June 10, 2025 Board Meeting

001to touch. Feels like a break. She sure does. Break. Coming though, right? Said she was, but picture. All righty. One's ready. I'd like to call this meeting um 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 the Morland School District website as well as on board docs. Any person who requires accommodations to access the meeting has been asked to contact the superintendent's office within 24 hours of the meeting. This meeting is being recorded and may be published online at a later date. And I get to lead us in tonight's flight salute. So, if you would all please rise. I pledge algiance to the flag of the United States

002of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. It's definitely not as much fun. I will report out that in uh tonight in close session, the board took action to approve the following student matter stipulated expulsion case 242501. The board accepted the recommendation of the stipulated expulsion order and move to the approval of tonight's agenda. So make a motion to approve the agenda. For tonight, all in favor? Hi. Hi. Comments from the public. 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 proclude any action. As an unaggendized item, no response is required or permitted from the board or district staff. And as already stated, no

003action 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 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 items 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're representing. Comments are limited to three minutes per board governance manual. I don't think we have any blue cards today. All right. Thank you. Thank you. All right. Uh, superintendent reports, Dr. Claude.

004Okay. Well, um, don't go to the next slide yet, Ulyses, because I've got quite a few things before we get to the next slide. Um, I want to say congratulations and thank you to our three assistant superintendents and their new roles for finishing their first year. Well, almost. Tonight's a big night for Chris and for and for Jen. Um, and also our new principles and assistant principles. It was quite a year. Magnificent. I'll just leave it at that. Um, and so nobody's actually watching except for Evangelene, but still. Hi, Angel. Hi, Evangelene. But I just want to also um I think that Kim will be coming later to give a report but I just want to thank her for her leadership this year. Um MTA has been a wonderful wonderful partner and as you know

005we will be bringing the um the collective bargaining agreement to you for your approval at the next board meeting. So perfect. Um and not yet Ulisses not yet. I just got back from the leadership associates conference which was in San Diego, California is my favorite conference of the year because the content is so good. Um, so this year we really honed in on staying focused on what what is missionritical to our work and not getting distracted and building coherence throughout the system so that you stay focused on what's important and really bringing people into the vision and the mission without um, you know, not without but like while building that meaning for everybody about you know what is our work and why we do our work. And then also uh one of the most important

006learnings for me personally was we were diving into AI um and what that means for our students and the the title is the future is now. So, uh, our students are definitely using AI, whether it's Chat GTP or Gemini or whatever else it is, and the school district that was presenting to us, um, was really just amazing and thoughtful. They went through a two-year process with a stakeholder group from the community, students, teachers, uh, classified staff, leadership to develop what ended up being their handbook for the district. And there were three key u mindset shifts that they made. And so I just I wanted to share them because I thought they were really powerful. Um, so AI is not a tool, it's a teammate. Uh, if AI is not a shortcut, it's a skill set.

007and AI is not about rules. It's about values. And so they've been working really closely with their community to think about what ethical values we need to instill in our students as we bring them along and help them know how to use AI appropriately because it's not going away. It is their future. They will be the leaders in this world. And there are a lot of ethical concerns about the use of AI and the potential use of AI whether it's for good or bad. And so um it just really resonated with me. I feel a little behind in that area. It's not it's an area I want to focus on. And so um I was thankful for the opportunity to be um amongst other superintendents who are grappling with the same things and then hear

008from a superintendent that I thought was a rock star and led this work in her district. So um now you can go to the next So, promotion ceremonies. Last week, uh we celebrated our eighth graders promoting into high school. We had 428 eighth graders that were promoted this year. Uh each one each school has their own little flavor of um promotion ceremonies. Hopefully, you guys took the time last weekend to look for mermaid clues. We'll see. Um and then next slide, senior walk. So, we had, let's see, over 200 former Morland students come back to their schools and do their senior walks. And so, here are a few pictures um of those senior walks. It was really special. Um I know that some of our, you know, our former principles are going back into the

009schools and the kids get there's Kim and our kids get to see their former principles and it's um um a really just joyful time. And then of course the next slide, the last day of school, which can never beat the best day ever. Um, and so I just want to thank all of the staff for a wonderful year helping our students thrive and grow in this district, this Morland magic district that we have. And hopefully everybody enjoyed this last week. Um, I know that we all did. And then the first day of school will be August 14th. So get that on your calendar with the welcome back breakfast on August 11th. Next slide. So we also had our class of retirees. We had 11 Morland employees who retired and we received many many compliments on

010the celebration this year about how special it felt, how recognized people felt. Um it was just a warm um inviting environment. I want to thank Tasha and Debbie worked really hard on that as did Moren. And so, um, a lot of effort went into making that a special event and it was felt by the most important people, the people we were celebrating. So, thank you. Um, next slide. So, MEF uh had its last board meeting of the year. They passed a budget that will provide Morland with $120,000 in cash for the 2526 school year. In addition, they'll have the grants program where um students, teachers, families can fill out for the enrichment grants in the fall and in the spring. So, that will continue. And then new next year, we are looking into piloting a

011music program for our youngest TK students. And so, trying to get music into the classroom of our fouryear-olds. We will start with two classrooms in the district. So, not every class, it's a pilot. uh MEF is kind of known for that starting a pilot and see how we might be able to grow and so we are looking at partnering with an organization called music together. They specifically serve three, four and 5year-olds. So this is what they do. Um which is very different than serving a fifth grader or a middle schooler. So looking forward to see how that um might shake out. Basically the program would run for 30 weeks and kids would get a 30 minute lesson each week. So, we're still trying to figure out where those two classrooms would the two pilot classrooms

012would be. Um, so I'll let you know as soon as we land on that, but I am looking forward to um what that will bring. And let's see next summer projects [Music] play right now. They already like Wow, that was quick. We did get all the kids off the canvas first. Yes, we waited. But at about 12:30 on That's amazing. Um, so as you know, our summer cleaning crew is already off and going. Uh, each school site has a team of people that are cleaning inside the rooms. They're stripping and waxing the floors, shampooing the carpets, power washing the outside areas so that we're ready for the first day of school. Um, and then we have some new construction projects. So, the Latimer uh playground, which is underway. We're getting new HVAC units and a

013sewer system at Anderson, which will be completed at the end of July. Uh, new floor drainage system at the EDS kitchen. Um, and a new drinking water bottle station installation at the TKK Playyard at Country Lane. So, those are the bigger projects happening this summer. And then just a note, the district office is closed on Fridays. We people work their their days during Monday through Thursday. We close the district office on Fridays. Um and we are also closed on the upcoming June 19th, the Junth holiday. That's a holiday that all of our employees are off and we recognize that. So that concludes my remarks for this part of the agenda. Thank you. Good stuff. board members communications. I I'll go first. Um, thank you for not including pictures of the sewer project. [Laughter] It was

014nice to see uh the rest. A couple quick things. Uh, I had an opportunity to be at the Country Lane um site with Brian for the uh long pending site visit. Um, it was very it was very informative. I had a a pretty uh lengthy discussion with the folks there primarily on in terms of how they're responding to um a changing demographics. It's one of the school sites that has seen a pretty seismic shift and how they're trying to kind of um adapt and uh change towards that. So looking forward to kind of going back there next year to see you know what the some of the steps that um you know other folks are putting in place and kind of taking it forward from there. Uh as I had an opportunity to attend the

015retirement celebration. It was really great to see um folks that I thought I wouldn't see again like MCO was it was a nice surprise. I had an opportunity to say bye in uh in person. Um and we have somebody that we'll thank in person also again today. So uh and then I had the pleasure to attend all three promotion ceremonies. Um not going to say a lot about that because we have someone who had a very personal experience with one of the promotion service the ceremonies at least. But it was a lot of fun. My highlight was when all the little EKs brought sunflowers to Atlanta. But each one was uh was very unique. The the spirit of the school comes through in each one. Um yeah I just wanted to echo what Chiron said.

016The retirement um celebration was amazing. Um great to see an honor and the numerous years um that the our Morland employees have really put into our district. Um it was just an honor to be there and same thing for the promotions. Um always great to um first of all congratulations to teachers, the proh the eighth graders, families. Um, it's just always so fun because I'm like, "Oh, they're going to go up to high school." And I mean, that's kind of like where I spend my every day. I always like wonder like how they'll be um what what their first day of school high school will be like. Um, but yeah, it was just beautifully um done every I went to Latimer and MMS's um and just yeah, congratulations to our own. Brian is not here,

017but Brian and Ryan also I graduated 8th grade and Well, yeah, for their students as well. So, yeah, this actually uh did go to obviously Latimer's. Um it does mark our my fourth graduating eighth grader from Latimer and uh it was actually it was very touching and special. It's really it's really great to see that come full circle. Um it's always well done. um little bit emotional but also at the same time I think we also had a a visit from uh our one of our previous teachers Wendy Johnson was there who actually taught each of my kids and so um it was really special to for her to be there um and for each of my kids to also see her and like the senior the senior walk is also really interesting because not

018only is it uh especially cool when the seniors from the high school come by it's it's awesome for the young kids to see the seniors uh come through, but also it's great for the teachers to see their students kind of thrive, right? And so, um, it was really great. I'm always appreciative of the the good work, uh, the good weather as well. It was great weather. Um, but yeah, it was a always a very good event. Well done. I also want to make a comment to uh the eighth grade speakers who are asked to go up there and make very great speeches. um very proud of them all all of them whoever has um been chosen to and well done always well done yeah absolutely I'll just add on to that it's obviously um a

019tremendous amount of work that goes into those promotion ceremonies and so um I think everyone is worthy of of celebrating but I want to um especially thank those that set up the chairs and make all the logistics come together and make it happen. Um, so I want, you know, super grateful for all of those efforts. Um, I attended a couple of open houses, Country Lane and Payne. Uh, just a terrific time of year to celebrate kids work. And I I just love how proud they ooze pride when they're showing their parents their work. And our teachers are also just thrilled to see their kids um kind of brightening about about all the work they did this last year. And so it's a real treat and an honor to be able to attend those. Um NEF

020meeting went really really well. Very excited. They are looking for board members. I think most home and school clubs and um parent uh teacher organizations are. Um, and so, you know, keep your eyes out for for someone in that role. Um, I want to also thank you all for the retirement celebration. It was beautiful. Um, I uh I I'm with you. I didn't expect to see some of the faces and um and it just reminds me how unique Morland is, but how long um people dedicate service to our our schools and our kids. And then the promotion ceremonies are always one of the big highlights for me. It reminds me at the end of the school year um while we're watching all those kiddos walk and um I just really um I appreciate your speech.

021I appreciate all of the effort that goes into that and um I just think it's just what wonderful way to celebrate the end of the year. So thank you to everyone involved in that as well. Um, and that's it for me. Just in time. A union update. Your last one. My last one. You're crying, aren't you? No, I'm not. Not yet. Submit it. [Laughter] More than you. Um, so it's been my privilege to serve the students in Morland School District for more than 29 years. It has also been my honor to represent the teachers of Morland for over 12 years during two terms as MTA press. While I'm looking forward to retirement, everybody keeps asking me how is it like summer vacation. Well, I'm looking forward to retirement. I know I will deeply miss being

022part of this community. So tonight, I'd like to take a moment during my report to share a few reflections on my time here, as well as some hopes I have for the future of the district. So, like many others, I chose to come to Morland many, many years ago. I had offers from other districts, but there was something about Morland, especially Baker, that felt like home, and that's how I described it to everybody. I love the small size of the district, the strong professional development opportunities, and the support I received from both my administrators and my teaching team. I was given tools and strategies that enhanced what I already knew to be sound teaching practices. Morland truly had a sense of community, a shared commitment among administrators, teachers, classified staff, and parents to do what's

023best for students to ensure their success. Over my total of 38 years of teaching, I've seen educational trends swing from one extreme to another when it comes to programs and curriculum. At times, it feels like there's a race to find a magic pill that will instantly raise student achievement. But those of us who've been around in the profession for a while know that there's no secret formula. There are no shortcuts to student success. The most effective approach remains consistent. Relying what we know about how students learn, consider their physical, emotional, and cognitive development and view new ideas through that lens. We should always be open to learning and growth, but we must choose wisely, adopting strategies that meet students needs without discarding the strong process already in place. As my dad used to say, no

024need to throw the baby out with the bathwater. A lot of us changed in my time in Morland, not just within our organization, but within the broader community as well. In our MTA meant, we're often told that our demographics are changing. But those of us in the front lines don't need to be reminded. Like the canary in the coal mine, teachers are often the first to detect even the most subtle shifts. Whether we're seeing an increase in second language learners, students from socioeconomically disadvantaged backgrounds, families experience trauma, behavioral challenges, or learning differences, your teachers are not only aware of these changes, they are meeting them with compassion, dedication, and hard work. I have always said I have never met a more dedicated teaching staff than the teachers. And while our district's demographics have shifted, so

025too the surrounding and broader communities. Today, teachers are facing more external pressure than ever before. Increasingly, individuals outside of education, those without classroom experience, are interjecting their opinions and pushing their beliefs onto what we on the work we, the educational professionals, are trained to do. Too often, teachers are blamed, whether it's for a playground disagreement, a student or a parents object objection to an assignment, or the final grade they receive. Unfortunately, the default response these days to concerns is no longer a thoughtful conversation. It's become far too easy to send a scathing or hostile email rather than engage in a respectful dialogue. Believe me, it's become all too common for civil conversation to be bypassed in favor of hurtful and sometimes abusive messages aimed at those of us on the front lines. So, looking ahead,

026I have many hopes for the future of Mormon. I am hopeful that the district will continue to embrace the research behind the science of reading. Having worked in reading intervention this year, I can tell you firsthand, even many of our successful readers lack the phenemic awareness and foundational skills, phonics skills necessary to become truly strong, confident readers. Without these building blocks, we will continue to see an achievement gap as students who struggle unnecessarily. I've had many conversations with Dr. Baldwin about literacy practices, and I deeply appreciate how open, thoughtful, and collaborative she is in her touch. With her leadership and educational services, I believe that we are on the right path to helping students reach their full potential. I also hope that Morland will take meaningful steps to address the high turnover rate among our

027teaching staff. While salary is a factor, many teachers leave because they don't feel supported. And not just in Morland, that's across the board. With increasing external pressure from rising behavioral challenges in the classroom, our teachers need to know that leadership has their back. No teacher should feel fearful with being kicked, pushed, verbally abused, or threatened. And I'm encouraged by the changes underway in educational services, from the hiring of ABAs to the appointment of a new director. And I'm optimistic these changes will bring much needed support to our classrooms. But let me be clear, no teacher should ever feel abandoned or unsupported by their site administrator. And those harsh emails I mentioned earlier, they must be addressed swiftly and directly by site leadership. No teacher should have to endure verbal abuse. If a parent or community

028member has a valid concern, I absolutely support addressing it directly and professionally. But personal attacks or disrespect have no place in our schools and our communities. So, I'd like to close by sincerely encouraging each one of you, our board members, to take time to connect more deeply with our incredible staff, both certificated and classified, who make this district what it is. Visit our schools often, talk with staff, listen to their experiences and their concerns and their ideas, and just as importantly, share your own hopes for our future with them. You've been entrusted by this community to help guide their children through the most formative years, the first 10 years of their education. It is a profound responsibility and a remarkable opportunity. I hope we will use it to continue the strong student centered traditions that

029make Morland a truly special place. And with that for one last time I will say the opportunity to talk to you. Thank you. that you had spent 12 years leading it 11 the first time and then yeah I'm one this time it's amazing your contributions um and I really appreciate your heartfelt um directive um and feedback that means a lot to me to us um we recognize that Morland is a very special place and it's because of teachers and classified and it's because of all the people that are here who come to work every day with their hearts out and um dedication like none other and that includes you. Well, thank you. And so, thank you for all of your leadership and all the contributions you've made to Morland over 30 years. That's amazing. I

030started at 12. It's just amazing and you should be very proud and we are very thankful. Thank you. Thank you very much. Thank you. It's been it has been a tremendous place to work and you know like you used to say the best kept secret right it really is and thank you for all the work that you do as well. Thank you so much, Kim. And again, I I mean, I think our, you know, our connection to you is not just you being here for MTA updates or anything like that. It goes deeper. Um, you were our younger ones teacher, Ed Baker, still in high school, right? I only wish she was in high school. Like, I think she would listen to what we're saying. Uh but uh so I mean I think I mean

031these are all stepping stones, right? I mean we're very proud of where she ended up, but she's standing on the shoulders of giants to get to where she is. So I think uh these are all little steps that folks like you have helped create that. So and which is why you know I think people like you make public education what it is what it is. So thank you for that. And I mean I can't even imagine u you know 29 years that that's incredible dedication to to your craft at Morland. Forget about 38. That is that is that is and I hats off uh deeper deep respect. Yeah. I mean I I think Sham and Heather said it all. words truly cannot describe the passion, dedication, 38 years in education that I can only myself

032only hope, you know, to to be and to spend. Um, so I just want to say thank you. Um I think you it's always you know sacrifice and you you're putting always children's first and you're working in the classroom and then to do that also for the teachers I think is something that that is so admirable and our teachers you're right need a voice and thank you for being such a strong advocate for them this this past year. So thank you and enjoy your time. Yeah. Thank you. Thank you. Thank you. Okay. I'll just add that um you know what strike me the most about your speech was the utmost optimism of looking at us even as board members but looking at the future even when you're not here that really resonates with me because

033it means that even though you're not gone you're actually wishing well wishes forward and so with that I appreciate everything you've done uh for the district. I appreciate and I'll be back. I'm going to help pack test. So, I'll be back in that Dr. Yes. So, it does feel like at this moment in time that public education is in the middle of a storm and I'm sure that there have been moments in time when it felt that way. I wasn't there during those times. So, but this feels like a pretty big storm. And as stewards of public education, our unions play a role, our board play a role, our leaders, our teachers, our staff um in showing um the public what is really great about public education. And Kim, you have been an excellent partner

034this year and playing that role, which is a tricky one around partnering with the district but advocating for your members. And sometimes those two things can be tricky to navigate. And I just want to commend you on doing a job well done in that role. We appreciate you. And so I know you're going to have a great retirement and we'll see you again. But I do want to say thank you. I thought it was a great year. Thank you. It has been our team work and working together has been good and and I wanted to put something in the speech when I went around. But yeah, I I have great hopes for Morland and you know it will do well. the broader public education. That's kind of hard going to be harder to work on,

035but in our little insular community working together, we can show people this is what public education is supposed to look like. Thank you so much. All right, drum roll, please. All right. Now, we are on to the 2526 Morland School District budget report. All right. So, I'm here to Kim present 25 budget. So, we started back in January starting to develop this. Um before I begin, I just want to thank Ephine for all his supports going through his attention to detail. Um, and actually Van Goine as well. Even though she's retired, she still answers our texts. She's been a big help when you're, you know, we're sitting in there spinning. We just reach out to her and she's, she's been great. So, she's a great asset. All right. So, here we go. We'll start with

036um the budget presentation. An overview of our 2526 general fund budget assumptions. We'll look at the multi-year projections uh general fund unrestricted MYP and then some other funding sources continuing expiring and then what we're going to do moving forward. All right, for the 25 26 budget assumptions um we are looking at an estimate of about 30 3753 students in October. So that's CBED state first week in um October is what we are projecting. Um we are funded on an average or a three-year prior ADA of a little over 3661. Um COLA is 2.3. Um and that is applied to our LCFF, our categorical special ed and child nutrition. So we've included that in there. Um we are estimating about uh 95.77% ADA. As you know, we're funded on average daily attendance. Um this year we

037came in about 95%. So we're always working on our attendance getting kids in. Um we have some plans for attendance recovery. So we felt comfortable at that number looking forward. Um some of the assumptions we're making based on the May revise is a TK add-on of an increase about 2397. Uh that helps us with that 10 to1 ratio. Um we're looking at some one-time discretionary block grant money. And then we also included our um negotiated salary and benefit increases. Okay. Um continued we have some decreased expenditures to the general fund by utilizing expiring grants and restricted fund sources. Um so we're able to kind of move things around just to make sure we don't lose any money. So, we have some expiring grants, which I'll talk about at the end, that we want to make

038sure we spend so we don't have to send it back to the states. Stirs is steady at 19.1. Hers actually went down 26.81. Um, so usually it doesn't, but it did go down a little bit. Um, we are looking at a full contribution from our lease revenue, contribution from our extended day. Uh, we estimate around 90%. um you know parents go ahead and you know they they apply for the program they may say five days when they come in they say oh maybe we only need three so we only do 90% contribution just to give us some wiggle room um you know we don't want to go 100% and then it goes down and then we got to adjust right um we were able to eliminate the preschool contribution that is um as of now

039it's a new you know we've done some refunding so I think come first in term we're going to see how well we did with that so but as of now we're ble to eliminate that and then we have our um standard 3% set aside for machines repair and maintenance. What does that mean when you say elimination of preschool contributions? So if you remember in the past so we have our paid preschool um and we were I think the first interm was about 53,000 contributing from the general fund. Okay. Um, and so before it used to make money with the addition of TK, lowering the age range, we don't have as many in there. And so now it's starting to encroach on our general fund. Okay. And you know, obviously we need to be aware anything

040that encroaches in the general fund takes away from other programs that have. So um, as you recall, last board meeting, we did some reconfiguring with our preschool. Yeah. To leverage some of the state revenues that we're we're going to get. So kind of combined in. So that's how we're able to eliminate that contribution. So we're going to continue to look at that to make sure. Okay. And hopefully um all right, looking forward uh 26 27. So the first outyear enrollment at about 3,698. We did see this year it kind of leveled out which was which was good but we are still anticipating a decline because until we see a steady kind of flatlining of enrollment we don't want to um you know we don't want to say we're going to increase or keep it steady

041until we actually see a couple years or see some more data on that. So um which the ratio again is about 95.56 what we're predicting our projected P28A funded ADA. So you guys can see all that. Um, colola is predicted at 3.02. Stirs PERS remain about the same. I think PERS went up a little bit from previous. Um, special education contribution we're always looking at. It's one of those unknowns. We need to support our kids. Um, what we get funded for and what the actual cost is, there's a huge difference. So, we're going to continue to look at that. And then part of this multi-year is we do have reductions in our expenditures that are contingent on our ongoing and one-time revenues and our ending fund balances. So we're always going to continue to look

042to see where we are from first interim, second interim to see what needs to actually be done in order to make sure that we stay fiscally solvent. Moving on to 2728, similar data points. You can see stirs again stayed the same. PURs went up a little bit. They're predicting COLA at 3.42, 42, but that's a couple years out, so it's yet to be seen. Um, and again, slight decline in enrollment, about a 3% is what we're predicting. And again, same thing, special ed contribution, we look at it closely, and we have some reductions in there contingent on our ongoing and one-time levels. All right, looking at the unrestricted general fund um multi-year projection. So you can see our enrollment on top. You can see what our ADA totals are compared to what we are funded.

043So we're still funded on the three-year average. Um each year that we move on, that high number drops off. So you can see it's getting closer and closer. Um if we are fortunate to see an increase in attendance, it does take either the current year or the three-year average higher. Um you can see the ADA to enrollment percentages that we are assuming and then our COLA and then our funding sources and then all right so then we got our revenues so we got our LCFF funded sources um applying cola along the way other state revenue and local revenue and then you look at our expenditures and so you can see um certificated salary and again we incorporated our negotiated settlements in there Um, so you can look at see where we are. We're constantly looking

044at ways to uh just make sure the budget works. Um, we know once this comes to you on the 24th to approve, honestly, it's probably outdated because things change. Then we come back in in August 7th. [Music] All right. And then here are some other sources. So Enterprise, that's our extended care. So that's dropped slightly partly because of ELOP and I'll talk about that on our other sources. Lease revenues continue to grow. We have that tied in with the CPI. So every year whatever the CPI in December is is the increase. Um so it's a consumer price index and it's a minimum of 3%. It can't go over 5%. So let's say it came in at 2.5 the increase is still 3%. That's you have incorporated in our leases but it can't go over 5%.

045So if for some reason CPI came in at 10, we capped ourselves because it's not fair to the tenants, right? Um and then you can see special contribution, that's our big one. So um this year it's about 14.2. Um we're looking at some reductions and we're continuing to look at ways to try to reduce that a little bit. Um it's just difficult. Routine repair and then our ELO. um we're able to utilize those funds um for our um unduplicated students and uh so they contribute about a little over a million dollars. That leaves us with an ending balance in 2526 about 6.9 and you can see that moves down as we go through 2728. Then we have our required set aides our economic uncertainties um for 25 to 26. We still have the 2.2 to

046for our enrollment decline mitigation. Um but as you can see as we move forward we are going to have to utilize that to make sure work. So under questions yeah couple questions on the previous one one is um do we get any um relief at all from any funding sources for special ed costs or is it pretty much we have some federal funds but it doesn't cover anywhere close to that. Okay. Um the second thing is you know we're you're the assumption is that we'll see it decline the true cost decline. Is that a reflection of obviously declining in enrollment? Right. That's part of it is declining in enrollment. Are you talking about the special ed? The special ed specific. Yeah. So some of it is um students that are at an NPS that are

047moving on to high school. Okay. That's a big cost. Um, okay. Typically it's over 100 100,000 for each kid. Okay. Um, we're looking at reductions of of one-on- ones. Okay. Moving on. And so that's where we're looking at those those possible reductions. Yeah. But macro trend where what we're seeing or at least what we keep hearing from from my perspective kind of being outside the classroom is that the need for special is actually increasing. like not just from a dollar perspective but you know kids who need it etc. So are we kind of like are we being too optimistic and assuming that it's going to go down? I I don't think we're being too optimistic. One of it is we have um a behavior support plan that we're putting in place with BCA's behavior checks.

048Okay. Gives us more control over kind of some of that behavior um in both general and special ed. Okay. Um we're always looking at different supports. Um we're conservative in the approach. You notice it wasn't a huge decline um that we're doing. We're always looking at ways to um obviously help the budget, but we need to keep supporting the kids as well, right? And so it's not, you know, this isn't a a unique problem to Morland. It's across um education, special ed is um it's it's expensive. Yeah. No, no, it is. And which is why I'm kind of like, you know, thinking that I would not I would not have expected uh a decline, but almost kind of keeping it steady. Yeah, a lot a lot of it is the NPS. We had some extra

049expenditures this year, which is why it kind of bumped up to the point two, but those expenditures are kind of falling off the books. Got it. Thank you. All right. All right. So, looking at some other funding sources, um the universal TK, we have the increase in TK add-on, which I talked about. Um ELOP, what we're watching closely is they are lowering the or they're recommending lowering the tier one threshold from currently at 75% you're unduplicated. If you're 75% or higher, you're in tier one, which is a set amount. And then we are in tier two, which gives us they kind of figure out what's kind of left over and kind of disperse them. What they're doing is they're going to lower that number to 55%. Um, we are around the 47 48% so we

050don't fall in that category, but what it's going to do is more districts are going to fall into the tier one, which leaves less for tier 2. So, we don't know how that's going to affect us yet. This year, we currently had um I believe 2,000 per pupil um that met the unduplicated for ELO. And so, you know, we'll have to kind of see play it by ear. Yeah. Um there are when you fall into that higher category that tier one there are instead of offering only to your unduplicated you have to offer to everyone. So there are some strings attached. Um so the other thing is if districts don't use it that money goes back in the pot gets redistributed to tier 2. We get some extra funding this year because of that. And

051so we'll just have to kind of wait and see on that one. Is that uh red redistribution statewide determined at a statewide level or is it at a county? No, statewide. Yeah. Basically, it's kind of the the districts if they don't use it, state comes back it and then they redistribute it. Redistribute. Um Prop 28's continued funding at the current level. Um universal meals, we applied cola, so that is continuing. Um state preschool is continued to be funded, but no COLA is applied to it. Um and then the um arts music instructional materials block grants. That is what I was talking about with the expiring expenditures. So we're able to move some in there. Um we have probably a little over a million dollars um to spend and they expire at um June 30th for

0522026. So we're going to make sure we spend it. Um and then we're looking at the learning uh recovery emergency block grant that received a couple years back. Um, if you recall, they gave us the money and then they came in and said, "We're going to take some of it back. We're looking at giving a portion of it back to us." So, back back, right? So, we're yet to know what that exact cost is, but they are talking about giving partial refund is the right word or not. So, moving forward, so what we'll do on June 24th is um we'll put forth the budget for adoption. state budget needs to be adopted by June 30th. Um we have 45 days if we need to make any adjustments to our budget which falls in about September

053which is the same time we do our unaudited actuals and then in December we'll do our first interim group budget nice thank you thank you guys for your hard work. Yes. Yes. Um, quick question about um um ADA and I I'm trying to find the number 95%. Um, is that is that kind of the standard what other schools are seeing? Yeah. I mean, we saw we saw a decline after CO. Sure. We're up probably about 97 like 97% from CO then we saw the decline. So, it's been kind of steadily increasing. Um, I I think what we found though, at least what I noticed like when I was a principal at Baker is after COVID I I don't think families um I don't know, they know the importance of education, but they also want to

054take their vacations, too. And so, you see that you see that with the short short-term leaves that we have. And so, that affects our ADA. And so that's why we're looking at some ways for tenants recovery to leverage. We can use ELO funds to leverage that to hopefully bump up that percentage. So the 95 um you know anywhere between 95 to 96% um I wouldn't say it's a conservative approach. It's like an accurate approach of where we've seen the numbers. So that's interesting. It's more about um I want to say work life balance but that's not yeah well that's well I think that there is something about that like life balance balance balance yes I get that I I would think that um the the reduction would be a result of being more kind of

055hyper sensitive to the sniffle or the beginning in the beginning it was like that not so much anymore but u okay it is I know our schools everyone's working really really hard. Yeah. Yeah. So, we continue to work on that and and just, you know, make sure they know the importance of attendance and then know that that's how we get funded, too. You got to be in the seat. And just to uh help clarify, it doesn't matter whether the absence is excused or unexcused, right? If you're not there, you're not there. Sick days, non-sick days, nothing. Right. Any other questions? No questions. Thank you, Chris. And thank you for the mystery lady on the phone. All right. So, we will now hold a public hearing on the 2425 Morland School District budget. The hearing is

056now open to use this. Okay. Are there any comments from the public or the board? This is like the most intense moment. Well, now close the hearing. Yes. Which you should not take for granted. No, for sure. That's that is a really good point. Actually, it's I think honestly it's a testament to the hard work that the district has done, leadership and um team to be as transparent and communicative and um educational as y'all have been. And so actually I um I think that is a direct result of that. So thank you for all that. All right. So, we are on to the presentation of the social emmer em emotional learning adoption process and recommendation to approve contract. Great. Thank you. So, uh I'm going to do a short presentation just about our process um

057and pilot for our SEAL curriculum. And we'll start off with the the purpose. Why why did we experiment uh an SEAL curriculum? And this was something I actually brought um forth when Destiny was in my seat and she um took heed of some of the the the commentary and feedback that was being given by um our teachers and staff that our current um SEAL curriculum second step was not meeting uh the needs of our teachers and students and it was not as engaging as they'd like to see and they'd like to explore something else. And so we endeavored upon a pilot this year and um that so that was really our our purpose is how can we get something that is more relevant for students more current um and engaging as well as um accessible

058for teachers to use. Next slide. So this was kind of the timeline of our pilot this year. Um there were several meetings throughout where uh the the teachers were at first trained and then um they continued to explore the curriculum and had meetings where they would discuss uh the progress and some of the outcomes and then made a final recommendation in May. So the there is um California SEAL standards uh that are set forth by the state and um our folks that did the pilot uh took this survey uh about the two different um curriculums that we piloted, Wayfinder and Character Strong. And as you can see, the character strong um came out way ahead. Um it was unanimous uh pretty much while they appreciated the workinder uh they for our students in Morland that

059character strong was the the direction to go uh and it was being measured their opinion wasn't just an opinion it was being measured actually by the California SEO standards if that makes sense. Can you sorry can you expand on that on the question like aligns with most important to students and family like what was most important to students and family is that what the question is asking yes uh so in in the survey it connects the standard is basically what is important what is valued by parents and family okay and is that also connected to the curriculum and what did the I guess committee find or say that our students and families like was like most valued or like what was most important to them. Does that make sense? I see what you're saying. Yeah.

060Yeah. Okay. Yeah. What pinpoint that was most important to them that the committee members said yes, this curriculum matches that. Um though that's great because Lisa and I just talked about this because Lisa um Canon Bang ran this pilot and so forth and she said that uh essentially the community and family and friend connection that belongingness which we'll also talk about surprisingly in the LCAP uh as well today that that was the most important. Got it. Thank you. Sorry that was so convoluted. Yeah. No, I I I'm with you. I think that example helped u align. Thank you for asking that question. Okay, so um I think that in the end character strong aligned with the California standards um our goal three and in our strategic plan and um our LCAP uh is about those

061things that we were just talking about the belonging and uh the importance of uh SEAL social emotional learning for students. Um and and I think that um the the difference about character strong is that it is a research base. I mean so is the other one but um it it has adaptability uh for the teacher and the grade level. So you feel I think sometimes in the old curriculum teachers felt a disconnect between um grade levels and some of the maturity of the students. they felt like some of the the lessons were trivial for a seventh grader built kind of beneath them and in their engagement. So on your own if you've had a chance to and click on some of these so scope and sequence you can see kind of a sample of some

062of the lessons and so forth. Um I think that an important thing is that we don't want to roll a curriculum out well you know we're re recommending this curriculum and not have some expectations around it. And so that was something important to the pilot committee is that we would actually have some follow-through. And we have already presented this to the administrators that this is going to be an expectation is that we we do fulfill these lessons um as designed here 30 for grades 2 to 5 and um six 6 to 85 lessons. So um for the middle schoolers if you came up with freshman memory second step was only was it also for middle schoolers as well? Okay. Yeah. And I think that was where a lot of that feedback was coming from. Yeah.

063Disconnect. Um and we had a re really a wide variety of people and a lot of people that served on this pilot. So I wanted to thank them and um appreciate their time uh that they spent piloting this curriculum and really giving their feedback for the rest of Morland. Um so that concludes my presentation and we are asking that you um approve um character strong as our SEAL curriculum for Morland school district. Question when was the last time we went through an exercise like this? When was the last time the cutting was updated? That is a great question. I know we I was looking back at it. Do you remember? I think it was ago remember I think 2016 or 17 is what precoid yeah precoid so generally speaking the best practices is to look

064at this every like seven to eight years generally curriculum in that kind of a cycle is pretty standard. Okay. Um, I think in particular we we may have moved this one up sooner just because of the feedback from our staff. Got it. Okay. And something more engaging and more um current our students. Yeah. Yeah. Was there as you were kind of going through it um I'm be curious to know especially given I mean I think uh it's been 5 years well maybe not 5 years since co started but let's say 3 years since it been completely out of the picture um though technically you could argue it's still not uh how how much of that played into the conversations to be able to say the problem now is worse than maybe that comes across strong.

065The problems now are different than what they were a few years ago. I I definitely think that we were feeling that gap that we what we had was not sufficient and and and that the needs have changed and we needed something that could adjust to that more effectively. Did either of the vendors have anything specific in that area that they said, "Hey, look, we we recognize that this is now a changing landscape for schools and we have updated our curriculum with either new topics, new things that did you hear anything from the vendors?" I I don't believe we heard anything from the vendors, but I think that's what we were looking for. Okay. So, I think that our teachers found that within the curriculum. Okay. Um, I don't think that was a selling point per

066se of of they could have because that's what our teachers were looking for. Got it. Okay. Curious, how do we decide which two to pilot? That is a great question. So the the Lisa took a initial committee uh to look at what uh materials were out there and so that committee narrowed it down and then she offered up who would like to pilot in general. Okay, that's a great question. And in general is typically the top two like when you go through that process. Yeah. And was there a third that was in play that was in play? anything that was comparable. I think that it was pretty clear when they looked at the different curriculum that that these were the top two. And we also check with other districts as well and to make sure

067that um other other folks that have adopted it are feeling successful with it. Do we know do we know of districts around us that are using character strong? Yes, I cannot remember which ones at the time right now, but I Yes. Okay. There were definitely um some local ones. And then Lisa also has uh friends at the county office that she checked with uh and they made the recommendations as well. Got it. Go ahead. No, please. Um so um I appreciate the slide that um talks about how many lessons are expected to um be provided. Can you speak a little more to that roll out and and um and you mentioned wanting to make sure there's follow through um what what that looks like. So that's a great question. I didn't include all of that

068because that's a whole another level of um presentation, but um what we are doing, we actually this Friday have our first initial training and we're training all of our assistant principles and counselors as well as uh like a volunteer teacher from each site. And so they will be kind of the the experienced ones who will train the staff, right? So we'll be have about that small group trained by the actual character strong and then they will turn and um train their staff. The plan is the principles get to choose kind of the time period but they will have uh a two-hour training in the beginning of the year on how to use the curriculum. Um and then what they will have is a team that team um along with any administrators that want to be

069a part of that team will have a coach from Character Strong that will continue um through the year with training and implementation. And so they will have like kind of um checkups so like going to the doctor so that you can kind of check in. Are there having any issues? Um how is it going? and and and we really do want to have that accountability so that the assistant principal that will be on the team will will be making sure that we're going in and I know like at MMS they have already implemented some of this um and so this is a great opportunity to further kind of what they're doing but now we're kind of doing it whole district. Did you want to ask? Yeah. Um the $162,240. Is that a annual? No, that

070is a three-year contract. We get a special discount for that three year. Okay. Um and if we fine at least doesn't have that much um to cover it, which I think we do based on what we're looking at, we can always go to a mirror. Okay. Um but they give you a special distance. Thank you. And uh I'm assuming that as part of your evaluations or is at some point there'll be guidelines to say this is meeting our original uh stated goals etc. Right? I think one year is too soon. I think we we we have to look at it and evaluate it after one year and see where we're at and then the second year will be a stronger implementation. Okay. And I think that's when we really would kind of make that determination

071if if it's working or not working. I I don't really have any doubts that it will work. It's more if we really make sure that it's implemented with fidelity. I think that's an important part. So um and excuse me if this kind of sounds like a naive question, but for certain things like you know for math or reading it's there's the standardized testings etc. for topics like SEAL, how do we know that something is effective? So, our um perception survey, which we're calling the climate and and culture culture culture and like not coming to my mind right now, the climate and culture survey, um we have indicators on there that from students that could indicate an increase perhaps. It's it's not directly corre correlated, but it definitely could show us. Um we also have um

072opportunities for staff to give feedback. Okay. So that would be a big indicator if they think that it's effective and I think um generally also the site administrators have a good sense of the difference that it's making because they usually try to capture that. I'll be talking more about um having a Morland um support plan for our students that encompasses also the SEAL curriculum. Got it. Given given how uh significant seal has become in uh in conversations uh in most school districts, I wonder if there is been any work purely from a theoretical perspective to say this is ways to measure effectiveness of these programs etc. or anything like that. You know what I'm saying? So big districts have research evaluation um departments and and do program evaluation and they do program evaluation. Yeah, that's

073not something that small districts have access to program evaluation. Um but I think what we do have is we are looking at whether students tell us they feel like they're safe, they belong, they're um people are respectful, the students are respectful to one another. So if you look at the questions that we ask students on the perception survey, these are lessons that do tie directly into that. So I would expect to see an increase in those scores if this is being implemented with fidelity and we're getting good feedback from our principles and our teachers. Um if you see no growth in that and we're spending money on a curriculum and you do or do not see it showing up in classrooms, I think that would be a problem. But that would be an indication that

074we're not implementing with fidelity. with and um do we have data probably not at Morland but in in general in the industry um broadly speaking do we have any indications whether it's anecdotal or anything that says school districts that have very successful SEAL programs second order derivative is like you know student achievement actually goes up because they feel safe comfortable happy that creates like a positive environment for wanting to you you know I so do we know if there's anything like that so it's we're like this is like you know uh you're not going to immediately see the impact but you're going to see impact much later on. So there there are research articles about this, but funny you should ask because the opportunity myth has a new study out called opportunity makers. Okay. And

075it talks about the schools that are making a difference and kind of changing the trajectory for students, right? Um and there are three core um things that are present in those opportunity maker schools and culture belonging is one of them. Yeah. Right. Culture belonging. So, so like part of the recipe of a successful sort of student experience in school and student success. So, there are research articles that do correlate um how students feel at school and their perceptions of school with student achievement, but there's a new hot off the press opportunity maker research um that talks about this. Yeah. Again, I'm sorry for the deeper questions because I'm very curious about this because outside of public education, if you were to take the corporate world, there's been tons of research and tons of data that

076shows like, you know, hey, having uh having a great work environment leads to more productive employees, which is why, you know, you have foosball tables and ping pong tables and everything because there free lunches because there's now summer Fridays, there's like a sense of belonging etc which drives up productivity. So I was just wondering if there's anything is very similar. Okay. Thank you. Any other questions? I just want to um acknowledge you both mentioned implementing with fidelity and how important that is and so um I'll be curious to hear as we progress through the year you know some of the um successes some of the challenges whatever we kind of bump up against um just so we have a better understanding. All right. Um, with that, I will I would love to entertain a motion

077to approve the contract. I'll make a motion to approve the contract. Uh, Director Strong. Director Strong. Yeah. A second. All second. All in favor say I. I. I. Thank you. Thank you. Thank you. All right. Thank you. 2526 LCAP. I'm putting my glasses on for all the small print. I'm excited to present uh the LCAP this year. Uh the LCAP, as you know, is a three-year plan. Um it was introduced last year by Destiny and um she kind of kicked it off was kind of the new LCAP. So, this was our first year of implementation um the 2425 school year and we um we have done well and I'm excited to share with you all of the different things that have happened and also kind of what our plans are for next year. It's somewhat

078of a long presentation. So, um feel free to ask questions in between because you might not remember them later. You just caught um the California dashboard. I just want to bring that back. um to the the the conversation here. Uh the LCAP uh very much focuses on dashboard progress and the dashboard is the state's accountability and improvement system that provides comprehensive view how schools and districts are performing across multiple measures. It goes beyond test scores to include indicators like chronic absenteeism, suspension rates, English learner progress. Um, and and then it it talks about them in colors. So, I will talk about colors. I'm sure you've heard this before. Um, but the important part about the tren the dashboard is it brings to light things that maybe test scores don't necessarily um say on their own.

079Um and so I will be mentioning those as we uh progress through the the ELCAP. So we will begin with the annual update. Um and our um prog our first slide is our successes. Uh and we're pleased um to uh announce that our ELAN math maintained a green high status um 33.1 points above the standard. So that's uh very good compared to other schools in the state. Uh we're pleased with that. So that's that includes the whole district. So that is the the district's dashboard. Each of the schools also has their own dashboard to look at all of these measures. Um so the the I Ready progress which I didn't list up here is also um and I I mentioned the LCAP um midyear but it it also has been very um positive and we've

080seen um plus 21% gains in our I Ready scores and um we've also seen some improvement in our students with disability. They were in the red last year and then they have moved up um to the yellow uh in ELA and math um they're in the orange. So there's some positive definitely real positive movement um for Morland here. Um we had some uh great professional development this year and our writing professional development from um Colombia uh University Teachers College and it was rigorous. They were at sites. We were in I was teaching I was in there teaching kids. It was I learned a ton and I know a lot of our teachers and I think the the real fruit is as I was going through open houses and um classrooms towards the end of the

081year as you see the writing that they they actually took what was learned and you see the kids producing that fruit is it was really fun to see that. Next slide. So the um areas for growth um we continue to see um academic uh gaps in our um subgroup uh data. Um the ELEL's uh underperformed in ELA um they lost 6.3 points. Um, and you can see the the other ones and I think that is still very much a focus of ours is to make sure that all of our students are receiving um sound education and really that tier one instruction is so important um to reach all of our kids. So that that will be a focus I'll talk about later this um in a second. Um, the other thing Chris mentioned, the chronic

082absenteeism, uh, what's LTE? Um, long-term English learners. Okay, thank you. Um, Chris mentioned this, but um, chronic absenteeism, the definition is the percentage of students who are absent 10% or more of the instructional days they were enrolled, right? So, that's how that's measured. Um, we improved by 2%. not great. I And I think we're still in the red. So that means comp also compared to other schools that we're um not progressing as we should. And and I think he was mentioning that as a real area that we need to to focus on. And um I think that we have we have some things planned to strategically to really try to make a push next year. We're working within um as well as what Chris mentioned in terms of how we can recover some of that

083um absenteeism and and make it that proof. Um some other response. Yeah. Before we move on, uh when I see a number like -6.3, is that uh -6.3 below standard or is it - 6.3 from last year? From last year. Good question. It's from last year. It is from last year. Got it. So where that subgroup room registered last year. Okay. And but that's for the achievement. It's a different number. The 33.1 is above standards on the just kind of wanted to make sure that yeah the dashboard's a little bit different than just the SBA score. The way that they measure it is they kind of measure end points versus a percent. Okay. Where are the maybe I'm in the wrong place, but where are the kiddos who are um oh shoot what is the

084word not in subgrade when they no you all um we just celebrated 82 of them oh the the where we reclassified reclassified that's the word thank you yes and We and we do very well in that regard and that's some of the measures within the LCAP but in this particular um measurement they would be in the all student category. All student category. Okay. And as well as all students are in that category but they're not separated out into a subgroup any longer. They're part of the general population. They're reclassified. you reclassify now they're just they're no longer EL a subgroup but but they would be they would have been EL 2425 but they won't be EL 2526 depends on when they were classified does that I'm just wonder classified oh gotcha okay all right thank

085you um I think whenever we see some numbers like this and we concerned so I just want to ex you know talk about what are our responsive actions to these things. Um for the special populations, we have um targeted middle school supports. Uh we have a new story program um that will be implemented that focuses on really building some of those basic foundational language literacy skills for our middle school students. Um and language launch and 3D um and English 3D which we have already implemented but we will continue to implement those. Um, we also have a lot of supports for our students um in our uh behavior plan and all of the the roll out that I will be be talking about more in depth. We're also um going to be rolling out the new

086literacy screener and dibbles which you all approved a couple of months ago and um focusing on phonics and phmic awareness. So those are things that we will be doing to try to address these um areas that we have found um we need to grow in. All right. Part of the um OKAP is the budget overview for parents. So the budget overview basically provides information projected revenue from the general fund based on our fund source. uh the budgeted expenditures in the LCAP compares budgeted expenses with actuals and equates to uh equates to increased or improved services for high need students. Um so we have this chart here and if you look at the actual LCAP document if you noticed um the numbers get a little jumbled. We're working on fixing that so I made sure it

087was clear on our on our slides so you can see. Um so our total funds on the one on the left um equates to about 60.4 4 million. Um you can see 70% of that is LCFF funded. And then we have our other state funds, our local and our federal. When we pull out that LCFF, the one on the right, um we have our supplemental funds which are designated for unduplicated. So those are specific to make sure we're focusing on them to improve their achievement. Um, so we pull that out and you can see it's about 6% or it's 3 um 8 million. Um, so the portion left that is kind of our unrestricted is that 44.9 million um in the LC in the LCF. All right. So each year we seek feedback from our

088educational partners. From our survey we received as you can see um 531 52 total responses. We also met with um various partner groups including those listed here um which uh I believe Heather was a part of um as well uh our parent advisory committee and uh we we went to them to to gain additional feedback um from them of course um we also added students from EDS and Latimer last year they only did MMS as kind of a pilot and so we we went to all three schools this Next slide. Um, so the the survey uh that we sent out, the LCAP survey has an open-ended um question. So it allows people to to provide their comments in addition to prioritizing the actions that they think are the most important. Um, in our engagement with

089parents, we talked about um the strategic plan and how our LCAP aligns with that. And then we open the discussion on um the proposed actions and and really listen to them. What are their thoughts? What are they thinking? And the one thing that really surfaced with our parents was service learning. So I'll show you how we added that to the LCAP this year. Um our engagement with students, I have to say that was just so fun. I miss being around kids. And um uh we we actually got to meet Brian's um daughter as well when we did MMS and we we met with small groups and we had a chance to talk to them and we met with uh advocates, leadership kids and uh across all three schools and the the things that they expressed

090importance in feeling connected. So reiterating some of those things you're talking about Shiron, they're valuing friendships, right? um and appreciated teachers who challenged them. Music to my ears. Um I really thought would want to see this um that the the educational partners in the LCAP these were their priorities. These are the things that um overall in general that they prioritize. Um, so enrichment opportunities and I think we have really done a lot already and continue to do to meet these things. So I'm excited when they say these are our priorities and actually we're doing a lot in these areas. So I'm going to highlight just a couple of things for each of these that we are doing um because I think it's important that we realize this is this is important and this is also

091what we think is important. We're we're doing it. So enrichment um we have uh 41% of unduplicate unduplicated students enrolled in or more program um engaging instruction um as I mentioned we have the the sitebased PD in writing and and literacy and a focus in in math this last year and we have avid strategies embedded schoolwide um in Latimer and MMS um and then um mental health we all had counselors at every school site this year. Um, and this upcoming year I'm going to be talking about our new behavior program um that we have with our BCBAS. And then student belonging um is up 8% this year um to 67% of students reported a sense of belonging. Proud of that. I mean that that's great. And um we we really saw an increase in peer

092leadership across our sites and that's something that parents repeatedly said was important. Um and then in retention and staffing um we we have grown in our retention and staffing. Um HR is doing a great job and we have um a a high rate of satisfaction um among our our teachers with our PD um and in our surveys. Um, so the next slide, uh, just as a reminder, I've said this already like couple of times, but I'm going to reiterate it that our LCAP and strategic plan align, um, directly. So our goals here are the same goals as our strategic plan. Next slide. And I'm not going to read every action. Um the on on the following slides you'll see all of the actions and many of the actions are continuing from the plan that was

093presented to you last year there are slight changes. I have bolded the changes and I will I will discuss those changes as we go through the slides. Um so for example on our first slide here um 1.4 Four on assessments. We have added um the addition of the Dibbles literacy screener will provide a reliable measure to assess the development of early literacy skills and critical critical to reading success. So we had our first training session for Dibbles yesterday. It was great. Um the trainer was excellent. She's from Houston and she's a first grade teacher. They hire actual teachers that are doing the the work to be trainers. I talked to some of the teachers that I thought might think this was maybe um not as exciting and they said it was great. They really enjoyed

094it and they feel like this tool is going to be really powerful for our kids. And I sat in for as much as I could between my meetings and I could do it. I I was like I could swipe I can do the whole thing. So, I I'm excited about um and I think what they were saying is it measures things um that FMP doesn't and so it's going to be a great addition to what we have and be able to tell us a lot more about what students need and um can do. So, next slide. Um so, in 1.6 six um next year's professional development focus on foundational literacy um and implementing literacy strategies and teaching phonics and phmic award awareness. We have already purchased our youth live books for our teachers um to

095deliver the the phonics um to the students and um this is a huge important part of supporting our multilingual learners. It's having that strong tier one instruction for all of our kids. And so we're really excited about um the difference that that can make and and I've been talking to my colleagues and they they say it it does it makes it a significant difference for our multiple learners. We've already seen that in our data from Anderson um that they have been successful implementing the Sunday um system and they've seen um increased results because of it. um for our um English um language development as I mentioned um we will continue to have um English 3D and um which is kind of a tiered ELD program that looks at their ELP scores and it calculates um

096what is the right level to teach the kids. We've been we started that this year all three it's it started brand new I think at EDS but it had been at um MMS and Latimer. we are um continuing that should be um also very strong and I mentioned the star program too which is kind of that foundational literacy for middle school students. Got it. Nice. Okay. And this is just a continuing um we introduced the teach town curriculum for our Montabir students this year and we are going to continue to implement that and we have we actually have a summer school teacher uh this summer who's new to the district and we got her trained on teachown. So we will continue to do that for all of our new folks and have a refresher um

097in speaking with our new uh special ed director. She would like to continue um to work with uh the mod teachers on teach. Next slide. Goal two. Um again, uh our educational partners felt very strongly uh about adding service learning to our actions and our LCAP committee uh agreed that goal 2 action 2 was a great fit. And so as you can see there, we've added service learning to um creating learning environments where uh students engage in and I think that's a great place for it to be. And I I I think service learning is is really something the board is also interested in. I think that came out clearly in the strategic plan and so I appreciate the parents and the students um feedback there. How does that show up practically speaking? That that

098is a great question and that can range anywhere from having a project a service learning project where the students actually um engage in their community. We've seen some here right that are presented. Yes. Um and if you're talking about measurement um that is something that we are looking um to do because I think um and and Clover has actually brought this up is that goal two can be um difficult to measure and how can we you know we have socks and we have these different things that you know boxes and we have these different projects. Um but there's how can we practically ascertain the progress that we're making on that? And so that's something we're actually interested in um with working with principles is how how can we um assure that that these things are

099happening and also um how how do we know that they are effective and and um and they're productive. Got it. Thank you. Okay, next slide. All right. Um, so goal 3.1, this includes the integration of our just recently hot off the presses character strong curriculum that's been adopted for three um to eight to support social, emotional, and um foster inclusive classroom communities. Um and then goal 3.3 um this is uh our professional development is going to be one of our main focuses next year. Um last year we increased the counseling at every site. We appreciate the support on that. And then um next year we will have a full-time counselor in addition in our therapeutic program at Baker. Um and then um we will have the professional development um in our opening PD day where

100where um teachers will get to choose whether they go to deescalation um conscious classroom uh you know a variety belonging a variety of different options and so they will grow from that and then at their sites they will the principles will roll out the um Morland support plan for students and um they will give it their little spin. um that each of them have at their sites and include the work they've already done and kind of roll that out. But we will have some um overall expectations um for staff around um restorative practices, PBIS and student belonging at all sites. All right. And in goal three, um I'm looking at 3.9. Uh this is something that we've mentioned several times now, but behavior support. Uh if you recall, we are replacing the Pacific Clinics contract

101um with our own behavior team. We're very excited. We are almost hired like we're good. We're right there. Um and we have um brought great people even brought people back to Morland that had been previously at Morland um to serve in these roles. that we'll have three BCBAs um that will they kind of oversee the behavior um team and then behavior tech at each site. And so I think all of our um sites are very excited about having that level of support and um I spoke again to the special ed director and she has a lot of experience in this area and so we're looking forward to um really having a robust roll out and a plan around that. Yeah, I'm I'm actually looking forward to kind of seeing how how effective this is. Everybody's

102really excited by the shift over from Pacific. So, I think this will next year when we do this, it'll be good to see how how effective it has been. Right. Excited for that. I I'm excited too. And I'm sure there'll be little hiccups, but I think the difference is is that these are people that were absolutely it's easier to make corrections versus when it you're dealing with a contract. All right. Um the mic is what? Um so uh continuing I don't have any changes on this slide but continuing with a robust family engagement and focus on increasing and improving communication. That's something that we definitely heard from um stakeholders as well as um our sites as well in always increase in communication. Next slide. And uh similar here, we will continue our partnerships um with

103West Valley Community Services and their annual resource fair and the um weekly parket market and as well as Westgate Church um uh assistance league of Saratoga. And you know, I think MEF also is just such a valuable resource for our district. I I can't say enough about what they do to help um our district and and they are a link to our community in so many ways. So, next slide. [Music] All right. So, um with regards to recruitment, we began our hiring season early this year and we also created Tasha give her credit. Um uh created some great new materials to bring in the the folks um at the recruitment fair. And um I think kudos to them. We are just about 100% hired. Yeah. Yes. So great job. And here we are only in

104June. So cheers to them. And so we're doing a great job meeting that goal. And then also um I just want to say thank you to Tashiken and but also Kim and the negotiating team who achieved um a more competitive wage for staff. And that's why we added this 2.2 two, um to honor education and years of service because that was part of the agreement. And so we're really proud of of being able to do that and proud of the work that um our teams did to honor our staff. So, excellent. And the last one, um, we really are looking at onboarding our educational services team just internally, but I know that's something that we're looking at in HR, too, is when we bring people in that we make sure that we're giving them the

105training and the opportunity to learn their positions. And so that's something we have been focusing on, but I know the other departments as well really want to make sure that people are prepared to do the work that when they come come into our district as a new employee. So with our new behavior model, making sure that all of those folks have good training before we just set them out to the sites. All right. Do we know what that looks like? So I think that's a conversation we're really having. Okay. because I think you know um we just recently brought in a new employee into our department and it's tricky because who sometimes these jobs are so isolated that who knows that actual information and so sometimes it's finding resources there's videos online there's trainings that

106you can send people to sometimes it's we have that knowledge base and we just need to plan a a training for them so it just depends on the role um we had a lot of new psychologist this last year and I think we could do better in preparing them and training them. So that's something that um I think we're looking to do and as we kind of roll out this next year especially with the new behavior plan. Yeah, I think one thing that I'm first of all yeah I agree a lot of hard work went into getting us to um the the agreement. Uh, I think one thing that'll be useful to see is kind of going back to what Kim was talking about is she alluded to a high turnover rate. So, it'll be

107interesting to see there's not we gave them that data. Yeah, it's 90% retention rate. Yeah. So, it anecdot anecdotally didn't match with the data. So, I just kind of wanted to I can give you the data. we but it's I'm hoping that uh even that 90% will go higher with especially given that we are honoring tenure and tenure more higher than 90 that's a conservative we actually dipped down during COVID and we're on our trajectory back up um it's in the 90s I'll give I'll send it to you yeah especially given that you know we're focusing on the just a Friday report I'll put in the Friday um especially given that we're honoring tenure. That should mean something to folks hopefully. All right. So, the federal addendum's exciting. The federal addendum to the local control

108accountability is a supplemental document required for local educational agencies that receive federal funds under titles one through four um of the Elementary and Secondary Education Act, ESA. Um it describes how the district uses federal funds to support the goals and actions in the LCAP, ensuring alignment with state and federal requirements. Um so um the key purposes of the federal addendum are compliance, alignment, and transparency. So those are the things I'm going to briefly cover. I'm not going to go into the to full depth, but just what we're doing for each of the title areas. So starting with title one. Um so here we have supports for low-income students and family engagement. Um that's our primary focus. We have um effective and qualified teachers at our title one schools. Something that um is a long-standing um

109thing that has happened at Morland for years. Um and that's something we're very proud of that um we've been able to make sure our our school is staffed with highly qualified people. Um and um we have um a focus on increased attendance as mentioned before. Um that is the chronic absenteeism um at Anderson especially is a challenge and I hear Tasha over here nodding her head like um so that's something that we definitely want to focus on. Um we are really um excited about um offering some STEM opportunities for our elementary kids and um Latimer is having a project lead the way for their elementary as well as AVIDS um schoolwide at the elementary level. So that's the things we're excited about in our title one schools. um entitle to um professional development. Um we

110do support the bits and epic programs for our new teachers and um some of our interns. One of the things that we're really excited about this year is um our student inclusive practices model u where we're really focusing on how do we include um all students into the um classroom and making sure that they all um are facilitated with what they need to be successful. And so that's um one of our focus um in kind of re rolling out our support model for um Morland. And then also we are going to continue to focus on literacy and we've had two really really robust years of training. we had um Jan Richardson and then this last year we had Columbia teachers college advancing literacy both topnotch um presenters uh and a lot of the teachers were

111saying we have like cognitive overload in terms of how much we've learned and we really could use a year to implement. Uh that was a feedback I received from uh focus groups, some from surveys and so forth. And so um after talking to several teachers, what we devised was a way um to have community of practices and um enable them to um find a problem of practice and then explore that problem um uh within a small group in their grade level and then really focus on implementing the strategies they've learned over the past two years. And one thing in particular that we want to do is take the writing as everyone will be doing um the writing units and actually taking the student writing and really diving into it and exploring it and learning from

112what our students are doing and what can we learn from that and what can we do differently. Um so that that model will give us that support as well as um what um we're planning on doing um is also having um CES set which is from Stanford um provide some math um in our district collaboration days for all of our staff. So, they do the the math teachers at middle school, but they're actually going to do um presentations for all of our staff around the math framework and kind of is is an introduction as we are looking to hopefully adopt a math curriculum. Um uh the other thing and and this is um something that Clover is leading is the walkthroughs around writing um where we will focus on um what are the expectations, what

113are the types of feedback that we can provide uh around writing. So really um continuing to dive into um literacy and ensuring that our site administrators are prepared uh to give the feedback that is necessary to improve practice. All right. And title three, um I've continued to mention the ELD support, so I don't think I need to do that again, but um they are are listed in this slide and I've already talked about them several times. Um and then in our next slide on our last um title and title four um we have um enrichment and well-rounded educational opportunities. And the way that we use this money is um for salary of our music teacher. Um so we are able to have a full-time um music teacher. We also um have used a little bit

114of Prop 28 and um MEF money to support that as well. So, I'm sure they all get credit. All of the other areas that support. All right. Hanging hanging with me there. You're doing great, J. Um, so the local indicators um the local um indicators, I just like to review this so that everyone is familiar with all these different parts of the the the LCA LCAP process. But in California's LCAP process, the local indicators are self-reported measures uh that allow school district to evaluate and report their progress on certain state priorities that are best assessed at the local level. These indicators are part of the California school dashboard and complement the state indicators which are based on statewide data like test scores and graduation rates. So again, these are kind of um um areas that

115we report um as a kind of a self-reflective reporting tool. So I do have a tool that I fill fill out, but I want to present that kind of the results um to you all. Um and these as you see on the right those are um all of the different categories of basic services and conditions or measures whether teachers are appropriately assigned students have sufficient instructional materials. Uh implementation of state academic standards um evaluates how well the district is implementing acade academic content performance standards um common core standards these standards um and other subject areas. Parent and family engagement assesses how the district engages parents and family in decision making. Um and school climate focuses on how safe and supportive the learning environment is. This includes administration and use of local climate surveys to gather

116feedback from stu students and staff and families. and um access to a broad uh course of study uh evaluates whether students including unduplicated students and those with exceptional needs have access to a broad and rich curriculum. Okay. And so then those are the state measures um there on the left side. Next slide. And then this slide shows how we have our indicator and then we have our LCAP alignment. So those are the our LCAP goals that um fit with each of those local indicators. Next slide. First question is the status um binary is it's just like met not met or is it a scale? Is it like exceeds massively exceeds met five on our face? So, actually on my little um indicator test, which I've already kind of um filled out, it actually has a

1171 to5 scale, but they also let you just do a a verb um you know, a verbal, not a verbal, but a written um okay, measurement, too, where you just describe um how you think you're doing. So, it is really a little bit subjective, but um I I work with Destiny on that. And so we kind of looked at, you know, where are we on each of these things? And I used the LCAP data that we have um as well as the, you know, the climate survey to say, okay, okay, we are listening to parents. We are and so that's that's how I I did it. Um I think that's the best way to do it. And within there, I quote several of our um performance data within the my point. Okay. But this is

118the self-reporting part of it, right? Say that again. This is the self-reporting part. Yes, this is the self-reporting part. Yeah. And so on the first indicator, the implementation of standards, um, I just want to kind of speak to what what our plans are um and and why we think that these are effective um and and that we met the standard. Uh so for our and I already talked about some of these but these are some of the staff on boarding trainings that we do offer and um are are going to offer seal training um classroom management um now we are going to be introducing all of this training for our behavior team and making sure that our psychologists everybody is fitting together. That's going to be definitely an art in this next year. Um, as

119I mentioned, um, we're going to have the district-wide training, um, with the focus on literacy again and, um, focusing on looking at student writing in our district collaborations, um, and also inclusive, um, practices as well as the math framework. So, all of those things um, are definitely positive in terms of meeting this uh, indicator. And then we are also going to have optional PD. And I didn't know that Clover was going to talk about the AI, but we um we definitely are planning on an AI um optional PD this year um for our teachers as something they expressed they were interested in as well as um further support for um our behavior support plan. Okay, next slide. Um access to a broad course of study. I think there's a a a large list there. I

120think every year we increase our project lead the way offerings as something different every year. Um this year was the the um medical detectives and um they're looking at a couple of other new um project lead the ways that we're going to send out for training this year too. Um but we have Avid and Yearbook and theater and um we definitely with Prop 28 have really increased our art offerings whether it's in steam um music and I think um also the the mention of the new potential TK music is exciting. So wanted to make sure I mentioned that. Um one quick question on the Spanish at all middle schools. I know uh in the past we had uh we were sharing some of the middle schools were sharing a Spanish uh instructor is that we

121still are um a shared one between Latimer and EDS. Okay. Um and MMS has their own. Okay. So that is and is that sufficient given yes where we want to go. Okay. All right. Thanks. And I think that the the limitation I think we just have to mention that is um whenever you have the opportunity to choose an elective you only have so many you can take because of your schedule. And so that's what's limiting about um the middle school schedule is that they only and and so one way we are combating that is by offering a zero period because some students that have music aren't able to then take some of the steam classes. So, we are going to offer a zero period that um that Teresa is planning on doing to offset that.

122And you said music and TK. Um music and TK. Yeah, the MEF the MEF pilot. Okay. I I will pay money to come and see that performance. That would be the best on the record, right? Yes, I will. That's you know those. Yes, that will be the that'll be a highlight. That'll be so cute. as it relates to electives. Did I hear I I feel like I heard something about a financial literacy? Yes. So, that's one of the project lead the way potential. Oh, it is. Okay. Project. Okay. Great job. I'm excited about that. Yeah. Yes. Yeah. So there is a lot of excitement around the new courses and I I think that the kids have really enjoyed taking the courses and so I think being able to offer new and different ones is is

123um really um exciting for them too and that's why some of the kids that are in music want really want that opportunity to take it too. So I think it's that's nice that we're able to at least offer that extra zero period. Um so this one uh indicator talks about uh teachers instructional material facilities. Um we have our facilities are in good repair. Um we have 100% access to instructional materials and we had one missignment um and vacancy this year. Any questions? Okay. Um and um our last um most um the local climate this is uh again I mentioned this earlier but um to be up 3% in feeling of belonging that is huge progress very excited about that and um up 2% and feeling safe at school that's our goal postco is to continue

124to keep building this um very proud of that. And the last one, um here our indicators are very high overall compared to other districts in the 90% range. Remember this is a nationally normed um survey. um we will still make um efforts to increase communication across all sites, but I think um to to be to have this high of ratings is is really impressive and it says a lot about our district and um also the the community that we have because this is a lot of our parents perception of our district. So, I think that that is a great way to end the ELCAP presentation on a real positive note. Any further questions in the board? I just want to say thank you um for this very comprehensive presentation. No, I think it was especially

125important since last it was like our first year of implementation. So I think it was I mean thank you to you Chris um Destiny I'm sure and whomever everyone um to really um for the details so that we on the board can also truly understand what's been going on, what's what's been working, what's not been. Um so thank you for that. Yeah, I mean I think the the summarization ran 37 pages. The the details I'm always staggered by how much amount of work goes into the actual report itself. It's like it's 95 pages. I kind of browse through it. When I felt bored by war in peace, I put that down and I picked that up. So thanks uh for some light reading but it it is kudos to everybody who puts in so much

126effort. I mean it's not like I'm I'm writing this for the sake of getting another report out of the way but it is like you know incredible amounts of detail in that. So thank you for everybody for the hard work that goes into this. I really appreciate um the real honest look at where we are and where we want to be and um the work that goes into how we get there, right? And so I too am very grateful for the all the efforts put into um LCAP. Anyone else? You're good. All right. Thank you. Big night for everybody. Uh, so where's my script? Public hearing. I'm getting there. We will now hold a public hearing on the 2526 local control accountability plan, the LCAP. The hearing is now open. I'll use it. Are there

127any comments from the public or the board? I just have one question. Should we add financial literacy into that list? Would that be helpful? Um when we talked about the programs, the electives, the electives like the financial literacy. So it's kind of a sub bullet though, right? Under project lead. It's okay. Okay. Yeah. Wow. I I think I just heard about it visit. Yeah. Like Oh, that's exciting because that's something I need now. Okay, I need those. You need to take the class. No, chill. You can take zero period. Um, any other comments for the public hearing? Okay, hearing is closed and then we'll take action on both of those items, the budget and the LCAP at the next meeting. Correct. Awesome. Thank you. All right. Action and discussion items. Approval of the con app

128spring release. Okay. You thought I was done. Here I am. All right. We bring the con app to two times a year. Uh the con app ensures we are spending categoricals correctly. Um and what this report shows is that nothing is out of order or inconsistent um with um our expected spending. And um the one difference in the spring is that we do ask the private schools uh if they would like a piece of this money and they decline. Uh so we did ask and they did decline. Um generally they decline uh because of all of the um different requirements around the spending of the money. Um so um I um am asking you to approve the consolidated application for this spring. I'll make a motion to approve the con for 2025. I'll second. Any

129questions? I'm sorry I jumped that. It's just as good in the after the second. All in favor. Moving right along. I All right. certificated assignments based on ed codes, pips, dips, internships, and emergency credentials. I don't know. Am I saying that wrong? Oh, oh, sorry. Like, where do I Sorry, I was looking down for uh I ask that you approve this. These are teachers that we've hired who are on interns. Um, we did hire more interns right now than probably previously, but some of those spots are kind of hard to fill and we need to we have things in place for them. And any questions? So, when we say interns, are they um are they participating in classroom instructions or they are? Okay. And what's their usual part? Are they teachers aids or are they

130actually They're actually teachers in a program. Okay. Yes. Okay. So, they're actual teachers in a program and they would be working with a mentor teacher. Okay. That would help them through that. Okay. And then um this is also asking you to approve teachers out of out of their assignment that we've all been approved. Got it. Thank you. All right. Any other questions or comments? Have a motion to approve. I'll make a motion to approve um the certificate assignments based on the education code PITS STPs. Yeah, I just went for it. It's Yeah, it's people in their programs and they've all been matched with the doors already and well agreed. So, the school site agreed and they interviewed. Yeah. Actually, I do have a quick question. I I think I we I remember or we made

131um Sorry. We finished the motion. Yes. Oh, sorry. I made the motion to approve the certificate assignment and then a second. I'll second. Okay. Now, sorry. Um I remember making a motion on emergency credentials, I believe, last time, and so they're no longer listed here. So what they'll be coming up if we like right now we're not hiring anybody on emergency credential that will get closer to the end of the year. Got it. We have an emergency. Got it. Right now we're just we did all the assignments assignments and the hires. Um so that's all this is. But got it. We won't need any emergency credentials. I doubt. All right. Any other questions? Uh all in favor say I. I. I. Resolution 10, 2024 2025, cash borrowing. So, this is an annual resolution that just

132authorized us to um transfer fund balances to alleviate cash flow needs um if needed. We haven't had to um over probably the last five years, but it's we put this forward just in case. So, we asked for you to approve it. This where we use um sale a site. Yeah. Sell a site any of the funds if if needed the general to help cash to augment general fund to augment the general fund. Okay. Got it. Has to be paid back within like 120 days. Okay. Got it. All right. Any other questions? Do I have a motion to approve? I'll make a motion to approve resolution 102425 cash borrowing. A second. I'll second it. All in favor say I. I. Resolution 11, 2024, 2025, budget transfers. Uh, so this one is another annual resolution just authorizes

133us to do budget transfers. Um, so if if we didn't have this, we'd have to wait till like first interim to do any transfers and the second term. So this allows us throughout the course when needed, we can make those transfers on your approval. Makes sense. Any other questions, comments? When do you when you make those transfers? Does it usually come up to the board for review? No, because we do this resolution. Because we do the So, it's just be like, we thought we were going to pay for it out of this fund, but really we want Yeah. Allows us as we're moving the books, we utilize different funds if if it allows, right? Yeah. We want to maximize obviously our federal resources, um, any one-time funding. So, this allows us as we go through,

134if we need to, as we close the books, we can reallocate and do those budget transfers. Chris, just for clarification, between this resolution, which is like transferring money from one one property to another, the past resolution, the cash borrowing is just we're just borrowing cash from cash flow is so we need to pay our bills. We don't have enough cash from the bank, so we're going to take it out of let's say sale of site. Okay. Move it over here. We pay our bills. Then we have 120 days to get it back. Got it. And we used to take action that we could borrow like the trans. Yeah, the trans. That's it. My understanding from the trans. So you're borrowing money, but then you're paying interest on that money, right? And so this is a

135free way of borrowing money from ourselves. Would be going outside and could be it goes to a cost. So that is would be a last. So that's why I was like excited to not have it there um because we have had it on agendas in the past. Yeah. Um okay. Do I have a any other question? Sorry. Motion to approve. I'll make a motion to approve resolution 20 20 2425 budget transfers. I will second it. All in favor say I. I. I. On to resolution 12 2024 2025 annual signature resolution. This is my last uh resolution at least for today. Um this is authorize staff to be able to sign so like payroll um APS grants awards any various things. So we submit it to the county. So, we ask for your approval. Any questions?

136When is district staff? Is it like district staff? Yeah. Who? Oh, it's on there. It's Clover, myself, and Efron. The short list. Second page. The short list. Yeah. Got it. Oh, yeah. Not not anyone. Yeah. You fixed that. Okay. Got it. I didn't realize. You want to keep it limited so we know who's citing. Probably. Good idea. Very good idea. Any other questions or comment? I have a motion to approve. I'll make a motion to approve resolution number 12 24 2024 2025 for annual signature resolution. Second. Thank you. All in favor say I. I. All right. On to the amendment uh to Sedexo contract. Yeah. So um this is our food service contract. If you remember last year, we did an RSP, signed a contract with Sedexo for about four years. Um, we made some

137amendments. The biggest one is instead of them providing two qualified professionals, they're going to provide one. It allows us to hire our own uh food service manager gives us more oversight. So, it'll be good. And then it uh the other thing is the blended meal cost has been reduced because of that. So, we ask you to approve it. Neat. And is that uh the one that we're going to hire the model? They're going to be shared at all school sites and facilitating. Yeah, they'll be basically food service manager. So, it'll be at the district office. Okay. Okay. And necessary if it's necessary to do I think that um un kind of unrelated but I just wanted to highlight that the work that's being done to have Morland staff um working in these various leadership roles

138as opposed to or contractors or whatnot. And I know historically we've had to contract because it's hard to hire sometimes. Um, so I just wanted to kind of celebrate the work that's been done um to kind of bring it back into Morland. So, thank you for that. Absolutely. Any other comments or questions? Hearing none. Do I have a motion to approve? I'll make a motion to approve the amendment to Sedexo contract as presented. I'll second. All in favor say I. I. I. I. All right. We're on to the consent. I will make a motion to approve the consent items in aggregate and a second. Second. So I actually have a quick question under contracts and consultants. I know I asked about um the work for the old MAC building. Um, do we have do we

139I guess I'm just wondering how do we approach kind of annual needs for our lease sites? Yeah. So, yeah. So, they um it's kind of an asis, but as we do we do fix like the major repairs. Sure. Um and so as far as the normal wear and tear, usually when tenant moves out, okay, in we need to we need to fix. So, but this one I know you asked. Yeah. You know, they've been in that those two rooms for quite a while. Yeah. And so there's there's quite a bit of work that needs to be done to get trust in there be present. So, um it's kind of as they put they put work orders in just like every other school site. Oh, they do? Okay. Because I would hate for us to get

140really far behind on a site and have No, they put their work orders in and we address them as needed. Okay. Perfect. Thank you. Any other questions? Um all in favor I opposing items future meeting dates. We have the 24 coming up and the July meeting is on your calendar in case there's an emergency but we don't usually meet July. So um you should ignore it unless you get um a a critical email for me that says, "Wait, we have to have a meeting because of X." Okay. But usually, and staff has all been told multiple times, we do not want to have to have an emergency July board meeting. So, everything will that we need to be ready for next school year is on these two June agendas. Okay? And then we'll come back

141in August and go with our regular. So, if you're going somewhere on that July one, please feel free to go somewhere. It's highly unlikely that we will need that July meeting. Okay. Um that said, if we needed to have a July meeting, obviously we we would work it out. That's right. Yeah. Okay. Anything else on uh future meeting dates, big travel plans or anything? Nope. All right. Announcements, reminders, requests, anything on that front? Perfect. All right. We're Thank you everybody. Thank you.