PGUSD Board Meeting April 23, 2026

001Thank you. Thank you. Calling to order this special board meeting of the Pacific Groves Unified School District Board of Education. Um we are going to begin with our call to order and then I will move on um for our 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, Costanoan, and Eselin people. And additionally, pay respect to elders both past and present. Can we please have a roll call? Dr. Adamson. >> Absolutely. President McNary >> here, Shamas >> here. >> Trusty Hazen >> here. >> Trusty Utmar >> here, and Trusty Wax >> here. >> Thank you. With all five trustees present in person, we have a quorum and can do our business tonight. Um, item D is next on our

002agenda and that is the adoption of the agenda. Um, I'll look to you first, Dr. Adamson, for any updates. >> There are no changes to the agenda. Thank you. Um, we will next go out to public comment on the adoption of the agenda this evening. Okay, seeing no one in the room and no one online, no public comments. Is there any board discussion on the adoption of the agenda? Okay, seeing none, if anyone would like to make the motion. >> I'll be happy to make a motion to approve the agenda. >> Thank you, Trusty Hazen. Motion made by Trusty Hazen. >> I'll second >> and a second from Trusty Wax. All those in favor, please signify by saying I. I. Any nos? Motion passes unanimously. Um, next up, we will identify the topics for this

003evening's closed session agenda. Item A is a confidential student matter. Item B is public employee discipline dismissal release leave complaint under government code section 54957. Are there any public comments on the close session topics for this evening? Okay. Um and with that, we will now adjourn to close session and return at 6:30. Thank you. >> Okay, we are um reconvening in open session. This is our regular board meeting. um our special board meeting and we have a special group of people with us here this evening. I think that's why I stumbled over my words. Um the first thing we do when we return from close session which we were just in is report out. So this evening with regard to item A, the confidential student matter, information was received by the board and direction was

004given. With regard to item B, we did not get to that item and we'll take it up later on this evening. Um, next we have the pledge of allegiance and trusty wax, would you lead us this evening? Thank you. Okay, at this time I will be turning it over to Dr. Adamson to begin our employee of the year recognition. Well, thank you so much, President McNary. I'd like to start by just uh saying good evening to everyone here. Thank you all so much for being here. I see lots of familiar faces, but also faces that maybe are maybe not so familiar because you're here supporting your loved ones, and how wonderful for that. So, thank you all for being here uh to join us in recognition of these incredible employees. Um before we start announcing

005each one individually, I just want to say how proud I am of the process that we followed uh this year. Uh when we launched our employee of the year program in January within gosh, I think the first week uh we had an astounding response from all of our employees. And I think that is what I'm most proud of about this program is this individuals who were nominated for employee of the years for all the various categories. They were nominated by their own teammates. Uh so this was truly a ground a ground up uh process. Uh and it was just really incredible and so inspiring to read those nominations as they came in. Uh and so um part of that process we we had a total of goodness I think it was 87 nominees. Uh and

006then through that we identified a committee of volunteers from various staff members of all categories uh who came together and took time uh a whole evening here in the boardroom. We we had dinner uh but really to review each of those nominations individually and that was such a privilege to be a part of to hear individuals talking about their own team members. uh to hear some in the room who didn't even know some of those names on that paper, but really got to learn about and get to know those employees through what others were saying about them. Uh and what was equally wonderful about that process is just how organic that was and how we all had consensus at the end. But again, that is a lot of employees being nominated and it's absolutely my

007pleasure to be able to recognize you all here along with our board of education. You all know who you are. we had a chance to recognize you at each of your sites. Uh but this is really just to make it a little bit more formalized. And so again, my apologies because they hated this when we did this on the day at their sites. Now they get to do it all over again and they get to hear all the wonderful things that their teammates have uh spoken and said about them and the reasons that they hear this evening. So with that, we are going to go ahead and move on. We're going in order. We're starting with our elementary school. We are starting with Forest Grove. And we have a slide for each employee. And what

008I am going to ask uh is that when your name is called, if you wouldn't mind, you're going to come up. I am going to ask our board of trustees if you wouldn't mind coming to the front. And they're also going to hate this because this is means they have to stand here through each of these. Uh but I know they're so excited to recognize and honor each of you. So when your name is called, I'm going to ask you to come up to the front. Um President McNer has a pin of recognition that we're going to give each of you. You've all received your certificates, so we can't give those again tonight, but we wanted to honor you with these special pins, which are going to become part of our tradition uh each year

009as we continue this wonderful program. So, thank you to our trustees. And I am going to ask uh as each employee is called up, if you are the principal or the direct supervisor of that individual, if you wouldn't mind coming up and joining our trustees to congratulate each one. So because we're starting with Forest Grove, Principal Arun, would you like to come up and stand alongside? And yes, and yes, why don't we have our members of cabinet come up as well since you are here? Dr. Hagquest, Chief Rogman, do you want to come up and join? And executive director Yolanda. Okay. All right. So our first slide, please. So I'm starting with our classified employee of the year for each school site. We had one classified and one certificated nominee. Classified employee of the year.

010Please put your hands together and help welcome to the front Christine Gruber. Congratulations. >> And while she is shaking hands, I'm going to be saying some wonderful things about her. And again, each of these scripts are the exact words that were used by those who nominated each of these individuals. Christine is a true champion of belonging. She has created a safe and magical haven where every student feels welcomed and valued the moment they walk through the door. Her library reflects her spirit filled with the whimsy of Disney. A wonderful sense of humor and an open door for every child. Christine goes above and beyond to make sure students always have a place where they feel comfortable and connected. She keeps the library open during lunch so students have somewhere to go read, relax, and simply

011feel that they belong. But what makes Christine truly special is the way that she connects with students. She knows them, she listens to them, and she creates a space where they feel seen and supported. Beyond the school day, Christine continues to strengthen our community as a member of the board of directors for youth ambassadors, further demonstrating her commitment to supporting young people. Christine is caring, fun, deeply dedicated, and always looking for ways to make things even better for our students. Because of her, every child who walks into the Forest Grove Library knows they have a place where they belong. One more time, let's put our hands together for Christina and we're going to take a quick photo, which I'm going to join for. All right. I believe that our um certificated employee of the year

012for Forest Grove, Mary Quindmal, who is uh our incredible intervention teacher, is not able to be present tonight. Uh but we have a lovely photo of her. And um this was all all talked about and presented with the entire school student body. So we we miss her deeply tonight. All right. So I think with that we're going to move on to Thank you, Principal Auburn for joining us. Uh we're going to move on to Robert Down. Uh and we have two employees we want to recognize. Unfortunately here too, uh Mr. Overreet, Eddie Overreet, who is a wonderful custodian for Robert Down, was unable to be here this evening. Uh but once again, we got to recognize him and read all the wonderful things about him in front of the whole student body. So I'm going

013to move then on to our certificated employee of the year for Robert Down. Please help me welcome and congratulate and welcome to the front Heather Zenuzi. Weather embodies the very essence of belonging in everything that she does. Through her work supporting students in intervention and those with 504 plans, she ensures that every learner feels supported, valued, and capable of success. Heather has an incredible ability to motivate students while creating a safe and encouraging learning environment where they feel comfortable taking risks and growing academically. Her calm and steady presence help students feel supported, especially when they may be facing challenges in their learning. Heather's professionalism, her kindness, and patience make a tremendous difference for both students and colleagues. She takes time to listen, collaborates closely with teachers, and demonstrates a deep understanding of the needs and

014stresses that both students and staff may experience throughout the school day. Through her compassion, her dedication, and commitment to student success, Heather helps create a school culture where students know they belong and where they're supported in reaching their full potential. Her work truly reflects our core values of belonging, safety, and prosperity. And we are incredibly fortunate to have her as part of the Robert Down and PUSD community. Once again, congratulations to Heather Okay, we are moving now on to our middle school. We are going to start with our classified employee of the year. Please help me congratulate and welcome to the front Melissa Gibson. Melissa truly embodies our culture of we and the core value of belonging in particular. She goes above and beyond every single day to ensure that students, staff, and families feel

015supported and included in the many activities that make middle school such an important and memorable memorable time in a student's life. She plays a vital role in supporting our athletics and student activities programs, assisting coaches and our athletic director with student rosters, physicals, and sports forms to ensure every student has the opportunity to participate. She also manages our go ticketing system, preparing each home game and even training parent volunteers who help welcome families at the door. What truly stands out about Melissa is the care that she takes to make sure no student is left out. She works tirelessly to ensure paperwork is completed on time, communicates important information clearly to students and families, and personally connects with students to help them understand what they need to do to participate. She's often the person helping direct

016traffic, answering questions, and supporting everyone involved in those games and activities. Through her dedication, her organization, and kindness, she creates an environment where students feel welcomed and supported. Her work strengthens the sense of belonging, safety, and prosperity that defines our culture of Wii. And we are grateful for the positive impact she has on the Pacific Grove Middle School community. Once again, congratulations to Melissa Gibson. All right, we are now moving on to our certificated employee of the year. Please help me congratulate by putting your hands together and welcoming to the front Mr. Chris Abdesion. This embodies a rare and powerful combination of professional grace, kindness, and quiet leadership. Whether working with students or colleagues, he ensures that every individual feels seen, heard, and valued, reflecting the very heart of our culture of Wii. As both

017an English and leadership teacher, he demonstrates a deep and genuine commitment to the students of Pacific Grove Middle School. His calm demeanor makes him a natural voice of reason during high pressure moments and brings a sense of stability and reassurance to those around him. In meetings, Chris consistently offers thoughtful and steady insight. He has the remarkable ability to guide conversations towards solutions while ensuring that everyone's voice is represented, respected, and included. Perhaps most importantly, Chris approaches every challenge with positivity and integrity, focusing not only on not on complaints, but on how he can support others and help the entire school community move forward through his leadership, his compassion, and unwavering commitment to students and colleagues. He exemplifies our core values of belonging, safety, and prosperity. Please help me once again congratulate Mr. Chris Aved. All

018right. So never too late. >> We are moving now to our high school and we are going to begin with our classified employee of the year. Please help me welcome to the front and congratulate Mr. Kent. >> Well, Ken perfectly embodies our district values of belonging. When he stepped into the college and career center role, he he didn't simply fill the position. He re-imagined it with proactive energy, creativity, and an infectious enthusiasm. He transformed the space into a hub where students feel welcomed, supported, and excited to explore their futures. What makes Kent especially impactful is his approachability. Students gravitate to him because he is fun, genuine, and deeply invested in their successes. The College and Career Center is not just an office. It's a place where students want to be. Now, I can attest to

019that. Ken takes the time to connect with students individually, carving out meaningful one-on-one conversations that help guide them toward their goals and high school after high school. Whether helping a student navigate college applications, career pathways, or simply offering encouragement, Kenton shows every student feels seen and supported. He's also a dedicated ally and advocate, especially for students who may be feeling uncertain about their place on campus. He works intentionally to ensure that our most vulnerable students feel safe, valued, and connected. Because of Kent, countless students at Pacific Grove High School know that they have someone in their corner and that they truly belong here. Once again, congratulations to you. All right, moving on to our certificated employee of the year for Pacific Grove High School. Please help me welcome to the front and congratulate Mrs. Laura

020Lee. Lauri brings the wisdom of more than 20 years of teaching experience and she uses that knowledge to lift up lift up everyone around her. She is widely known as a trusted go-to colleague, someone staff turn to for guidance, advice, and thoughtful perspective when challenges arise. As a leader within our teachers association, Laura Lee works tirelessly to ensure that teachers voices are heard. She listens carefully, advocates thoughtfully, and approaches challenges with clarity and purpose. Her leadership is firm, collaborative, and always focused on strengthening our school community. Inside the classroom, Laura Lee has an incredible ability to make complex subjects engaging and meaningful for her students, even for seniors who may already be focused on their next chapter beyond high school. She continually finds innovative ways to make learning relevant and exciting. Her work with the

021mock trial program and the close-up Washington DC program demonstrates the extraordinary lengths she goes to create powerful opportunities for our students. Through these experiences, Lauri helps students develop confidence, critical thinking skills, and a deeper understanding of civic engagement. Laurel is also someone who believes deeply in supporting the whole student. Whether cheering on students at events, advocating for their opportunities, or helping them navigate challenges, she consistently prioritizes belonging, safety, and student voices. She's respected by her colleagues, admired by her students, and deeply valued across our district. Much of the work Laura Lee does happens quietly behind the scenes, but its impact is felt throughout the Pacific Grove High School community. Once again, congratulations to Laura Lee G. Okay. All right. Our uh adult school employee of the year, unfortunately, Barbara Krauss, was also unfortunately not able

022to be here. Uh but we also got to uh really recognize her at the adult school and she had her family there. She there was a really cute picture of her with her son and so just that was wonderful for her and you know you'd be amazed if you were to learn her age and I'm just going to go back and look and I know that it's she's very proud of it so she won't mind but 97th birthday she just celebrated just a couple of weeks ago. Pretty amazing and she's got the energy of a 30-year-old and probably even a I don't know a high school student. So there we go. Um, all right. It is my pleasure at this time to recognize our classified for the next slide. Classified employee of the year. Please

023help me congratulate and welcome to the front Vanessa Vipal Cranberry. >> Vanessa works with students who have some of the most complex and significant needs in our district. Yet, she approaches every single day with patience, compassion, and an unwavering belief in the potential of every student that she serves. She's a true champion of belonging. She has an incredible ability to bring students together and create moments of genuine inclusion. On the playground, it's common to see students approach the children she supports and simply ask, "Do you want to play?" That kind of kindness doesn't happen by accident. It happens because Vanessa models it every single day. Students naturally gravitate toward her. If Vanessa is on the playground, you'll almost always find students gathered around her, asking questions, joining activities, and wanting to be part of the

024positive energy that she brings. She's also a fierce advocate for students who cannot always advocate for themselves. She works with students who have significant medical and behavioral needs and supports them with extraordinary patience and care. Even on the hardest days, Vanessa shows up with a smile, encouragement, and a commitment to making sure that every student feels safe, supported, and valued. Her impact extends beyond the classroom. In the adult transition program, the pride and joy that she knows that she shows when her students walk across the stage at graduation is unforgettable. It's the kind of pride that feels less like a staff member celebrating a student and more like a family member celebrating someone that they deeply love. It's that kind of community Vanessa helps create for all of us. One that reflects our culture of

025we and our core values of belonging, safety, and prosperity. Once again, congratulations to Vanessa. All right, we are now moving on to the district office and it is my pleasure to announce our district office classified employee of the year, Jeff Stzman. He's having fun to the class. >> Jeff is the kind of person every school hopes to have on their team. When something needs fixing, whether it's a broken sewer line, a crack in the concrete, a damaged floor, or even a cell phone that has somehow fallen down, a gym great, Jeff shows up ready to solve the problem. Mhm. What sets Jeff apart is not just the breadth of what he does, but how he does it. He works tirelessly, approaching every task with a positive attitude, a friendly wave, and always a moment to

026check in with the people around him. When you call Jeff, he comes. That re reliability has made him someone our staff and our community know that they can count on. He support his support extends far beyond day-to-day maintenance work. He is present at countless district and community events, helping with setup, troubleshooting issues throughout the day and ensuring everything runs smoothly behind the scenes. Whether it's a school event, a community gathering, or something like Butterfly Bazaar, Jeff is often the person quietly making sure everything works the way that it should. Through his dedication, his dependability, and the pride that he takes in his work, Jeff demonstrates our core values of belonging and safety every single day. Because of Jeff, our campuses are safer, our events run smoother, and our community feels supported and safe. Once again,

027congratulations to Jeff. I would just like to add while he's taking his position is that Jeff was also our nominee for classified employee of the year that we nominated to the county employee of the year program and he actually won and was selected as the custodial in the custodial category. So that picture of him with his family is a check for $500 that our count our our district uh superintendent Dr. Gas came to actually present to him here in the boardroom a few weeks ago. He had no idea. It was a complete surprise. Uh but he we will be actually recognizing him at an upcoming event uh for that incredible award. So again, congratulations to you for that as well, J. All right. And now we have our manager of the year. And it is

028my pleasure to congratulate and invite to the front, Mr. Robert Sylve. Congratulations, Robert. >> Over the past three years, Robert has done far more than manage a department. He has led a true transformation. What was once a program focused primarily on convenience has evolved into a food service program centered on quality, nutrition, and pride in what we serve our students. Under Robert's leadership, our cafeterias now offer meals that are fresh, flavorful, and thoughtfully prepared. Students are enjoying dishes like authentic chicken tinga, barbecue brisket, homemade pasta sauces, and expanded salad bars with fresh fruits and vegetables. Many grown right here in our own Robert Down Garden and across other campuses. But perhaps even more remarkable than the menu is the culture Robert has built amongst his team. Moving from reheating processed food to preparing meals from

029scratch requires tremendous effort and skill. Robert is insp has inspired his team to embrace that challenge with enthusiasm and pride. Today, there's a visible sense of energy and ownership behind our serving counters. Staff know that they're serving something special, and students and staff alike have noticed the difference. Robert is also a hands-on leader. You will often find him in the kitchen developing recipes, working alongside his team on the serving line, or listening to feedback from students and staff. He even invites students and staff to sample new menu items before they are introduced, ensuring that the entire community has a voice in reshaping the program. His leadership has also improved logistics and access to meals through innovations like mobile food stations, helping reduce weight times to so students can spend more time on their lunch during

030their lunch period actually enjoying their meal. Robert's work nourishes far more than our students bodies. It helps build community, pride, and belonging across our district. Please join me in congratulating once again Mr. Robert. And I think our last picture is one thing I did not mention for Laura Lee Gona. She was nominated as our certificated employee of the year that was also uh brought forward to the uh county employee of the year uh teacher employee of the year and we'll also be honoring her at that same event coming up. So once again, congratulations to you. Just an incredible group and what a privilege it is for me to get to be here and all I am doing is relaying the words and the incredible things that have been pointed out and noticed by each of

031your colleagues. But it is a privilege for me to be the one to relay those messages and a privilege for us here to recognize each of you today. Um at this time I would like to invite everyone to the front. We'd like to do one big group photo. I don't know how this is going to look but with all of us we're going to somehow get us in. Um, if all of our employees of the year could please come up to the front and we can do a group photo. A big round of applause for them once again. So at this time I'm going to in those are happy happy sounds. I'm going to invite all of you. We have a wonderful reception of of some just some snacks and treats that have been put

032together by our HR department by Angela and Cario Sullivan together. Thank you both for the time you did for that. Um, and I'm just going to invite everyone to partake in some good food in conversation. I'm inviting any of you with your families if you want to take some photos up here as well, please take the time to do that. Uh, but let's just enjoy one another for the next half hour. So again, thank you for being here. Congratulations, employees of the year, you get to go ahead and start eating first, so please go help yourselves. Thank you. Okay, we took a short break after our employee of the year recognition. Um during that time, the board went back into close session to finish up the remaining items on the close session agenda. So, I

033will report out the action taken in close session. Um, the board with regard to item B, public employee discipline, dismissal, release, leave complaint under government code section 54957. The board voted to approve a resignation agreement with employee number 162114. The vote was unanimous. The board also voted to approve a resignation agreement with employee 162115. The vote was unanimous. And next up on our agenda is item four, the consent agenda. Um items on consent are routine. And this evening, our consent agenda is one full item, the out of county overnight activities. Um, are there any public comments on the one item on our consent agenda this evening? Okay. Thank you. Um, board, is there any discussion on consent? If not, I just would look out there if anyone would like to make the motion. >> Also

034move. >> Thank you. >> I'll second. Thank you. Motion is made by Trustee Otmar and seconded by Trustee Hazen. All those in favor, please say I. >> I. >> Any nos. Okay. Motion carries 5. Thank you everyone. Um the next item on our agenda is um under the action section and it is resolution number 11 195 authorization for California State Preschool Program Relocation and Licensing Application. Um, and I believe we have Principal Arin um, from Forest Grove to present. Thank you. >> Good evening. Abby Arin, principal at Forest Grove. At the beginning of the school year, our state preschool program was temporarily relocated to the David Avenue location due to licensing requirements. We are now in the final steps of bringing the program back to Forest Grove, which we believe will better serve our students

035and families by connecting them to our elementary campus. This resolution allows us to submit the required licensing application to make that move official. I'm asking you for your approval so that we can move forward with this transition and continue providing strong cohesive preschool experiences to our youngest youngest learners. Thank you. Um, we will first go out to public comment on this item. Very quiet room and online. I'll bring it back up to the board for any discussion or questions um for Principal Arin. Clerk Shamas. >> Yes. Um, uh, about the site supervision. Um, it's on page 80 of our packet. Um my question is is the supervision defined? Um because there was a problem when the special ed teacher was separated from the preschool and then it was brought together. There were two teachers there

036and I know that there were confusion about the roles that are being played in that classroom when you have two teachers coming together. And so I think they were worked out, but I'm but seeing this listed like this um with um someone listed as a site supervisor and the second one listed as um you know coming in uh to take a person's place when they're not there. I just wanted to make sure that there's clearly defined roles for the supervisor versus the the other teacher that's there. >> Do you want to take it or do you want me to >> both speak to it? I I just want to be sure I'm understanding. You're talking about the supervisory nature of one of the teachers, right? Who is the lead teacher, right? >> Yes. if you

037want to call it the lead teacher. But here in the resolution, it calls it site supervision. And then it names the person as a site supervisor. >> And then it's the second bullet says in the absence of the site supervisor, another name of the other teacher >> uh is designated to act on their behalf. >> Yeah. So, I'm just wanting it to be clear like who's who's the supervisor, so to speak, of the classroom. >> Yeah. Well, I I I think we've done a really good job. I know, you know, Prince Barbrey won't wouldn't necessarily be able to speak to how that had occurred and how that happened last year because she wasn't overseeing the program, but I've been able to see, you know, we learned a lot from, you know, last year. And really,

038I think we've been able to implement a lot of, you know, changes as a result to make it much more, you know, defined and clear. And I think that's where, you know, you could, that's the part you can speak to, Principal Arun, and, you know, from your experience and your oversight. >> And I just wanted to address that licensing determines a site supervisor different than how we might as a district. So no employee is necessarily overseeing another as noted in that packet but that is the name that licensing has given them. >> So I am >> supervising the program and am evaluating and um supporting all staff. Um they do have defined roles in terms of what they need to do but they're not necessarily dictating how to run the site. That's being taken on

039as director by me. >> Okay. Okay. So, that's clear. Okay. Thank you, >> Trusty Hastings. >> Yeah. I'll I'll just say quickly, this is a perfect example, I think, of making I was going to say making lemons out of lemonade, but I think I'm going the other way around. Making lemonade out of lemons because I mean, you guys did such a good job of transition and it's really exciting to see them, you know, coming back to Forest Grove and with fanfare, all the families involved, too. So, thank you for the hard work in the short time frame in doing that. >> Um, if there Thank you, Principal Arban. >> Thank you. >> If there is no further board discussion, I'll look to the board for a motion to approve this resolution. I'll move to um

040approve the resolution number 11 195, the authorization for California state preschool program relocation and licensing application. >> Thank you, Trusty Wax. >> Go ahead and second that. >> And a second from Trusty Hazen. All those in favor, please signify by saying I. >> I. Are there any nos? >> Okay. Motion carries. 5. Thank you, Principal Arin. Um and board item B on our agenda is the parcel tax survey. Um assistant superintendent Jordan and Dr. Adamson, this is your item. >> Yes, it is. And really we're bringing this back just as a formality at our last uh meeting. You'll recall we had Dale Scott give a presentation on what the process is for us to even you look into considering, you know, adding um uh the voting of a parcel tax to our november ballot. Um

041and you know there was great discussion but definitely there was direction from the board uh that was given to Dale Scott at that time to really proceed with a survey of the community. Um there is a related cost you know to that. So really I think we just want to ensure that there is we we take a vote to formally you know give that direction as he you know begins that process. >> Thank you Dr. Adamson. And looking at the staff report for this item, the estimated cost is not to exceed $35,000 for the community survey. >> Correct. Okay. Is that's from um Dale Scott? Correct. >> Thank you. >> Um first we will go out to public comment. Is there anyone who would like to make public comment on this agenda item? Okay. Thank

042you. Um back to the board. Board, any discussion on the parcel tax survey? It's mostly just to formalize the direction uh we gave and proceed. Um pretty straightforward. >> Yeah, I'll just say I mean again it always stinks putting money into something like this, but this is the re this is coming about as you know when we've been asked to figure out ways as a district to increase our income stream. That's the due diligence we're doing. So you just again it's not something we've taken lightly in approving this. And um I do think it's for the better good um whatever comes out of it. So I'll just say that as a comment. >> Absolutely. Um any other board members wishing to comment? Okay. Um then we will need a formal motion to approve the engagement

043of Dale Scott and Company to conduct a community survey with regard to parcel tax. I'll be happy to make that motion. Would someone like to second? >> I'll second. >> Thank you, Clerk Shamas. Motion is made by President McNary and seconded by clerk Shamos. All those in favor, please say I. I. >> I. Are there any nos? Okay. Motion carries. Thank you everyone and thank you Dr. Adamson for taking this step. Um the next item on our agenda will be the rest of our meeting and that'll be our information discussion study session on the LCAP another acronym local control and accountability plan um community update with Dr. Hagquist and I believe for purposes of the study session we will be shifting to the smaller tables. So just a short break to reorganize ourselves. Okay. >>

044Pardon? All right. Yes, Dr. Adamson's going to be the notetaker again as she has been doing at all of our LCAP input meetings. Yes, a lot of the quotes that show up in the report are, you know, directly from your fingers. I >> think we're ready to begin when you are, Dr. H. >> Sure. Um, good evening trustees. Larry Hagquist, executive director of educational services here to present the local control accountability plan board study session report 2025 2026 for the development of the 2026 2027 local control accountability plan. Uh this slide right here, slide two, uh is uh an agenda of what I'll be going over in this report. Um this agenda basically mirrors the table of contents which can be found on page two of the report. And for uh anybody following along um

045on their computers, uh that would be page 15 of the board packet. Please note that I I have also provided a copy of the slideshow uh with space available for you to take notes. My intention is to go through all of the slides first uh and then um open it up to questions or comments that you may have about each one and we can go back through the slides if necessary. Um so the presentation will start with a just a quick review of the background and purpose of the LCAP and then I will quickly uh show some slides which you have already seen from the midyear LCAP presentation and if you attended any of the input events you have seen these slides as well. Um they're kind of the heart of the LCAP presentation. They

046come from the midyear report uh that was presented to the board on February 26th. Um I will follow with an LCAP development timeline uh followed by the quantitative and qualitative data which I know that you will all be interested in uh that was used for this report. Starting with a little uh background and purpose. Uh the LCAP is a three-year plan um that outlines the goals, actions, services, and expenditures to improve student outcomes and especially student outcomes uh for some of our um most marginalized student populations. It is called a local plan because it is developed to serve local needs identified by the data that we collect uh and also informed by the input from our local community. So we have worked diligently to uh gather that data, analyze the data and to provide uh

047many many opportunities for our community to inform our re report and our process of LCAP development. Now for the midyear LCAP slides which you've all seen. Uh I'm going to go quickly through these because many of us have seen these several times. So, I'm not going to spend too much time going back through all of the goals. I will remind you that we have four goals. The first goal is an academic goal. The second goal is a social emotional learning goal. The third goal deals with uh support systems for students. And the fourth goal is our cultural proficiency goal. Um the language in each one of these goals, there's a lot of overlap in the language. And what you see here, I've highlighted words to kind of indicate that overlap. And I did want to

048highlight some of those phrases. Phrases like culture of we, families working together, families uh feeling welcome, uh the word safety, nurturing, culturally responsive. This is language that you see um in all of our goals because we do believe in whole child instruction. uh we believe that there's an important relationship between social emotional health and cognitive performance. We believe that a sense of safety, a sense of support and belonging help to nurture academic growth. And so there is deliberate overlap in the language of these goals. Uh along with the goals, we have metrics um that in the LCAP itself, there are many more metrics, but these are some that we like to highlight for our community in our presentations. Uh for goal number one, the academic goal, uh we see graduation rate, A throughG and CTE

049completion rate and AP pass rate. Uh when you look at graduation rate, you see a steady yearby-year increase, which is very positive news for us. Um with regard to A through G completion rate, uh you see a yellow um arrow there. That means it remained relatively flat. Um it's green if you see um improvement. and it's red if it's going down. Um, but please be please note that uh that score of 57.3% was 37.2% in 2022 2023. So while the yearbyear might be flat um we do see growth since the beginning of this LCAP cycle. Um and uh regarding CTE uh you see a red arrow there. Um this is definitely an area of growth and focus for us. We will be adding back uh an information and communication technology pathway that was lost due

050to teacher attrition. And one of the things that I spoke about with regard to career technical education was some of the challeng challenges we have in terms of um attrition and hiring. Um it's very some very specific credential work. So sometimes when you lose a staff member that is part of that CTE department, you lose the whole program for a little while and uh takes time to rebuild. Um and we are rebuilding those pathways. Um just a heads up, we do expect another drop in CTE performance next year. Um and uh but followed by what we think will be a big increase in the following year in 2027 2028. Uh, regarding the AP pass percentage, that's a a star. >> Um, what's the reason for the expected drop next year? >> We just don't have

051right now. We there's uh we don't have uh the pathway the pathways currently present that's going to help the students complete those pathways. And so we have uh a a new position with uh um Kimberly Schz that is kind of managing that CTE pathway um as Atossa right now and this is comes from information directly from her and there's a lot of detailed data. I have a whole separate report um that we've looked into that helps to detail why that has happened. Um but right now it's just we're rebuilding the pathways is the simple response. Um regarding the AP pass rate, the percentage was the same. Um but there's a yellow star because we are ahead of the three-year goal. Um we also had 32 more students take the AP exam. So we saw that

052as a big win for our academic goal and our key metrics there. Uh this is goal two. Reminder, it's the social emotional learning goal. Moving on to the key metrics here, we have chronic absenteeism. Although we saw slight positive growth with respect to this met metric, this remains an area of focus as multiple data sources including the state dashboard indicate that we need to continue to focus on school attendance. Uh this is a a um a big area of focus for us. It's one of the standout points that you see when you look across uh several other key uh data points. Caring adult metric, we are still above the three-year target of 90% uh here. Um and it's nice to see a star here, but the 4% decline is not to be overlooked. Um this

053is something that we mentioned the first time and I believe some board members commented about that. It's nice to see a star but um it went from 95 to 91. However um we do like to triangulate the data and if you look very closely through the report uh this remains an area of extreme strength with regard to the um interventions and supports that we've put in place um that feed this metric. Um, a lot of the qualitative input um and and the California Healthy Kids survey data uh point to a real area of strength across multiple school sites um that that caring adult relationships is a a real big positive for us and we're very excited about that because um it fits right in with um that culture of belonging that we're we're trying to

054promote. active partnership. Uh the uh one-year growth was relatively flat here. That's why you see a yellow arrow. Um but be reminded that we were at 82% in 2324. So again, uh upward trend uh a flat yeartoyear on that metric. Uh goal three, academic support and intervention. There's the language for you. I'm going to move uh directly onto the metrics. Here we have um our state testing results, our primary state testing results, the ELA and CASP results, the math CASP results, and the EL progress rate. Um uh you see lots of green arrows there, lots of positives to report. We're very excited about this slide. Although there was a 1% decline in the met and exceeded metric uh for the English language arts, there was slight growth in the distance above standards metric for that

055that same test, which means that the declined the the declining trend was statewide. Um so there was a little bit of growth in ELA despite that 1% decline. Math we were extremely pleased with. Um it was a growth area uh from last year and um you see uh two green arrows there and significant positive growth. Uh in the met and exceeded metric it went from 57.93 to 60.22. Um also in the distance above standard we went from 16.3 to 20.5. So very strong positive growth in math. uh which is act was really reflected in something that didn't make its way into the verbiage of my report but uh I heard over and over again that was very exciting for me when I was uh in the student input input meetings um I was very pleased

056to hear that when we were asking about favorite subjects and things like that there were so many students that just loved math and science and they it was just uh especially at the elementary school So, um that was very exciting to hear about and um so it also is promising for the future um as we continue to develop that math program. Regarding EL progress, we see a red arrow there um which is kind of a warning arrow, but um it is uh something that I uh explained before. It's a little bit complicated. I'm going to be explaining this again tomorrow. Um uh tomorrow I have a district English learner advisory committee meeting scheduled uh tomorrow morning right here in this boardroom at 8:30. Um something that we went over as a group with our uh

057EL teacher team um we looked at it closely um when you see uh and you'll see it in upcoming slides. Uh we had an extremely high um performance on the uh alpac. So, we had a a a high number of students reclassify. Those reclassifying students do not count in the metric for EL progress. Um, and so that's kind of the simple one of the simple explanations. Uh, we have a great program. We're reclassifying at an incredibly high rate. Um but we we have a very small N values, very small number of leftover students who um aren't showing uh uh the same extraordinary progress that that um the reclassified students showed in the prior year. Goal four is our cultural proficiency goal. We are proud of the work that we do in this area. This is

058definitely work that I think that we need to carry forward um as we think about next year uh and the whole redesign of the local control accountability plan. It may or may not have the same name, but the work will still uh be there. Um we heard during one of our uh input meetings that um cultural proficiency is starting to become a little bit of an outdated term. um and that um there are uh different designations that might be more appropriate. Uh goal four metrics. Um lots of positives here. Um bullying, the three-year goal was 90%. Um note the significant increase in the African-American metric, but also be warned of the small NV value. It's always nice to feel good about this huge jump. Um but we're talking about just a small handful of students.

059So um little changes in a small number of students can um make really kind of skew the data. Uh diverse curriculum note the steady decline which is something we want to see. Uh why is it? It's just the way that the question is asked. It says, "Answer disagree or strongly disagree to this school provides instructional materials that reflect my child's culture, ethnicity, and identity." So, we want um you know, that metric to to go down. Um we want fewer people to disagree. Um we're not certain, but we want to keep uh this goal a priority. Uh belonging. We have met the three-year goal for for for everybody. That's 80% as well as the African-American and Filipino at 75%. >> Uh well, if it's a quick one, you know, I I just want to um go

060through all of it first, but if it's a quick one, I'm happy to answer that. >> Well, the the the bullying question, kids knew that basically 100% of the white kids were bullied because of their race. Is that what that say? >> You never been on >> Oh, see >> never once or twice. >> I see. Okay. Thank you. >> Gotcha. >> Thank you. Thanks everyone. Uh this next slide is um an infographic uh that uh I used to just make um the table 1.1 which is on page three of the board report that I shared with you. Also page 16 of the board packet for those following along. Uh it outlines the significant meetings and events of this year that went into supporting the LCAP and building this report. Some of the events include

061um allyship in education uh which we will be attending again this year over the summer. Uh we already have two teachers that are showing interest and we have myself and another administrator that was uh part of that team in the past. Um cultural proficiency events, student parent LCAP advisory meetings, community input sessions, the e education visits, u they are all outlined on table 1.1. Um and these are just the events that uh help to go toward bringing that input uh and informing uh our LCAP development. Um data data collection approach. This is just a slide that explains uh what is called the mixed methods approach to research. Um and it's just simply how do we com how we combine quantitative and qualitative data. Um quantitative in simple terms generally uh describes what is happening right

062so many students are scoring this percent on a test or this population is scoring uh at this level that's what is happening but um you don't really get to explore why things might be happening uh unless you ask questions and you hear the stories and those stories come out in um those qualitative responses Um, but how do you try to eliminate bias from those qualitative responses? You don't just hear those responses and then share your opinion. You you go through those responsive responses over and over again. You you see where there's overlap. You see where you're hearing the same stories over and over again. And then you triangulate. You look at different data sources and you see how how does the qualit how do the qualitative responses u establish certain themes and how do those

063themes reinforce what we're seeing on the liyker scale type questions those those quantitative questions um so quantitatively we look at things like the California healthy kids survey um and that when we say quantitative we're talking about like scaled scaled response questions um that can be measured against uh other that are standardized that could be measured against other um populations outside of PG CASP scores, LPAC scores, um core seal um assessments, that's social core social emotional learning assessments, uh qualitative, we have parent advisory committees, uh student advisory committees, community engagement meetings, um DAC meetings, that's the um English learner the district English learner meetings one of which I will have tomorrow. Um and this combined uh approach helps uh and it allows for triangulation of our data. So hopefully as you look through the data, you

064it's actually more important to me that you all see um certain themes stand out. Uh that I'm not telling you uh what those themes are, that we're all just trying to look as objectively as we can at the data and that it it kind of becomes clear um where our strengths are and where our areas of growth are. Uh this next slide uh it is um the California Healthy Kids Survey highlights uh in the student voices in the California Healthy Kids Survey. It's broken down by elementary, middle, and high school. Um and again, this is just a one slide recap of u more information that is provided in the written report. Um so elementary, I'd like to discuss the positives first. uh perception of caring adults. There it is again, right? We saw that 4%

065drop a little bit earlier that the board had mentioned during my last meeting. Um but this metric was at 7 uh3% um at 2324. Um and uh we also saw positives in improved facilities. This is I've been in the district for a long time and this is the first time that I've really started to I'm starting to hear the stories of like people are noticing the the the improvements in the facilities. Um which is really cool and and I think that that story is going to continue um you know uh along with our measure B uh funding. Uh, so it's just a opportunity to to give credit to John and the MOT team because it's not one pro I mean it's to get to that threshold. There's like a critical threshold. You're doing all this

066work just to keep up and then you do enough where people start to uh notice the just beautifification and and that that that wow this is real things are are are getting nicer. Um, another real positive was perceived safety. um 95% and um be reminded that you know safety is one of our core values. So it's really nice to see growth in these areas that we keep on repeating you know these are our core values uh that sense of belonging that sense of safety. Um, so 95% of students feel safe to and from school, going to and from school. And it's little things like going to the crosswalk, you know, like we have district office personnel and people, you know, at the crosswalk on Pine Avenue and and um it's just to me that like

067gives our little that that feeling, our little district that feeling of like, wow, it's cool to look at the data, but it's even cooler to see the kids smile as you're walking them across the street to school and that that they're actually feeling feeling safe. Uh middle school posit positive uh school connectedness. >> Pardon students. >> That would be nice. Um middle school uh positive school connectedness was at 56% in 23 24. Again, we have an increase in perceived safety and also a 10% increase in high expectations uh in the high school. Note how the core values of belonging, safety and prosperity present themselves here. Um increases in connectedness which is speaks to belonging. Uh increases in perceived safety speaks to safety and high expectations which speaks to prosperity. um growth areas, uh late bedtimes

068across the board. Um that question was just the kids are self-reporting that they are and and the bedtimes are different at the different levels. So I think it's like 10:00 p.m. and then for the high schools like midnight and and they're not getting to bed by midnight. It's it's a little bit frightening. Um and then again, feelings of sadness and emotional distress are persisting. Um I I can't help but you know myself think that there's got to be a little bit of correlation between you know students staying up so late and not feeling great >> on on their devices right and so that work that we'll we're doing you know around our tech plan is going to be important as well uh so California healthy kids survey uh we also survey the families and the

069staff And so this slide depicts those two um groups together um on one slide. We'll start with the family California healthy kids survey. Um so caring adult relationships. See how that kind of reflects the same thing that the students were telling us, right? Uh caring adult relationships, there was growth from 41% in 2023 2024 to 50% currently. So we're real proud about that growth. But look at how um how much lower the parents score that than the students, right? The students um are reporting, you know, in the 70s and what was 85 like so much higher than the parents. But but they're both um growing, right? That that caring adult uh relationship. So it does reinforce the data from the student survey. Note that the students scores were much higher at 85 and 73% on

070that that previous slide. There were increases in respect for cultural beliefs. Uh that's right there our goal for um cultural proficiency 8% over two years. And the school treats another the other area the school treats all students with respect. That was plus 4% on the family survey, which is positive a positive outcome for our cultural proficiency goal. On the staff survey, again, you see caring adult relationships. So, this is showing up on every single one of the surveys, right? And this is one out of like dozens and dozens of uh questions highlighted as a positive while the perception of bullying decreased. Um so that's also a positive and it's a positive for LCAP goal 2 and four as well as our efforts to build a culture of we uh growth areas uh seeking input is

071higher than 23 24 but it is just such a low number overall. Also there is a continued need to provide social emotional supports seeking input like from families like feeling that that that sense of participation in in the process and that's something that also came up in our LCAP meetings right and it was a little bit difficult because we uh you know we were trying to gather input and we we want that. I would love nothing more than to have a LP like to have 50 people online right now, you know, and hundreds of people at the LCAP input event. But um but it's the perception is out there and it's very real that like we need to do a better job of seeking input. So um I'm I'm a believer in total ownership. >>

072Yeah. And I think a lot of times I think that the continuity circle doesn't always like folks don't realize that the LCAP is the input that goes in. I think they probably want more direct input from whether it's teachers or the school sites just because that's what they know. >> And that's true too. And that's what this this that actually it's not I think what you're saying right there is connected to what we're data we're looking at right here on the California Healthy Kids Survey. Right. Um uh so the California healthy we've gone through the the students, the parents, the staff. Uh the California healthy kids survey uh is it's a great instrument. Um it also provides school climate report cards which kind of combines information from all of the different uh surveys um to

073give a kind of a a condensed version and a report for uh about school climate. And so, um, the school climate report card takes this composite data from all three of those to provide this snapshot of, um, for all of our sites. On this slide, you see growth once again in the caring relationships and safety categories. Um, those are two that keep on coming up and that reflects what was presented on prior slides. Also, meaningful participation and parent involvement were positive highlights at the elementary and middle school levels. At the elementary level, school connectedness dropped slightly, but the metric is still up in comparison to state averages and prior years. areas of focus for the middle and high schools are uh academic motivation um which came up at the middle school especially and then um

074the chronic absenteeism which is a problem throughout the entire district but um especially at the high school. It came up in multiple different ways. is like how do we address how how do we keep the students you know in school enthusiastic um about that about learning um state testing data um I already went over this uh really um this is again just another way to look at CASP there the ELA math the CAST so my prior slide didn't show the science testing scores uh and then there's the ELPAC again but what I like about This slide is first of all it has the CAST data which we like to brag about. Um you know look at that year-to-year growth 55 56 63 um we're just um performing tremendously well in in in science and and

075really in all those disciplines. And then when you look at alpac um if you look at at the most recent which is 2425 you see that jump from 29.76 and 23 24 to 40.98 and in and 2425. What that means is those are students that scored a four. Four is the highest that you can score on on the ELPAC the English learner proficiency examination. Um, and you have to score a four in order to be able to reclassify. So, all of those students that were celebrating that, they're scoring a four. We're saying, "Yay, that's wonderful." And then look at the next slide, right? So, the next slide is our state dashboard. And you look at EL progress and you see it as low and it's orange. Right? So, and I even I've talked to MCOE,

076we talked to the state. I'm like, what's going on here? Um, and they said that they're looking at trying to find a way to include reclassification status as part of that um progress. I I think it should be right. Um, >> so skewed, but >> yeah, but right now it's not. Um, so what we have have is a really really small number of students that could have conceivably scored the same on their on their assessment, but because they're one year older, it's it's not deemed growth. And so it's not progress. and and and then think about it like you also have the students that are reclassifying when they take the test the prior year they're probably the ones that are making the progress and then they're moved out, right? So, so we have these more

077vulnerable students, the newer learners that are just kind of being measured against a totally different group of students who made progress and then progressed their way out of the the program. Um but otherwise we um our state dashboard indicators look pretty good. Um we're still in ELA very high. Um and then we're still you know with math and college career high. Um we'll see what happens with that CTE because that feeds college career. And so if that dips next year, you know, not sure where we will be with with the college career, but just want to to give a heads up. Um, and then chronic absenteeism, that's nothing that we don't know. Like we need to work on that. This is something that is a problem across the state and um we need to find

078ways to um make progress and we we we are making we we are making a little bit of progress. It's just still uh uh low. >> Uh is it fair to put collegec career as one category because >> it's they're two different things. I would I would feel better if they were measured separately. Um you know, it just gives you a clearer picture like how are you doing on your career? When you put it together with college, it's it's a mixed bag. like how you know what >> Yeah. And there are Yeah. that this comes from the state. It's the state dashboard. And there are a lot of different um feeders that the things that go into that college career metric. It has a little bit to do with like the students that are, you

079know, their their state test scores along with things like CTE completion. um things like um passing the like not the stamp test but getting the the um certification for um uh bilingual, right? >> Uh do we get um grants based on this from the state? >> No, not based on our results, but we do get CTE. >> Well, I mean based on the dashboard. So the dashboard is simply for public consumption but not really for state. >> Yeah. You're not you're not winning anything. >> Yeah. Yeah. >> The California Distinguished Schools award is based on on our dashboard data and you know that's yeah our state assessments right. So yeah >> where the free coupons in and out the big award. Yeah. >> So it's an award but not monetary I think is the grant

080part. Yeah. is for the independent studies when kids are away for a little bit longer those are not counted towards absenteeism is that right >> that's a good question do you know Dr. Adamson the if if students complete the independent study and they turn it in and it's graded then absolutely the the it becomes um it counts towards their instruction and that's the whole purpose of our you know bringing in the independent study program it was intended to also reduce our chronic absenteeis right but there are a lot of steps that have to you know play into that right I mean if you're gone for 5 days the students do have to complete the work turn it in a little bit with that and then absolutely it's not found it as an absence. So, >>

081I know what you're talking. You're talking about the short-term independent study. There's So, there's We don't have an independent study program in our district. Um, so I wasn't sure about that, but the short-term independent study was a measure that we put That's a great question. It was a measure that we put in place to try to make a difference in that um chronic absenteeism metric, right? So, if students do complete the work, we don't have to count them as absent, which is wonderful. Are we keeping data on how many of those requests we're getting since we this is a newly kind of implemented system the >> short I mean we definitely have data at all of the yeah it really is this year so the site so I mean absolutely I don't think we've actually

082correlated that all together but it it would be a good study for us to do at the end of the year and gather that um Matthew binder is probably able to you know run a report through synergy that you know gives us that data so it's probably something good for us to look at at the end of the day. >> Yeah, maybe to understand better how many kids are absent due to that reason and then kind of dig into what's going on with others. >> Yeah, I had a thought again. I was saving for the end, but it's all deals with No, we're fine. I mean, it's >> No, I mean, >> it's good to have these discussions, but I think more data will come on that. But I was see I was trying to

083connect to these a little bit of my um some of these concerning threads, I'll just say. Um, and you know, I think talking about the staying up late at night, some of the quotes that aren't in the presentation, but the ones that, you know, PGMS continue working to ensure consistent expectations across classes for the high school. It can be difficult when some teachers don't post everything on Google Classroom. I was marked down for things I missed and when I was sick and couldn't participate. I sent several emails when I missed school and only half responded, which made it stressful trying to catch up on assignments and tests. If you want to talk about things that again make kids stay up late at night, these are the kind of things and homework policies, etc., we could

084deal with if we wanted to as a district that it's hard, but these are the kind of things that we could dig into to help. And I also guarantee you when you're talking about chronic sadness, >> um, you know, feeling that you can't keep up with your workload, speaking as an adult, >> that's a big contributor to that. So again, I think the these >> the data points themselves are useful, but I think the story that they tell when you put them together >> is what's really powerful. what I hope we can learn from this. >> No, you're right on. I mean, that's a good example of we're all seeing the same thing, right? I mean, just we're all looking at the data and then we're seeing the same thing. And uh it's a it's

085very true like how how do we how do we start to make a dent in that chronic absenteeism? It's a it is a needed area of focus. Um, one of the things that we're starting to see a need for, uh, I shared this with PGTA yesterday, um, was, you know, we're we're already thinking about next year is going to be the third year of this LCAP. We're already thinking about like, well, what does the new re refreshed LCAP look like? Um, and one of the things that we're starting to see a need for is MTSS, multi-tered systems of support. Um, really trying to build coherence across our system to speak to I mean it's it's a fancy way to say like we need more consistency and continuity across our different systems, right? um and uh

086understanding a little bit more about these multi-tered systems, learning about it, and then making an effort to implement them uh I think could potentially help address that problem along with the PLC efforts that we need to continue to get better at, right? Like you can't develop any consistency unless there is at least at the very beginning collaboration >> and standing, >> right? You need to know what's happening in your colleagues room and what what what's happening there. It's not going to happen with a message from the school leaders to say we need to be more consistent, >> right? >> That's not going to happen. It's going to happen through collaboration, PLC work, understanding of multi-tered systems and and and just deep deep learning. Um that can begin to I think make a difference in that

087area. >> Yeah. Just again from a story perspective like I can imagine a student that's stressed out about a test ends up feeling sick stays home from school gets more work now can't complete the work so stays up late gets more stressed about the test there's your chronic absentism right there so I I love I like this idea of the systems approach and again so many of our teachers are doing a great job I mean these are obviously just highlighting but it's how do we bring those and probably we'll get you know some push back on this but how do we bring those teachers that aren't paying attention to those concerns up to that same level that everyone else is at. >> And I I happen to be uh on a grading committee. I I

088was we I started this when I was I did that work and grading for equity work when I was at TOSA at the high school and um it's being revived. It's part of the WASK goals, right? It's like a a an area of focus for their WASK accreditation and they're at a midyear cycle report next year. It's here. Like we know there's a need and uh I know right now Mr. Omir has already convened and we we've supported in the curriculum department with funding to get this group together to start talking about um re reviving that discussion on what is it what is equitable grading practices and that opens up discussions about all sorts of things in the classroom. But it's a good starting point. You know, unless you get people talking, the change is

089not going to happen. And um we're at a point right now where we're having safe discussions and grading is a very personal thing. So it's going to feel threatening to people. Um and so digging in there and and having discussions that are challenging, but um understanding that it's all we're all doing it together is really going to be I think a way to start to uh get people to see the need um to support students by having more continuity of practice. um local indicators. So um in addition to the per uh the state performance indicators like the state dashboard that we were just looking at, we also have local indicators. Um LEAS uh local education agencies like Pacific Grove Unified are required to include local performance indicators on their dashboard report. So if you go

090to the state dashboard, you can actually click on um our local indicators report and that's something that we have to put together every year. The local indicators for PGUSD include uh the MAP assessment um the core seal dibbles assessment as well as qualitative uh LCAP survey results and the next uh slides provide a summary of the results on those local indicators. Starting off with the MAP assessment. The MAP assessment is given three times a year to all K through 12 students. This slide depicts a comparison of median scores in reading and math. You'll see that the score remains scores remain relatively constant with a dip in 12th grade. That may be the result of something we heard about earlier that uh when we present when Laura Lee was presented her award um seniors not seeing

091relevance uh of the assessment. So maybe we can get Laura Lee to give the assessment um because she has a way of uh you know getting um so um so and then some of those students are no longer even enrolled in math, right? Uh we pair results of these assessments with other local assessments like the Dibbles assessment, the elementary sites in order to triangulate. And uh this just shows the fall reading assessment and the winter reading assessment. I like I mentioned, we give it three times a year. Um, and so this is happening uh one more time this year. In fact, I think it's happening next week. Um, and the Dibbles assessment. So, Dibbles assessment data can be found on page 16 of the report. Uh, also page 29 of the board packet. The bar

092graph here depicts students at or above benchmark on the Dibbles assessment. when you compare middle of the year uh to the beginning of the year assessment scores. So I think middle of the year is the dark blue and the beginning of the year is the light blue. If you're looking at the fourcolored figure in the board packet all of these different assessments that one of the convenient things is you always see like blue, green, orange, red, yellow, like you have the five different indicators. And so, um, if you're looking at that that fourcolored figure in the board packet, the numbers on this slide indicate what would be a combination of the green and the blue scores. This data is depicted in much the same way that the state scores are presented. So, if you recall,

093it's like at or above the standard is what you see when you see the ELA um, CASP scores or the math uh, CASP scores. Um, but one of the things that we do in our district, uh, at the elementary level is we use the red indicator, um, to to identify students that need targeted instruction. So, for example, um, the summer reading intervention program, we're going through, we're not looking at the the top two that you're seeing here. We're looking at the red indicator and then we're identifying students for targeted inter intervention so that they can we can move them out of that um uh need for support and and it's really cool to be able to see students moving um out of that program and you can literally one by one see okay we had

094five now we have four this student you can know their names right and we have uh some incredible intervention specialists that um that help put that day together look closely at it and they care so much about it. Uh like we what we did this year we shifted from the old dibbles assessment to um you might recall the the MC class and so there was a time when during that shift where we were without the data. In fact, we had to work back and forth and director binder like was working to try to get them to migrate our historical data into the new MClass system which is something that they promised us and it wasn't happening. And so there was a whole background story to that. But um the lesson that I that I took

095from it is wow dude our intervention teacher like it's so great to have teachers that care so much about these different metrics that they were like bending over backwards to make sure that we had that data and they were able to to finally get uh get it in place for us. Um the core seal assessment is uh given two times a year in the fall and in the spring. It asks students to give scaled responses to pro prompts like I got my work done right away instead of waiting until the last minute or I can do well on all my tests even when they are difficult. Um the overall scores for all our schools is in the moderately healthy to favorable range. That's where you see 76 71 and 73 there. Um elementary, middle, and

096high school. um or that's the color yellow which reflects a score between 70 to 76.99. So if we go above if we go to 77% uh you're going to start to see uh one step up um that would be healthy favorable and then if we go above 90 I think it is then it's going to be extremely healthy favorable. Um this slide uh provides a summary of our efforts to deepen uh engagement toward goal four, our cult uh cultural proficiency goal. Much of the data that was presented earlier pertaining to things like strengthening caring relationships, promoting meaningful participation, decreasing harassment and bullying, uh improving school connectedness and safety. we we believe reflect our continued efforts towards strengthening cult cultural proficiency work. These are metrics that show up in Gulf for um we have been working

097with Angelis and Caroline Haskell this year to expand our restorative practices work um to strengthen our ability to respond to incidences of bias and build stronger collaborative practices. We have been meeting we we have a meeting scheduled next week with our leadership team on Wednesday where we will be planning our cultural proficiency team meeting that we will be held on May 12th. This will be our second cultural proficiency team meeting of the year. Um and one of the questions that we literally yesterday just asked our leadership team is what do we need to keep this momentum and to to to move this work forward, right? Um uh we believe that this the work that we've done we're seeing positive results because these metrics are going up um and what do we need to keep this

098momentum and keep this work um moving in a positive direction. Uh LCAP community engagement. Uh this slide presents a summary of tables 2.8 through 3.2 2 on pages 21 to 25 of the report that I've given you. Um it's also on pages 34 through 38 of the board packet. We held two community engagement meetings and distributed LCAP surveys to all parents. Qualitative data was collected and coded um by LCAP goal. So uh what for this section what I I did was um not just code the data collectively to divide it by LCAP goal goal one. So these were statements that were all clustered around academics. These are statements that were social social emotional learning uh oriented. The tables in this section of the report are organized by LCAP goal. So regarding goal one, we want

099to strengthen academic relevance and core instruction by maintaining high expectations and balancing core subjects with life skills learning. Right? So, um there was a um an emphasis on um life skills and uh you know talk at the high school level of that career technical education pathway making sure that we still uh maintain strong pathways. Uh with respard to goal two, we want to continue our seal focus while strengthening alignment of the SEAL supports system across all sites. Again, that speaks a little bit to that MTSS work um that um I mentioned a little while ago. Feedback on goal 3 also points to a need for developing system coherence around intervention practices. We will be looking at MTSS as a possible area of PD focus for our next three-year LCAP cycle. Um goal four feedback points

100to a need to bring families into the cultural proficiency work. So family communication is definitely an area of needed growth. >> How do you define the um social emotional learning? I mean you use this term a lot. >> Yeah. >> And but how would you define it? Like >> you're in a classroom. What's the what particular curriculum is addressing that or are they all addressing it? >> Yeah. So there's a so this is um there are a lot of there are actually social emotional learning curricula. >> Um one of the examples of that is in our e education uh adoption for ELA. One of the reasons why um our pilot team uh liked it was that it accompanied some strong seal practices. And so uh things like they have a thing that's called crew uh

101which is essentially embedding restorative circles which is the the circle work is the one of the kind of the trademarks of restorative practices. um where everybody like you're not sitting in rows looking at the teacher receiving your education. You're working together. You're getting to know the names of of the students in your class and you're prioritizing relationship over uh intellectual like uh tasks, right? So it might be at the beginning of a class we get in a circle and we talk about like tell me something about your day, right? That that what's what's going on in your life and those types of things. And so we're we're we're making deliberate efforts to emphasize relationship um before moving to task. That's that's kind of the simple approach. >> Just to add to that, we've got the

102toolbox curriculum at the elementary level. I think they also utilize that to a certain degree at at um middle as well. Um second step was the other one. I was trying to remember that one. And so you remember our counselors you know at all the levels are involved in you know sort of multi- um a lot of them will do lessons you know in each of the classrooms um at the middle school we have the advisory you know class where they you know do that once a week they embed social emotional learning components you know on on a weekly basis um so that's the additional >> and at the high school some it's it's really easy to overlook that SEAL part because it's like it's very easy to say Okay, open your book books to

103page 86 and look at problem number four, right? Um before you take the time. And I was in a class recently where I just saw anal strategy, right? It's like they had they had the teacher had a picture of pizza on the on the board. It's like what's your favorite pizza pl and they the class was so excited to talk about like their favorite pizza place >> in Monter and people were throwing these things out and then the teacher transitioned into the lesson which was really it was just really cool to see the seal work up front at the high school level. Well, um, do you think it would be helpful to have some kind of a description like that in either in our on our website or something? because we throw these terms around

104but you know the average parent doesn't know what does that really relate to but like what you're saying I can I get that you know um just just in term like I mean all of this is very um um dense in a way >> and so you know you know you want people to be able to read it and and uh come away with a kind of an easy understanding of >> a lot of it. Good point. Yeah. So, I'm just >> that's an excellent point. >> Yeah. There it's just acronym laden and dense and you know it's really easy as an educator to get lost in the acronyms. Where was I here? Um did I present this slide? Okay. Uh so this slide summarizes table 3.3 on pages 25 and 26 of the report

105pages 38 and 39 of the board packet. Uh a similar qualitative coding process was used to disagregate data from the parent advisory committee meeting that was held on April 1st. Um this meeting was well attended and feedback was robust thanks to Dr. Adamson's uh typing skills. Uh, one of the primary takeaways, one of the primary takeaways was the need for improved communication to increase awareness about the site and district initiatives and to build stronger participation. And what you just mentioned right there, Beth, like that's a good example, right? It's like, hey, how do we communicate what SEAL is? Um again system coherence uh through consistent and reliable implementation. There was a lot of talk about implementation. It's one thing to have these policies or have these practices but it's another thing to make sure that

106they're implemented in every classroom across the district in a consistent way. Um things uh there was a lot of talk about technology usage plan uh during that meeting. It was a prominent theme uh that was communicated there. Oh, that was so uh in the the report that I gave you um the way that I disagregated the qualitative data is you have a bunch of statements, right? You could have a hundred statements or more like um and then you you have some statements there. There are some funny statements that are like Yahoos that are filling in the the surveys, but you you thematize the statements, right? And you identify the theme and then you literally count up how many statements are there that reflect that theme. >> Yes. Yeah. Yeah. Yeah. So, yeah. Oh, I see

107what you're saying. Right. If you look at it in the in the packet, what page is it on? Page 25 and 26. Oh, frequency of eight consistency and implementation across classrooms and programs. And then six, student supports safety and behavioral expectations. Two separate categories right there. And then on communication and engagement. Oh, that's this middle category on page 25. Does that make sense? uh student advisory committees. Uh from February through April, I had an opportunity to visit multiple classrooms at all sites to gather LCAP input from students. This slide summarizes tables 3.4 through 3.6 on pages 26 through 29 of the report. Also, pages 39 through 42 of the board packet. At the elementary level, the students expressed a strong affinity for their teachers. That was really sweet to hear. Um, reinforcing the caring adult

108relationships uh metric that we saw earlier. I also noticed a lot of positive talk about math and science which I mentioned. Um, they mentioned that they would like to see more consistency across classrooms even at the elementary level. Um, just comments like so and so and so stays in at lunch and does like like tutoring class like can I wish everybody would do that, right? Um, middle schoolers also wanted to see more consistency with respect to classroom expectations and grading. They spoke positively about safety improvements and academic support. At the high school, the growing sense of belonging was apparent. That was actually quite a big jump that we saw there is that students just feeling that sense of belonging at the at the high school level. Uh, which was also supported by quantitive data in

109the California Healthy Kids Survey. They spoke positively about opportunities both academic and extracurricular. Uh the students were pleased with the uh offerings that they had in in their uh different schools and they too saw a need for more consistency of expectation. Larry, >> uh, >> on the high school input, um, you're combining 9th through 12th grade responses. >> Yes. And I wonder how it would be if you separated out each grade level because you know as a teacher that you have certain grades that come through that have a certain personality. >> Yeah. >> And some of them are lovely and some of them aren't, you know. So if you're in a lovely class, it's all good. Mhm. >> And if you're not, you have a different response. So, I don't know. I would I would

110kind of be interested in seeing that deliation of classes just to see like, okay, is there is there one particular level or two that we need to really work on because >> that's a great observation. So, the way that I mean the way the the the sites can do that. >> Yeah. Um because the California healthy kids survey is given at nine that you see nine and 11, >> right? And so that's those are the two different grades that you're going to see is is nine and 11. That's on mine. A lot of the input meetings that I have have like multiple different I'm not going to each grade level, right? So, I'm going to leadership teams, I'm going to sped classes, I'm going to um things classes that have like a lot of different

111levels of students. So, I think the best way to look at that data is through the California Healthy Kids because a lot of the questions are quite are similar and they have the the healthy kids survey has a lot and so you know site leaders >> but they just do those two levels ninth and 11th the healthy kids does. Okay. Can I just while we're on that same topic, when it comes to California healthy kids, one of the things that I've been doing when I look at the information is looking at cohorts. So, and it would be nice to see the information presented that way too where you know if you follow a co cohort so in fifth grade was 23 24 and then that same group in seventh grade is now taking the LCAP

112in 2025 26 and just looking >> taking the LPAC. Oh yes, >> sorry. Sorry. the LP pack. Um, and so just um just watching that cohort and seeing how their answers have changed over time to like caring adult and um all the other questions that come up in healthy kids survey. I think that that would be really kind of eye opening to see how their opinions and um how their feelings have changed as they've been in the district. >> Um because I think that that makes a difference too. So, I know that puts like extra work on the plate, but I just think it would be an interesting way to look at the data >> to look at like the I've never we do that with like state testing data. Um, and I I do

113that in the like my fall report. Um, we we'll look at court and and for example, we were I was just looking at like, you know, like our math scores and like there was a little dip at the high school level in the math scores this year, but when you look at the exact same cohort that took the CASP in eighth grade, >> It's better than it was. So, it's that's what I'm saying. you were like, "Wait, there's a big dip, but it's that same group is actually improved." >> So, you're actually seeing the true impact and looking at input that is relative to this specific cohort. And so, I think looking at that and following it would give a lot of perspective because some of the numbers I was like, oo, but if you

114track back, you see that there's actually been an upswing or it's fairly consistent. So I mean kind of to your point Beth about there are classes that you know that move through with the same sort of vibe I guess and you can sort of track that as it goes but if you see that the caring adult you know in in ninth grade the numbers were lower but in 11th they're moving up in that cohort you know something's happening there. So just sort of a >> I know like I'm I noticed for example the ninth grade like the um MAP scores, you know, I was like the high school was like oh like not especially 11th and 12th not so great but like the ninth grade scores were pretty strong, you know, like that. I'm like

115I like that that that group. Let's see what they do for the next few years, right? Um, so yeah, I mean I definitely like that idea of looking at um it's something that I I I kind of naturally do, but I I can see, you know, like I think what you're thinking like in a board report like or in here. >> Yeah. And I mean like especially for the healthy kids survey specifically, I think it's so important because like I can look at 23 in the elementary school the fifth graders in 23 24 about a caring adult and they might not be the same questions but 73% felt that somebody cared about them. Well, then when you go to the middle school, that's the 25 26 class. >> At my school, there's a teacher or

116some other adult who really cares about me, 73%. So, >> yeah, >> just watching that transition from elementary to middle, it sort of gives a clear picture of >> how they're feeling in a new chick data that's available. Yeah, that's cool. Yeah. But just seeing like how how they've transitioned from the elementary school to the middle school to say like okay so they're feeling cared about like that same group could we do better probably but that we haven't dropped you know so >> anyway yeah sort of case study but like following co >> yeah that's fascinating yeah like >> and speaking of even like social emotional learning and intelligence about what groups of people are doing I mean so we all this data here that we could sort of look at and say, gee, is

117there a class that's beginning to struggle, we can see the >> or what grade level were they in during co, right? Like, yeah, >> then that's the thing that's happening here. If you look at it, too, you can sort of do the math on that. So, I got weird with it when I was >> Yeah. I mean, yeah, I love that you >> Yeah. So, I just just something that to throw out there that we >> there's a lot of different ways we can go with that, but it's it's um yeah, it's a interesting idea. >> I I think it's like a good way to have the quantitative stuff be qualitative or narrative at least. Yeah. Um, and I appreciate that last report you did where you it's visually it looks like a a diagonal

118or something because you're tracking the cohorts, but also I think it's it would be good, especially with like the new reading curriculum to track that over time. Um, >> love it, >> you know. So, yeah, I'd like to see that stuff visualized, I guess. >> Yeah. >> Or recognized as well. >> Great great input. Just real quick, um, one of the things that I did notice was how safe do you feel at school? Perceived safety. And if you look at the fifth graders that took this in, um, 23 24, how safe do you feel at school? 74% said they felt safe. And you go to 25 26 >> eighth graders >> and >> or fifth >> Seventh graders. So from fifth to 73% in fifth grade felt safe and then you go to 25 26

119now those fifth graders are seventh graders and how safe do you feel when you're at school at 62%. So looking at that drop >> and one and and finding out what happened is it because you're in a bigger school is it because like what so that's what I'm saying is like that >> drop or the hormone. Yeah, >> there's, you know, >> well, I >> I think it's also good to to do like the cohort tracking because of our small end size or whatever in the variance. So, like to recognize that, oh, that was like a a significant drop and not just a yearby-year thing. Um, >> yeah, it's it's helpful. >> No, I love it. I think it's great idea. So um summary of key findings um basically this slide condenses the report summary

120which starts on page 29 of the report page 42 of the board packet. Strengths we're seeing include increases in caring adult relationships over and over again. Feelings of safety and connectedness, strong uh assessment scores. Please be reminded that um these identified strengths perfectly reflect our core values of belonging, safety and prosperity and our intentional efforts to build a culture of wei. Growth areas to point to uh sorry growth areas point to a continued need uh or work toward building consistent practices through collaboration and PLC's and improving parent involvement. Um, next steps for LCAP development is uh we'll be completing the LCAP draft, holding a public hearing um May 21st, gathering final input uh and then finalizing for the board packet uh in May 2025 and presenting uh for board approval on June 4th. Thank you,

121Dr. Hagquist. That was very dense, but also broken down in a way that after staring at this data for the last four years as a trustee is starting to make some sense. >> I mean, it is well, it is. It's just dense and it's learning a whole new language and then learning how to understand all of the information in it. It's It's a lot to process, but thank you for doing the heavy lifting of distilling it all down and telling us what it means. Um, I guess we should go out to public comment because that's kind of the end of our study session and presentation. So, if there shall be anybody left >> on the interwebs or in the room that wishes to make a public comment, you're on the board, Trusty Wax right now.

122>> Really? Someone raise their hand? Oh, I was kind of excited for a public >> com maybe. >> Okay. Well, hello and goodbye and thank you. Um, okay. Without any public comment, is there any further board discussion? I feel like we've kind of gotten into it as we went along, but if anyone wishes to speak, go for it. Well, in the packet there were more um there was more data of from the staff and I know staff are adults and you know jobs are jobs but like since there isn't that much churn in in our staff it does seem notable that you know especially with our focus on the things that we're focusing on it would be nice if we could um see improvements in those areas, too. >> Yeah. >> I mean, I know

123it's hard, but I think that would translate to to even better outcomes academically and for the other goals. >> Um and just as Yeah, I don't know. It was just sort of vexing to me. And um uh now there's not even two people online, but you know, I'd like to hear more about what's up guys. Um, >> yeah, I mean >> the staff is pretty critical like when the the staff feedback was probably the lowest, you know. Um, and then the parents second and then the students are pretty positive. Um, >> that that's been the trend for forever. But it that's a great point, you know, like is there a way like how do we use that professional learning community approach to put the data out out there and talk about it? >> Like how

124do we make improvements here? >> Yeah. And um I guess this would be more with the parents, but you looking at all the national data that the de-inrollment, disenrollment, whatever of public schools, you know, again, there's some schism or or you know, it would just be better to um have not necessarily more communication, but more um qualitative. Can we Yeah, I don't know. Um I don't know. It It's just uh not troubling. Well, it's troubling. I don't know >> what's the the troubling. >> Well, just like people leaving public school, like I'm a big believer in public school. >> And then I mean for our own district, we pay well. like our students are good and um so like >> we shouldn't see that trend. >> Yeah. I mean uh I I would just like

125to know what what the more of the gripes are I guess >> from parents then >> from everyone. Give me give me everything you know. Well, if you're wanting to to encourage more public school participation. >> Yeah. >> I just feel like we need to, you know, blow our own horns more. We don't like, you know, we're talking about the good old days and I was telling Linda like, "Okay, let's have let's have some stats down there. let's pass out what our high school where our high school kids went to colleges last year and we're and going to you know different technical schools whatever like that's what you need to do in my opinion you know you need to promote it advertise it in a way >> because um you know and word of mouth

126among the parents is pretty good but but still we could do a lot better because I still hear parents that you know once their kid finishes is fifth grade. Oh, they're looking around for some other place to put their kid and and like ah come on, you know, the the middle school's doing a fantastic job. And um you know, so so those are those are the places, you know, that you need to kind of I think put it out there like you know, be more uh visible in the community like, hey, yeah, this is I mean now real estate agents, they know our schools are good. they advertise for us. But still, you know, and then of course we're dealing with with, you know, very affluent population here and they can afford to send their

127kids to these, >> you know, so we should advertise like save your money. >> You also realize that like I've never been a person that really tried to care too much about like perception like like I I think that it's kind of superficial, right? like um you want you want to know what the reality is, but I'm you realize that like perception is a big thing, right? And um a lot of times it's not it's not even in tune with reality. There's a lot of false perception out there. I mean, we live in a world where that's like very very prevalent and and it's about and I hear it even in our in our LCAP study sessions. It's like people making comments that you're like like that's not even like that's not even true. Right.

128But I heard it from 10 parents, you know, and there's things like that that happen and then they start driving the narrative and that's that's frightening, you know. So I I hear what you're saying about like how do you control the narrative too and how do you use like marketing strategies? It it sounds this sounds a little bit superficial, but I remember hearing it somewhere along in my leadership journey like if you're ever running a school, you need to make sure that the front of the school looks good when people drive by. Right. So have the flowers out there, do everything like that. Make sure that your football team is winning. Right. Right. All of these things that all of these things that like you're like that's but that's not our school. It makes a

129difference in like people's perception, right, of the educational value. >> Well, I mean, I think Robert Down is like the most beautiful school. >> Beautiful school. Yeah. >> Like aesthetically, and my kids go to Forest Grove, but like it doesn't look as nice, you know? I mean, just the air of the building and everything. >> I drive by Forest Grove every morning on my way to work and I every single time look at it. It's so freaking cute. Yeah, it's so cute. >> I got into this before the interview, right? For me, I we walked look, we drove around over the weekend, went to every single school site. Forest Grove is open. We got to walk on. Honestly, I'd heard about, you know, the big differences between the two elementaryaries and both Gavin and I,

130we went to both Robert. We assumed that Forest Grove must be the one that everyone wants their kids in and the one cuz we we love this aesthetically. It was beautiful and sprawling and this gorgeous like it was it's beautiful, you know, tucked away in the forest amongst the trees and so just from an outside perspective knowing nothing. That's all I'm going to say. >> It used to be >> Yeah. Forest Grove used to be the school >> and then after then some years went by and then all it flipped and you know and it's really the parents and you know they drive this whole narrative too you know >> then went to Forest Grove and and it's the same thing he's like I went forest Grove it was like the place to be was

131Forest Grove and everyone wanted to go there so it was a big deal >> but you're well measure B hopefully will help >> yes >> all of that right no I think the flowers in the front is a great idea you know very welcome. >> They're both completely different campuses, I think. I mean, look, you look at For what the big the stairs, it's this austere, you know, sort of landing and entrance and then Forest Grove is just it's that more beautiful sort of, you know, sprawling down, >> you know, is nostalgia. That's what Robert Down is, you know, like >> Yeah. It's like, wow, we're going, it's the last hometown thing, you know, >> right? And they do have a great garden. >> They've got the ocean view, >> you It's got that nostalgia

132look, but and so does the middle school and and people complain about the look of the high school, you know, and that's you got to take that serious, you know. Um, but I do remember that uh when North Monterey County first became a unified district, they were originally they were just these little one one district, one school districts like Prunedale, Echo Valley, Lost Landing, and then they incorporated >> and they went to build North Monterey County High School. >> And the principal that they hired We've he got he got criticized because he was ordering all this athletic equipment and the kids some of the kids didn't even have books yet and they were criticizing him. He goes, "Listen," he goes, "The most important thing is to get a good football team. That's the most important

133thing to start to start to, you know, to to identify your school, you know, cuz every school has >> it's a cultural center. >> Yeah. Yeah. And and >> the band is in >> and he was a an experienced principal. He came from down south and but I always remember that because like what these kids don't have some of the kids don't have books, you know, like like >> I would say books are important just on the record. Yes, I >> before I mean it but it it was a good lesson like yeah you know it's it it is there is a you need to have that community feeling about your school >> and it it was a brand new school and you know kids had to feel good about going there. >> Rolling that

134perception is is a big thing for sure. >> Can I just bring up one quick thing? Um just talking about back to the staff um input currently giving you lots more work, but it would be really cool also to see um per site or like if it like elementary versus middle versus high school. And I wonder just because we're all human beings and especially as adults with families and work and different stresses and this might be too much to do but um giving it a couple of times, getting information a couple different times. Um, and just because it could be that this happened to be a day where people were really stressed out or going down from the staff specifically >> because I know just from being human being and if you surveyed me on

135let's say uh Thursday or a Wednesday, I'm off Thursday. this maybe like a Wednesday and I'm tired from the week. I'm going to give a different answer probably on a Wednesday that I might give on a Friday looking forward to a weekend or that I might give on a Monday. >> I think being strategic about >> strategic about when it happens but also understanding that um we're all human and if I was given the same questions two different times, you might get two completely different answers out of me depending on my mood that day. I mean, not that I'm up that up and down, but I'm just saying like, >> yeah, >> like the self evaluation that we did um for the school board, >> you know, there were like lots of I forget whichever

136was the bad answer, but you know, we were like, I don't know. I don't know who did that. >> Yeah. And so, you know, and and it would depend on sort of what was happening during that time and what the last meeting was like. you know, so I think some of it has to be taken with a grain of salt, but at the same time, it would be nice to know what staff is I mean, I want you want people to be honest, but at the same time to know, are they teaching in the elementary school grades? Are they teaching in the middle school grades? Are they teaching the high school grades? Because stress levels might vary and priorities might vary and what they're seeing might vary. And then we can sort of boil down.

137Are there adults that really care about every student? And you look at numbers that are low. Are there numbers from the elementary school that's pulling up the super low numbers at the high school? >> And we definitely like with like each of like we give folders of like all of these multiple reports of the students to all the surveys to each of the sites and that's what we do internally like when we >> when we look at that. Mhm. >> I think as far as like these types of meetings like I try to keep it at district level data, right? Because I don't want to start creating like >> Yeah. >> competitions like public competitions. >> Sure. No, I get that. Absolutely. But as long as the data is like being looked at in a

138way that's sort of so you can designate not designate but determine what what school might need a little bit more. >> Absolutely. And that's that's absolutely something that we we do and and um >> that each site does and it's it's a big part of their SIPA development, right? Is looking at looking at their data, right, is like >> and they pull this healthy kids, California healthy kids data. Mhm. And so this is part of like that whole alignment process that we try to build is like I'm we're looking at it here at the district level and then as the sites build their goals, they're making sure that their goals are aligning with the LCAP goals and that they're using local D, you know, data from their population that's informing their practices. So it's it's

139the same process but at the site level. I just I think it I understand what you're saying about not creating competition or anything like that, but it would be it would be nice to see staff-wise, you know, um because it also gives you a climate a feel of the temperature of staff and if there's something that we can do to help um bolster or give them support that they might need, whether that's I Majority of teachers probably need some social emotional help right now too. I mean it's just it's hard. So just thoughts but thank you. >> Absolutely. >> Okay wrapping up the quality discussion this evening. Thank you Dr. Hagquist for your presentation and for all your work on >> the LCAP. um direction is continue with the preparation of the LCAP and we'll

140see it again we'll see it next month in um its draft format. Um with that we're on to the adjournment of our meeting. So our next regular board meeting is May 7, and our next special board meeting which may be a regular board meeting now is May 21st, 2026. Um good night. That was loud. >> Thank you all.