, we have um one midyear progress and that's attendance. We have DAC meetings which is our district elac meeting and um we consider it 100% attendance when you have representatives from each school. That's very important to us that we have representatives from each school and and we do. So, uh, we're at 100% right now and I hope to continue that through our DAC meetings. Next slide. Um, and, uh, and several of
067these are not available until the end of the year, but we do have our community liaison uh, and actually really uh, instrumental. I don't know if you had a chance to read the express newsletter but at and there was a little feature on the topia and um the difference that she's making as a community lison and it's so important to have someone that is again connecting to that community and and bringing our families uh into our schools. >> How many community lones do we have? Is it threes? >> We have five. Five. What? Yeah, I didn't say that very short because some of them are part-time, so I didn't want to go into >> I know we don't have them at every school. I was just trying to think about what schools we had. >>
068Yes. All right. And so for actions, next slide. Um we um again are uh have a robust parent education program and continue um to add to that and also uh improve and we take we get from parents and um develop our programs further and um we are having enrichment opportunities through ELOP and we're continuing our adult education classes u and I think one of the things we saw in SPSA is the community events that our sites are having is increasing. It's very um good to see uh I think almost everyone's having a math night at this time. So that that parent engagement and involvement is definitely increasing. >> Uh goal four, we're right along right where we want to be. Um, so again, here's, you know, you know, there's some some that are right on
069target, some a little more, some a little less, but yeah, we're a little harder than we need to be. And you can see um, you know, this particular one, we extended about 64%. You know, a little higher, but we're we're right on target. >> Okay. Our final goal, Morland attracts, develops, and retains a diverse workforce that represents our students and community. And uh we have some really positive um data points here. Uh teachers in appropriate assignments, 98%. It's very high, especially when you compare to other districts. And um well, we don't have our teacher retention until the end of the year. We've um continued to have a very high retention rate. Um, and go. Yeah. >> What is that like? How does that look when you're saying something like appropriately assigned teachers? Can you help
070me understand that? >> Go ahead and jump in. Um, if they're waiting to get their clad bridge that they come up as inappropriately assigned until they turn in the paperwork to get that bridge, it doesn't teach. It might be that something we're waiting on some paperwork. Okay. It might be um if we had a subfill in that's, you know, doesn't have everything in for the credential, but they can teach the assignment. >> Okay. So, >> it's usually more of a paperwork mismatch than a >> It's a paperwork mismatch. Yeah. Okay. They need certain things turned in at certain times. >> Okay. It's not like, oh, this teacher is not >> not qualified >> qualified to teach and therefore but they're still in the classroom. It has nothing to do with that. >> No. So when
071teachers are unsigned on like their emergency credential stuff, do they go under appropriately or is it still >> they're appropriately assigned because it's but it's their only emergency credentials are for so many days. Then if they go beyond that then it would be >> inappropriately assigned but they're still >> qualified. So that might be if like a teacher didn't come back from leave >> unexpected or a teacher um left and then we have to fill with somebody until we get a teacher who's appropriately assigned. >> Yeah. >> Because the only reason I ask is you know just from a lay person's per point of view reading that it's like where you have 5% inappropriately assigned teachers. What does that even mean? And it's like it's not what >> the word means. It's more of you
072didn't submit your paperwork. >> Yes. Or you're waiting on paperwork. >> Are you waiting on paper? >> Thank you. >> Hi. >> All right. And again, I was speaking about the great HR department. Um we're uh finding all kinds of ways to recruit new um creative uh whether it's through digital or social media um or having like a the fair that um spoke about earlier. These are all ways to bring people into Morland uh as um staff. And um I think the other thing that I'd like to to highlight is given uh you know the reports from the governor's budget, we have to be thinking about being fiscally responsible, but how do we also um find ways to stay competitive um in this kind of changing landscape? And I think we've been very creative over
073the last uh couple of years and and trying to change the salary schedule and and trying to make things um more attractive and uh I think we've accomplished that to to a large degree and so I think we're in a really good place and I think our creativity will also be needed again. um and and looking forward to seeing what the magicians um are able to uh I do think um one thing that's special about Morland is our retention is something that should always be celebrated and highlighted um that people people do stay here >> I know there's uh in the past you know there was concerns about our substitute pool we did a lot of really good work in kind of getting that pool appropriately staffed, etc. How how comfortable are you in with
074where we are right now? >> So, we're comfortable because our substitutes are now saying we're not giving them enough work. >> Okay. >> So, we're at that kind of balance point and we do have more people who like have applied that we can dig through. Okay. >> But we don't want to bring more on when you could also lose really good substitutes because we're not giving them enough work. Fair enough. Um, so we did attract a ton. We went through speed dating interviews and we onboarded a whole bunch of subs. Um, and we also hold them to a professional line if we feel like they're not meeting our Morland expectations for a sub. We have released some of the substitutes because they haven't met our expectations and when they're interacting with students and staff. So,
075we do want to also be careful that we hold that bar. Substitute teachers should be held to the same standard of professionalism and handled with kids as one of our own teachers. Um, so yeah, I think we're staffed. Um, sometimes we do have to use the um, agency, but a lot less than in the past and not enough to >> do another huge hiring pool. >> Yeah, >> it's good to hear. Thank you. Mhm. >> And again, we're right in line of water as far as our midyear expenditures and then as we get into June, we'll do a final expenditure and end of um I would like to point out there's one year error on this 24256. So >> I know so make that fix. will only be the date that gets changed. >> Okay.
076>> With 100% increase in charts, it's tough to keep up with. >> Any further questions? >> I'll send it to the board. Any other questions? I lost mine along the way. >> Thank you so much for sharing with us. >> Yeah, >> I appreciate the work that was put into this. It really helps to see how he that tied in the goals and how to visually see that and at a mid-year review and see what actions are being taken and how those are being implemented. It's really helpful to understand and see. Thank you so much for the work. >> That's always a question, right? Because we're we're always curious. Yeah. >> Um we're taking action or or we're imple y'all are implementing things and programs and all of that stuff. And I know we all
077know that there's tremendous work being done. Um but also we want to be working as smartly as we can be. Um and so this is this really is a a really helpful data point. >> Absolutely. Clearly a ton of work has gone into to this uh to the media reviews. So really appreciate that. Thank you so much. All right. Having said that, um I do believe that uh action is necessary. Do I have a motion to approve the 2026 LCAP media report? >> So moved. >> I'll make a second. >> All in favor say I. >> I. Moving on to the consent items. Any questions on the consent items? Hearing none. Do I have a motion to approve the consent items? >> I'll make a motion to approve the consent items in agreement. >> Right.
078Do I have a second? >> I'll second. >> All right. All in favor say I. >> I. >> All right. Thank you. Future meeting dates. Any updates? >> You're not here for the the February? Yeah, I'm going to be absent for the February 10th uh meeting. Uh and I we have a board retreat on the first >> This Sunday. It is this Sunday. >> It is Sunday. >> But it's not for both. Thank you. >> It is or it is not. It is not. >> It is not. >> Shoot. >> Because I might have been absent. >> I know. I know. Congratulations to you and the Seahawks. >> The Seahawks are going to take it all. >> Yeah, >> pass. >> All right. Any other comments on future meeting dates? Uh, announcements, reminders, requests. I
079do have a request. Please take a look at the spring site visit schedule and sign up uh appropriately so that then uh we can work with Debbie to kind of get the uh meetings on on the calendar. All right. Anything else? All right. If nothing this meeting is adjourned. >> Thank you everyone. >> Thank you all. That one.