PGUSD Board Meeting June 4, 2026

001Okay, good evening. I'm going to open this Pacific Grove Unified School District Board of Education regular meeting. It is June 4th, 2026. We are starting um at an earlier start time this evening at 5:15 so that we can get through our busy agenda. Um next up on our agenda is the land acknowledgement. As we begin this meeting, it's important to pay respect to and acknowledge that we are on the traditional land of the Alone, Costaoan, and Eselin people. And additionally, pay respect to elders both past and present. >> Dr. Adamson, can you do a roll call for us, please? >> Of course. President McNary, >> here. >> Clerk Shamas, >> here. >> Trusty Hazen is not present currently. We are expecting him to join us for open session. Trusty Otmar is absent. She is sick

002tonight and will not be with us. And Trusty Wax >> here. >> Okay. Thank you. Um with three trustees present present, we do have a quorum, we can move forward with item D on our agenda, which is the adoption of the agenda. Uh before I go to public comment on the adoption of the agenda, I will look to you Dr. Adamson for any updates or changes. There is one change to the agenda. Unfortunately, we had a presentation scheduled for the beginning of the meeting to acknowledge our golden bear winner. Uh but Nargus is not able to join us this evening. So, we'll be bringing that back to a future um a future agenda. For now, I am proposing we just remove that from the agenda. >> Okay. Thank you. Um we'll next just go up

003to public comment on the adoption of the agenda with that one change. Okay. Thank you, Lewis. Um, back to the board. Um, any discussion or comments on um, the adoption of tonight's agenda? >> I always forget if we wanted to pull something from consent. That's after. >> Well, the time to do that would be when we get to consent before we Yeah. Okay. Great. Then if there's nothing further, I'll look for a motion. I move that we accept our agenda as presented with the omission of the presentation. >> Okay. Motion made by clerk Shamos. I'll go ahead and second that motion and a second from me. Um we have inperson trustees today. So we can say all those in favor please signify by saying I. >> I. Any nos? Okay. Thank you all. Motion carries

00430. Um, next up I will identify our close session topics for this evening. Item A, conference with legal counsel regarding ex existing litigation pursuant to government code section 54956.9 subdivision D1. It's OA case number 0297 and Superior Court of Monterey County case number 26 CV 0002717. Item B is negotiations collective bargaining planning and prep with the CEA for 202526. Item C is public employee discipline dismissal release leave complaint under government code section 54957 subdivision B. Item D is conference with labor negotiator labor negotiator um agency designated representative district legal counsel and unrepresented employees superintendent and assistant superintendent. Those are all of our closed session topics this evening. Are there any individuals who wish to make a public comment on the closed session as presented? Okay. Um seeing none, we will adjourn to close session and

005this evening we will reconvene at approximately 6:45 for open session. Thank you all. and starting reconvening in open session at 6:45 this evening. Thank you to those who have joined for this portion of the meeting. Um the next thing I will do is report out the action taken by the board in close session. Um with regard to item A, conference with legal counsel existing litigation, um OAH case number 202603297. The board voted to accept the settlement agreement by a vote of three to zero. With regard to item B, negotiations, collective bargaining session planning and preparation with the CEA for 202526, information was received and direction was given. Item C, public employee discipline dismissal release, leave complaint information was received. With regard to item D, conference with labor negotiator um regarding unrepresented employee superintendent and assistant

006superintendent information was received and direction given and we will see those contracts back at our next board meeting. Um next up is the pledge of allegiance. Um clerk Shamas, would you lead us in the pledge this evening? Thank you. And going along with our adopted agenda, we are not having the presentation. That will be at a future meeting. Um, moving on to section four, communications. Um, because it is the summer, we do not have a student representative with us this evening. Um, item B is board member comments all start with the written communications I received. Um, I got uh multiple emails regarding a legal matter with the district. I got an email regarding district proposal to close parents place library, email about the synergy donut, an email about equity and accessibility concerns in PGHS VAPA.

007um an invitation to the annual community human services impact lunchon on July 16th which I will forward to you as well. Um an email regarding a PBGMS music teacher. Um an email regarding the end um or the fiend of a chapter. Um I don't have any additional written coms. Does anyone else have anything to add uh in the room? No. Okay. Well, I think did you mention that there was a complaint about an IEP procedure? >> Ah, thank you. Yeah. Student matter. Yep. >> Thank you. Um, and I think that is all. Um, for board member comments. Um, well, all save the congratulations for Dr. A. Um, since school got out, um, I have gotten to go to a couple things. Um, first up yesterday was the City of PG Pride flag raising ceremony at

008city hall. Um, and it was really nice to see members of cabinet and Dr. Adamson um, and members of the community um, gathered together um, just to celebrate and um, be allies and um, be together. Um, and so it is Pride Month. The Pride parade is coming up later this month put on by Monterey Peninsula Pride and hopefully we will have a PGUSD group marching this year for those who are interested and want to. So, more to come on that but very exciting. Um, and the second thing I got to attend today was the adult school um, English as a second language end of year celebration um, put on by assistant principal Arps and Principal Martinez. And it was just every time I go to the adult school and participate in something, I fall a

009little bit more in love with it. Um, learning about the programs, it's just like the embodiment of the community, I think, that we all try to build because when the students talk about their stories, they talk about each other and the friendships they've made and how they've been touched and it's just so much more than learning a language. You can just feel it when you're there. And then um Barbara Krauss is uh an English second language teacher who is retiring after 18 years of hired service and she told us today 12 years of volunteer service before that and she's 97. So just kind of incredible to think about the impact she's had and the amount of lives she's touched in in her life of service. So just >> just a really neat person who's been

010a part of our community at PGC for a long time. So, those are my comments. Would anybody else like to make a board member comment this evening? >> Um, just that we attended the promotions and the graduations. Um, it was a full day for me on Thursday, last Thursday, because I had a grandson promoting out of fifth grade, granddaughter promoting out of eighth grade, all in one day. That was kind of fun. >> Did I? >> Uh, and then going of course to the community high school graduation. Um, that was that was very nice as it always is. It's it's so personable for each kid that it's um it's really nice to hear those stories. And then of course the high school graduation was um very well done and um thank everybody that participated and

011everybody that did all the the uh putting together of it. The bro the what do you call the pamphlet was I appreciate nice paper. I really do. So I, you know, I mean, I know it costs a little more, but those are keepsakes. And so I I'm encouraging that to continue because I've seen over the years different styles of of the pamphlets with all the students names on it and everything. So I really appreciate when it's there's so much thought and and and it's made to be a momento. So that's nice. That's it. Um I echo all that. I um even better big fan of paper. Um truly and uh just congratulations to everyone being promoted and uh graduating and uh especially thanks to the teachers for I mean the the high school um graduation

012is the culmination of things. But it it's it's very cool to now go to these a few years in a row and see the eighth grade promotion ceremony and then kind of like get the glimpse of four years ahead or so about the high school and uh thanks teachers and staff and everyone. >> Yeah, well said. Um all right, next item on our agenda is item C, superintendent report. Dr. Adamson, >> thank you. I do have some slides. So, Director Elghazi, thank you for displaying them. Okay. Well, while he's pulling those up, I'll start with the first item I had on there, and that is really just to highlight and talk about our exceptional varsity baseball team. Um, we sent out a communication, you know, over the weekend, but just that reminder. We're so proud

013of them. You know, last Saturday they defeated El Camino High School 4-2 at Excite Ballpark in San Jose to capture the Central Coast Section Division 6 Championships. A huge congratulations to our head coach Craig Bell, his coaching staff, and the entire team for this historic achievement, which was definitely fueled by a tremendous turnout from our supportive Pacific Grove community. The Breakers are keeping the momentum alive currently, right? They are in the CIF regional championship. So, they played Tuesday night at home game. Uh, let's see. And they, um, you know, they try they triumphed in that game 10-3. Um, and then we've just found out right before the meeting started that they actually won their game tonight as well, 93 in Oakland and are playing again on Saturday, what we know at this point, against the

014minoretses at 400 p.m. We know it's going to be an away game. Um, and so more information on that to come, but just wow. Go breakers, we are so proud of you. We're cheering you on. And yes, there are some, you know, wonderful pictures of the team celebrating that achievement on Saturday. So, exciting days ahead for them. Okay, next. Our trustees have talked a little bit about it already. The last, you know, two weeks of school were busy. Uh pictures there of our uh three promotions, Forest Grove, Robert Down, and Pacific Grove Middle School. Uh just huge kudos to our principles, to the staff, to our families for coming out to just cheer on and support our students. Um and just thank you to you know our trustees at every one of our events. We

015had graduations, promotions, you know, we had several of you present at all of them and we just were so grateful for your support. Um the next slide, uh we have graduations. We had our ATP adult education and UPK graduations, you know, from our littlest tiny ones in the bottom left corner there to, you know, our oldest in our, you know, adult uh transition program. So just a lot to celebrate. And then of course our next slide, community high school uh and the ESL graduation which was our you know our absolute last one which just occurred today. Um and President McNary mentioned Barbara Krauss and you know we were just honored to be able to uh Chief Rogamin you see him there in the photo who was able to just honor her for her 18 and

016a half years of service to Pacific Grove Unified School District but clearly a lifetime of impact and she was also uh our employee of the year for the adult school. we were able to recognize her earlier in the earlier on in the year. So, we're just so grateful to the many years of service and the impact she has had on our community over the years. She will be definitely missed. And then, of course, yes, our last graduation, Pacific Grove High School. We've got some really cool photos there. My favorite, you know, there on the right, right, as they, you know, all right after it's all officially over, they, you know, they the tradition is they all head on over to a side on the field and that's where they they throw their caps into the

017air. The top left photo was on the senior walk which occurred last Friday morning and just such an a beautiful tradition uh just filled with so much emotion and they get they they feel it the students right it's it's pretty amazing as they walk the halls of you know each of the schools that uh they attended years back and then of course they always end up at Forest Grove and they end up on on the playground at Forest Grove and that's where they took their final photo and it's just just a really beautiful sweet tradition just a lovely send off in a lovely day all all the way through. Again, just thank you to our our staff, to our principles for, you know, all the work they put into, you know, just being prepared for

018each of these ceremonies uh and that ability to send our students off in in style. All right. Uh yes, President McNeel mentioned we had we attended uh the City of Pacific Grove pride flag raising ceremony yesterday. It was a really a really good group. I think you know I've attend this is my third I've attended and um each each year it's it's a larger group so that was wonderful to see and you know just I think you know what an honor to really be able to stand in unison with our city partners uh you know we had several guest speakers there and just you know an incredible symbol I think for it's not just about recognizing what this month stands for but recognizing the members our students our staff and families of the LGBTQ plus

019community um and yes we will be participating in the Montre Pride uh parade on June 27th from 11 till 12:30. Uh and so more information will be coming out for that, but we are definitely working on getting a good group of representation. And then finally, the last slide, uh very exciting news. I got this from President McNary this morning uh that we um it was announced that Anton Mccclaclin, one of our own Pacific Grove High School students, has been named as the new Montre County Youth Poet laurette. Um let's see. Uh Anton has officially been named the Montre County new new youth poet laurette for the 2627 term. He's a talented student who not only excels in creative writing but also performs for our orchestra, jazz band, choir, and musical theater programs. You may know

020Anton from the recent role uh they played uh as uh I think it was Fester in the Adams family, right? If you were fortunate enough to see that, Anton will receive a $1,000 honorarium and partner with the county poet laurate to champion literacy, poetry, and youth expression across the region. The county board of supervisors will formally recognize Anton next week at the monthly board meeting. We're so proud of this exceptional honor because Anton truly embodies the depth of talent and spirit that we celebrate in our breaker community. So so proud of Anton. More to come on that. And with that I'm going to return it back to you President Mary. >> Thank you Dr. Adamson. Lots to celebrate and continue celebrating into the summer. Um okay. Uh item five on our agenda is individuals desiring

021to address the board. So this will be the time for public comment on any item within the board's jurisdiction that is not old in the agenda um for action at a later time. Um public comment is for no more than three minutes per commenter. Um you can either approach the podium or raise your digital hand if you would like to get in the queue to comment. And we will begin with community members who would like to make a public comment on a non-aggenda item. Okay, we have one hand online. Well, this it seems like she's might be a community member for this public comment. I don't know. Let's go. >> She's coming and stop. >> Oh, she's coming and she's early. Okay, got it. Thank you for letting me know. Um, okay. So, any community

022members? Thank you for the clarification. No, it's it's all good. Um, okay. Quiet public comment night. Um, item B is PGSD staff comments on non-aggenda items. Would anyone like to address the board um regarding non-aggenda items um from staff? And now I think we do have principal Martinez. Okay. >> Oh. >> Can you hear me? >> Yes. >> Okay. And I want to I want you to see me because I'm so excited I can't unlock my video. Thanks. Anyway, so I'm super excited to be here tonight. I just want you to Oh, can I do that now? I can. Hi, everybody. I'm just so happy to be here. And you know what? I couldn't even find It's been a long time since I zoomed. I couldn't find my hearts emoji and all my thumbs up

023emoji for all of the Breaker baseball team and for everything that happened at our ESL pro um celebration today. Uh, Trusty McNary, thank you so much for being there and all of our district um cabinet members that were there. You know, our staff actually came forward and they said, "And look who was here." And it really means a lot to them. So, I just really want to thank everybody that came today. It was a very special occasion for Barbara Krauss and for all of our ESL students. But for now, I just want to say I want to share a special highlight that we had at PGA last Friday night. our independent pathway program in partnership with the Monterey College living experience right here in Monterey. Uh we celebrated its inaugural prom and with our IP

024program. And so through the generosity of community partners and businesses, students were able to select prom attire at no cost, including dresses and suits and shoes and jewelry. And students also enjoyed professional hair styling services and had the opportunity to take traditional prom photos at Lover's Point before returning to the campus for an evening of dancing and celebration. This event was a tremendous success and provided our students with a memorable and meaningful experience that many had never had the opportunity to enjoy before. It was a wonder. It was wonderful to see our students celebrated, supported, connected with their peers and community. So, this prom marks the first of what we hope to become a cherished tradition for this remarkable program. I want you to really pay attention. It's got a lot of pictures to show

025you. It's only a minute and a half, but you just sit back and enjoy every minute of this because you're just going to be awesomed. Anyway, go ahead, Louis, and and let her roll. right here. It's a dedication to life throughout the years. So bring your goods and your laughter. We going to cate and party with you. Come on up. >> We going to cate and have a good time. Put your back. >> I heard all. >> Get down on it. >> Come on. >> Get down on it. >> You really want it. >> Get down on it. >> You got a feeling. >> Get down on it. >> Come on. >> Get down on it, >> baby. Baby, >> get down on it. >> Get on it. >> Get down on it. Hey, give

026me your body. Tell me babyin't going to do it if you really don't want to dance by the wall. >> Get your back up the wall. >> Tell me how you going to do it if you really take a chance. by standing on the ball. >> Back up the ball. >> I see it again. >> All right, you guys. Thank you so much. You know, it's so exciting for us to be able to share all of the new things that are happening on with our program. And um I'm just super excited to see what we we have to present to you next year. And that's all I have. So thank you. >> Thank you, Principal Martinez. Yeah, definitely. >> Thank you for sharing way more than a public comment. >> Oh, how fun. >> That

027is exciting. And her excitement is palpable as well. You could feel the passion. her principal Martinez. Did she wear a dress to the prom? >> Okay. >> I did not wear a dress to the prom. I was at Costco picking up 10 pizzas and sodas and everything else. I had my sneakers on. >> Thank you. Um, all right. Next portion of our agenda is a consent agenda. Items on consent are considered routine or may have been discussed at a previous meeting. Um there is no discussion prior to uh vote unless an item is removed consent from consent and we can discuss it separately. Then this evening we have consent items A through It is a long full consent calendar. I just want to make sure JJ is the last item. Approval of CSB policy updates.

028So um as we always do first we will go to um the public for any comments regarding items on the consent agenda that is presented. Are there any public comments? Thank you. Um I will bring it back to the board. Board, is there any discussion? Well, are there any items you wish to pull from consent this evening? >> Um I'd like to pull item Y, contract for services with me or >> Okay, we can pull that and we can make that action discussion. Aa um after the public hearing >> and before the declaration of need item consent Y contract for neg. Okay. Thank you Trusty Wax. Um any further discussion on consent? If not, I will look to the board for a motion to approve consent. Um without uh consent item Y contract from ears

029>> also moved. >> Thank you. >> Second. >> Motion made by Trusty Wax and seconded by clerk Shamas. All those in favor please signify by saying I. >> I. Any nos? Okay. Motion carries. Thank you. 30. All right. Next up on our agenda is the public hearing for resolution number 12000 parcel tax public hearing. I'm going to gavvel us in to the public hearing at and I will turn it over to staff. >> Thank you, President McNary. Um tonight and we're on page uh 247 in the packet for those that are following along. Uh we are bringing forward a uh potential parcel tax uh for approval as an action item following the public hearing for the November 3rd, 2026 gubanatorial ballot uh which does also align with our statewide elections. Uh the parcel tax is

030part of our long-term plan uh for to ensure sustainable revenue source for the district. And um uh just we also have Dale Scott on the line who I will defer to any questions to as we proceed. But uh slide two please. Lewis. U so the last time we were in front of you at the last board meeting, we shared the um results with the board and the community related to uh related to the community's appetite for a parcel tax. And what we're bringing forward tonight is 85 uh $85 per parcel for 5year parcel tax to dedicate a a local funding stream for the district for some specific needs. Um some of the areas that were were discussed at the last meeting and and again we'll go into the uh ballot language are attracting and retaining

031high-quality educators uh supporting our before and after school and enrichment programs. This is um this is high on the list and I think there's a lot of community support behind that. And then some other educational services, flexible funding for district priorities and then of course strengthening the overall uh quality and range of our educational programs by having an additional revenue source available to us at least for the 5-year period. Next slide, Lewis. So, here are some of the next steps that we're going through the process of. Um, tonight the uh board is having its public hearing. If the board so desires to take action, we'll begin working with Dale Scott and company um to uh to begin uh the uh preparing the ballot language. Um the file filing deadline is August 7th of 2026, which

032is a hard deadline. And of course, I mentioned before, November 3rd is election day. And uh the last key point I have here is um we did look at anything from a $65 up to a $100 per parcel parcel tax. And what we're bringing forward for uh consideration this evening is $85 for five years. >> And if I missed anything, Mr. Scott, you're on uh you can contribute as well during the public hearing. >> Okay. >> Nothing to add. Thank you, Jor. >> Thank you, Mr. Scott. Thank you, Assistant Superintendent Jor, for the information. Um, and just to note that this is a a hearing for the public to notify them of our uh proposed action with regard to the parcel tax. So, thank you for posting the notice at sites and um making sure

033that information is available. Um, I will go to public comment um on for the public hearing and see if anyone wishes to speak on this item. Thank you. Seeing no public comment, um I will bring it back to the board for discussion. And just to note that we will be um seeing an action item to approve the resolution later in the agenda um as well. >> Save our comments for later >> if you would like. Okay. Um does that work for you as well, Trusty Wax? We're going to be so this is the public hearing for this item and then item C on the action portion of our agenda is going to be the resolution that we have to approve to officially move forward and put it the >> is Mr. Scott going to be

034on for that time. Okay. >> Okay. Okay. So um if we are closing up board discussion for now, I will also close the public hearing at 7:13 and we will move on to the next item on our agenda and that is the new action item. Um we'll call it aa formally consent y contract with me earth. Um trustee wax. >> Yeah. Um, I just wanted to pull this out because I was kind of um startled, I guess, by some of the cost per hour for this contract last year. And um we had gotten it right before school started and I didn't want to disrupt it, disrupt anything. So, I voted in favor of it. Um, but I tried to last year make mention that I'd either like this program to benefit more people um or

035have it in yeah, I guess basically involved the the PG high in general um or lower the cost per hour because it it just seemed a bit much um considering the amount of sessions and um the work the work that was done. Um I think this program is super valuable. We just went to the community high school graduation and they talked about how uh beneficial it was and how much of an impact. So I don't I don't want to get rid of it. I just think it's uh too much for the amount of people impacted by it. I would like it to share it with the larger community whether it's other high schoolers or people even the prek or you know like little kids um and or if there's any other organization landscaping company or

036something that would provide a similar service in terms of education. Um, you know, I don't I don't know if we're just beholden to one group that basically does this type of education. Um, so that was my my uh issue with it, I suppose. >> I appreciate those comments. I I do believe that Principal Omira, he is online and, you know, I think I'd like for him to, you know, we just provide maybe a little bit of information. And I don't know principal if you want to speak to that and you know is there the option for us to involve a wider you know population of PG high school. >> Yeah. Hello. Good evening everybody. Um yeah I mean the we always are looking for ways to expand and include you know more more um more

037of our community. Um, we've already started uh talks with uh Robert S. Vera in terms of uh you know I don't want to put Robert on the spot but we've we talked about you know kind of you know some some of the food food and you know that we're growing and trying trying to figure out how we can incorporate incorporate that into some of our food service. Um, you know, we we want we'd like to invite, you know, students from the charter school, from the um, you know, from a the the prek if it's still there. You know, we're we're always open to those opportunities. um it's just you know again as you've just noted Mike um that it's just been super valuable and yes it is a small group of of students but you

038know I think we've you know time and time again we've we've come to the podium to celebrate what's going on out in that garden and it's just it it's it's an incredible learning experience. So, um, yeah, I I I agree that, you know, we should certainly look at options to expand, but, um, we certainly value our partnership with MEI Earth and certainly want it to continue. >> Hopefully, you heard all that. I didn't double check my phone. >> We can hear you. >> Okay. >> Thank you, Principal Omir. Trusty Wax, anything further on this? Um, >> I mean, uh, the contract state says that it's for Pacific Grove Community High School only. Um, so I I don't know. I mean, it it still seems by the contract wording limited not to speak not to say

039anything of like we'd like to expand, but there's no plan to expand. Um, this is this is $310 an this is like this is pretty expensive. I mean, I know it's limited to a contract, but that is a high cost per hour or $465 per visit. Um, in my opinion, as much as value as I think it provides, um, I just think it has to be allocated in a better way or find an alternative partner perhaps or I mean last year I I I thought a staff member was going to ask to me earth to come down on a price or something. I don't obviously I don't know if if that was asked and they rebuffed it but um yeah it's just seems to me that's >> I don't know what really to say in

040response to that I don't know if if Romero you have anything you want to add to that as far as the value of the program maybe right >> yeah I think it's very very hard to put a value on a program per per capita like per per per student live life live liv liv liv liv liv liv liv liv liv liv lives and livelihoods so I you know I is it I think it's worth every penny but that's my opinion and that's my advocacy for my school and and I you know respect obviously respect other opinions including yours Mike for sure and and then and I just I you know seeing the value and being out there with with the kids you know I the the the per hour figure you know is the is

041is certainly the furthest thing from my mind when I'm out there. Um, and so I don't mean to sound negligent with resource allocation, but it's just it's super incredible. Um, it's super incredible to the success of our program, especially that, you know, that we're looking at a different format for next year as well. So, this is, you know, the the value will increase even more. >> Director Sierra is going to add something as well. It looks like the there you go. Uh the garden project I'd say districtwide is um at a good spot right now and will be growing over the next couple years. And currently with at CHS some of the um labor uh situations going into next year. I think we need some time to figure out how we're going to grow that.

042But uh to reassure I think in the next couple years it's going to be an expanded program involving a lot more uh stakeholders at that time. >> But the the garden program I don't recall seeing this for other school the mirth contract to appear for other schools. So if >> I'm not necessarily speaking directly to that but just assuring that um as a district we're growing that resource and plan plan on expanding it out. >> Great. I can't really speak necessarily straight to that but uh we will need some time and and are building something together. >> Wait, sorry. >> Building something together, collaboration between departments, schools um that can reach out to more students in the coming future. >> But do you mean collaboration between ME Earth specifically too? >> No. >> Oh, okay.

043But the the gardening would still continue in your estimation for like fresh food and everything. >> Yeah, just to uh let you guys know that we're working on something in >> in the future. So as to right now the I mean the contract would be more than beneficial at this time. >> Okay. >> Thanks. >> Thank you. Yes. >> I have some note for the record. Note for the record that Trustee Hazen has joined us this evening. Welcome. And you have the floor. Clerk Shamas. Go ahead. >> Um, you know, I'm just wondering about your concern about the the uh price. I'm I'm wondering if we can ask me to to give us kind of a breakdown of why that price is the way it is because I'm sure that it's not different for us

044than from other than other districts that are using them. So, I just I'm wondering if they have reasons for, you know, why it it seems so high per hour. You know, I don't know if that includes other things that we're not aware of. I'm just wondering. We don't >> you don't know. We don't know what why that price has been set. Um it you know, so I think we could find out. Um, and then the other thing is that I mean we have different sites that are having their own little gardens. You know, the adult school has a garden. Uh, Robert Down does one. Um, Forest Grove has a little bit of something and, um, middle school does it, doesn't it? No, they do have they do. They do. Yes. Over there. Right. Um, so

045they're not all organized in a way, but if that's something that you feel would be beneficial, I would suggest that you kind of put a proposal, written proposal together and bring it back to the whole board and we can put it on the agenda and talk about it. >> Well, I I guess I mean, Robert Down has a flourishing garden. But no contract with me earth. So like what you know like getting in the garden is beneficial and all these things but why is CHS in need of this? And just just to clarify one thing again I think this is super valuable and principal Omir was talking about how you can't put a price on it but like our teachers also provide invaluable experiences both in the classroom and then with CTE and I I

046don't think they're getting $310. In fact, I know because of many budget things, they're not getting $310 an hour. So, like um I know it's I don't know. Um again, like if ME Earth oversaw every garden that we had and incorporated the schools, fantastic. That would make more sense to me. But to provide the service uh in this contract for such a small cohort as valuable it is as it is I just have uh you know hesitation about it. Um but I I love that the gardening program is uh producing uh so much stuff and growing. I mean I'm looking forward to that. And it's not really just about the, you know, the producing of of the, you know, the the vegetables and and and fruit and, you know, everything that they they grow obviously,

047but there there's a strong instructional, you know, component, right, that that they offer. And Greg, I mean, I think that's, you know, that's really the value and that's what we're paying for, right? I mean we've got you knowledgeable instructors who are coming in and working alongside this community high school you know teachers to you know deliver that understanding and you know the knowledge right on you know what it takes for sustainable gardening right >> yeah it's yeah sustainable agriculture is is just vast layers of of instruction and you know I don't have the pacing guide in front of me and all the units and the lessons but yes absolutely um if we've painted a picture of just you know you know grow growing some fruit and vegetables and that's it and then I've fallen short

048in describing it but there's certainly layers of instruction that are that that that provide the the price point I don't I don't have any more questions I guess right now >> okay um seeing that is Um, guess as you pulled this item, would you like to make a motion or propose an alternative? >> I mean, I think getting a breakdown of >> I mean, we we don't do that with other contracts, I guess, but that would make me feel better, I suppos, you know, I'm not like asking the DJ >> why the DJs cost that much. >> Yeah. So, you would like a breakdown? >> Sure. >> Do you need a breakdown to move forward with the item or is that something like you you would like to have it before we make a decision?

049>> Sure. >> Okay. >> Um, is that something that's feasible for staff principal air? Would that be if we want to bring it back at the June 18th meeting or you know back to we August as well if you need time to gather that information. >> Yeah, I just need to reach out to um um Stuart and and Katie and just you know happy happy to put something together. Absolutely. >> Okay. Okay. Thank you. >> Take care. >> And that is the direction. >> Thank you. Okay. and that will come back hopefully on our June 18th meeting so that we can have the contract in place for the site in the future. Uh thank you Trusty Wax for the conversation and for bringing attention to that item. Um next on our action discussion agenda is

050item A, declaration of need for fully qualified educators. Um, this is Chief Human Resource Officer, Mr. Rogamman. >> Good evening, trustees. Um, Buck Rogman, chief human resources officer for PGU USD. Um, we are bringing bring forth a standard item. Um, every year the district uh has this declaration of need for fully qualified educators. And what this does is it allows us to anticipate um areas where we might not have someone that is fully credentialed in their area and um may need to work to get that cleared um as as they are working for uh the district. Um and so uh what we need from the board is a declaration of need. Um this year we have um a couple of requests. Um, one that we have is, uh, we always put forth a request, um,

051for a multiple subject teacher just in case we have a VA vacancy that arises at, um, the elementary level that is unexpected um, either at the beginning or the middle of the of the year. Um and then we also uh have um uh a request for uh elementary PP PE um that we uh anticipate that we are going to have someone that is working to um become fully qualified um to teach PP PE in the coming year. And then uh we also have um another single subject in music. one of our instrumental music teachers is uh finishing um well is in an intern pro program and working on an intern credential. Once again, it's a standard item. Um and so with your approval, it's going to allow us to um let the public know that

052we have a declaration of need for fully qualified teachers. >> Thank you for the information. Um, first we will ask the public if anyone would like to make a comment on this agenda item, the declaration of need for fully qualified educators. Okay, seeing none, I will bring it back to the board for any discussion. Um, any comments or questions from the board? Okay. Um, seeing none, I'll look for a motion to approve the declaration of need for fully qualified educators. >> So moved. >> Thank you. Motion made by clerk Shamas. >> Second. >> Who did Who did that come from? >> Second from Trusty Wax. Motion made by clerk Shamas. Second from Trusty Wax. Thank you both. All those in favor, please signify by saying I. >> I. Are there any nos? Okay. Motion carries

0534. Thank you, Chief Ogman. Item B is the 202627 budget adoption. Assistant Superintendent Journ. >> Thank you, President McNary. And I don't have a presentation tonight um simply because we did this at the public hearing at the last board meeting along with the LCAP, but I'll give a quick summary for those online and those in the room attending. Uh we're on page 255 in the board packet which goes through page 385 which is our Sachs forms. Uh the proposed 2627 budget reflects a fiscally stable position while continuing to address our ongoing cost pressures and our modest enrollment decline. Uh the budget uh projects total revenues of just over 50 million with expenditures of just uh around 50.4 million resulting in a projected operating deficit of approximately 603,000. And you can see on the cover page

054that's broken down 404,000 unrestricted and 199,000 restricted deficit. Despite the planned deficit spending, the district is projected of course still to maintain above the 3% reserve. And what we're seeing here since second interim is a climb up to the 8.3% reserve which is shown uh in the board packet. Enrollment is projected at 1680 students which is a decrease of 14 students from the prior year. Uh we look at that actually as flat not necessarily in declining enrollment. So that's just something for us to monitor. And when I bring enrollment projections forward in January, uh following the first day of school enrollment reporting, we we uh deliver to the board in August, we'll kind of look at that and see what the trend looks like for us. State categorical revenues, our ELOP, music arts, lottery, CIG,

055all of those are combined uh to just over 3.4 million. Uh and we don't see any revisions in the governor's 45 day budget revision to indicate otherwise. Uh the budget of course in the 2627 year includes our negotiated salary and benefit increase uh that was contained in the three-year agreement with employee groups. 2627 has 2% on salary schedule and uh $1,487 uh increase to the district's um cap or contribution. It is important to note that we're still uh working through the impacts of the CSEA classification and compensation study which have not been incorporated fully into the budget for 2627. Uh once negotiation completes the uh staff will bring the um impacts and implementation to the board under our AB1200 disclosures and any of those impacts that require adjustment to budget which they will will be

056addressed in the October revision. Beyond the general fund, uh, all of our other funds maintain strong balances, uh, including about 26.6 million in bond funds. We did just have our first series released, series A release. Those funds will be in in, uh, in county treasury, uh, July 1st to continue to um, bolster our bond, geo bond program. But again, uh, going through each one of our funds, every one of those funds is at a healthy beginning fund balance with uh, anticipated revenues as projected. and um bringing this forward tonight for hopefully for board approval for the 2627 adoption again with the caveat that we always bring uh what is our version of the 45day revision to the board for approval in October which we call our October budget revision. Thank you. >> Thank you assistant

057soup Jordan. Um we will first go out to public comment on the um adoption of the budget for 26 27 year. Are there any people who would like to make a public comment online or in the room? I will bring it back to the board then for um discussion on uh the proposed approval of the budget. Any questions or comments? We went through this thoroughly. Um so thank you, Assistant Superintendent Jordan. I think the quiet is an indication that we've we've vetted it. Um, and just for us to thank you for reminding us that we still have costs related to the CSEA classification and comp study that are yet to be realized that we just need to be aware of will be additional expenditures um in the coming years. But um okay um if there

058is nothing further from the board then I will look for someone to make a motion to approve the um district general fund combined budget and all other funds for fiscal year 202627. >> So move. >> Thank you Trusty Wax. Second >> motion made by Trusty Wax and seconded by Trustee Hazen. All those in favor please signify by saying I. I. Are there any nos? No. Motion carries unanimously. 4 zero. Thank you, Assistant Superintendent Jor, for getting us here. Um, I believe the next item is yours as well. This is going to be resolution number 1,200 regarding uh adding a parcel tax to the November 2026 ballot. >> Go ahead. >> Yeah, thank you, President McNary. I have nothing to present aside from um noting that we're on page 386 in the uh board packet and

059the resolution starts on page 387. And uh if Dale Scott is online, I did want to give him the floor if he needs to cover anything that I missed during the public hearing before the board considers this for action. >> Um thank you. I do have um I'm happy to answer any questions. I do have one question and I apologize for this um question, but I was reviewing the resolution in front of you and I may have an old copy, but um Josh, could you check section six of the resolution? Um I noticed that the version I have includes an exemption for um >> It does. Yeah, the exemption in in six is still in the packet. Okay. So, um the resolution before you uh is for a parcel tax. It has a couple of

060important pieces I just want to point out. One is um a decision was not made as to whether there would be an exemption for um property owners of residence owners over the age of 65. It remains in the resolution. However, that is up to you as to whether it should be included and uh if you do not want it included, it would have to be amended uh in the motion. Um in addition, um there is a citizens oversight committee that is specified within the resolution. That is not a requirement of a parcel tax. Um that is your choice to set that up and I just wanted to point that out. Um the appendix I'm sorry the exhibit A will be um will be placed uh in the ballot as will of course appendix B exhibit

061B which is the ballot language. Um with that I'm happy to answer any questions that you might have. >> Thank you. Um before the board discusses this item, we will go out to see if anyone would like to make a public comment um either online or in person. Okay. Thank you, Director Algaz. Um bringing it back to the board for discussion or questions on this item. >> Trusty Wax. >> Yeah. Um, so I guess three things. Um, one, I we we spoke about this a little bit last time, but including the language that stipulates it's just for 5 years is the wiser move even is that right according to data or that sort of thing? >> Uh, may I answer that? >> Yeah. Yeah. Yeah. >> Yes, please. >> Uh, yes. I would strongly recommend

062putting a um restriction on the number of years. Um there are you have the ability of course to have no restriction. Um by and large in our testing of surveys not only within this district but others we find a reluctance uh for voters to give that kind of broad authority and a tighter schedule such as 3 years, 5 years uh seven years is preferred and recommended. Okay. Um, and then I guess I'd just like to voice my concern about the ex or I'd like to remove the exemption. And then also in the actual language under section 12, um, I thought we were going to use in the list of in the graphs of things that really spoke to people. I thought the purpose of raising money was going to address other items or other things

063basically tested better. The raising money to pay educational costs seems like something that is our charge. Anyways, >> I'm sorry I lost what you were referring referring to. >> Oh, what section? the actual language of the uh the item that voters would be voting on. >> Trusty Wax. >> Yes. >> I think you may be looking at um something that is not the actual language that the voters will be voting on. The full large measure is exhibit A. And please correct me if I'm wrong, but exhibit B would be the abbreviated form that would appear on the ballot for voters. I think it's different than what you're looking at in section 12. >> So what is section 12? Section 12, which in the resolution is referred to as exhibit A, is what's called the full

064text of the measure. And that runs roughly um three two and a half pages. That provides a full understanding of the measure, goes into the details of it, describes all of the various uses that it may have. It also includes at the at the beginning of that full text what the ballot language itself will be. um that ballot language, the abbreviated form which is exhibit B and it would be at the last page of the resolution. Those are the 75 words that will actually appear on the ballot. Um and that is an abbreviated form of the exhibit A which is the full text and it may be under the purposes for example it lays out all of the various items that you may spend the money on as well as um well I'll just stop

065there. Yes. I think it's important to have the 75word summary because I imagine that's what a lot of voters just look like look at what's on the ballot to have the most impactful language it in my opinion right now at least. Um >> and may I may I respond to that? >> Yeah, please. I I do believe that is the most impactful language and also the language that provides voters with the most um the fullest understanding of not only the needs but how the funds will be used. Now having said that let me say that there are many of the words and remember we're we're limited by 75 words and a school's name that only counts as one word. Many of the words are required under state law. So it's so for example at the

066end we talk about um um full disclosure of spending the dollar amount that's going to be adopted. It talks about the um raising how how much money is being raised annually. All of these are requirements under state law. So we don't have the ability to just write um how the funds funds are going to be used. we have certain restrictions we have to work around. And I do believe this this does hit the most important pieces um that we found in terms of how voters all voters not just parents all voters review view the importance of the parcel tax. And that would include um reading and math programs, improving services for students with disabilities, keeping before and after school programs affordable, etc. >> Oh, I'm so sorry. I was looking at section 12. Basically a

067section 12 on guess the resolution, >> right? >> Yeah. >> So if you go to page three >> and yeah, I see I see it. But what is what is the they're not the same summary text. So, oh the suggested form of >> this is required um regarding the election. This is notice to the county vote registar voters that we are going to conduct an election and then exhibit B language that'll appear on the ballot if we choose to move forward with it. >> My bad. I got you. Okay. >> Okay. because it is different language and I think like what you're saying in exhibit B, it does speak to things that we've discussed improving >> um services for students with disabilities and before and after school programming and enrichment. So um >> Right. I'm

068sorry. >> Okay, >> sounds good. >> Okay. Um, so, um, it sounds like we need to make a decision about whether or not we want to leave in the exemption or if we would like to take out the exemption and then, um, whether or not we want a citizens bond or citizens oversight committee. Um, with regard to this parcel tax, um, does anyone wish to weigh in on those? I'll just say I'm in favor of uh removing the exemption and um having it apply universally. Um and I would also be in favor of the oversight committee as an additional layer for transparency for the tax. >> Um I'm yeah I I don't want the exemption in there for senior citizens. Um as far as the oversight committee, it's only for five years. So, >> um,

069>> it it's it seems a little more complicated than the bond oversight committee. >> So, I be I'm a little hesitant to just say go for the bond committee because um I don't know. It seems like it might be a little more uh difficult. But maybe I'm wrong. I I don't know. I'm kind of trusty Hazen. >> Three thoughts on that. Yeah, I would agree about removing the exemption. Secondarily, I actually to also agree about the oversight committee. I think we've had a hard time filling the bond oversight committee recently and adding another committee might disengage participation in other activities for the district. So that's one reason I would probably go away from this from having an oversight committee for this assuming the parcel tax again is more clearly laid out I think than some

070of the bond language in terms of how these different you know funds would be spent. So I think that's part of the our job will be to be very transparent with that. Lastly, I wanted to just put out one note that is very recent in my mind and not very well thought out, but following the latest election results for our county have been pretty resounding against additional taxes for and so I wanted to kind of give it especially I'm sure Dale you know much more about this than I do. How much of this is a result of it being a you know um June election rather than a gubernatorial election or is this something we should be worried about uh you know some winds blowing a slightly different direction um than than polling? >> Well,

071my not very satisfactory answer would be both. Um, yes, I do believe and I know statistically um that the the low turnout in the gubanatorial primary is uh historically similar to past gub gubanatorial primaries and that low primary I'm sorry low turnout elections are um generally not favorable to um uh tax measures or school districts and that's a statistical fact. On the other hand, um you may have seen recent polling that has the state of California's voters camp stating that their their most their largest concern is the cost of living. Um so yes, there are some headwinds on this. I'm not going to, you know, trying to weigh that down, but I do believe a higher turnout within um your gubernatorial election will help the success of the measure, but there will have to be

072communication with your voters. Um that is going to be necessary in order to bring a successful res uh resolution to this measure. >> Thank you. >> Thanks. I'll sit on those thoughts a bit more. Thanks. Um, Trusty Wax, >> I just had one clarification. When you were talking about your opposition to the exemption, I think you said universal or >> Oh, I guess I don't want an exemption for anyone. I think um the parcel tax should apply to all parcels, not and not exempt those for senior citizens. >> What about the SSI? >> Um, >> can you clarify? in the language it it >> oh if you >> it talks about um some legally exempt ones already. So I think >> we just kind of go with that's legally require Okay >> I think the

073option that we have is whether or not to do the senior exemption. >> Okay. >> Um do you have a position on that or >> Yeah, I'd like to take out the exemption for >> That's right. Thank you. Okay. Um >> and and uh I don't feel too strongly either way, but um considering our hesitant engagement on some of the oversight committees, I I slightly tilt to to not having the oversight committee. >> Okay. Um, so I guess what I'm hearing is that the board uh does not want an exemption um for senior citizens as part of the parcel tax and um a majority of the board is um does not want a citizens oversight committee. So, with those two details, um, is there a motion to approve the resolution to add a parcel tax?

074>> I have one. >> Oh, I'm sorry. Or is there further discussion? >> Just one more thing on the uh abbreviated form for the voter for the ballot language. Um, the last, this is just grammatically, Scott. Um the last phrasing that starts with no administrators salaries, pensions or benefits and full disclosure of spending. I couldn't make that make sense grammatically. So does it or am I not Yeah. Well, it it has to be a a question mark because it's asking the voter should this happen or shall it happen. But just the way the >> Mhm. that phrasing is is it is it appropriate that way? >> Dale, >> go ahead, Dale. >> Uh, yes. Yes. Well, um I share your pain on this. Um it is um it is very frustrating to have to put

075all of this into a question into a single sentence um and be limited by 75 words. So I will completely agree with you. Um that last phrasing is um somewhat awkward but we are trying to make sure that we have people know that this is not being used for administrative salaries. They know that it is not being used for administrators pensions and benefits and they will know that there will be full disclosure. I would like to say full disclosure of all spending but we don't have 76 words. We have only 75. And this has been parsed um many many times and I don't have a suggestion how to make it um better than it is without going over that 75 words. >> Okay. >> He feels your pain. >> Um >> is it awkward but

076not confusing? >> Well, that would be my only question. Is it confusing or by the time you get to that part with a question mark? Uh I guess you would say yes. >> Administrator said yes. >> Okay. Okay. Fine. >> Okay. Um >> so we will do you want me to make a motion? >> Yes, please. >> Okay. I'll move that we um we approve the resolution number 1,200 ordering an election for the purpose of submitting to the qualified electors of the district. The question of levying an education parcel tax upon each parcel in the district for educational purposes and establishing the specifications of the election order with the exemption of no section six to delete the sentence that says an exemption shall also be available to persons who are 65. 5 years or older

077and own and op occupy as a principal residence a parcel and who apply to the district for such exemption under procedures established by the district or otherwise as required by law or by county tax collector. Um, >> okay. I am not going to restate your motion. >> Isn't there the oversight? >> But we will and the Yes. And >> to continue and to eliminate the citizens oversight committee section uh section 7 uh B. >> Have all of that? >> Okay. Um, >> we have a motion on the floor with Yeah. with the two details we discussed and agreed upon with regard to the exemption and uh Oh, now my brain. The exemption and the oversight committee. Um, and your motion is to approve. Okay. Do we have a second? >> So, sorry that was without

078the exemption, without the oversight committee. No, no ex no exemption. No oversight committee. >> Just being very clear. >> Oversight, not committee. >> Okay. And so we have a motion from clerk Shamos and a second from Trusty Wax. Thank you. All those in favor, please signify by saying I. >> I. Any opposed? Okay. Motion carries. 40. Thank you, Mr. Scott. >> Thank you. Uh, next up on our agenda is item D, board policy 31000 regarding the budget. This is your item, Assistant Superintendent George. >> Thank you, President McMary. Um, and this is on page uh 398 in your packet. So, just to give you a quick summary in the packet, I I believe it's in color, but all of the uh language in blue is newly added language uh for board policy 3100. The proposed

079revisions uh to this policy better reflect our current practices and state requirements. The most significant change as you can see there is related to the formal reserve framework uh which actually was not listed in the board policy 3100 uh as it relates to a basic aid reserve or a reserve for economic uncertainty. You can see there that the policy now establishes a minimum reserve for economic uncertainty which is consistent with the state requirements plus 2%. And we all know that to be 3% but if the statute does change I mean if if if there was a change we want it to be whatever that is plus two right now it's 3% from economic uncertainty plus 2% which would leave us with a 5% reserve for economic uncert economic uncertainty excuse me. Uh in addition to

080that, the policy now sets a goal of maintaining a 5% basic aid reserve to help protect the district from potential loss or significant reduction in basic aid funding. That's our property tax revenue. Uh setting reserve uh on the basic aid reserve side certainly helps us in years where our 5% year-over- property tax revenue tends to swing lower or higher dependent upon um assessed valuation in our county. Um there is one other significant addition in the language and I apologize it's not in blue but that was the budget advisory committee language that was also added. Um that language comes straight from the budget advisory committee uh document that was established when the budget advisory committee was formed by the board. Uh and we added that back into 3100 because we felt that was the most relevant

081location for it. And looking at other local educational agencies in our proximity that's where they house that language as well. Uh so overall we're bringing this forward tonight for um for review and approval. We did have a first read at the prior board meeting uh but because the substantive changes associated with this board policy we're bringing it forward under action this evening and I'm of course available for questions. >> Thank you Assistant Superintendent Join. Um, as always, we will first see if anyone um in the public would like to make a comment um on this item on the agenda, board policy regarding 3100 regarding the budget. Okay. Thank you, Director Algaz. Um bringing it back board, any discussion or questions on the proposed policy? >> Yes. >> Okay. Clerk Shamas. Um, well, first of all,

082I know we talked about it, but we didn't really have the language of it that we have for this meeting. So, I feel more comfortable where we say we're okay with it or make adjustments, whatever, and then we approve it on the next meeting. I mean just to follow because when we do policy amendments or policy changes I mean you should be you should be having it a disc a formal discussion first and then the next meeting having the vote on it. >> Um >> that is our practice. You're right. I think we probably should have brought both of these these next two asformational items. So yeah you can make that change. Um, okay. And then, you know, I pulled the because I didn't get anything in blue in my written thing. So, um, but

083I what I did was I pulled the policy that we have that our our existing policy and you know, we do have a budget advisory committee listed on there, you know. Yes. Okay. So, so this is an expanded care. Um, okay. So, >> I'm I'm I'm okay with it. >> Okay. Yeah, I know that is the normal policy. I will say we have talked about this enough that I feel like it has come up in first reads, at least in information items. I'm fine at least proposing a motion after folks are done commenting on it cuz I would love to see this get in place before the end of the school year. >> Uh just would it materially change anything if it was accepted next? Okay. >> No, just trying to be efficient about business.

084I mean, it's I do feel like it's something we've discussed a number of times previously, and I know it hasn't been a true first read, but I feel like we've had like five half first reads, which adds up to 2.5 full reads. >> Okay. >> Could put it in consent at the next one, right? So, we're just that's that's what we do typically with all of the policies as well, right? Yeah. If the board was comfortable with that. >> Okay. board. Bring it back on consent for June 18. >> Yes. >> So, an info and then an action item. Okay. >> Thank you. Um, thank you for mentioning that. Um, item E is administrative regulation 5117 regarding interd district attendance. Assistant superintendent Jor. >> Thank you very much. And uh similarly this is our first

085read related to this administrative regulation. So um we do now have it included in the packet. It starts on page 405 for those following along. This is our interd district attendant attendance administrative regulation um that falls under our 5117 board policy. And the changes are in red. I apologize if they're not, but um in your packet in red, but it starts at um item number five on page 406 was the the added section to this administrative regulation. Uh in summary, this is uh an item that was brought forward to staff to uh look into a revision of our process associated with um maintaining students within our district for affected employees who may have been affected by a reduction in force. Uh we did vet this through the um the budget or sorry apologize the um

086policy subcommittee. Uh and there were no revisions to it at the policy subcommittee. But you can see going item 5A all the way through 5e really does give uh the opportunity for anyone that experiences a reduction in force temporary continuation of enrollment for their for their students in our district of one semester or up to six months. uh the entire process associated with interd district transfer is followed uh associated with this change. They still have to apply for an interd district transfer. Interd district transfer has to be reviewed to make sure that it's complete to make sure that they're uh you know currently uh they currently filled out the paperwork correctly. The student's in good standing. Uh some of the other factors are space and program availability. These are things that we look at uh

087related to enrollment. uh and any discipline record that might exist with the student prior to that before the district makes a final determination which is what we do for any interd district transfer request approval approval or denial. So um yeah being that it's an I we're classifying this as an information item. I'm of course available for uh for discussion and uh questions. >> Thank you. We'll first go to see if anyone from the public would like to make a comment on this agenda item regarding our interdist attendance admin rag. Okay. Thank you, Director Algaz. Um, would anyone from the board like to discuss this item? >> I'll just say thank you for putting this on. This is something that was very important to me, so I'm glad to see it here. Okay. Anyone else? Um,

088with that, we are going to consider this an action item, but generally speaking, we don't as a board even need to bring this back because it's an admin administrative regulation and the board only approves policy. Staff is does the administrative regulations. So, it was nice that we got to bring it forward and discuss it, but I don't think we will need to see it back next meeting. Um, that's been our that's kind of been our practice, past practice. Um, next item on the agenda is item F, the local control accountability plan for 2026 27 and executive director Hagquist. >> Good evening, trustees. Larry Hagquist, executive director of educational services. Um, and I am excited to uh request that um we approve the local control accountability plan after several presentations uh of this plan. Uh just

089wanted to remind the board that we did hold a public hearing on May 21st, 2026. Um, several community input meetings um led to building this uh plan um that I outlined in a board study session on April 23rd. Um, and also wanted to remind the board that we did present a mid-year LCAP and on February 26th. Um, so we're just um also remind you that we uh received feedback from Monterey County Office of Education that the plan looks good. um there will likely be no or few revisions before um they approve it in August. >> Thank you. >> Um before we look for approval, we will go out to public comment on the local control accountability plan for 2026 27. Thank you, Director Alghaz. No one in the room wishing to make a comment. Um,

090I'll bring it back to the board. Um, any discussion? Clerk Shamas. Um, Larry, how do you normally like distribute this? Do you do you you only keep it on the website or do you present it to site councils or what do you do? >> Uh, that's a great question. Are you talking about physic physical copy of So, there's a physical copy in a binder right out there in the hallway. it's been there. Um, and it's a requirement that we put it on display for the community to look at. Um, and it's been out there since before the May 21st public hearing. >> So, I'm just wondering if should it be brought to the attention of site councils or I mean just as a way I mean there's a lot of information on here, you know,

091like I just wonder how it gets promoted. >> Yeah. So we spend a lot of time um working on alignment and that's something that um if you actually look dig deep into the documentation over the uh past several years that we've done a much better job of aligning the the SIPAS the site plans with the local control accountability plan using same similar goal language um and carrying out in a little bit more specific detail at the site. So the uh site committees that are looking at the SIPAS are essentially >> from this. >> Yeah. >> Okay. >> It's a good question. That's the alignment we've been working so hard on our people and it I know the consistency across all of our sites. So yeah, it is something worth promoting. >> Um any other board

092members wishing to make a comment? Okay. Um, I will then look for a motion to approve the 202627 local control accountability plan for PGSD. I will make the motion to approve it. Is there a second? >> I'll second. >> Okay. Motion made by myself and seconded by clerk Shamas. All those in favor, please signify by saying I. >> I. Are there any nos? Okay. Motion carries. Thank you, Dr. Hagquist. We have an adopted approved OKAP. >> Many thanks. >> And I have another presentation. >> Oh, you're here for the dashboard as well. Okay. I was going to give more praise, but you're okay. Um, IMG, local performance indicators, California Department of Education School Dashboard. And again, Dr. Hagquis, go ahead. >> Okay. So, uh, as a reminder, the plan that you just approved is next

093year's plan, uh, 2026 2027 LCAP. Um and it's a requirement of the state that we report local indicators at at the same meeting that we approve and adopt the LCAP. Uh so that's what I'm doing right now. This is a backwardlooking document. So this report uh reports on the 2526 local indicators. I have essentially everything that I'm going to be present that is presented in this report uh which is on page 547 of the board packet. I have already has already been shared publicly through our LCAP board study session through the midyear review also through the school accountability report card information. Um so I will go through u my slides here which will be um a review of some of that material that I've presented at earlier meetings. The first slide is something that should

094look very familiar to you all. This is a list as well as a graphic depiction of the eight state priorities of the state of California. These are the priorities that we need to align our LCAP with. And you'll see that five of those priorities are highlighted in yellow. Um those are the local priorities that are contained in the report that um I'm presenting right now. And then the ones that are not highlighted, pupil achievement, pupil engagement, and other pupil outcomes are um supported by state indicators on the accountability dashboard. So things like CASP results, graduation rates, chronic absenteeism rates, uh ELPAC results uh cover items four, five, and eight. So um items 1 2 3 6 and seven are the items in this report. As a reminder, if you look closely at the report, there

095are options to simply uh use the provided evaluation tool and just put numbers there. Um and then it's optional. There's it gives you an option to present a written analysis. Um and our report does both because I just thought it would uh be better for transparency purposes. Uh purpose of the local indicators uh are exactly um you know what what it implies that it keeps our local control accountability plan local and so we are looking at local measures, local data. Um this is the type of data that we use for feedback in a cycle of reflection. um and uh planning for uh the new year. So we plan new actions and uh it's very much like a professional learning cycle that I will be talking about on another item tonight uh in another report but

096it's a it's essentially a professional learning cycle. We are looking at data making adjustments as we continue to grow and improve our practices. Uh, priority one, basic services, appropriately assigned teachers, access to curriculum, aligned instructional materials, safe, clean, functional school facilities. uh director Rogamin or Chief Rogamin reported a little bit earlier about uh assignments and misassignments and uh it is required that we include this in our report and just as a reminder the number of missments and credentials out of field has um decreased since uh I reported on this last year um this information is all contained in the SARKC reports that were reported on in January. Um the instructional materials um was presented on in the Williams report in the fall. And please note that we have um no instances where we are uh

097not providing um students with access to their own copies of standards aligned instructional materials. uh also in the fit tests of facilities inspection tool test in the SARKC reports uh that director Anderson provides me um those are also uh presented in the SARKC report and here we're reporting 23 instances where facilities do not meet the good repair. We have zero instances of extreme deficiencies. This number again is down from last year. And this is one of the ways that we um uh look at the needs and uh use uh the facilities master plan to address those needs and continue to improve our facilities implementation of state standards. Um just wanted to remind the board I just I talked briefly about professional learning communities but this is one of the ways that we uh try to

098address implementation of state standards. There are four questions that come with uh there are anybody that knows about professional learning communities they know the four questions. The first one is uh what do students what do we want students to know and that's a question about standards. Number two is how do we know that they've learned it? Um what will they number three is what will they we do if they don't learn it and number four is what will they we do if they already know it. Right? So we start with the standards and then we use collaborative um collaboration and uh uh shared practices shared best practices to try to improve on our implementation of those standards and I'm going to be presenting as I mentioned a little bit later a slide on that with

099um with director binder um appropriately assigned teachers access to curriculum aligned instructional materials, safe, clean, functional. Oh, sorry. There we go. Um, these are the prompts uh for priority two. Number one, professional learning toward recently adopted standards or curriculum. Number two, progress in making aligned uh instructional materials available. Three, progress in implementing policies or programs to support staff in identifying areas or improvement toward teaching the standards. Uh four, progress toward implementing standards in non-core subjects. And five, identifying professional learning needs. Um the this section of the report is on page 555 of the board packet. Uh and some of the things that I mention here in terms of professional learning toward recently adopted standards curriculum are our work with EL education. So um throughout the year um we had three visits from EL education where

100they did uh two-day site visits. It was beautiful to watch. We had um the EL representative guide our teachers in what we call the co-planning co-eing approach where we sat down, we looked at the standards, we co- the teachers co-planned and then they were in each other's classrooms observing the lessons and then we had a debrief session afterward. And so this was um a a really um successful a lot of positive feedback from um those those visits. um things like uh the new TK pilot, new math texts at the high school level addressing point number two is progress in making aligned instructional materials available implementation of state standards. Oh, sorry, I went back again. Um parental involvement. Uh the next slide I'm going to show you uh something that you've seen several times. It's the

101LCAP development timeline and it really just outlines all of the different times we went out to the community to uh help put together our uh actions for our LCAP. Um school climate priority six. I put a picture here of the California Healthy Kids Survey. This is something that we kind of dove deeply into in the um board study session. Um and said, so for priority six, these were the reflection prompts. Prompt one, two, and three. Number one, review local climate survey data. This is something that we've done together as a team. Um number two, describe key learning based on the analysis. That's what the board report did very uh um in a very detailed way. And prompt number three, discuss any changes to the plans and policies in order to address the needs identified. Again,

102the board study session, we covered all of that material. And just in summary, what are some of the things that we need to keep doing? We want to continue to focus on that alignment. The word PLC continues to come up. Um, continue strengthening communication and family engagement. That was something that we wanted to uh continue the improvement on. and uh continue work on our restorative practices and SEAL. Finally, access to a broad course of study. This is something that we're constantly talking about. Um and this is an area uh in our small district of strength. um broad course of study con constantly trying to uh make as many courses available to our students given the small size of our district and give it gimid limited budgetary resources. Um but one thing that I think um

103we can be proud of is um the just multiple course offerings that we have at all of the different levels, elementary, middle, and high. And then finally um the these are the self-reflection prompts for um number seven um just identifying the local measures and ensuring a broad course of study. Um number two summarizing the extent to which all students have access to and are enrolled in a wide raging course of study. Three identifying barriers and number four identifying revisions um decisions and new actions. And some of the actions uh here are monitoring attendance and absenteeism. That's something that get inhibits us from offering that broad course of study. Uh continuing implementation of EL education and ELA curriculum embedded with embedded instructional strategies and then strengthening our PLC work. And that is a quick summary of

104the local indicators report or 2025 2026. And um just chose to end with a quote here um that is about change um and to remind the board that the LCAP is really the way that we continue to reflect and make constant adaptations and that we're in a continual state of change. I had two presentations tonight. One was looking forward to next year's LCAP. The other one was looking backwards at the indicators for this year's LCAP. Um, and so just reminding us that we're constantly trying to adapt and do our absolute best. So I wanted to end with this quote. Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek. And that's it. Thank you, Dr.

105Hagquist. Um, first we will go to public comment. If anyone would like to make a public comment on the local performance indicators for the California Department of Education School Dashboard, you may raise your digital hand or approach the podium. Okay. Thank you, Director Alaz. Um, I will bring it back to the board. Would anybody like to discuss this item? Trusty Hen. >> Yes. Thank you so much, Dr. HQ. I like seeing these indicators and I liked your point about change. Uh I wanted to ask a little bit of a pointed question though is I mean the LCAP is a great goal >> but how are we making and you gave some examples but what are we doing as a district when there are not situations or there are situations where individual teachers or sites are

106not adhering to some of the ALCP goals? How do we deal with that as a district? Um, well, I want to I I think I'm like I mentioned, I'm going to go I'm going to be addressing that a little bit. Uh, I want to go back to my point about the professional learning communities. Um, and my point about alignment. First of all, why are we focusing so much on alignment? Well, it's very easy with so many initiatives happening to get pulled in a lot of different directions. So, it's very easy to an ac uh to have an acronym like PLC become just that. It's a it's another educational acronym. How do we make that acronym more than that? Is through deep learning. And as we all know, deep learning only happens if we stick to

107what we are trying to do, right? If we stay on target. And so that's something that we've been very very intentional about is staying on the same target, not bringing in new professional learning initiatives. Right? So our professional learning initiatives throughout this LCAP cycle have been on PLC development, restorative practices, continuing with our cultural proficiency. We know right now that our professional learning communities are still in need of growth, right? We have opportunities for collaboration and I'm going to go into a slide a little bit later hope and which will explain this in a little bit little bit more detail about the six elements of the PLC framework. Um but what we need to do is we need to stick to those practices and we need to get better as an organization. So it's all

108about organizational learning. Um the easy uh I think way to move in the wrong direction is through uh attempts at top-down punitive um forced change. And the the re the research is really really conclusive about that. it's unequivocal that that the best way to to move forward is to use um collaborative uh approaches. So, how do we get when people aren't doing it, you you create a a wave that is so big that you you get carried forward um by that wave of learning, right? If I could just one more follow up on that is, you know, I I agree, >> but and I'll just point out, you know, we we've been talking, for example, about, and I know this is a priority, but about equity centered instructional practices. >> That's not been something that's

109new. That's been something, you know, and we we've been talking about since I've been on the board. And so I guess my question I think that wave is really important, but I still worry the same way we've discussed in some recent emails that were also read out or discussed during the board member comments that if people are not getting on that wave and we're not doing that, our goals in the LCAP can become lip service and not actually actionable that will cause us more harm than good. And this could be as simple of what we discussed about the culture of wei in the same way is if we're not supporting every student or we're not trying to support every student because I realize we cannot support every student, we're doing more of a disservice by

110using those terms than if we were actually achieving the at least trying to achieve those goals holistically. And so that's that's what I just worry about. And you know, I love the LCAP. I love the mission and the goal, but I just sometimes worry that we we see these chasms where we're trying to go somewhere and the district or individuals or departments, whatever you want to put it, is still behind the wave. >> Yeah, >> I'm going to maybe just add to that. I appreciate you raising that and and you know, this is a great opportunity for us to talk about this, you know, Trusty Hazen, but I think you know, when we're talking at the LCAP itself, that you're right, that is very much districtwide. you know, we look at the data, we want

111to be able to see that we're making that growth constantly. We're talking about, you know, continuous that cycle of continuous improvement. You know, as long as we're seeing that that, you know, the trajectory going in the right direction, that's a good sign. But, you know, what you're talking about, I think, is even more at the, you know, sort of the the the site level, the granular level where you're looking at, you know, grade levels at even, you know, classes. And that's where the PLC process right that we have identified as a focus for next year in making sure that our teachers are you know are receiving the training that they need to make sure that's an effective process. But a big part of what you know you do in as part of that process is

112for departments grade level teams to be looking at you know what their what their grades are telling them you know what their map you know assessment data is telling them that you're looking at that constantly throughout the year. I think that's a little bit of also where you know the SIPs come in right I mean that that data is reported at more of that granular level there as well uh you know where you are you know it's not just yeah you know the teachers themselves are looking at it but that's also being reported out at the site level so you know it's it's definitely I think it's yeah it's not it's not it doesn't happen overnight you're absolutely right I mean that's where you the change component comes in but the important part for us

113is that we're making sure we're coming out firmly our ability to set those goals at the beginning of the year that we're dipstick speaking constantly throughout the year and that we're reporting out in it and as long as we're seeing that we're seeing that change, we're seeing the progress going in the right direction. Um and then absolutely if there are individual situations, you know, it's about addressing those, you know, specifically as we need to. Um and they're always going to be those, right, as you know, some of the the components that were addressed at the beginning of the meeting as you you called out. >> And Dr. Dr. Adamson, do you mind if I add a little bit just just so you like an example of what Dr. Adamson's talking about at the site level?

114Um when I was uh toasted there, we did a study on grading for equity, right? And we um we went through as a staff smart goals. These are the smart goals. And we departmentally established some smart goals that were based on our study of grading for equity using recommended strategies from the text. And each department chose a strategy, reflected on that strategy, implemented it in the classroom, did a report out with quantitative measures. And so these are things that are happening in the department. And you see you actually see the growth in the metrics. uh based on the measures that are being implemented. And so when we are operating as healthy PLC's, these are the types of things that are happening um that are more granular than what you hear about at um you know

115board meetings like this. >> Yeah. No, that makes perfect sense. And one more comment then I promise to seed but the just for the broader good here. Would you mind just >> and I could give my estimate but it would be better coming from you the the defining the grading for equity because I just want to make sure that we're all using it the same and that the public's aware like what our district's goal for grading with grading for equity would be in >> so grading for when I was referring to grading for equity I was referring to a book study that we did. I think Feldman was the author. Uh, and in Feldman's text, uh, there's kind of one area that talks about, uh, recommended strategies for equitable grading, and it's things like, and

116I'm actually looking at, uh, support out here, um, waiting more recent performance, give quizzes on homework assignments that are um, retested. Um, these are some things that we're testing out at in at the sites. Um, so, um, yeah, the way the way that teachers use zeros, those types of things. >> And then just to add to that, I mean, I think I'd like to love to use our our middle school as a perfect example, right? You know, I think that that is an example of where, you know, they are you a little bit more ahead in the focus that they have put on the PLC process. Um and you know I know that principal Roach and Assistant principal Tavani I mean they credit you know the the success that they've been able to have in

117recent years you know to specifically you know that process itself and it doesn't happen overnight you know that's the bottom line right and I think it starts with yes you know our identifying you know and really coming alongside with our staff helping identify you know what that area of focus is u and that may be you know a slightly more granular focus at each of our school sites uh because it should be because you know the data that they have should be determining that. Um, and you know, as I said, I think that's a perfect example to look at our middle school and that's, you know, really where we're all headed, right? You know, at all of our sites with our leadership team and, you know, with our staff alongside >> and and that also

118includes, if I'm correct though, mastery, right? It's mastery of the instructional material. >> That's the final chapter of that textbook. They do talk about mastery learning. Yeah. >> Okay. So, that might be something for us to think about in these indicators would be where are we at the sites on these various topics? Are we giving ourselves an A? Are we giving ourselves a C? joking on that because given the topic, but just at a high level making sure we are doing some documentation to make sure again that chasm isn't getting bigger than we're presenting it. >> Yeah. >> All right. >> Thank you for the discussion. >> Any other trustees? >> Yeah. Um on the priority seven self-reflection prompts >> who who participates in that >> priority seven self-reflection pro >> so who in other

119words who is giving the reflections is it only you or is it a highle team are we looking at teachers that give these reflection who does that >> so uh the self-reflect so it's it's when I do the report. It's I'm using the input that I've gathered over the whole LCAP cycle to reflect on those prompts. >> Okay. So, you self >> and it is like it's, you know, there's there's a quantitative element where you have to rate yourself a three or a four, those types of things. >> Um, and it's quite subjective. That's why I wanted to add the written portion. And I thought the written portion just made it a little bit more transparent. >> Thanks for the response. >> Um, I hear you, Trusty Hazen. Um I progress is really slow sometimes

120and I think for it to stick and especially with what we're working towards with alignment and PLC's that doing it the long hard way is going to end up being more successful in the long run than um we try to do something quickly. But I also know that there are students who are being impacted now. Um, and that's hard. So, I hear you. Um, with regard to this evening's discussion, um, this information is going to be publicly available or do we do we post this to the website? So this uh I if it gets approved, if the local measures get approved tonight, uh it gets posted to the state dashboard under local indicators. So I go in to another program and I basically cut and paste this information into that program and it gets uploaded

121to this the state dashboard. >> Got it. Thank you. Um trustees, anything else? If not, I'll look for a motion. Also move. Okay. >> Motion to approve the local performance indicators. >> I'll second. >> Okay. Motion made by Trusty Wax and a second from Clerk Shamos. All those in favor, please say I. >> I. Any. Okay. Motion. Motion carries. 4 Z. Thank you, Dr. Hagquiz. >> Thank you. Um I think right now we are going to take a five minute 5 to seven minute break and we will um be back at about 8:40. Thank you. >> Returning from our break. Um we are still on the action discussion portion of our agenda. Item H is the memorandum of understanding between PGTA and PGUSD regarding teacher vacancy assignment and layoff notice revocation. Uh Chief Ogamin, >>

122thank you very much, President Mcer. Um this item is coming before the board um because uh one of the layoffs that the board voted voted to approve was a reduction in uh the K through5 teaching staff by one um teacher. Um we had a vacancy open at the end of the year. So, uh the teacher that um was affected by the layoff um can have that layoff re revoked because we had already um passed the final layoff resolution and um serve that layoff to our teacher. We um now have to pass this memorandum of understanding to revoke the action that the board had taken at a previous meeting and then we can assign the teacher to the open second grade position at Robert Down. >> Okay, thank you for the presentation. Um we will first

123ask members of the public if they would like to make a comment on this agenda item. Anyone in the room or online raise your digital hand, please. Okay. Seeing none, back to the board for any discussion. This is a pretty clear, straightforward item. >> Yeah. Okay. >> May I make one more comment? >> Absolutely. >> Um I know that um a lot of the times the board understands kind of the depth of the work that we do with uh PGTA when we're talking through the the um negotiations process. Um, I just wanted to re recognize the work of PGTA in helping us come to this memorandum of understanding um because it really was through a conversation um and uh emails back and forth that uh kind of brought this possibility to our attention that um

124we'd be able to revoke this layoff. And so it's working with our uh colleagues at PGTA that um we're able to revoke this layoff and assign this uh teacher to the position. Yeah, thank you for sharing that. That relationship is really important. >> Um, >> board members, if discussion is concluded, I'll look for a motion to approve theou between uh PGSD and PGTA regarding teacher vacancy and layoff notice revocation. >> I'll make such a motion. >> Okay. Motion made by Trusty Hazen. >> Oh, I'll second >> and a second from Trusty Wax. Thank you both. All those in favor, please signifi signify by saying I. I. >> I. >> Are there any nos? >> Okay. Motion carries. >> Thank you. >> 4 Z. Thank you. >> Um the last item on our action discussion um

125agenda is proposed board meeting calendar. Um this is your item, Dr. Adamson. >> It is, but there are no proposed changes and nothing to present. >> Okay. Uh we will go out to public comment as we always do. Anyone like to make a public comment on the proposed board calendar? Okay. Um board any discussion? There are no changes. We'll be here for our next meeting on June 18th. It'll be a regular meeting because we have items that have to appear on a regular meeting agenda to be approved. So, and also we'll be talking about the safety audit and the communications audit updates. >> Yeah, those are kind of the the big ones that I can think of right now for June 18th. But no changes uh to the document. Okay. Um with that, because there

126are no changes, no action needed and we can move on to uh the last substantive item for our agenda under information and discussion. um the PGUSD draft educational tech plan for 2026 through 2029. This is revision 2.0 and the item begins on page 602 in the board packet. >> Thank you, President McNary. >> Thank you. >> Happy to be back for a bit of a encore performance. We've got some some new material to showcase tonight. Um draft 2.0. We're going to give you guys a little bit of what we uh shared with at a previous board meeting and highlight some of the key material revisions that we made. So, we'll go ahead and get started here. And we will. >> Thank you. >> Here we go. Uh just to remind the board that we have

127six priority areas. They're shown there. And we're going to highlight the areas that we took particular notice to based on the feedback that we received at our last presentation of this work. Uh classroom technology is by far the most um widely uh reviewed part of this plan I would say and it is where we are showcasing a shift in our uh in our treatment of technology in the classroom. We'll we'll put it that way. In particular, what we did is we took um note of some requests that were made with regards to uh the the screen time definition piece and we explicitly defined it in very clear terms that this is to be based on student device technology, screenbased technology. So the idea of screen time is anytime a student is on a device whether

128it's individually in pairs, small groups, stationbased or rotationbased uh format that would be considered screen time. We also uh took note of uh some recommendations made about the duration of of those sessions particularly at the primary level grades K through two. And we had a chance to um revisit uh and and actually con reconsult uh some of our teachers at the at the K2 level at both Forest Grove and Robert Down and they had indicated to us that seldomly uh our students on devices either individually or in centers based or in pairs longer than 15 minutes. So we took that as a signal that we could justify a reduction in the total duration at that grade level. Uh also uh we heard quite a bit of uh feedback with regards to uh the the nature

129of the use of these devices and although we didn't explicitly indicate this in draft one we certainly did this clearly in draft two which is to prohibit use of devices for rewards or behavioral incentives. So that is called out now in the framework in clear terms. And then at TK, we essentially reiterated what it is we implied in in draft 10, but we made it very clear that TK does not have any individual student devices in the learning space. Now, of course, there are exceptions and that has to do with whether or not a student is on an uh individual educational plan, IEP, or needs particular supports or accommodations or in the event of um testing assessments. Usually those sessions are generally longer than say 15 minutes when we're assessing for example on the MAP

130and NWA growth uh tests or endofear tests which don't really touch uh the K2 or the TK environment but generally speaking assessments on uh devices usually takes a little longer than 15 minutes. So that uh led to the inform uh decision to kind of redesign the the the the table here, the framework that we put together and present it to you the first time. As you can see there, those changes are made and we've uh indicated this very clearly in the revision. Also want to point out that this is not in any way a prescription for mandated device use uh number of times per day. This is a recommendation for maximum device use if it's even going to be used. Continuing on, we're going to definitely uh do a flyby of this slide because you've

131seen these two uh researchbased models that we referenced in in our first presentation. We uh everychool.org as well as Simer, which is the gold standard for how we uh essentially evaluate the use of technology in the classroom. These will serve as the the foundation of informing teachers and encouraging collaborative reflection on how technology is being used in the classroom to plan to design instruction and to plan lessons. Again, more of a flyby. We saw this before. Uh our digital safety protection and security is a a focus area of the plan and we've spelled out the particulars as you probably have already read. AI integration got a lot of uh attention during our first presentation and we did make note of that feedback and so with that we uh revised and when I say we we're

132talking about the committee they had another shot at reviewing these focus areas the core team PGTech was also instrumental in providing a lot of the recommendations for the revisions based on the feedback uh senior uh leadership was also involved we did a debrief after last presentation and we discussed to pretty extensively the recommendations that were made so that we could be sure that those made it into draft 2.0. So just really quickly uh want to point out AI is blocked within our network on student devices. Um it is not accessible. Now there are and I'm talking LLMs language models like chat GPT uh uh claude and some of these others that are now coming on the scene. Those are completely blocked within our network and will only be granted access under strict uh very narrow

133circumstances. I'll discuss that in a little bit. Um so access across student access is uh is definitely blocked. Then we have grade level restrictions. We took feedback and with that we wrote in additional material that limits completely limits access for all students TK through 8 to any AI whatsoever. Uh what that means is that teachers say for example at the middle school cannot send students home to use AI on assignments. Okay. And it certainly won't be used in the classroom either. teacher use. This is where we expanded on really strict requirements for its use uh not only teachers to use it in their uh instructional setting but also administratively um they certainly are using it. We know that um for assisting in developing draft communications. I mean some of the things that I'm sure everybody

134is now using a AI AI for. What really got the attention during our first presentation was whether or not it was being used in evaluating student work grading. And so for this, we spelled out specific conditions by which that would be permitted. Namely, the fact that the teacher has to be the the sole arbiter to verify the accuracy of any of the AI tools they're using for um for evaluating student work. And then student use, as we mentioned, TK through eight, no student use. We're prohibiting it completely across the board for all students under high school age. At the high school, we do know that there is interest in preparing students to gain awareness to use to learn some of the foundations of AI use. And so there is a place for its use, but

135this would have to be paired with quite a bit of lesson redesign on the part of the teacher. There would have to be complete transparency in the purpose for its use. Uh and students would have to be informed about the very strict reasons for its use. And so there has to be a lot of preparation and planning on the part of the teacher. The lessons themselves have to go under significant redesign. We can't be giving students access to AI or at least giving them the permission to use AI on assignments unless the assignment itself changes dramatically. Tech management. This is another fly over. We've talked about this before. These are the basic nuts and bolts of the operation. how we manage devices, how they're um tracked and uh um um inventoried and those kinds of

136things. So, there's quite a bit of info in the plan about how we're doing this, but there is an area that I think got a little attention last time and that is how students uh h how the devices are deployed in the in the learning environment. And I'll just point out that we after discussing this with some of the teachers, we realized that having one to one at the K1 level was a bit excessive at this stage of of of play because that came out of the pandemic where we had to deploy a onetoone model to support distance learning. When we returned from the pandemic, the teachers were acclimated to teach using that model, using those formats. And since then, we've learned that they've been pulling back automatically in some cases on their own. And

137in other cases, because there's just no need to have that kind of immersion one:1 at the primary level. So in this case we looked at our our numbers, we looked at our ratios and we are moving towards a mobile cart format for K1 shared and so that removes the one one uh format requirement or a model that was essentially born out of the pandemic. So we are pulling back at the K1 with regards to screen uh technology for students. Chromebooks at grades 2 to 12 continue, but there is specific language in in not only uh 1.0, but revision 2 2.0 that spells out the basis for why a Chromebook would be used. And this gets us back to looking at SAR. It also gets us back to looking at how teachers are going to be

138self-reflecting on their use of technology in collaboration uh through the professional development process that Dr. Hagquist is going to expand on in a little in a little bit. Also want to point out that after looking at how devices were being used, the frequency of their use in the afterchool program, we made an assessment that they simply don't need to be there. So we're pulling those out. We've already done that. Um we went in that direction based on some requests that were made to support students digital homework completion in the afterchool programs. Our analysis concluded that's that was just not necessary. So we we decided to pull those back as well. Services and support. Another flyby slide. There's not really a whole lot to add here. And our signature projects are outlaid like that as well.

139We didn't change much in that regard. Lastly, we got feedback on the evaluation and this is where we looked at quantitative qualitative measures. We specifically listed the instruments we're going to continue to use in alignment with the LCAP. We're going to look at those achievement measures. That's going to tell us whether or not we're actually making progress in in some of the core subject areas. Digital program evaluation itself was also uh mentioned as to how we're going to go about doing this. We developed what we call the eyesets. It's the instructional software evaluation tool for the district. This is the first level of um essentially vetting any tool that is proposed to be used in the classroom. We're going to use the eyeset. If it doesn't meet all of the eight conditions of the ISAT,

140the tool is not going to be accepted for use within our environment. We've already used the ISET even this year to eliminate about six digital programs that were being used, some without our knowledge, some with. And having had this measure or this metric to kind of use it to re-evaluate and audit those programs, we realized they were not meeting uh our our requirements. And so we we essentially eliminated them. The committee itself I think there was some mention on what the committee's role in all this is as I just uh I'll just remind the board that the committee meets every month uh as a group of cross department cross school site um uh advisory body for essentially what gets approved in terms of purchasing or what gets endorsed for purchasing and that that's what we

141bring to the board for approval. They're also very instrumental in updating the the the school sites of all the technology uh related activities across the district. So they report out to their to their respective colleagues at the individual school sites as to what is really going on across the district with regards to technology. They also serve as um a source of expertise because we have teachers that sit on the technology committee. These are teacher tech leads. That's also spelled out in the plan. And they are pivotal in not only communicating the priorities of the school district in terms of technology, but also they serve as essentially uh within reach at their school sites to colleagues of how to best in integrate technology and how to evaluate its use within the instructional setting. So, our teacher

142tech leads are, and I mentioned this the last time, they are essential uh members of the tech committee. Finally, I'll pass things over to Dr. Hackquist to talk about a little bit of the PD that is essentially aligned with the LCAP that we uh described and articulated in the revision. >> Thank you, Director Binder. Um this was a slide that I was referring to during my previous presentation. Um and it really just outlines the framework for the six elements of the PLC framework according to Dufour Duour and Eker. Um and element number one is shared mission, vision, and values. And when I think about the work that we're doing, we've been really really focusing on trying to develop that shared mission, vision, and values. We feel like we're in a pretty good place with that.

143Um, collaborative culture with focus on learning. Again, that's something where we've made progress. We, you know, I I know at least at my former side at the high school, like we didn't even used to have like built-in collaboration time. Um and so that has strengthened a collective inquiry into best practice and current reality. This is basically the sharing of best practices and um looking at data to to see whether those practices are working. This is an area where we can definitely improve. Uh it's an area as Dr. Adamson mentioned that we feel like you know the middle school has seen tons of growth. um and um is just a really good model uh for our district actionorient or orientation learning by doing. Right? So this is what director binder was just talking about like this

144teachers can try out new strategies to see how it impacts engagement. um sometimes it's going to work, sometimes it's not going to work. But if we're constantly looking at the outcomes and uh communicating with our peers, um we can really hone our practice and get better at finding that sweet spot for technology where we're using it to enhance student engagement. Um and then the commitment to continuous improvement. And that's where we just need to be honest with oursel um looking at where we are currently so that we know what the next step to take actually is. And I think um different departments, different grade levels, different sites um are at different stages in in this process of continuous improvement. And then ultimately results orientation. Um that is looking at the data seeing how our efforts

145are affecting those results. And so this process really undergurs all of the things that we're trying to do when it comes to improving engagement and learning in the classrooms. Right? Uh we can talk about the synergy donut. How are we going to attack that problem? Right? Um or you know what is the problem? Let's look at the let's look at the data. What does the data actually say? Um how how what how is the technology affecting learning in the classroom and student engagement? Right? These are really really important questions that we need to ask together and that we need to go out there and um try new things, right? Um but it's wonderful that um there has been so much collaboration involved in putting this plan together and there's always going to be people think

146that it could be tweaked made better one way or or another. There's not going to be perfect agreement, but I feel like this is a really really great starting point for our district, and I applaud Director Binder for um the way that he's pulled people together um in in collaboration on this this >> All right. Um we'll move forward here. And I know slides like this make me nervous because of how much text is on these, but we'll go through these real quick. This is a summary slide that shows you the distinction, the the clear differences that exist between the two drafts, so you you get a real sense of how we're anchoring this this this new um revision. Uh we talked, I guess, already about what we're doing to reaffirm no screens for TK.

147That is now clearly spelled out in the plan. reducing maximum screen uh session length for the K2 environment um and restricting device use initiatives, rewards, behaviors. Obviously, those are are not helpful. Um continuing down, we did create a formal definition of screen time and that is going to be consistent across all grade levels because that exists as the standard definition for the entire framework. Uh we'll continue to block generative AI for all students within the network and on our devices. Um and then of course we prohibit the use of any kind of generative AI uh assistance on any schoolwork for students K through 8. Um so that that message will go out loud and clear and again it's it's really to essentially ensure that students at those levels are demonstrating their own learning. Full stop.

148Uh strict teacher disclosures on transparency of the use of AI especially around the grading and evaluation of student work. This has to be clearly stated in the syllabi. It has to be clearly stated and communicated to parents as well. Uh and then we did a little bit on the management side in terms of just pulling back the total number of iPads at the K1 level so that there are shared mobile carts in place. Now that cart may live in one teacher's classroom for an extended period of time and then may may shift to another. And in the case of uh common assessments, we will obviously uh scale up so that those assessments could be uh administered more efficiently. Uh and then expanded the list of me met metrics in terms of how we evaluate the

149effectiveness or the success of the plan. We pointed out we're going to be depending on a lot of the academic achievement data that we already collect. That's through the common assessment process as well as the end of year. And then um Dr. Hagwis just uh spoke very clearly on how we expect this plan to gain traction in classrooms across the district. And that's of course as we promote and continue to use the vehicle that has been the driving force of professional development in in the district to various degrees. Uh and that's PLC, cycle of inquiry. And uh there was a mention or a request and this was actually quite apppropo and that was how do we know that teachers are going to know what the samer model levels of integration look like and we've included

150that as a uh material addition to the appendix and there we have sample lessons that match the different integration levels on simer and we'll continue to use uh some of the third party um reputable sources out there for evaluating uh the the curriculum and the digital programs whether supplemental or core that we have some things like common sense media I keep safe and other uh platforms that are solely dedicated to ensuring that we're vetting these tools appropriately. So with that said I think we need to address one last piece after the timeline is shared with you. There was a question on how do you expect or when do you start uh you know how do you how are you going to launch or get this plan off the ground and we have a plan for

151that because it involves uh the leadership at our um retreat coming up in July uh to really look at the details of the plant so that there is a internalization of some of that uh material and the the the team itself can kind of speak to areas of the plant naturally without it being um you know some abstract uh document out there. Site admin uh reviews that would be our principles will review some of the details of the plan with their staffs uh come the start of the school year. Um and then Dr. Hagpus and I are developing or will continue to develop and finalize a PD uh calendar that will hopefully allow for protected dedicated time for teachers to work together to start to kind of co-plan, redesign instruction, think about how the technology

152is being used. Is it really adding value to learning? If it's not, you know, remove it since uh since it's not added value, get rid of it. even though that that lesson may have been taught that way for the last several years. And then finally, um the core team makes an annual uh process of visiting the school sites at the start of the school year to bring up reminders uh updates and uh the tech plan will be a a central uh piece of that uh of those presentations of our visits. Lastly, again, another textrich slide, but I think we have to address this head-on. There was, as you know, a parent signon letter that was released or distributed a couple weeks back and after we took the feedback in the letter came out, we realized

153that we were uh essentially moving towards the direction in meeting some of these requests. Not all of them admittedly, but the majority of them are now being met, we believe, directly by what the revision 2.0 contains. So for example, no screens of TK that is now clearly stated. We move down one to one device removal from grades 3 through 8. It is simply not feasible right now. We that's because we have uh mandated uh instructional requirements from the state that requires the use of technology to meet subject area standards, common core standards. So that simply isn't going to work at this time. Um, as far as generative AI, we're meeting that head-on. Like I mentioned before, we're prohibiting the use of generative AI within the school day. And we're we're pre preventing or we are

154essentially telling teachers from grades K all the way up through A, TK through 8, that no AI assisted school work whatsoever. Um, so that's the generative AI piece. And um as far as screen time is concerned, I think we or or the use of a device for rewards incentives. Uh basically uh we clearly stated that that is not permitted. Um and there was a point mentioned about opting out of the use of technology whether in the school day or at home simply um again not feasible at this time for for reasons stated previously. And then lastly, we have the um the requirement for the educational products software to be thoroughly vetted. And as I said, we are using our local tool, the ISET, and we uh the district uh tech committee takes very close look

155at anything coming through us as far as proposals of use or implementation. That's going to continue. We also, like I said, rely on some uh agencies out there that have done a fantastic job rate rating or ranking these these different programs that um that we have been asked about. Common Sense Media uh is one of the biggest out there that really does a nice job at reviewing the data privacy requirements for these software um programs as well as giving it a score as far as educational value is concerned. So, we'll continue to use those sites as well. We've already eliminated several programs this year that were deemed to be passive or overly gamified. So, that is the direction we're headed. I'm going to turn the presentation over to Dr. Adamson to provide a little bit

156more information to us. >> Really, no more information, but I just want I want to just say thank you to Director Binder. I you know the way he's been able to you know we we've talked a lot about the process being collaborative right from the beginning and since they he and his team started working on this from the get-go it has been about listening taking thoughtful intentional time and care to really put this plan together it is it includes the voices of our students of our staff of our family members our community members of you of the board and even just since our last meeting the way he's been able to expertly weave in that input that was provided along with the most recent demands of a parent sign on you know letter that came

157forward. Um there were obviously some areas that cannot be and you've done a masterful job director binder of kind of identifying what those are and given strong rationale behind why not. I'm also just so deeply proud of how Dr. Hagquist and Director Ber have worked together and coming alongside what that PD and what the teacher training component is going to look like. Um I remind the board right when you you it's your opportunity again to you know give more you know feedback but when we bring this back hopefully on June 18th for your approval you this is going to be a work in progress director binder has identified the specific evaluative tools that we'll be using to dipstick to track our progress throughout the year the development and the enhancement they already have a tech

158committee but the addition of the of the additional uh members who are going to serve on that you know are ultimately going to allow for that you ongoing progress and adjustment as the year goes on. Your approval on this will allow us to simply start the year with parameters in place which we currently don't have. Um and that's really but again just really want to commend you director binder and your team on putting this together and what's going to serve as a role model. I've had superintendent several asking can I share this plan when it is ready because they are going to be using that to forge the work that they know they have to do along. So we are really at the forefront of that work. Thank you. Getting it back to you, President.

159>> Thank you, Director Binder and Dr. Hagquist and Dr. Adamson for the presentation and update. And I'll just say thank you for how clearly this was all presented with regard to the revisions. It was really easy to sort through and find um where the changes were made and also seeing the comparison to 1.0 and 2.0 was just really um it was easy to understand. Um, I should first go to public comment before I talk anymore. So, if anyone would like to address the board, can you please raise your digital hand or um come forward to the podium with regard to the PGSD draft educational technology plan? Are there any commenters online? Okay. Okay. If any hands pop up, will you let me know? Thank you. Um, I'll bring it back to the board of trustees

160for discussion on um the revised plan. Would anyone like to start us off? Okay, clerk Shamos. Thank you. >> Um, first of all, I would definitely like to applaud you, Dr. or director Binder because it was clear that you're you're open to hearing these various you know um concerns and incorporating them and I just think you know you can't ask for more than that like that's that is stellar. Thank you so much. >> Thank you. Um, and would we maybe put some of like an abbreviation of this in the handbooks possibly? Or, you know, just I'm thinking ahead like how do you disseminate this? Good >> idea. >> Um, that that's something I would do. It might it's a lot. So maybe you put some kind of an abbreviation and then it directs you to

161further on the website or whatever. And then the only question I have um is when you because you mentioned state testing. Okay. And they're doing it all online. Yeah. Right. >> Does the state mandate like um breaks for like eye strain and you know I just wonder because they I don't think they say in 10 minutes you got to take a break, you know, right? >> They don't. And um there are directions for administration DFAs that they pass out and they distribute that you know their scripts and everything. Um there is pause pausing functionality which the teachers are trained on every year so that if students need breaks which they you know whether it's to go to the restroom or just you know to go get a some drink of water or something >> that

162is built into the the actual test itself. So pausing is definitely a a main feature that is used by the test administrators, the teachers, >> okay, >> regularly throughout the testing season for sure. There's nothing that they they don't prescribe a specific >> 10 minutes and get students to focus on something different that that's not written unfortunately in the >> but but that's a great uh point that you're raising because we could because we do refresh we train teachers every year on administering the tests. we could weave that kind of approach in to the the protocols >> and it wouldn't be a problem functionality speaking in the test itself. >> I because I'm thinking you're in the business now of putting together parameters for what you feel is safe and um uh appropriate age- wise.

163So, anything that you >> can do to you know translate that over to testing might u be really helpful. Thank you. >> Thank you, >> Trusty Hast. >> Yeah, I just thank you again. As was stated, this is very responsive to our last discussions. Um, way more than I was expecting, which is really exciting. I wanted to get a little bit into your the AI assisted work because I I still think that probably needs a little bit more guidelines. You know, for example, is that on assigned work? Is that are they allowed to use it to help them study? Is it is it you know obviously not in school time but like I think that needs to it needs a little bit more um boundaries on it because to me it sounds like it's just

164students are not allowed to use AI at all and and again I think there needs to be like with phone policies and things like that when the student is not in school there should be some allowance for for parents to have a say in how they use it if it's not directly influencing an assignment. >> Yeah. Are you referring to the K8 restrictions? Correct. >> Okay. Um, so that's a great point. There are obviously practical uses for AI as individualized instructional support. I completely see that. I've I've seen it done. um our training plan in terms of AI awareness, AI training on the basics, the the the um the considerations for use is going to start at a a kind of a generalized level and then it's going to differentiate by user. For example, for

165teachers, they're going to get a a different type of training on the use of AI that is broken into administrative use and instructional enhancement use. And I think some of what you're getting at is going to factor into those training sessions because you're right. I mean, that's why I mentioned instructional redesign is going to be a prerequisite of using AI. you you can't just say okay you can use AI on this assignment turn it in tomorrow that that can't happen but in terms of how it can be used to differentiate and individualize instruction I think that's going to be covered in our teacher specific AI training which is going to be kind of the second tier >> right and I think as we're talking more about the student side that the fact that again when

166you're saying AI assisted work it's really AI assistant assignments right it's like you're dealing so I might just instead of saying work I might have the word assignment there to make it clear that it's >> what again what those bound boundaries are is it really that they're not supposed to use AI for any subject matter related to the class which again >> could be a thing I mean are they allowed to use it for >> research I could see the benefits and drawback of that absolutely because it gives a lot of wrong information but absolutely I guess what I'm trying to say is at that level >> I think as it evol and again that doesn't have to be media but that's something as it evolves we want to make sure >> um I will

167say that in the reddrafting of uh teacher syllabus or any communications being sent home that describes the course and the standards and the grading practice. And I think that there needs to be a component that that touches on that specific piece because that is going to alert parents to the extent that AI is acceptable as what you're saying support. Yeah. >> Thank you. Make note of that. >> Thank you, Trusty Wax. Yeah to third the comment. Thanks for your hard work on this and and your um you know ability to to change and and uh take input from a whole bunch of different people and parties um with in regard to the California standards. I guess I'm a little confused. uh between the parents letter and your explanation that it was uh just not feasible.

168The the California standards don't say that you have to use a computer. It's some digital device like there's no requirement that it has to be one-on-one. you know it it could be in a basically can you del further about how it's not >> if you study the California common core standards you will see for language arts in particular at each grade level there's a reference for technology being used to revise to research to um provide presentation content to create uh communications uh it's spelled out pretty clearly that they are to use technology. It doesn't say use a Chromebook, use an iPad, but it says technology. Now then we take that in balance with conducting a secondary level class like say a middle school 7th grade class in English and we have a teacher there that

169needs to essentially meet the standards. If we remove one to one, the teacher then has to coordinate, has to figure out how they can get that class the access, has to work with the logistics of the schedule of the school, other departments, other teachers to figure out how to get those students access in a timely fashion, in an efficient manner so that they can gain the the the skills that the standards require. So the the whole move to onetoone really opened the options for teachers wide open in terms of their ability to get students to engage with the technology so that those students can meet the standards in a timely and efficient manner in preparation for end ofear assessments in preparation for meeting other um skills requirements associated with the grade level and graduation. I'm

170a firm believer that if we remove one to one particularly at the secondary level and and I and I'm using secondary because I've been there at both middle and high school for many years even being one of the first adopters of onetoone as a science teacher I saw how beneficial this was for teaching my content but I collaborated with language arts teachers and it was evident very that in order to meet those standards in the timely fashion with the tight timets associated with every grade level for common core this became a significant powerful tool for getting students prepared and we have the internal data to show that because pre- pandemic our CASP scores end of year assessments on ESPback ELA and math continued to rise year overyear in all grade levels had a steady increase

171and the environments were one to one immersed. Now, was it excessive? Was it saturated with regards to all the tools and the the edte industry that has exploded since then? No. But meeting the California content standards as described, I would say is is definitely more likely to occur more successfully in a 1:1 environment. Okay. um other different stuff. The uh in the slides a couple times there was like a phrasing of overly gamified. I thought that was useful. Like isn't gamifying things helpful for >> So there's an extent. Yeah, that's a great question and and we were able to really attack this point blank this year and we we saw for ourselves in clear terms when the gamification of being on a screen becomes a distraction. And it becomes a distraction when the students are

172investing more time in creating avatars, collecting rewards, uh trying to uh compete against other characters >> as opposed to learning the actual skills that that program is promising to to facilitate. and and it was clear there are definitely a couple of programs that we eliminated immediately because we saw the time spent on those programs as being invaluable to the learning because the students were being so distracted with trying to design their perfect avatar or create the coins and and and and acquire the coins. So there's a lot of fluff in a lot of these programs that keep the kids engaged that we are now better able to identify, run it against the ISET, look on common sense media and know right away whether or not that program should be continued for use. And like I

173mentioned, we've already identified several that we've eliminated this year. >> Okay. Um and then >> so it can it could become too much of a good thing is what I was trying to get to. Yeah. >> Uh I believe in the first draft of this there were there were kind of stipulation or not stipulations uh guidelines rules about ergonomics. >> Yeah. >> And now they're just gone. Can I think >> No, I I think they're still in there. >> Yeah. They they should still be in there. These were recommendations we provided thanks to, believe it or not, our site IT Tech at Forest Grove was the first person on the committee to bring this topic up. And we looked into it and sure enough, there's researchbacked evidence that suggests that students need breaks at a

174minimum every 20 minutes to look away from the screen and focus on something 20 ft away. They need breaks to get up and stretch. They need to be reminded to sit up straight when they're actually on the device, not hunched over the Chromebook. These are things that we are going to convey to our instructional staff to be very cognizant of moving forward and and being a little bit more consistent with the expectations on the part of students, >> okay, >> with regards to their econ ergonomic use of of of tech. >> Okay. And then the I think it was up to grade two, the 10 to 15 minutes. I I know it's not like a requirement, but it it still can be up to 45 minutes in the day. Is that right? I mean, if

175you added it all up, the intent here based on the teacher feedback was that they need multiple times throughout the day potentially to have students using screen technology, whether that's individually, whether that's in pairs, whether it's in station type format. And so that recommendation provides the flexibility for teachers. It's not a hardf fast rule. Like I mentioned before, even the idea of of of assessing students online is going to exceed those those baseline recommendations. But we felt as a committee that it was important to provide enough headway, leeway, flexibility for for the teachers to know that if they scheduled an ELA or language arts assessment in the morning or an activity, a math activity in the afternoon, they didn't have to necessarily think, oh, did I already, you know, have a student on the device

176x number of minutes? you know, and again, it wasn't based solely on teacher input because we did reference quite a bit of literature in the academic uh educational research base that suggests that these are practical, reasonable session durations and this is coming from the American Academy of Pediatrics for consuming for for digital uh media consumption. It's coming from other uh scholarly journals that that have looked at this pretty pretty closely. Trustee Hazen. >> So, one more question and this is again I sorry I didn't ask my first go around but regarding the um uses of software like Google Classroom versus Synergy and I know this is something we've learned a lot. >> Oh yeah. >> Both individually as a board member but as a parent that there's specific roles both for teacher use as well

177as student use. Just wondering if there's any plans for the edtech plan to have standardization there because again one of the another just addition on that I know I brought up previously is for some of my at least in my experience my kids assignments have to be turned in using a cell phone you know or should be I guess you could use a Google Chromebook to take a picture of it too but you're turning in all the assignments via Google classroom via cell phone but what about those parents that don't want their kids using a cell phone um it kind of makes that that difficulty so again being able to have those boundaries where we can allow use but also allow alternatives for parents that don't want to use it in that same way and

178definitional of that like classroom is for turning in assignments for following the syllabus synergy is for grades and missing assignments or however that separation >> yeah you know when you first brought this up and this is very important we were this might have been a few years back even if I recall and we were coming off of the pandemic you know peak basically a year or two after that, right? And um so during the pandemic, of course, we scaled up the use of Google Classroom across the all grade levels and there was almost a rush of use whereby teachers were actually using the gradebook. And so when we got back into session, now that's not to say that they weren't using Synergy or or the CIS the student information system, which is a requirement. we

179need the data in that system in order to to to meet our state reporting requirements. We saw that the use of the gradebook was confusing matters in Google classroom because synergy has its own teacher view specific grade book. So now we have two competing gradebooks and I'm explaining this to you. I know you know this but to the community as a whole this was a source of confusion or we had acknowledged that right out of the gate. What our team did was draft a best practices guidelines that we specifically stated and we have the backing of our site principles on this that Google Classroom grade book is not to be used to keep and and compile and organize student grades. And it's there's a reason for it that goes beyond trying to eliminate the confusion.

180We cannot get that set of data to export and report into state reporting systems. It just doesn't work. So, we need it to come out of the CIS. That's why the gradebook of record and the official grade book for our district is the teacher view grade book. And so, we're we're kind of hammering home this message every year. I I talked to you about um us doing our annual top of the year um road show or site visit. This is one of the areas that especially at the secondary level that we draw teachers attentions to that they are not to use the Google classroom grade book to keep and manage their their grades. That's just not it's not helpful and it's and it's and it's creates more issues than it's worth. >> Yeah. Yeah. So,

181that's the take-home message to to sum it up, >> right? That's the gradebook side, but there's still the other parts like there's the ongoing, you know, whether you're dealing with the syllabus or the the assignments or things like that because there's, you know, situations, you know, I think I mentioned this too, as a parent, I get emailed every time something hasn't been turned on in Google Classroom, but some teachers who turn it in paper >> versus not. And so again, this is just one of those areas where I think the edtech plan can help provide those >> guidelines for >> yeah, >> you know, h how both teachers should be using it, but also for the kids and parents, >> okay? >> You know, how we should be interpreting this information. >> Make a good

182note of that. And that's an excellent point and we'll continue to drive home this this idea and it really comes down to standardized practice right in this area specifically because you're right there is a confusion factor out there when we're using multiple systems to achieve the same end result and so yeah we'll we'll push on this very hard in the years ahead for sure. >> Thank you. I'll echo the appreciation and thanks for um just the comprehensive effort. Um I agree with Trusty Shamos that being willing to incorporate feedback from the community and from the board and from all of our partners is like the most important thing and what more could we ask for? I also know that like this is our plan but it's also a living document. I think of AI I'm

183like well what I know about AI today there's going to be something different to know tomorrow. So, even though this is our starting point and this is where we're at right now, um it's also going to evolve based on um what we know. Um I appreciated seeing that there are going to be updates to the board and um additional members of the tech committee as well because I think that'll be really valuable throughout the year to be able to have that feedback and for us to be able to hear that feedback um as well. um with the feedback from the board. I guess at this point, this is an information and discussion item. So, if the board is uh comfortable moving forward with um bringing this back for approval, um we can do that at

184our June 18 meeting if that is the consensus. Trusty Wax, I see a finger up, so go ahead. >> Sorry, I had a couple more questions. >> Oh, I'm sorry. We went over to Trusty Hazen and you were finished. Okay. >> Sorry. >> You have the floor. Go ahead. >> Sorry. Um, with more of like the cyber security angle or protection, that sort of thing. Um, does the district have like a white list of sites or is it just a black list or >> So, I maybe director Algazi will jump in here, but I I'll tell you right now, we do have an allow list functionality within the software we use to monitor student online activity. >> That would be considered a white list, right? And then we have our policies across the board which

185are essentially blacklists or yeah they're basically firewalls which are specific to you know programs grade levels and and that can be adjusted as well. >> So we're using the whitelist functionality or not. >> Some teachers choose to use an allow list only which means the entirety of the internet is closed off with the exception of what they've allowed. Mhm. >> Outside of that, students are then shielded from all kinds of other things just based on our default policies. And we have multiple layers in place. We have our local policies that we use with our our local software for monitoring. We have our Google administrative con console that allows us to actually increase or decrease uh blocking or or or filtering. And then we have our countywide PaloAlto system which serves all school districts essentially from

186Monterey all the way up through the Bay Area that allows uh for even more extensive blocking of of pretty much the worst things out there. Yeah. Well, just in like a practicality thing, uh would it not just be or would it be beneficial easier to just do like have the white list just be newspapers and then like the top 500 reference sources or something for and then just not have to worry about blocking everything else. >> Yeah. So, that's that's a great point and our goal is to move towards an allow list model. So, we have training set up at the start of next school year for teachers to learn these enhanced strategies within the software. We've been developing kind of baseline uh skills of using our our monitoring system. The enhancements will include creating

187your own allow list. And and the reason why we have to kind of do this at the classroom level is because teachers are using a variety of online references and resources. And some of those are available for some programs and shouldn't be for others because they're just irrelevant. It's not that they're nefarious or anything, but if we start to block everything immediately and tell teachers, okay, you can create your own allow lists without really even kind of developing this plan further. What we end up happen what ends up happening is teachers may think they've allowed what they needed, but then there's codependent URLs and platforms that are now blocked that weren't factored into their original allow list design. So there's a lot of dependencies out there within our software programs, within the instructional or supplemental

188software that's being used. Uh Google itself has a lot of internal dependencies. If we block Google Docs across the board, right, and just allow say to the teacher, you can allow Google Docs. What will happen is sometimes the extensions and some of the tools that are built into Google Docs will not work for a teacher who say might have depended on those tools and then we get a call and I know it's getting technical, but we get a call and say, "Hey, I can't I I thought I whitelisted Google Docs. Why isn't this working?" So those are the scenarios in general that could happen without really thinking through and planning the allow list uh format. Uh YouTube, yeah, is blocked across the board and so teachers themselves have to allow YouTube videos, specific YouTube videos.

189The problem with that, of course, is if they don't test it out, sometimes they'll put a link to a page that then has a video link to a YouTube video, but it's now blocked because we block YouTube at the at the source URL level. So, it gets complicated, but we are moving to an allow list protocol to where internet access does that instead of this. And we're pretty good with with now monitoring and and blocking, but we really want to sharpen it up to where the teacher is the sole kind of determiner uh or the the sole uh provider of of what what is acceptable in that classroom. >> Okay. And then >> that puts a lot of a lot of onus on the teacher. We're just not there yet. There's going to be training

190and some development involved with that. >> Okay. And then one last thing, I know this is a kind of separate thing, but with uh with the cell phone policy as it is now, like with more models being able to be downloaded on phones like Gemma or GMA or whatever, and you know, to just be on a kid's device, >> I think that has to be factored in when we're reviewing cell phone policy. you know, >> completely agree. >> Um because you don't have to have internet access or anything. It's just stored locally on your device. >> That is right. It is becoming that to where you're right, a connection is no longer needed. Uh and that is where that's what's coming. >> Yeah, >> that is true. >> Okay. Okay. Thank you. >> Interesting times.

191>> Does that conclude your questions? Trustees, I just wanted to say thank you for the feedback. It's it's been our honor to put this forward to to to generate this work and put it forward. It's something I feel now this is been almost a decade I've been in this position. So, we've seen a lot change over that time and uh it's one of the the highlights of my professional effort in being in this position to create this plan with my colleagues because I I honestly believe we need to move in this different direction. We cannot leave it as it is. I will be the first to admit it's not working for a variety of reasons and we can debate those. The point I'm trying to make is that, you know, we're all on the same

192team and we have home field advantage. We can create the path forward that we want. We're not being told how to do this. And I think that's an important thing to keep in mind. So, thank you. >> Well said. Thank you. >> All right. Staff is directed to bring the plan back at our next meeting. >> They will. Thank you for >> clarification. Thank you, director Binder, Dr. Dazi, Dr. Hagquist, whole team. Um item B on our info discussion um agenda is future agenda items. Um Dr. Adamson, we have our list of future agenda items. Um, I guess before I look to the board for any additions, I will ask the public if they have any comments or future agenda items. Um, they can raise their hand and propose them for the board. Okay. Thank

193you, Director Alcaz. Um, I'll bring it back to the board for any discussion regarding future agenda items. >> Yes, Clerk Schm. um just that the elections are coming up. I mean if we know that one at least one person won't be here and um do we know when your last meeting will be? >> I'll discuss everything in the next meeting. Nothing everything's premature at this point. >> Okay. Um just that I would like to uh the superintendent and I have discussed like doing some kind of like a town hall for um any prospective board members that would like to kind of know what to expect if they decide to run. And we'd ideally like to do that somehow. Sometime before the deadline to file, which is usually before like August 10th. I don't know the

194exact date right now, but >> anyway, and we don't need all five board members really to do that. I mean, it could just be a volunteer thing. Uh, but I I think it's a good idea because you want to give people, you know, as much information as you can uh before they make a decision. >> So, >> we'll we'll put that on the future agenda item and maybe at our June 18th meeting, we can talk about if we want to look at a date, right, that we can, you know, have more of that discussion and how that's going to look and I love that. Great. Yeah. >> Thank you. Um, any additional future agenda items? Okay. Um, I was going to ask about voting as well, but more in the terms of a more of

195a are we going to do anything in terms of raising awareness that we have just voter awareness in general that we have an election coming up that we will be placing a measure on that? Will we be doing anything at the high school as far as kids getting registered to vote? um just >> there is definitely um there are options and programs available that will be working directly with the teachers in the in the months leading up to voting day. So I know we we participated in that last time. So definitely we'll be doing the same. Um >> Okay. >> But yeah, any other awareness building we can do. I know I had sent out a communication about a month ago to our community letting them know which areas, you know, are up for elections.

196So maybe a kind of a refresher, you know, on that would be good. Um, so perhaps we can talk about that all at the June 18th meeting. >> Yeah, >> I think that would be appropriate. Um, okay. If that concludes the future agenda items, we will adjourn our meeting. Our next regular board meeting will be on June 18th, 2026. Thank you everyone and good night.