001But we have some exciting things to start with and we have to kick off a little bit of our regular business. So with that call to order, I will read our land acknowledgement. So good evening. As we begin this meeting, it's important to pay respect to and acknowledge that we are on the traditional land of the Aloney Coinan and Elon people and additionally pay respect to elders both past and present. Can I get a roll call? Dr. Absolutely. President Dr. Hazen, I am still here. Luke McNary here. Trusty Atmar is not here but will be here in time for close session. Uh Trusty Wax here and Trusty Shamas here. Excellent. And with that I will hand over the mic to our chief chief Rogaman. very good time for the Pacific Grove Unified School District because
002that's when Diana Gmet was first hired to work for our schools as a clerk at PG High School. One of the things that we um try to do is instill a sense of belonging at our at our schools. And any child that gets greeted as a cherub or an angel and is made to feel heavenly, how much more could they belong than that? From there, um, our, uh, wonderful Miss Gmet became a secretary to the assistant principal and athletic director at PG High in 1987, but she quickly came back to the middle school as a clerk three um, in 1988. And then in 2009, she graduated to the high school where she has served out the rest of her years making every day a little bit brighter for the students at PG High. Also, she
003has served as a CEA site representative. Um, and also um an interesting fact um we are all about education and lifelong learning and no one has more professional growth credit than Miss Gmeto. She is a model of learning for every student in this district for everyone in this room. And what we're really excited about is that this is more of a farewell than a goodbye to Diana Gmeto because we are going to see her volunteering on a regular basis um for the students in the district just like she has so often for so much of her life. And so with that, Diana, I just personally personally want to say thank you not only for taking care of the students of the district, but taking care of my individual student, my my Claire when she was
004at the high school. So, thank you for doing that. And I will turn it over to principal Omera. Thank you. Yeah, good evening. Admittedly, I I am here as only a a small sliver of of Diana's uh illustrious career and and how lucky am I to be able to be here tonight, right? So, uh I am truly honored to to be part of of your celebration, Diana. Um it says on your Wikipedia page, you're all checking. Um Ernisk advisor, career advisor, PTA president, school site council member. Thank you for all of your all of your input. Task community garden at Pacific Grove High School. And I know you've also been a consultant for me for for our community high school project. Um, also on the Wikipedia page, uh, eight grandchildren that are all current students
005in the district ranging from kindergarten to 11th grade. So th those are just a few bullet points that our crack research team has been able to uncover. I'm sure there are many many many more um attributes and and and nuggets of kindness and just true uh PG uh lore that that you're responsible for. Uh and I and I again I fully admit that I know just a sliver of it. Uh but from my tiny sliver, Diana, I I can say to you, uh I am grateful for our morning conversations. Um Diana and I have have established an informal breakfast club without the breakfast. Um and it truly is one of the highlights of my day and my week to do that. I want you to know that. Um, and I am going to use the
006pulpit as a as a as a shameless ask for forgiveness that I was unable to attend the Walk for Water event in October. I I I still carry that around with me uh because we talked about it daily. We talked about how wonderful it was going to be and uh and I couldn't make it out. So, uh hopefully you'll you'll forgive me for that. But um again, just your your your kindness is uh it just permeates all over Pacific Grove High School. And again, me being part uh of the of the end of your professional journey, I I I am grateful. So, thank you. We we do have a couple uh going away gifts for you, so why don't you come on up here for me? It's that's the plaque. Yeah, I know it's a
007plaque, but I was wondering if I should take it out. Let me take Can I take it out? Get my handrints all. Would you like to say a few words? So I did this last night at uh the Ed awards ceremony where um also another hat of mine is I have a youth foundation called Task for You and Me Foundation Inc. And basically it's about just um teaching the gift of receiving as you give to our youth and that community service is a joy and not a job. And we were able to give two scholarships last night to our seniors. And the first thing I said when I got to the mic because of course they had to put the stool and and I just said and I'm the tallest one in the house. So,
008I may be small, but I'm energetically tall. And I've taken that energy all through my career here. And um I just feel so blessed and so overwhelmed with the support and the love of my family and everybody in the district who has just been truly an encouragement for me to do anything and everything that I do. And so for that I'm very grateful. And I think the the biggest thing I will miss is um just saying good morning to all my chairs and to the parents and to know the stories and just to be able to truly give. So, um, next year I'll just be volunteering a lot. Um, and taking it from a professional, well, I'll still be professional, but from professional to passionate and and just really do what I'm so passionate about,
009and that is working with the youth. So, thank you all. Thank you, my family. I love you so much. And I think now it's on to us to the board if you want to make some comments. I'll go ahead and just quickly kick off and just say it has been awesome for my new ninth grader. Unfortunately, you've had to hear from me a lot this year, but that's um hopefully not always going to be the case. At the same time, one of the things I was going to propose potentially to Prince Amir is maybe we could have your voice in perpetuity on our absence line beyond just the retirement so we could keep some memory into the future. But thank you so much for all the time. It's amazing to see that dedication to our
010district and from you. So, you're very appreciated. I love that idea. Um, listening to you speak, I can tell you are a force. Um, not to be messed with, but so careless care. Oh my gosh, I have a piece of gum in my mouth and it's really making it hard to talk and not chew and it's kind of embarrassing. Um, you sound like you're such a selfless person and so caring and seeing your family here in support of you and how they choose to serve and be a part of our community really shows the depth of that. I'm a little sad that my kids won't get to experience your love and joy every morning because as a parent that is one of the the best things and the most reassuring things is knowing someone's there
011with a smile um to love on them when when we're not there. So um thank you and thank you for continuing to serve our community after this. I look forward to your adventures and your volunteer activities. So hi Mrs. Metro, you know, I got a card for you and it was just this picture of a sunshine and look at you, Miss Sunshine. She's a sunshine, right? And that's who you are. And uh my kids graduated in 95 and 99. They all know you. And what I want to say about Mrs. Cetrochio is that um her whole family is PG. Okay, this is who PG is and you exemplify the best of PG and and that's the the tribute you carry and that we will forever be thankful for. But your whole family, you know, coaching,
012everything. So, um, thank you to all of you, the progeny, and right here. There you go. Thank you. Thank you. Because they probably all went to PG Highlight, right? Okay. And and and it's something that people, you know, don't maybe know. Uh, but you are PG and your family is PG and it's what makes this community so um fun to be in and so caring about each other. So, thank you. Um, hi Mr. Mitchell. Uh, so we just met in a way, but also your daughter works at my school and my previous dentist office. Um, But um your legacy beside that I your impact which I uh unfortunately won't be able to experience firsthand I experience every day through your family um in the district and at my school. Um and I am so appreciative
013of the warmth that you've uh created for your family and for the district over generations. I mean, you have a pretty uh cool vantage spot in the office because you've seen so many different types and of kids come through and and changes and uh when people think back on their years in high school, you have decades of people who will be like, "Oh, Miss Kmetro in the office. Do you remember her?" So, um that's just a really unique legacy to have for yourself and something that you should be very proud of in addition to all the amazing um community things that you have been doing and will continue to do I hope u since you promised right here. Um and congratulations. You deserve a big rest in addition to uh helping us out in the
014future too. So, thanks make us cry. Yeah. Thank you for making my day. Every single case with family to death every single day. So it's not goodbye. I'll see you from the hallway. So, we're not done yet. We're going to pass the mic now to our superintendent. No, I love it. So, you're 100% within your rights for another few hours at least. I'm just kidding. Um, what we have next, our superintendent who is going to offer something as well as our assistant superendent. Yes. All right. Well, yes. I think what I've pulled out to start with, Diana, is a piece of paper that you filled out at the beginning of the year and if you'll remember and think back to our welcome back breakfast and we just had such an incredible we just happened to
015be partners in one of the activities that we did I think the next day and I just had such an amazing conversation with you. But when I walked away from that, you know, we talk about all the time that there people in your lives and you kind of know in a moment when you're having having a conversation and and you've met someone who just they've there's a life and a joy and there's they're making an impact in your life. And I knew in that moment that we were having that conversation that that was that. So I just wanted to bring it back and sort of share a little with everyone. So, you know, I'd asked, you know, so many of the staff who were there that day to kind of write in a paper, something
016they were excited about, well, just what, you know, what they were thinking about for the year ahead. Um, something they wanted me to maybe know about them. Um, and then just, you know, something sort of that was important to them and tie in something with the the culture of we and our three, you know, core values. But, you know, the word that you had used, Dan, was excited about the year ahead, right? So, of course, of course you were. But the thing that impressed me so much with that was the fact that you added something you wanted me to know is that you were going into your 38th year here with the district. And I think all I could think was, oh my gosh, if I could just have that same energy and joy that
017you have 38 years into the job and doing the thing that you that gives you so much joy. And that's what came through. You used that word over and over again. Um, and I just to think that that is what you know the students and other staff members who've gotten to and families who've gotten to experience you and work with you have been able to gain from your influence in their life that just that brings me joy. So, I wanted to add that. And then you wrote something again just so meaningful like every every word that comes out of your mouth there's just so much meaning to it. you love growing the souls of so many and honestly when I've seen you you know in the interactions that I see I I see just you
018surrounded by you know so many whose lives you've impacted just in this room uh that's clearly what you have applied that to the work that you do and to every day that you get to do that and the fact that you're continuing to want to give and and give back in volunteering and that was a conversation we had a follow-up one right where you she was wanted to say how could she continue to give back and work here you know in the district and so you just the fact you were thinking you know along those lines were so grateful uh and just the many students and families who've been impacted but the other thing about her which of course impressed me was when I did a follow-up meeting with her she brought this book with
019her and there she was telling me this is her own book and a journey to today and it just you know it's the the the comment at the bottom finding freedom and discovering the joy in the journey and really I mean just even you know reading your words and the stories that that you've shared you know about your own you know life journey and you know the something on the back of the book just speaks to me so powerfully. I invite you to revisit your adversities and find and and find the joy to the journey and honestly I think that alone if we could all you know just really look at the adversities and the challenges that we face and really look for and seek the joy uh and you know I think the the
020joy that comes out of them that's such a beautiful message and uh lesson that you leave with us but just thank you for your incredible years of service. So glad you're going to continue to come back and excited for you. Take time to enjoy this time as well, right? We're going to sort of live a little vicariously through you as you take this next step, but um we just we want to continue to see that beautiful smile and the joy that you bring. Thank you. Will always be Mrs. Gmetro to me. Um, I think that, you know, growing up here in this town and, uh, my brothers and I probably had quite a bit of interaction with you over the years. Uh, for me, it was always positive to see your face before I was
021going into like the vice principal's office to get yelled at by for, you know, stop beating your friend up or throwing the chair in band or so. Those was our those were our initial interactions growing up here in this town. Um, but I do recall back to when I first started back in the district and I'd been away from the district for a long time. I just, you know, recently had a child and I've been working in education for a very long time but um never within the school districts and I remember my first time walking on the campus and I saw you sitting there and you said Josh and I said Mrs. Gmeto how are you? She's like it's it's you know Diana you can call me that. I said never it's Mrs. Gmetro
022for the rest of my life as long as I'm alive you're Mrs. Gmetro. So um yeah we all appreciate everything that you've done. Every single student that's ever been through any one of our schools uh will remember you for the rest of their lives. the moment I stepped back foot in this district, um you were one of the first people I was like, "Is Mrs. Gmetra still here?" Certainly, she was at the high school. Always a smiling face. Um I love to hear her voice as I'm walking down the hallway. It just brings me joy and I'm so happy for you uh that you're now taking this time for yourself. Uh love you, love your family, and all the best in retirement. Welcome. Yes. So, the good news is we're not going anywhere. We now
023have a little bit of a reception where we get to enjoy and chat and a group photo before we go to the receptional lineup right here, right in front. And maybe we can do one with just you and then one with your family for fun if that would be that would work out. And then we decide if we have to. Um and then afterwards after the reception as to say we'll come back to g re gave in before we had a close session around 5:30 but everyone's welcome to stick around beyond that as well. So thank you so much and meet in the front for a photo everybody. I don't think I have to g us back in because we already gled in. But I will say we are on to item E for section
024one which is the adoption of the agenda. So I'll now open us up to public comment if there's any public comment on the agenda. Not seeing any any board discussion. No board discussion. So, can we get a motion? I'm ignoring that. Um, from motion from anyone in the on the board. I'll make a motion to approve the agenda as presented. I'll make a motion to second it. All in favor, please say I. I. I. Any oppose? So that passes 5. And now I will read out the clos. Thank you. Passes 4. I wish I could count. Um the identify the close session items. Uh we're going to be talking about negotiations, collective bargaining session planning and preparation with PGTA. Government code 3549.1. Negotiations collective bargaining session planning and prep with CSEA. Government code 3549.1. public
025employee discipline dismissal release leave complaint government code 54957 and then last but not least superintendent goals evaluation and contract. Um with that is there any public comment on our closed session items? Okay, seeing none I will invite us back and we will see you here at 6:30. Thank you everyone. us back in at 6:32 uh May 15th for our regular board m meeting. I'm going to report out the close session. We only got through one of our items, so we will be back afterwards. But in terms of item four, the superintendent goals evaluation and contract, we had information received and some light direction given, I'll just say. Um, with that, I also wanted to report we had uh Trusty Otmar with us in close session, but unfortunately due to extenduating circumstances, she's going to have
026to um return home and hopefully we'll be able to call in and join us remotely um under emergency circumstances. So, with that, we now have the pledge of allegiance and um I will look to Trusty Wax. Would you be willing to lead us in the pledge of allegiance to the flag of the United States of America one this one Superintendent Adamson um Miss Jessica Groen. Well, yes indeed. This is our favorite part of the meeting, starting out with our student presentations. So, we have uh two, as uh President uh Hazen already mentioned, uh and I'd like to invite to the front our teacher, Miss Jessica Grogan, uh who's going to talk a little bit about uh the poetry out loud, and we have a student who's going to be sharing one of her poems. So,
027uh welcome to the front. Thank you for being here tonight. Okay, but I can talk. I'm professional at talking. Hi, Jessica Rogan, English teacher. Um, so Lily is here to perform some poetry for us. She was she was our winner at the high school for our poetry out loud competition, which is a poetry recitation competition. So they recite poems by like famous poets. Um, so she went to the county competition and got third place in Monterey County. So amazing. So, she is going to perform a poem tonight. And just like we're I'm on this poetry train right now. But, um, we also had two students win um, the Carl Cherry Center for the Arts High School Poetry Awards. So, Moram Hadad won third place in that and an honorable mention. And then Ashani Chowy won
028an honorable mention in that competition as well. So, we're just like a cool poetry school. What can I say? Yay. Yes. snaps through poetry. Um, and then I just sent our literary magazine to the printers, so hopefully next week I will have copies and I'll make sure that some get your way. So, thank you. Thank you so much, Lily. Please. Yeah. Hi. Um, wait. Hi, my name is Lily and I will be performing Caged Bird by Maya Angelo. A free bird leaps on the back of the wind and floats downstream until the current ends and dips his wing in the orange sun rays and dares to claim the sky. But a bird that stalks down his narrow cage can seldom see through his bars of rage. His wings are clipped and his feet are tied.
029So he opens his throat to sing. The caged bird sings with a fearful trill of things unknown but longed for still. And his tune is heard on the distant hill for the caged bird sings of freedom. The free bird thinks of another breeze. And the trade winds soft through the sigh trees. And the fatworms waiting on the dawn bright lawn. and he names the sky his own. But a caged bird stands on the grave of dreams. His shadow shouts on a nightmare scream. His wings are clipped and his feet are tied. So he opens his throat to sing. The caged bird sings with a fearful trill of things unknown but longed for. Still, and his tune is heard on the distant hill, for the caged bird sings of freedom. Wow, Lily, that was powerful. My
030goodness. Thank you for being here this evening to share just your incredible skill with you. And I think we can all attest to why you placed in that competition. Wow. Wow. That's amazing. A round of applause for that. In addition, too. Thank you. Whenever we have students present, we always want to uh present you with a certificate that really kind of represents it's our culture of we and our three core values that really speak to belonging and safety and prosperity. Um and so I really would love for you to come up to the front and present this to you on behalf of our board. Lily, thank you again for being here with us tonight. I'm going to ask you to come to the front and then the board to please come around for a photo
031with our assistant superintendent and our student board rep. And I would also like to present this certificate to our teacher, Miss Jessica Grogan. Uh thank you for inspiring this love for language and poetry amongst your students. Uh you get to do that and build that culture of we but our three core values really allowing for every student to prosper. So thank you. Please come up and accept the certificate as well. As promised, we have a second presentation this evening. Uh, and we actually have Mrs. Jenner Hall who is here with this tonight with some of her students who recently participated in the mock trial uh, competition. And so I'm going to invite all of them up here because they have kind of a special treat for us in store. So, thank you all for being
032here tonight. Superior Court of the State of California, County of Monterey, Department Jesse Bray is now in session. Honorable Dr. Linda Adamson presiding. Please be seated and come to order. Please silence all cell phones and refrain from talking. Thank you. Good evening everyone. My name is Yava Yavdash and I was the president of mock trial for this year's competition. Uh I served as the closing defense attorney. And um will everyone else introduce themselves and their role? Um good evening everyone. My name is Matthew W. Um, I'm the vice president of the mock trial team here at Pacific Grove High School and I serve as the defense pre-trial attorney. Hello everyone. My name is Micah Arosco. I was the prosecution pre-trial attorney for this Pacific Groves mock trial team and I was also a stand-in baiff.
033Uh, good evening everybody. My name is Walter ShraMM. I was a prosecuting attorney. This was my first year as doing so and I was also the expert witness for both sides. at least once. Hello everyone. My name is Zoe Kudson. Um Oh yeah. Yeah. Um I was I was the expert witness for last season. A mock truck team consists of two sides, the defense and the prosecution. Each year a new case is given across the nation for every mock trial team in the United States. Then we have a few weeks to decide rules, memorize lines, and put on a full trial before scrimmages even begin. In a scrimmage and real competition, our defense team goes head-to-head against another team's prosecution. And it goes the other way. This year, we've had a really successful We've had
034a really successful team. We've gotten second in county and we haven't gotten second in a while and we're really proud of that. And this year specifically, the mock trial case consisted of an alleged kidnapping, a political kidnapping, in fact, in a small town divided over vacation homes. And now we have our pre-trialers, Micah and Matthew, who are going to explain what pre-trial is and what they had to do. Um, yeah. So basically pre-trial obviously hence pre is it comes before the trial and basically what happens is first you present um your your argument basically and in this case um for defense I was there's this um there is this statement by the the defendant Logan Gold in the case where he basically said something that was slightly incriminating. So in my for defense, I was
035trying to um exclude this statement. So basically, you present your your um your little argument and then the other person on the prosecution would present theirs and then you do a rebuttal. Um you can explain a bit more, Micah, if you want to, but yeah. So pre-trial was about preliminary matters, figuring out what evidence is going to be allowed into the trial and what evidence is not allowed in the trial. I was working to allow evidence in the trial as prosecution. I wanted the evidence gotten that was obtained by the deputy into the trial. And I really liked it because it was basically a conversation with the judge. They would ask questions, they would interrupt you, and you got to explain your reasoning to them. And I feel like that really helped me with my
036public speaking, critical thinking, and just being able to act on my feet. So, I really enjoyed being a pre-trial attorney this year. Yeah. Thank you. We obviously don't have time to show you guys a full trial, but I want to tell the board about this experience and what it has taught me. Throughout all my years in mock trial, which this year was my third, I've learned such valuable lessons such as public speaking, confidence, speech delivery, leadership skills, and critical thinking. Mock trial has showed me real life criminal trials and what that can look like and also inspired me to become an attorney one day. And Matthew, would you like to I would just um like to thank our coaches this year um for amazing job that they've done. Um without without my coaches, especially Diana,
037who is not here today, but she's the pre-trial coach. Um she was the reason why I got the MVP award and won against Carmel in the finals. So, I would just like to thank every all our coaches here from Octrial. I appreciate it. Thank you. Hello. Um, my name is Walter Fram if you forgot. Um, uh, like most people up here today, except for Yeva, this was my first time doing my role. And my role was to be a, um, prosecuting attorney. But that doesn't really matter. What matters is that mock trial allows you to open career paths that most people wouldn't have the chance to do. Now, um I'm speaking from experience because my sister was actually the president of mocktrial 2 years ago and because she had such a good time, she's now
038on her way to becoming an attorney. And that's what's really important about mock trial is that it just it allows people to open their minds to another type of drug uh job that they wouldn't be able to think of without that. So that's why I think that it's so great. Hi everyone again. My name is Zoe Kudson. I was expert witness and one of the best expert witnesses of of the last last season for mock trial season. Um as Yava Walter and many others said previously um mock trial this club teaches me and many others the importance of building a team and collaborating and helping each other out and supporting our supporting our friends. For me personally though, this has helped me enhance my public speaking skills and especially learning how to make eye contact
039with a judge. And this is just so fun. I recommend all of you if you have any kids and upcoming high schoolers to join this club next year. Thank you. Thomas, I think we're almost done. I I just wanted to say one quick thing. This is my first year in Pacific Grove and Monterey in general, and I've really enjoyed the time I've spent with everyone I've met and the community at large. I was such so excited to join mock trial to get to know students, but I also learned that there's much more than just the community with the students. It's also with teachers and with the coaches. I now know three outstanding lawyers that I can go to for advice if I ever want to go into legal fields. I think they're outstanding. I am
040so happy with the community I found and I really appreciated the way it's brought me into Pacific Grove in Monterey in general, especially as a new student. So, this was about mock trial, but I'd like to thank everyone because everyone has been so kind and so welcoming. Thank you. Yeah. So, um that's our presentation and just we actually got a a filming team came out and in our semifinals against Carmel. So, if you'd like to watch that, it's on um there's their YouTube channel. I believe it's like MAC ETV and they have our full trial if you just want to check out a a clip of it. It's really like nicely edited and everything so you can really see what it looks like. And we'd like to thank you again, especially our coaches. What's coming
041next, right? Well, I I know I I am not the only one in this room right now who is in awe of our students and your abilities and how you stand up here. You all mention just how this has helped you with your public speaking. I I am so impressed with how articulate you all are. Critical thinking came up. But then I think the comment you made just this is so much fun, right? I love that. And so thank you for just bringing a little bit of that passion, a little bit of the learning that's happened. And I look over to your teacher who she actually sent a few of us a copy of that video. So we'll share it a little bit more widely. And I've I've watched portions of it, but I need
042to sit down and watch the whole thing. But just from what I was able to see, so impressive. I I hope to attend a future uh trial, mock trial with you. Um but again, just thank you all so much for for being here and um and sharing that with us. It is interesting. I was at the middle school earlier this week and Mrs. Hawthorne was uh teaching some of her I believe it was eighth graders, Mr. Tavani. Uh and they were doing we actually got to sit in with Mr. Roach on maybe 10 minutes of you know their mock prowl that they were doing a lot of leading questions and unfortunately the the lead witness ended up agreeing to that one of those leading questions and I think that kind of was not a good
043thing. So um maybe some you know there'll be some assistance and help with they're definitely going to be joining you for next year. So let me go ahead and give these certificates out to each of you. Thank you again for just uh uh living out our three core values and that's really what we've got to see you know as you've shared with us this evening. So, Zoe Nudson, congratulations. Micah Oasco Yava. Is that right? Yava. Yava. Yava. It's pretty walter. We want you on. I do have a certificate here as well for Grace Bishop who obviously wasn't able to be here so I'll send that with your teacher but I would like to have uh Miss Jenna Hall come up as well. Thank you for inspiring such skill in our students to the front. I'm
044going to invite our board and student rep and assistant to the front and let's take a good photo. So, Now we are on to section four of the regular board meeting. This is the communications portion and we have the honor to have our student representative Pi here to present. Yeah. So it's really exciting. We're about two weeks away from graduation which I know probably most of us or not all of us are looking forward to. And uh I just want to mention that we have a new ASB president and ASB vice president. were not able to come tonight, but we're looking forward to having them um come in the fall. And then yesterday was our senior awards night, and that was really awesome to see almost I think half of our seniors get a scholarship
045or award and be recognized. So, just to be able to see all their hard work that they put in over the four years payoff was really great. And then softball senior night is tonight. And then lacrosse had a really great season. just missed playoffs, but really excited that they improved a lot from last year. And then seniors actually don't have school the last week of school at the at the high school because um of senior activities, but we're just super excited that we're nearing the end of the year and that's been such a great year at the high school. Yeah. Excellent. Thank you so much. Lots of good things. two weeks is going to go by pretty quickly I think in some ways at least. Um now on to the board member comments and written
046communications. I'm tend to start because I get the most of the emails if not all. Um so but I will always miss them so I always appreciate you guys filling in here. We received seven emails regarding um TKUP with many more signitories. Two emails regarding fourth fifth combo classes at Force Grove also one with many more signitories. one email regarding the lightning thief per performance and facilities, one email regarding IEP concerns, and two emails in support of the SRO. And so I'll go off my board comments and then just go down the line. Um, you know, we had a well attended and thoughtful discussion on transitional kindergarten universal prek Tuesday night. I do want to thank all of the people. It's very important to have that engagement that have given us constructive input on that.
047And there's obviously an item on tonight's agenda. We'll revisit that. And I'm going to circle back again just at the end of my comments, too. But another thing, because it's on the consent agenda, I wanted to highlight the school plans for student achievement, the SIPs, because these documents are such an important part of how we bring our district-wide goals to practice at the sites as outlined in the LCAP, the local control accountability plan. So, the LCAP kind of sets the vision and the SIPs are the thing where the vision gets translated into the actions. And so I bring it up because it's on consent just so that we can folks are interested they should dive in. But part of it too is that the parent involvement in the SIPAR process is vital. It really ensures
048that each school's plan truly reflects the needs, priorities and voices of the community it serves. But it's a also really a meaningful way to engage more deeply in how decisions are made. like I started my own journey in district governance as a parent member first of the CB CDOCC citizens bonds oversight committee and then on a few site councils which just gives that insight how schools operate and could contribute. So continuing on that concept again this parent involvement is so important. I just wanted to mention two events. There's a relatively new one that's been going forward for I think this is the fourth year the fifth grade camp out happening tomorrow night at Robert Down on the field. And equally, if not more exciting, is also Falconfest, which has been going for over 20 years,
049I hear, on the May 23rd at Forest Grove. So, I say that again because these are two other ways that have quite a bit of district and community involvement to make these things happen. So, whether it's through governance, enhancing opportunities for our kids, or the meetings like we had on Tuesday, offering constructive feedback, it is a really important and valuable part of our district to have so much engagement in the process. So, it's a vital part of what makes our schools great. And again, I said this, but I just really want to encourage us all. I'm I am always grateful to see it in action. We don't want people to feel they need to remain silent. It's important to hear. So, with that, I will pass on to Clerk McNary. Thank you. Um, I don't
050have any additional emails to report um for my board member comments. Trusty Pi, this is your last meeting. Thank you. um for dedicating your time to serve with us and to start to learn this system and to contribute and um I really appreciated it. Um I want to also thank Dr. Adamson. This is just another meeting where we've had student presentations this year and it's been really really nice to focus on all the great things that are going on and the programs and the people who are making them. Um so thank you. Um, all that said, um, work-wise, I had a retreat for community human services. We serve on that board. It's a community resource that provides mental health, substance abuse or substance use, and homeless services to the community. Um, we are working on
051our strategic goals, which also includes more outreach to the school district. So, hopefully we'll have more to report from that organization moving forward. One really neat thing as far as movement is that um through CHS the county is offering Narcan kiosks and if your jurisdiction is open to it, the county will come out to any city or school district um to see if we would be a good fit and would be able to house a Narcan kiosk. So um hopefully there will be more on that in the future. Um okay, I'm almost done, but this is the fun part. Um, it's been a busy two weeks since our last board meeting. Um, and a busy and a happy and a stressful time. Here are the three really fun things I've gotten to do. Um, I
052got to go to Mr. Kelly's art um, exhibit in downtown PG. Um, it was awesome. Um, so many powerful and moving displays and so much talent. Um, I didn't get enough time there. Um but it was wonderful and also catered by PGSA PGHS culinary which is always fun. Um our choirs have been really really active um kind of wrapping up their end of the year um events. Um high school and PGMS choirs both went to music in the parks in Great America and performed really really well. They both placed um got to find that out after a fun-filled day of riding roller coasters too. So that's awesome. And I also got to attend the PGUSD coral festival which had choirs from both of our elementary school, the middle school and the high school all coming
053together to perform and it was really really beautiful. I mean I was moved to tears Miss Serp I'm guessing same for you because it was just it's just so powerful listening to all their voices together in the same room. So um appreciation to Miss Bullwware and Mr. Maer for their work with those programs because that is a big that is a big task. They work really really hard. Um, so and that's it for me. Thank you, Trusty Schwas. Um, congratulations to William on your graduation and thank you again, like she said, for your service. We appreciate it. Um, also, uh, I believe, uh, somebody from the middle school gave me an AVID t-shirt. Thank you for that. Thank you, Mr. I appreciate it. Um, yeah. And you know, the back of the shirt said the
054date that that it was started was 2014, was it? Or longer. Yeah. Yeah. Yeah. So, I appreciate Yeah. I appreciate knowing that. Thank you so much. Um, also, um, Mr. Rosco, is that your name? Thank you for illuminating us about your experience as a new kid in the school district because it's so important to hear that um in the end to know what what was working to help you feel welcomed and that's something that we want to remember and uh build on, you know, because I used to always say like a new kid in in our school district is like an at risk kid because it's hard to come into our district when all the other kids have been here for years and years, you know, and so it's um it's good to know that
055you found a niche and you and you were welcomed. I'm so happy about that. Um and the other thing was I went I went for a walk that just happened to come across the senior night for the baseball team and I thought, "Oh, let me check this out." And it was so cute like the you know the seniors I think there was about six or seven seniors but the most amazing thing was that when they introduced the seniors and after the seniors had they had something written up to say and then they had a member of the team come up and say to the senior what what they valued about being on the team with them. And I thought I had seen that before in a senior night. So, I thought uh congratulations to Craig
056Bell and all of his assistant coaches because that's impressive. So, um that's it for me. Thank you so much. And trustee Wax, last but not least, um yes, I received all the same emails and maybe two to three additional uh individual emails about uh UPK, TK, and combined classes. Um, also I was uh I missed the last meeting cuz I was uh out of town and then I fell sick and then there were projects. So I might be a little little behind on emails, but I apologize if I haven't gotten back to you. Um, I'm very much looking forward to Falcon Fest and uh Mr. Cohen's next performance before the end of the year with uh music. Um, I also, again, I missed the last meeting, but I I have to publicly say the Percy
057Jackson performance really uh made my daughter and son very stoked about uh musicals on one end and then kind of Greek myth on the other end. So, great job. And um yeah, great job to uh Mocktra. Congratulations and and the poem. Oh, she's gone. And the poetry. It was a great job. Thank you so much, Trusty Wax. And with that, we now go on to our superintendent report. Thank you. Wow. You've all highlighted so much of what's happened in just a short period of time in two weeks. And that's amazing to hear and be reminded of everything. So, I too just want to take one last moment. We recognized him at our last meeting, but William Pley for your last meeting tonight. The hope had been as he had said it was to have our
058incoming uh you know vice president and um and president for next year. Uh but clearly even as we met with them this week looking ahead to next year they have got busy schedules and so what we are looking at for next year is actually advancing and extending that to have four different students who are going to alternate. We think that's a lovely just opportunity uh for you know more of our students to get an opportunity to be up here and serve as the student voice and really get to know a little bit more about governance. Uh and what we're looking at as well is sort of having a little bit of an introductory session kind of a mini training with some of our trustees uh you know prior to the beginning of the year for
059all four of them. So we're really excited. We'll be introducing all of them at our first meeting in August. So lots to look forward to there. But again, William, thank you for your service. You've been amazing this year. Uh let's see. I just, you know, I I do want to just sort of call out as well when you look at our agenda tonight, it is it is full. I mean, this is the hard copy of it, right? I think we're 999 pages, but it's full and rich with so many, you know, incredible things. And, you know, as you said, President Hayes, just evidence of the incredible work of our staff coming together, our school plans, our LCAP, our budget. Uh there are there's a presentation tonight from uh three of our different committees who are
060bringing forward curriculum for adoption. And that in itself, you know, the amount of year that that work that that takes throughout the year, uh, just evidence of everything, you know, our staff and our teams do together coming all to have these incredible opportunities for our students to help them, right, one of our three core values prosper. Um, in addition to that, the contracts that we have on on the agenda for proposed future construction and work that's going to be happening around our schools in the next couple of years as we put together and prepare for our master facility plan as a result of uh the measure B, you know, bond funds that were uh approved by our own community. So, just so much to be proud of and to acknowledge. But I also acknowledge the
061fact that yes, it means there's a lot on our agenda tonight as well and we will be here for a while. Uh, mayor is upon us. you've heard of so many of the different events. I think I won't repeat them, the ones that have already been mentioned because there are there are many. Um I did want to highlight we had our final cultural proficiency team meeting yesterday led by executive director Dr. Hagquist. Uh we had representatives each of our cultural proficiency teams from every one of our sites. Uh and it was pretty amazing because one of the um the the uh the plan the plan that we had to start that meeting out each site had been requested through our work with NCBI uh to uh interview students from their school uh maybe one or
062two and really hear their stories uh their stories about how you know maybe uh they have uh been sort of either welcomed or maybe not had that sense of w of welcoming. Um really there were very key questions asked about you know have they ever been bullied or teased about things? Uh have there ever been any situations where they feel they have been treated differently as a result of their race or their beliefs or their their skin color. Uh and we started out with a really meaningful video really representing students from every one of our sites. And that was so important I think for all of us in that room to hear. There's going to be a version of that that we'll be editing to really present at our welcome back breakfast at the beginning
063of the year because it's a really important message that truly uh symbolizes right the work we've been doing all year long if we are as we build our culture of we as we identify and work on our three core values a big part of that as one of our questions in our LCAP and some of the data points that Dr. Hequist has already presented and will review with us again tonight as part of that LCAP is we are looking at that data on how many of our students feel truly that they belong and if not and that percentage who don't right steps and action plans that we need to be taking as a district specific actions and goals that we are assigning at each of our school sites to ensure that we continue to grow
064and see the improvement that we're already seeing but we're not where we need to be right so we continue to work in that area and hearing from our students is critical powerful messages and powerful messages will continue to carry through and make sure that every one of our staff members continue to hear. So again, we just we thank our staff and we thank our teachers in that. Um and then a big deal, Special Olympics was last Friday and oh my goodness, that was held at um NPC. I think from what I understand, you know, it was a highlight in in my newsletter, but it was one of our most attended in history. uh and you know just special kudos to principal Martinez and executive director Cork Anthony uh for really ensuring and providing this opportunity
065for all of our students to participate. It was impressive and the amount of spirit uh that our students showed up with uh tie-dyed shirts for many of them. It was it was impressive and just really need to participate. So again, thank you for making that opportunity um available. There was a great photo of SRO Hill, Officer Hill at the front at the beginning of the parade leading them and just pretty amazing. And then as far as events, one last one to highlight was definitely the senior awards from last night. And you know, William, you said almost over half of the student body, right, receiving awards. Um what really stood out to me and I'm so excited to wear at the ed as we get close to the last day of school to actually present and
066kind of um we were developing thanks to the staff at the high school a list of all of the colleges and universities that our students are headed on to and based on what we heard last night. It is impressive. And so that is really something I think we we want to starting now and in moving into the future showcase and highlight that our students leave Pacific Grove Unified School District unbelievably prepared uh and ready to embark on uh unbelievably successful careers. And to hear what our students are planning on uh you know on studying and what their focus is going to be, it's impressive. So we'll be you'll be looking out for uh some sort of media you know globes for that as well. But we're so proud of our students. And again, thank you
067to our staff uh and you know, Principal Omira, uh uh assistant principal Sean Keller in, uh just really, you know, working with staff to to get that ready for last night. Very impressive. And then really my last two items, you know, just in the on the topic of, you know, community engagement. Thank you to those of you who were, you know, joined us for Tuesday night, whether in person or online to really participate in our community forum, you know, on the topics of TK, UPK, universal preschool, pre kindergarten. Uh, and then also, you know, just that, uh, the topic of of school placement. I think the important piece there is, you know, people showing up for us to be able to continue these conversations. You know, I think what was acknowledged that evening is that
068yeah, there's these there hard decisions that need to be made, but as long as we're still continuing to engage and uh and and and open those conversations and hear and listen to one another. Um, you know, that's the important part. And so, I know those have continued, right, and we continue to get some uh emails on the topic. We'll continue to hear more about that this evening. Um, but I think that's the important piece I want to point out is just really, you know, that the ability for us to continue to uh to work together and partner and that's what was indicative and what we saw Tuesday night and I know we will continue to engage in. Um, and then really my last comment just on combination classes. I know that's not something that we
069are able to speak to this evening. It's not on the agenda, but I know we have received, you know, some concerned emails from parents, you know, on that topic. All I want to say on the matter is that you know it is not no decisions have been made in that regard. I enrollment is not final. It is definitely something an option that we have been very upfront about that we're considering as we're looking at at space. Uh and it were it to be an option. It's it's something we consider first before you know needing to place students at schools other than their you know neighborhood schools. And so again it's one of the options that we consider but no decisions have been made on that. And really with that, I will return it back to
070you, President Tasm. We can't have I'm sorry. The meeting of the board, so we can't have public comment on that. We'll have public comment coming, but apologies. And our next item on here is um the safety report by our assistant. Thanks, President Dr. Haven. Uh real quick report tonight. We have our district-wide safety committee meeting next week on the 22nd. Uh that will be here from 5:00 to 7:00. Uh the agenda will go out tomorrow for all members uh assigned to that committee. Uh this year we plan to review our goals and accomplishments for 2425 and then set the direction for the 2526 school year. Thank you. Very quick. So now we're on to section five. So this is the option for folks that designed to address the board. And I've got two things to
071read on this. um first that public comment on any item of interest to the public that is within the board's jurisdiction will be heard. The board will also take public comment on each specific action item prior to the board action on each item. So any individual wishing to comment on a specific item on the current agenda. Um it is kindly asked to wait until that item is being discussed. The board will allow a reasonable amount of time for public comment on each agenda item, not to exceed three minutes per speaker and no more than 20 minutes or per agenda item pursuant to board policy 9323. Speakers will be called sequentially until there is no speaker coming forward or the amount of time allocated has elapsed, whichever comes first. This meeting of the board of education
072is a business meeting of the board conducted in public. So, please note that the Brown Act limits the board's ability to respond to public comment. The board may choose to direct items to the administration for action or place an item on a future agenda. And then the last point, so this is one that we added, but again is I think a very important reminder of our shared commitment to fostering a safe, respectful, and inclusive space both here in the boardroom and beyond. So to support this environment, we ask that attendees refrain refrain from applause, finger clicking, or any form of acknowledgement in response to a speaker's viewpoint. Things like the presentations earlier are obviously exceptions to this. Um this ensures all individuals feel comfortable sharing their perspectives without fear of judgment or retaliation during the
073meeting and in online spaces as well. Our core values safety, belonging and prosperity guide all that we do, including how we engage as a community. We are all setting an example here for our children. So thank you for helping us create a safe space where all voices are respected. With that, we will go to our community members to speak on non-aggenda items. So, we have at least one here in the room and Lewis will tell us if we got anyone online. Hi there. My name is Serena Warfl. I'm a parent of a two students at Forest Grove. Um, yesterday 124 of us signed a petition. Um, given information that was shared with us. So, I understand that this information is changing and dynamic, but I'm here to read the petition. Um, we the parents and
074community members of PGUSD respectfully and strongly urge district leadership to maintain three dedicated fifth grade classes at Forest Grove Elementary for the upcoming school year. The current plan to reduce fifth grade to two classes or to create fourth or fifth combination class will have a significantly negative impact on student learning, classroom equity, and teacher effectiveness. We understand that these budget these changes are being considered due to budget constraints and we appreciate the complexity of district-wide planning. However, in that process, we've been assured that student services won't be affected. These changes will impact students directly. Larger class sizes, fewer grade level peers, and the strain of split grade instruction all make it harder to meet students academic and emotional needs. especially fifth grade a critical year for preparing students for middle school. Combination classes are not
075an equitable solution. Fourth and fifth grade graders have different developmental and curricular needs. Teachers must split their time and attention across two curriculums which reduces individual support for students. It also disrupts peer connections and grade level identity. Students placed in a combo class may feel singled out or left behind. What is the criteria you will use to do something like that? It's an unnecessary stress on our students. It is also vital to acknowledge that Forest Grove is a title one school and serves a significantly higher percentage of English language learners than Robert Down. Decisions like this cannot be made in isolation from the broader context of equity and equality. Forest Gross students already face systemic challenges and reducing their access to smaller grade specific classes only widens existing disparities. If class sizes are being adjusted
076across district, we must ask why is Forest Grove perhaps being asked to make changes to class sizes. Forest Grove and Robert Down a mile a mile apart, very close were both offering excellent education. Yet, it seems the burden of solving enrollment and staffing concerns is falling disproportionately on Forest Grove students and families. We urge the district to consider all alternative solutions. In fact, it would be nice to know what all those solutions are instead of gossip or bits and pieces that we're hearing from teachers and concerned parents. We ask that you maintain average class sizes of 19 to 20 students without compromising the quality of education for Forest Grove students. This petition will be shared as now as a collective call for transparent, thoughtful, fair, and detailed student centered planning before the end of the
077school year. Apologize to interrupting your minutes are up. Thank you so much for your comments. So close. I know. Appreciate it. And looks like we have somebody online. Um Molly, I think you are up. Hi everyone. May is National Mental Health Awareness Month. There are currently tens of millions of individuals in America living with mental illness and only half of these people receive treatment. The largest contributing factor to the mental health crisis is toxic stress resulting from environmental injustice. Women are among the most vulnerable populations negatively impacted by the mental health crisis, particularly those whose various intersectional identities align, such as gender, gender identity, and ethnicity. Systems of supremacy employ power and control in our structures, laws, and regulations to cause harm to people sharing these identities. For example, in our legal system, women's mental
078health status is commonly weaponized to humiliate, intimidate, shame, dehumanize, and criminalize them. These actions deepen and perpetuate stigmas of mental illness, including beliefs that this demographic is dangerous, incompetent, or weak. There is a long history of oppressive, sexist, and misogynistic views towards women's mental health. The focus of these views is spe is specifically tied to the experiences of black women. In the antibbellum south, the dehumanization of women who were enslaved led to gynecological experimentation without anesthesia. Medical practitioners dismissed the emotional and mental suffering of these women to justify medical torture in part to find a cure for hysteria. Women were later forced into insane asylums and underwent four surgical hyerectomies. Hysteria has been racialized in health care practices, separating the quality of care black women received in comparison to their white counterparts. Black women were
079more often viewed as unintelligent, epileptic, or violent with hysteria, whereas white women were viewed as irrational, overly emotional, or in need of a husband. These were all ways racism, sexism, and misogyny shaped a disperate psychiatric care. Hysteria was a way for patriarchal supremacy to control women, pathize their feelings, and perpetuate harmful stereotypes about their gender roles and abilities. This is why it's important to center the most vulnerable women with courage to be change makers for their liberation. For mental health month, all women should stand in solidarity with one another when oppressive, supremacist, patriarchal energies aim to undermine our rights and our dignity. Women should be good bystanders and speak up when we witness violence and abuse against other women. The culture of we is not supposed to establish a cultural us versus them power over
080the powerless. The culture of we is a collective understanding that harming the mentally ill is unethical and environmentally toxic. Women's mental health, especially black and indigenous women's mental health matters. Thank you. Thank you very much for your comments. Do have anyone else in the room or online? Seeing none, I'm going to move on to PGUSD staff comments on non-aggenda items. Quintell, please. Yeah. Okay. It's kind of perfect that I'm speaking after Molly. Thank you, Molly. Um, Mary Quindmill, I am here again to bring um it to the board's attention that the issue with legal counsel has not been resolved. I am hopeful that at least one board member is also going to be outraged by PGUSD being represented by someone that is currently partaking in harassment, intimidation, bullying, and retal retaliation tactics because the judge
081did not rule in his favor on December 9th. This workman's comp case should have been settled some time ago. My colleague, who followed the direction of the then human resource director three school years ago, is continuing to endure these retaliation, harassment, intimidation, and bullying tactics by PGUSD's legal insurance representation. I am pleading with the board to look into this issue. Several of my colleagues have also written to the board members about this same issue. The district's continued claim that it has no role in directing its paid representation or the ability to intervene in some way when said representation is engaging in abuse of conduct is not accurate and very misleading. PGSD's claim of neutrality is evidence of systemic retaliation and emotional harm caused by this collaborative defense approach. This is my third time being here
082speaking about this same topic of concern. Um, I'm not going to be discouraged and just fade away. Instead, I choose to be optimistic. optimistic that this is going to be the night that a board member shares in my quest in stopping this continued injustice and advocating for transparency, for human kindness, for inclusion, mental health, and doing the right thing both legally and morally. I thank you for the opportunity to speak tonight again. Thanks. Thank you very much for your comments. We have any other staff members online or in the room that would like to speak. If not, we will move on to our consent agenda, which is item six here. So, we have items A through N. And again, these are regular items that are come up on the board's discretion, so they're put on
083here to be approved in consent. But again, this is an opportunity if anyone has any public comment on these, uh, now is your time to speak up. Um, I don't see any public comments, so we'll go to the board discussion. Any items per consent? Trusty Schwas. Uh just just a recommendation that the the um each single plan for student achievement at each school um you know it's we're being asked to approve it without really SC discussing it. Um so I understand that but um it's a shame and so I would encourage fellow board members to read it over the summer. It's it's a lot. It's a lot to to digest for sure, but if we maybe read it over the summer, I mean, it will really, I think, give us a better um understanding of
084of what's what's happening and and if we do have any questions, you know, we can start to formulate that uh for later on. So, just a note there. Appreciate your comment on that. No other comments. I will go ahead and look for a motion to approve the consent agenda as presented. I'll move that we approve the consent agenda as presented. I'll second. Okay. So, the motion was made by Trusty Shamas and seconded by Trusty Wax. All in favor, please say I. I. Um, all oppose. Nay. It passes 4 Z. Okay. So, we're on to the next item. And I did want to check um with Lewis. I think we might have trusty online if this is a good good time to bring her in. Okay. So I don't know trusty and feel free just to
085say yay or nay if you're able to join but I also understand too if it's not the right time we can check back in later. I'm fine. I'm here and ready. Excellent. So I have something to read quickly since we do have um a trustee who for the record is teleconferencing tonight. So I'll read our typical disclaimer and then ask the member of the board to respond. So, I'd like to announce for the record the meeting is being conducted pursuant to California government code 54953 section B concerning teleconferencing of meetings. So, Trusty Omar is participating in this meeting by speaker phone due to um health reasons. So, I have a few questions to ask Trusty Otmar in accordance with the Brown Act. Um so, Trusty Otmar, are you able to hear our proceedings on this
086end? I am. Do you have a copy of the agenda for this meeting? Yes, I do. And since it's an emergency location, my understanding that the agenda does not need to be posted. So, um I will skip the next two and just say members of the board, are you able to hear trusteem loud and clear? Yes. Yes. So, for the record, all members of the board have said yes. And because we're having a meeting with teleconferencing tonight, all of our actions will now switch from a roll call vote versus a majority vote. And I realize I've yet again been leaving out our student trustee Powley with his first vote. So, I will do a better job of that moving forward as well. that thank you for joining us under these um difficult times. So now
087as I mentioned we are on past consent agenda to the item seven the public hearing and we're going to start with the adopted budget public hearing presented by our assistant superintendent Jordan. All right Lewis is queuing up the presentation. Thank you Dr. Hazen. Slide two. So throughout the fiscal year, the budget of the district's various funds are revised to reflect changing financial conditions as a result of board direction. This process begins following report one, which you can see up on the board there, which is the adoption of the 2526 budget, which will be in June 5th. Today, we're having the public hearing on the budget adopt adoption for June 5th. Report number two, which will come next, is our unodudited actuals. You can see that takes place in September. uh whereby we close the books
088from 24 uh 2425 uh we post our beginning balances all of our carry forward any realized revenue because remember when you're adopting a budget they're projections so the uniodited actuals is presented to the board in September report number three is first annual report and that is a report to the board on the status of the budget and that's from the uh July 1st through December 31st or sorry through October 31st. Second interim report is March and that's through uh January 31st. And then report number five is the budget adoption public hearing, two separate meetings which we're having tonight. Next slide. In January 2025, PGUSD held a three-hour budget study session to begin shaping the district's budget for the upcoming year. This was followed up by a public town hall in February where we welcome the
089input of the community to help shape our fiscal priorities for the 202526 school year. As we've discussed, budget projections are not an exact science. That's why the district revisits the budget throughout the year, presenting an amended version in October and providing updates during the first and second report in accordance with the statemandated reporting through California Department of Ed. Tonight's adopted budget uh sorry, tonight's adopted budget public hearing focuses on the 2526 budget to include two subsequent years in our multi-year projections. In preparing this budget, we've we've updated property tax projections from the county tax assessor's office from 2425 assumptions and assessed valuation growth. Beginning fund balances would reflect estimated actuals for 2425. Those though these will be finalized after we close the books July 15th and then reported again at the unodited actuals in September.
090Tonight I will cover all project funds fund 1, fund 11, 12, 13, 14, 20, 21, 25 and fund 40 revenues and expenditures through June 30th of 2026. Here you can see a highlight. I always like to do a snapshot related to uh the budget. As you can see for 2526 we have a projected enrollment of 171 students. This is a decrease of 37 students from uh the 2425. Seabbeds data PGSD like most euas in the state has been trending downward over the past 10 years as it relates to enrollment. Our projections note declining enrollment specifically in the ages of 4 to six year olds. This is indicative of the c uh county birth rate trends and is not unique to our district or our county. Property tax revenue for the 2526 year is projected to
091increase by 5% yearover. This is based on the reporting we received from the county tax assessor's office in March. If there are changes in projected revenue that will be uh updated in our October revision in the fall. That's when we do an October revised budget. The new revenue from top taxes represent an increase of just over 1.8 million over the 2425 year. Calsters's board is set to exercise its new rate setting authority and action on June in the June uh 2025 meeting. PGUSD is however applying the rate recommended by the actuary of 26.81%. That's down from 27.3%. Which is the first time we've seen a decrease in PERS rate in I think nearly a decade. So PERS rate is going down. It's trending downward by 49%. Calsters rate still remains flat at 19.1. You can
092see that there in the top in the center. The district does receive its local control funding formula base. All basic a districts receive a base aortionment. Uh that portionment has stayed steady for the last decade of 2,505456. And the site allocation all sites in our district receive 150 per pupil grant to build their site fund budgets. These budgets are adjusted according to the seabeds data throughout the year. The seabeds is a California basic educational data system. We use that for collecting information about schools and districts. The Cabbeds data that we're using is the report of enrollment and ADA is defined throughout the school year. One thing to note when we build the budget for our sites at $150 per pupil, we build it up the initial enrollment numbers. If those numbers decline, the sites are
093still funded at that higher amount. If the enrollment is increases, the sites are given additional amount based on the 150 per pupil site allocation. Next slide. In 2025-26, we have a proposed adopted budget. There are no new onetime or ongoing categorical funds for PGUSD. None that we qualify for. This would mean no new programs tied to new funding sources. One thing to note is that any unspent funds from the 2024 25 fiscal year will be carried forward into 2526 once we officially close the books in July, July 15th of 2025. This will be reflected in the adjustment at the unudited actuals in September. Although the board has not officially approved tenative agreements for 2526, this budget does reflect projected outcome of salary negotiations with our key bargaining units. You can see that in the middle
094for Pacific Grove Teachers Association, 2% on salary, 1,1441 to health and welfare cap. The same to our classified unit. The district is most grateful uh grateful to our units for their understanding of the 2425 budget constraints and deficit and we welcome that and we did welcome their suggestions associated with 2526 budget development. Their gracious understanding is reflected in the agreement to forego a negotiated settlement for 2425. The 2526 budget projection is inclusive of the 2% on salary schedule, excuse me, and is in perpetuity for the for the following year. Additionally, the meet and confer agreements with confidential management staff have been incorporated into the budget which are me too. Despite the efforts that I will present tonight on slide 7, which is our key considerations for budget development, the district is still projecting operational combined
095deficit of approximately 1,37,535, which brings us down to an unrestricted reserve level of 6.9% for 2526. Next slide. Projected cash flow. Cash flow is uh something that is crucial for a basic aid school district. Uh not not so crucial for local control funding formula districts as they receive monthly aortionments. This district does not. Um annually between November December for us cash balances tend to be very very low because we really receive our aortionments in April tax receipts and December tax receipts. That gives about an eight-month swing in time where the district's receiving revenue. So the district does and has for the last 25 years issued a tran that's a tax revenue anticipation note and it's a participation in a in a pool resourcing fairly low interest um and the cash flow modeling for 2526 indicates
096the need for the district to adopt a tax revenue anticipation note to bridge the receipts from 2526. The board adopted the tran at the March 25th meeting. Next slide. So, here are some of the key considerations for the 2526 budget development. All of these considerations were developed through input received from our bargaining units community and with the intention of addressing the district's structural deficit. In this uh if these key considerations had not been implemented, the unrestricted deficit of 624,428 that is our unrestricted deficit this year would have been just over 1.5 million for a combined deficit of just under 2 million. When I speak about combined, I'm talking about unrestricted and restricted funds. Restricted funds are tied to restricted programs. There are there are um expenditure plans that are required to be approved. Those dollars
097are earmarked specifically for certain expenditures. Some are tied to uh salary and benefits. Most are tied to materials and supplies, professional consulting, professional services, and so forth. To better align staffing to enrollment ratios, PGUSD unfortunately made reductions to 4.6 FTE at the elementary level. This was done to align staffing to enrollment as defined in the collective bargaining unit agreement. The district did so with the class size goals and not maximums being considered for 2526. So we looked at the balancing associated based on the collective bargaining agreement to meet our goal enrollment for each class. This alignment of staffing to enrollment yielded an ongoing reduction to the general fund as in the top line you can see of 540,191. In 2023 24 the one-time funding expired through car's act. This was designed to support our impacted
098learners when coming back to the classroom following the pandemic. The mental health therapists that were funded via this restricted one-time revenue source were moved to the unrestricted general fund in 2425 at the discretion or at the direction of the board. This resulted in an unrestricted expenditure uh uh for 25 2425 this year that we're in of 567,171. To lessen the impact in the 2526 budget development at the direction of the board, the district made a budget code change to two of our mental health therapist positions, moving them over to special education object 6500. The $377,05 will be supplanting the expiration of contract services once delivered through Monterey County Behavioral Health. This resource to students was highly sought after by our community and the result is maintaining a program for 2526 once funded through one-time funds.
099The caveat here I would suggest is that with step and column increases and other associated costs of the program, the unrestricted general fund which is the source of the contribution to object 6500 will continue to be impacted with increases in subsequent years. The district was also able to retain a new 1.0 0 FT MHT through the use of onetime discretionary funds and you can see that there on the third line excuse me the resource this resource the discretionary resource expires at the end of 2526 and the district will again need to evaluate student needs of support aligned with fiscal solveny before drafting a 2627 budget. The district made a concerted effort during budget development to reduce 5% overall to materials and supplies. We were fortunate that many of the programs were able to make reductions
100in the range of 10% or higher resulting in a 202526 projected savings of 175,654. You'll see that on the fourth line. We two looked at the budget amount versus actuals related to staff overtime. We made an adjustment downward of 44,243 to lessen the impact to the unrestricted general fund. As I've mentioned before, we're targeting budget as we continue to track through the year. We believe there's still cost savings that could be associated with the reduction of overtime as well. And I'll report back to the board uh during the first interim reporting in December to see if the 44,243 savings actually went up. When the business office began finalizing the budget about two weeks ago, we noticed that after applying the input from the board, from the community, and our units, we still had a projected
101combined deficit of 1 million434,61, of which just over a million dollars was still attributed to the unrestricted general fund. At this time, we continued to be creative in our accounting and authorized a budget code change for our site technicians to be funded out of fund 21, measure A. This is an allowable expenditure under measure A. its voter approved bond language. These positions are directly to support PGTEK and digital curricular alignment. The creative accounting 2 must be viewed as a short-term funding solution and should not be considered as an ongoing source of funding for positions historically funded from the unrestricted general fund. Finally, the last item on this page reflects the nature of the growing before and after school program. It's the Monarch program. You'll see down at the bottom that's the fund 12 contribution. This
102is a tuition-based program and it is not ne it is not revenue neutral. It has never been revenue neutral and has only become self- sustained in the last two years due to the influx of early learning opportunity program ELOP funding which came in in 2223 our first aortionment in 24-25. This year we began to experiencing uh a reduced aortionment for ELOP due to the alignment with the new regulations. This will this will be an audit finding I will present to the board in January of 2026. Looking ahead at 2627 school year with the regulatory changes to ELOP, PGUSD will no longer be able to maintain the required ratios in BASRP. The required daily ratios for ELOP make program funding sustainability an issue. I will give you an example. In our EL in our BASRP program,
103on average we have between 55 55 and 70 students a day. Sometimes we have 150. The EOP regulations require that even if one day out of the year you have 150 pupils, you have to maintain the 8:1, 10:1, and 20 to1 ratio, which is virtually impossible, especially when, for example, when the auditors looked at it, it was one day we went to 150. We maintained the ratios at 75. So, it's almost impossible to staff for. This is uh this there is also a new requirement for the district through ELOP funding to offer the program to sixth graders to develop an afterchool program at the middle school. Staff will be evaluating the EL ELOP program and its alignment with BASRP in the 2526 year. Staff believes that by 2627 the program will revert to required unrestricted
104general fund support the fund 12. One more area we are evaluating in 2526 are the tuition rates which have not been updated in years. This evaluation may bring in more revenue to support the program. But as of tonight, I'm I'm bringing forward the fact that this year $140,51 will have to come from the general fund to make fund 12. Next slide. A snapshot overall of revenue. This is unrestricted and restricted combined. You can see that county and district tax secured and unsecured tax ro make up just over 81% of the total revenue for the district. That's the 38,397300. State base I mentioned earlier 2,505456. This amount has not changed for over a decade. Federal revenue this has been on the decline substantially. 635,342 is projected. Um I might mind uh remind the board and the
105community that two years ago this was in the millions in revenue. Uh, other state revenue has been relatively level, 3.2 million, although we just received the governor's budget revised today and I need to look through that right now because it looks like there's a reduction to the Prop 98 guarantee associated with funding of schools, which for us ties to categorical program funding. Other local revenues are tied to special education, lottery funds, retiry reimbursement of shared healthcare premiums, and interest earned on bank deposits and holdings. Other state and local revenue make up around 6% of the total fund 01 revenue. On the state side, states state funds are consisted of for us our career technical in uh career technical education incentive grant, special ed uh dispute resolution, expanded learning opportunity program which I mentioned earlier, stirs
106on behalf music arts discretionary which is formerly Prop 28 and many other state categorical programs. PGUSD projects a net total of all revenue sources of 47,859180 for the 2526 fiscal year. Next slide. This slide reflects the general fund unrestricted and restricted combined summary. It's a side-by-side comparison of the 2425 projected actuals. Those are in columns A, B, and C. On the right hand side, columns D and F are the 2526 budget projections. The 2526 proposed adopted budget projects combined revenue at 47,47 uh 745973 and combined expenditures of 48,55664. This slide represents the breakdown of employee related costs, books and supplies, services and other operating expenses and indirect costs. The net result of the revenue and expense is a projected combined operational deficit as I mentioned earlier. You can see on this slide down at the
107bottom of 1,37535 that's in uh E in the net decrease balance section. And the first two lines you can see there one is a unrestricted that's column D is the unrestricted and the restricted is column E and then combined is F. Next slide. Here you can see the projected beginning and ending fund balances for both 2425 projected actuals and the 2526 projected budget. The area to highlight here is the unrestricted column D projected fund balance which is 3,761,840. You can see the slide from the projected actuals in 2425 of 4,799 378 and that is due to the deficit spending that occurred this year and you can see how that's broken out by restricted and unrestricted through the arrow. The lower portion of the slide contains a more detailed accounting of source revenue and you can
108see that state aid highlighted uh which has been consistent for a decade. You can also see are the secured and unsecured tax roles showing the projected 5% year-over-year increase. Those are the two bottom arrows. Next slide. Here's another slide with more detailed revenue. I'd like to point out to you the slight dip in state revenue down 3.3 3,289 957 from the 3.6 that you can see there down at the bottom. Now, I know this is only a $100,000 decrease. Um, but every every single penny counts. And on the revenue side, we've been seeing decreases on the federal and state side for some time now. And we do anticipate seeing less and less from the feds and from the state moving forward. Next slide. Slide 13. Here's an illustration of our projected expenditures for 2526 broken
109down in a pie chart. I apologize uh for all the boring data up until this point. So I like to throw in a colorful pie chart. Uh pretty easy to see here. 41% of our total expenditures are tied to certificated salaries. 26% are attributed to employee benefits. 20% are attributed to uh sorry expenditures tied to our classified salaries. And as you can see, 86% of the total expenditures are tied to salary and benefits. And I mentioned this in every interim report. And fortunately for us, it did go down 1%, but we are now at 86% of our total expenditures tied to salary and benefits. That's five 5% higher than the state average. Next slide. This I pulled directly out of Escape. That is our financial management system. I think it's a really neat slide that
110highlights the expenditures by function. So the function is essentially where are we targeting our dollars? Um the takeaway here is that nearly 18% of all expenditures are tied directly to instruction and student services. Operating services such as maintenance, utilities, transportation, etc. make up around 11%. With general administration making up around 9%. I think we're doing a pretty good job targeting the classroom with this chart. And this is again directly from our escape system. Next slide. I included this SATS uh form breakdown because the comparative of 2425 estimated actuals is what it uh which I'm continuing with shows you the breakdown of all of our expenditures. Some items to note here. You can see the increases all factored in for step and column negotiated settlements and the increase to health and welfare is highlighted on this
111slide. Those are the top two. Is there any way I'm sorry to Can we zoom in on some of these? Just is there a way to easily do that, Louis? I'm sorry, but I'm I think I'm getting older than I'd like to admit with my eyes. There you go. Thank you. Yeah. So, go ahead, Louis. Zoom in on the two arrows there. Thank you. So I think what the highlight there is um so just just under 22 million for certificated just over 9.4 for classified. You can see just to the right of that 3.5% increase and a 2.9% increase. That's consistent with step and column movement and negotiated settlement for the 2526 year for classified uh CSEA just you can leave it right there for the classified staff which is the um the total of
1129.4 million. You can see that it's all broken down by object. You can't see that now because it's zoomed in. It's on the lefth hand side there, but the objects are broken down as such. CSEA is objects 2100, 2200, 2400, 2900. Classified management is object 2300. And our confidential staff is in with the CSEA noted in 2400. And as I just mentioned, this projects an overall increase of 2.9% consistent with uh the step and call movement and negotiated settlement. We did budget. Let's see. Let's move down Lewis to the 400s. 4,000. Yep. Let's see. We did budget for a substantial reduction in the 4,000s. This is materials and supplies. 1,35623 com uh combined, which is down from 2,5601 1999. You can see that uh right there on the bottom. It's a reduction of 47% to
113the 4,000s. I would the board that the reductions in the 4,000s is due to the following loss of revenue tied to expenditure predominantly. When we have categorical revenue received, it requires an expenditure plan and expenditure reporting to meet that revenue. They have to be equal. Um where in this budget you can see dramatic changes are the dramatic loss in funding. So when we lose the funding, we lose the expenditures. Substantive reductions were also made by staff through this process through budget development, which resulted in, as I mentioned on the earlier slide, a reduction of around 175,654 on top of the other reductions made through loss of revenue. I'd also like to note that in the adopted budget, the 4,000's object code, which you're seeing here, is used as an offset to revenue for donation accounts.
114As the majority of donation expenditures are typically spent on materials and supplies, we put them there in the budget. After adopted budget, when restricted revenue carry forward is added, it is also temporarily placed in the 4,000s. As actual spending occurs at our sites, funds are transferred to the appropriate object code, such as the 5000s for service. This process ensures accurate financial reporting and alignment between revenue and expense. Next slide. 16. There we go. The final expenditure comparative slide shows the expenditures in total at the top highlighted. Major reductions 50.4% in object 5100 travel and conference were made for 2526. Note that some of this is due to the budget development reductions, but mostly it's due to the loss of revenue. We had a categorical funded program known as the learning and recovery emergency block grant
115in prior years. and other onetime resources that were tied to professional development where in prior years we had much much higher expenditures because we received grant money to offset those expenditures. Those that revenue is now gone. Therefore, those expenditures are now gone. We've had some recent conversations lately that suggest there was overspending in this category, but in fact, we've had to follow the expenditure plan as prescribed by the revenue resource. California Department of Education, if that is the source, which most of them are, gives you an entire expenditure plan that you must follow specific to object coding. They tell you you have to put a certain percentage in the 1000s through 3000s. Those are people, health and welfare, and salaries. You have to put a certain amount in the 4,000s, the 5,000s, the 6,000s. That's
116what's prescribed by the revenue we receive. We bring those expenditure plans to the board. The board approves them, and we execute those plans based on an approved expenditure plan. Mr. I have to interrupt. It's extremely hard to follow this presentation when I'm just seeing a bunch of numbers without um category titles. Yeah, you got to zoom out. It's really difficult. So, if you and I I don't know if anyone else in the audience is feeling that way. I understand that it's it Why don't we start with a zoom out and then we can zoom in. I'm sorry. Now, I'm not sure what the the solution is here, but I just want to make sure that everyone in the audience is able to follow this as well, because um if I'm having difficulty, then I'm going
117to go ahead and assume that anyone sitting in the audience that isn't used to looking at this might have be having some trouble. So, uh zoom out, zoom in and and let's take it slow. Thanks. I'll mute. When you zoom out, all of the descriptors are on the lefth hand column. When I'm talking about object codes, you can see those there. Stock targeting at the top with 55100 all the way down to the 8900s down below, which are contributions. So, yeah, it's definitely hard to follow when it's zoomed in and you're not seeing that part of the page. So, rentals, leases, and repairs, which is object 5600. Lewis, let's point to it. There we go. Those are our rentals and leases and repair non- capitalized improvement. You can see there too, we made a reduction
118of 49.7% to this budget over last year. In total expenditures, as you can see, there's a reduction in just over $2 million restricted down to 14,242204 from 16,429225. That's the next line down. Lewis, right? Oh, up total expenditures line. See it right there. Which equates to a net reduction of 3.3%. This is tied to the loss of restricted revenue programs and therefore a reduction in restricted expenditures. Again I mentioned we lose revenue we offset the expenditures. This fund was previously sustained by the way of ELOP revenue. The owner fund transfer for fund 12 will come as an escalator as I mentioned previously uh with the progress into the multi-year projections due to the loss of ELOP funding step and column and COLA. That is uh on the inner fund transfer section the very first arrow.
119Nope. Go back right there. Right. That's our child development fund inner fund transfer from fund 01 to fund 12 to sustain that fund. The board has uh another highlight I'd like to mention is the next two arrows down. Um the board has let's see taken further action to make reductions of general fund transfers to fund 14 and 40. Uh at the board's discretion the decision was made to eliminate the transfer to fund 40 but still maintain the transfer to fund 14. And that is our deferred maintenance fund and our capital reserve outlay fund. So as you can see in the 2526 projections, nope, go back. We have a $200,000 general fund trunk contribution right there to fund 14. We have $142,301 contribution to fund 12. There is no longer a contribution to fund 40, which
120used to show up just above the fund 14 for a total of 342,000 in general fund contributions. So the general fund contribution went down because the board directed staff to eliminate the their contribution to fund 40. Moving forward, finally you can see in the arrow uh contributions at the very bottom other financing sources last arrow all the way at the bottom total other financing sources. This arrow shows the unrestricted general fund combined contribution to restrict restricted programs which has increased year-over-year substantially. In the multi-year projections which I'll cover in detail on the next slide, you will see that this contribution has a tremendous impact on the structural deficit for from 2425 to 2728. The unrestricted contribution to restricted programs has a projected increase in just over 1.4 million. For context, the unrestricted general fund contribution
121is to support special education, title one, title two, ELOP, stirs on behalf, and 3% statutory requirement to maintain operations as well as other restricted programs where the actual revenue is less than the expenditures. So we receive revenue for programs to maintain program, but that revenue is not enough to operate the program. So the general fund has to kick in to make that program whole. And that is what we're seeing here. The result is an unrestricted general fund contribution that has a cost escalator of around 9%. Uh perom and it's to support and maintain programs by the district that are not revenue neutral. You cannot run a restricted program in a deficit. If you receive restricted money and the program costs more, the general fund has to contribute to balance it out to zero. Next slide.
122These are our multi-year projections. Um, and I'll share these with you before we move on to the additional funds that the district manages. General fund 01. Um, I want you to take a moment and reflect upon the structural deficit that we've been talking about tonight that's been occurring for numerous years. For some time now, PGUSD has had an inverse relationship with expense and revenue. To address the deficit spending, our district has two options. Reduce expenditures or increase revenue. Actual revenue has been realized as projected and we have not seen a substantive increase in property taxes as anticipated by the passage of prop Proposition 19. As a reminder, Prop 19 changed the inheritance rule laws. Families who inherit property must live within it to keep a low tax rate. Otherwise, the property taxes go up and
123the market goes up. As a note, over 60% of the homes within our school district boundary area are subject to Proposition 13 caps. I previously saw this at a Rotary meeting when one of our uh esteemed realators in town was presenting on clapping taxes and assessed valuation in our boundary area. It was staggering to see that most homes in our in our boundary area, just over 60% are valued at $200,000. That's because of Proposition 13 cap. That's a key factor in how we generate property tax revenue in our district in comparison to Carmel who has a 25% reserve. Only 15% of their properties in their property in their boundary area are above a $600,000 assessed valuation. Only 15%. Which means the remainder are at market assessed valuation which drives property tax revenue at the market
124rate which the district realizes. So that's one thing that's very unique to Pacific Grove. For many years, we operated with the expectation that property tax revenue would continue to rise steadily. However, the past three years, we have shown a consistent modest 5% annual increase, far more restrained than in previous years. You can observe this gradual revenue growth reflected in the total sum section of for fiscal years 256 through 2627. right there, the total sum due to rising costs such as employee step and column increases, higher utility rates, required pension contributions, which are pers and stirs, negotiated cost of living adjustments, and general inflation. The district's new annual revenue has not been enough to keep the budget balanced. After covering these rising expenses, there's very little left, if anything, for ongoing salary increases. For example, even
125with a 5% increase in revenue yearover-, the district only nets about.15% or roughly $350,000 of new revenue after all new costs are incurred in the new fiscal year. This inverse relationship is the very nature of a structural deficit, which is reflected in the bottom section C labeled net decrease in ending fund balance at the very bottom. The district has projections that indicate an ongoing million-doll deficit perom with the current modeling and revenue of current modeling of revenue and expense. You can see on the next slide how this impacts the beginning and ending fund balances. Next slide. The multi-year projections reflect general fund restricted and unrestricted combined. Multi-year projections are required by EDC code of any adopted budget to certify that PGUSD will meet its financial obligations for the upcoming year and two subsequent years. That's
126what we're showing you here tonight, 2526 through 2728. The takeaway from this multi-year projection is that PGSD will in fact meet the qualified certification provided by the county office such that our reserves will remain above 3% statutory. As mentioned earlier in the 2526 adopted budget, staff reduced expenditures that were directly tied to lost revenue. In a time when the district is operating with a structural deficit, it is critical to carefully evaluate any new expenses that are not supported by corresponding revenue. Beginning and ending fund balances have been reduced year-over-year, which directly impacts the district's reserve levels, which are made up by the ending fund balance assignments, which you can see here. You have beginning balance and ending balance. That's line one and line two. For 202526 year, the staff now projects the reserves to drop
127to 6.9% and that's prior to our unodited actuals. As you can see by the projections, if revenue remains flat 5% year-over-year, which is what the county is telling us, our expend and our expenditures are not reduced there in the middle of the page. You will see that by 2627 reserves are projected to fall to 6.5%. and then in 2728 fall to 5.1%. On the bottom you can see that the statutory 3% reserve right there circled at the bottom uh for 2526 is just over 1.4 million and how with expenditure uh escalation this increases in the multi-year projection year-over-year. So that 3% is tied to total expenditures. 3% of total expenditures has to be maintained statutoily for the district to remain fiscally solvent and receive a positive certification. A district per statute cannot fall below 3%.
128I will remind everyone that while California statutory minimum reserve is 3% for school districts, financial experts such as school services of California, the government financers office uh the governmental finance officers association and the legislative analyst office recommend that basic aid school districts maintain a reserve between 15 and 20%. to protect again to protect against financial uncertainties. As a point of comparison, our neighboring district, Cromwell USD, carries a reserve above 25%. Next slide. This is the slide of multi-year projection only restricted programs because again I'm going to talk a little bit about the unrestricted and restricted contribution that I mentioned earlier. For 2526, the contribution is projected at 8,454297 and is increasing at a rate of 8.47% on average. That's the only thing I have highlighted right there. 10% this year. I think it's 8 6.8%.
129It's an average of 8.4% peranom increasing. The district is required to contribute from the general fund to ensure our restricted programs especially those supporting special education remain balanced as they cannot operate without a deficit. These increasing costs are largely driven by our commitment to special education and our legal obligation to maintain services even as restricted resources fall short of actual expense. These programs serve some of our most vulnerable students and maintain the highquality support they receive at PGUSD is a priority and has always been a priority for this district that we take very seriously. While we have limited ability to control the rising costs, reducing services in other areas would undermine the integrity of this program our students rely upon. At the same time, we are seeing reductions in federal title funds, title one, title
1302, title 4, and further cuts may be may result from the changes at the Department of Education. Shortfalls place additional pressure on the unrestricted general fund to make up the difference. Given these financial realities, our focus must be on reasonable uh reasonably adjusting other areas of the budget to continue supporting these essential services without compromising our core mission. You can see that in just three years, we project an increase in the required contribution to just over 1.5 million in this multi-year projection. Next slide. So, here's our looking forward and some key considerations for 2627. The job's not done when the board approves the budget. That's why we have a revised budget in October. That's why we have interim reporting in in December and why we have interim reporting in March. This is a fluid process,
131but it starts with an adopted budget which we'll bring to the board June 5th. Some of the key considerations that we need to focus on this year are number one, all expenditures currently supported by one-time revenue sources must be reviewed. We must either identify offsetting reductions elsewhere in the budget to sustain these expenditures or plan for the orderly sunset of these programs associated with expiring funds. Number two, budget code changes implemented in 2526 should be reassessed for 2627 as they were intended as a temporary measure to address unrestricted general fund deficit. Number three, the board should consider reviewing unrestricted general fund transfers to fund 14 since these transfers are made at the end of the fiscal year. Reallocating these funds could help mitigate the structural deficit in part by supporting other priority expenditures. Number four,
132we need to strategically plan for expenditure reductions in 2728. And we're doing that related to the expiration of the supplemental early retirement plan, the SER. Beginning in the fall, we will immediately begin evaluating the sustainability of specialized enrichment program offerings to this district that do not accompany revenue. The business office and program leads will continue to pursue additional onetime grant opportunities to support critical services and initiatives. And most importantly, we must adopt the best practice of discontinuing the use of one-time funds to support ongoing personnel costs. Now, before I move on to the other eight funds that the district manages, I will pause for reflections and answer questions from the board related to fund 01. Yeah, I'll go ahead and also gave in the public hearing because we do that. We do that, make sure
133that we're doing it and that's being gled in at 807. We're still in compliance since we have not made comments on it. Um, and boy, do we want to start? Maybe I'll start with you, Beth, and then go. Actually, no, I will not. I will start with Trusty Powell if he has anything he would like to say after this a million numbers of numbers thrown at us in a good way. Okay. So then we'll start with Beth, then we'll head to Mike, head online, myself, and end with Jen. Thank you. Uh thank you Josh. Um it I'm interested in the governor's may revise. Um, I looked at some of the what they think is coming forward. Um, it said special ed to get a 2.3% colon. Um, and that the UTK teacher student ratio from
134go from 12.1 to 10.1. That's an impact. So um just to um also propose suspending cola for state preschool another impact. So there's a lot of moving parts and um you know I think uh it was very interesting to hear you illuminate the difference between Pacific Grove and Carmemell in terms of how we how we are not really receiving the market value of most of our homes here. So, um, you know, the thing that bumped us into basic aid was Spanish Bay. When Spanish Bay was built, that's what that property tax bumped us into the basic aid district we are. So, what Josh is saying is that the rest of the homes here are not are not really helping that uh revenue stream. So, um, that was a good example. Thank you. And Trusty Wax
135and Ryder, we will have a chance to respond again at the end, but this is a good chance just to um, thanks um, Superintendent Jordan. Uh, real quick, since there are people a larger than usual audience, can you define stirs and pers? And also if you h happen to have a number of like how many people on the staff are are basically getting those contributions or are contributing. Yeah. So PERS are for classified staff. That's a statutory retirement program whereby the school district has an obligation to fund it at a certain percentage. So uh PERS is uh for classified stirs are for certificated employees. um the district's obligation as I mentioned the 19.1% and then prior year 27.3%. So effectively every dollar that the employee makes the the district puts in 27.3 cents or 19.1
136cents into into a retirement account um for that employee when they retire. So that is stirs and pers. Um every single employee in this district that is classified or certificated is a stir or a PERS. I mean there are some that are not so I shouldn't say every but for the most part um every one of the employees in this district either contribute to stirs or pers. Okay. And then there are some that don't. And then similarly can you quickly define step and column and how it relates to the schedule or the salary schedule? Yeah. So we have a salary schedule and um that we have a lot of salary schedules. U so let me just take one for example. So um it then you might see an A step, B step, C all the
137way through F, right? So um you step along that and uh every step is usually an advancement every year between every step. It varies by salary schedule, but around 1.6 to 1.8% between each step and that's just every year you advance along. You say step and column that's specifically related to certificated staff because they not only have steps which go down but they have columns which go over and those columns are are earned by additional uh education. So master's degree plus units doctoral but those sorts of things have you move across. So for certificated staff steps kind of step them down years of service and then you can move over and call them uh if you're adding uh education to your current education. So continue your education which allows you to move over and down
138and increase your salary. And so just if there were no salary increases but every staff member continued on each year the salaries would rise because of stepping column basically. Yeah that's correct. So when I look at the new revenue calculation I've mentioned earlier the 5% the one thing we always look at is okay 5% in new revenue how much of that goes away with just the cost of doing business in the very next year. So step and column is the very first thing we look at increased sisters and pers because of step and column is the next thing. So um there is a reality where there are staff that are are at they are stepped out right or they're all the way over and all the way down they would not receive an increase unless
139there was a negotiated settlement. But yes, for the most part anyone that has the ability to step down or over does. Okay. And then related to um I think Prop 19, is there any way to basically force the county to audit or like doublech checkck the validity or the the market value for that property. So, I had us in Carmel had a three-hour meeting or two and a half hour meeting with the county tax assessor's office about three weeks ago, and they gave us a really substantive presentation on what property taxes are going to look like for the next 3 years. They only guarantee property tax rates for us in June or July. Basically, that's kind of when they vote on it, when it happens. The discussion about Prop 19 did come up in that
140conversation and it was one of those things that they said was very tough to nail down because of some of the exemptions that exist in the new law. Right? So, um I inherit home, I move into home for 2 years, the property tax rate stays the same, right? So, it's tough to determine those sorts of things. So, they did not give us any projections uh that were impactful enough for me to report tonight associated with Prop 19. What I will say is that it passed a couple of years ago and we were all thinking that that 5% yearover in property tax revenue would start to creep up. It has not. And the projections from their actuary is giving us a flat 5% yearover for our boundary area. It and so like in relation to the
141Carmel um properties being more at market value, is that just because their market changes over hands more often? That's correct. Instead of in the family. Okay. And then you mentioned this briefly, but who and how I guess in the business office andor at the sites are seeking grant opportunities and how does that happen? So it's vary um it varies. I'm sorry. Um program everybody from the from a teacher to a assistant principal to a counselor to myself and our fiscal officer to our the head of special education. I mean really everyone is seeking. So what we do in the fiscal office is we uh find what grants might be available. We put them on a spreadsheet. We share it with all the program managers and we assign them is this something you're interested in applying
142for. If it is, we need information and that's how we track it. So it's kind of like a whole district approach that is managed within the business office. And I I know writing grants is lengthy and timeconuming. Does does that grant application have to be done by a staff member or can it be if there was happened to be like a pro bono grant writer? Could they submit or work with the staff? Yeah, so I spent 14 years in the county office. We had a grant writer that worked with us and they do phenomenal work to bring in grant dollars. Uh a lot of the grants that our district pursues are they're not as complex in the narrative in putting together a narrative for a grant application. Um, we tend to not qualify very often
143for a lot of the grants because our unduplicated pupil population, UP, I know I throw a lot of words out people have never heard before, but that percentage in our district is very low. And to qualify for many of the grants that are available, especially grants that are ongoing, you have to have a higher unduplicated pupil population, nearly around 50%. 50% or up, you're you're basically a shoe in for a grant application. It depends on how much money you'll receive, but anything UP 50% or lower, it's extremely difficult to get uh an application approved. And the kind of UP standard requirement is through through state grants or federal grants or both. Yeah, both. Both. All right. Thanks, Trusty Atmar. If you're online here, I mean, you are online. If you can hear us, please go
144right ahead. Okay. Thank you. Um, so you can see me. Um, Mike, thank you. Uh, you just asked a lot of the questions I had about, uh, grants and who's writing the grants and, um, I understand that that there's nothing available now. I'm hoping that that searching continues. Um, Josh, thank you. Or Mr. Jordan, thanks for the um, the presentation. It was um, slow and mostly digestible. Um, I would like to put a request out up front which would be um it' be really helpful to have this ahead of time. Uh, the slides are hard to read. So, especially having the community um have access to the presentation before the board meeting would give them time to digest it, make it more understandable so it's not sort of this waterfall that we're trying to drink
145from. Um, was it posted and I missed it or I believe it was posted in the board packet. Yeah, trusty. I didn't see it posted in the board. Was there a link in the board packet? Because I missed that. Mr. Jordan, sorry. They're taking a look in the board packet. Thought we had included it because we always try to, but we're looking now. Trusty, maybe continue with your questions and we'll I'll I will I'll review on this too. Um, one of the things I did want to touch on was the one-time funding. Um, creating positions from one-time funding. The thing about one-time funding that I've realized now being on the board is that it really does highlight some of the things that we might be missing as a district. Um, some of those things were
146language, steam, mental health therapists. Um, our students really greatly benefit from those things. So, I would I guess I would prefer that that bullet wasn't in there because I think we did a really good job for our students by continuing to support them in all these different facets. Uh, and to that extent, I mean, I suppose there's a lot of other places that we could look um for money within the district that wouldn't touch our students quite as much. So earlier in the presentation you you talked about um presenting creative ideas to reduce the deficit and I'm struggling now to try to figure out what those creative ideas are. Um if you could give me a couple examples that would really help me a lot. I'll pause while you do that. I did highlight on
147um I don't know what slide it is here. Some of the bullets that we're looking at next year. Um some of these will help us in reducing the deficit, but almost everything that I bulleted would potentially impact learning. Um aside from the reduction of the SER, which will that that $300,000 will fall off in 2728. um increasing tuition rates for the before and after school uh recreational program is an area um it's $6 an hour. It's been that way for a really long time. Our neighboring districts are double or triple that amount. I mean there's there's a lot of areas we can look at generating additional minimally minimally additional revenue, but the biggest thing this district really needs to look at is the ballooning cost of expenditures and really tying ourselves back to like what
148are the core programs that we offer as a district um and how do we fund those core programs because what has been happening and I mentioned a lot tonight is um development of programs tied to onetime funds or restricted funds and then the continuence of those programs on the back of the unrestricted general fund when the revenue expires. So, first and foremost, I think that's something we need to address. That's the most important vital because there are programs that will be expiring this year. We have a discretionary block grant that will that will expire at the end of this year with hundreds of thousands of dollars tied to program. So, I'm saying how important I'm sorry. What program is that tied to? It is the music arts discretionary block grant resource 6762 and that those
149funds expire this year and we have we have assignments and we have program expenditures tied to that. So I think the first thing we need to look at is how do we continue offering programs when the revenue goes away. I would agree with you very much on that point. I suppose when I was asking you about creative examples that were not student facing, I was looking for examples that weren't student facing. Do you have any creative examples that you could share to reduce revenue that aren't I'm going to go ahead and and respond to to that one. Trusty, you know, I'd like to hear from Mr. Jordan. Thank you. Okay. Well, want to I I just don't know if we have if it's I think the idea will be that we're we're seeking or you
150know I think what we want to do at the beginning of next year, right, is is be sure that we're maintaining and keeping some of the these program uh the expenditures and some of the the deficits that you know we've been experiencing this year and being sure that that's up front and center from the beginning of next year. uh in involving you know all of our staff involving you know our board I know there's been even an idea of possibly a um you know sort of a subcommittee you know involving two of our board members starting in the summer where we could start working and really looking at the next projected three years um and really trying to identify you know areas yes I mean creative absolutely but I think just really you know digging
151in we I think we did a great job this year in involving not only our our staff but involving our community and getting that input you know for ideas that we identified this year to bring down that deficit and I think the idea would be to really continue that and um and and follow you know similar processes for next year but go ahead. Sure. Yes, I'm I'm looking for the creative you had mentioned earlier in your presentation that you had come up with some creative ideas. Um my impression was that they would be less studentf facing. So if you have creative ideas that were not in the presentation that were not directly uh impacting our students, I was interested in hearing those. If you don't, you can say that you have not researched that or
152you have not come up with those ideas and we can just move forward. I think we'll we'll discuss it further uh trusty and get back to you on that. I like that. Yeah. Were you able to find the link to the presentation? Yeah, the presentation and all the funding forms are posted on the website. They did not make it into the packet. They didn't go to the packet. Okay. So, in the future, it would be so helpful because it's it's just far too much for um people to digest. I would say it's a lot for me to digest. Um I've had a lot going on, but I mean, even I've been on the board for two and a half years. It's it's still a lot to digest. So, um in the future, if we could
153include the link, I'd appreciate that. Those are all my comments. Thank you. Thank you very much, Trusty Almar. Um, I was going to go next and just want to say I mean obviously thank you for presenting this. This is not easy stuff, not easy to digest and not easy I'm sure to put it in the format you did. But what I wanted to ask I mean one of the things that kind of hit me is our reserve is shrinking quicker than at our last budget presentation, right? And so I just I mean that's a bit of a slap in the face. not your fault, but like you know again as a board like that's more challenging than we expected. So I just wanted to in summary I mean I'm I'm assuming basically just correct me
154if I'm wrong if I'm summarizing this correctly but at a previous meeting the district recommended more layoffs than we approved. So that's definitely part of the problem. We're facing increasing costs. It seems like is just that's one of the more it seemed like unexpected ones especially to some of these um number of federal funds we knew they were expiring funds but we've also had reduction in federal funding that I know we brought up but we didn't weren't able to really uh include in the budget as a potential and then this point of the staffing onetime funds becomes an ongoing issue. So, um, the one thing I will say, and I get you mentioned this quickly, Superintendent Adamson, I do think just putting out there that we as a district might want to create a subcommittee
155to focus on the budget with Josh to start planning on these scenarios because when we have these unexpected, you know, situations, we need to be as proactive and recognize that there's going to be cuts that we can hopefully make more holistically than reactionary. And I again that's not a fault ma made but I did just want to throw that one out there. I did want to you also said the you mentioned specialized enrichment programs. Could you offer more perspective on what you meant by that in that last slide? I can. Sure. Okay. Um when we brought forward reductions back in April, some of those were specialized enrichment programs that we offered reductions to that the board gave us direction to maintain. So it Spanish and steam. Spanish and steam. Yep. digital learning in Spanish. Okay.
156And then um the other one you you actually answered that I think the raising of BSRP fees. I hate to say that but again if that gives more student opportunities that seems to make sense. I appreciated your comment on fund 40 remaining intact. And I do think that's something I don't think we do that here but I think we do that in our next budget meeting. I would be very much in favor of not transferring that funds and using it where we need to. Um, you know, to help cover the shortfall as we need. Um, just double check. I think those were the majority of my things that I had. So, thank you. I might obviously have more at the end, but yeah, I'll click with Mary. Just to clarify, you're a portion of the
157way through your presentation. Is that right? Yeah, I just got through fund 01. Okay. Okay. The other funds will go much much faster. I don't have any questions at this juncture. Thank you. I think it's also I don't know if you've heard but inflation has been going up too. So um it affects everything in including the cost of doing business as a district. That was yeah that was the cost of increasing I mentioned. Thank you for reminding. Okay. Please proceed. Remember we don't close the public hearing and have option for public comment coming. So don't worry that is coming still. All right next slide Lewis. So this is our budget 03 form. Um we use this for uh development of our budget. Make it pretty simple to look at where we're budgeting revenue and expense
158for fund 11. Fund 11 is our adult education program fund. The beginning balance in this fund is uh just over 1.9 million. Total revenue projected uh just over 2.7. You can see that at the top. Uh total expenditures are projected uh just over 3.544. You can see that down there at the bottom. Uh the ones in September when you bring them forward, they may further develop a budget revision in uh for the object 4,000s and 5000s if they came in under budget this year. And that tends to be the case in fund 11. we tend to budget high in the fours and fives and we don't necessarily realize all those expenditures and then when I bring forward the unodudited actuals in in September uh what what that's done is it's helped us increase the ending
159fund balance in this fund. One more critical observation on fund 11. This fund has in the past received unrestricted general fund contributions but with the adult ed block grant and tuition reserves it has been self- sustained for some time now. meaning that the unrestricted general fund unlike fund 12 I'm going to speak about next has not been receiving a contribution fund 11 h excuse me fund 11 however has now projected multi-year deficit spending this may lead to general fund contributions by year three or reduction of program expenditures of the ways to mitigate this could be increasing tuition for our programs looking into becoming a vendor program to our adults with disabil disabilities program to source revenue partnering with the nearby adult schools and community colleges to share curriculum. Also, just like mentioned under Fund1, we're
160applying for grants, state and federal monies and and applying for funding through private foundations. Um, and then finally to note on this, we don't do a multi-year projection for any of the funds that you're going to hear about other than fund 01, but we are working on a multi-year projection for this fund simply because of the nature of its deficit spending so that we can address the deficit spending over the next three years so that it does not impact the general fund by year four. That is what we anticipate. Um, principal Martinez and I will sit down and start hashing that out next she next week with an expenditure reduction plan for the 25 26 year 26 27 year and 27 and 27 28 year so that when we hit that 2829 year we have
161made enough reductions in expenditures so that the this uh fund is no longer deficit spending. That is our plan that is our goal and that's what we're working towards. Next slide. Fund 12. Uh this is our child development fund. Uh, as you can see, the the projected beginning fund balance is zero. That's at the bottom down there. Um, up until a few months ago, in fact, at second in reported, we had a little over $100,000 projected fund balance there. And what ended up happening was the state aortionment we received from the ELOP program came in substantially less than we had anticipated. So we use the rest of our reserves to make this fund uh this fund balance out which starts us with a zero ending fund ending fund balance and a zero beginning fund balance
162for 2526. Moving forward however PGUSD will now have to contribute uh to that via the unrestricted general fund to the tune of this year 140,51. I showed you that on multiple slides. uh in 2025-26 uh 2627 it's going to escalate to 225,000 and 2728 it will escalate to 238,000. So that's a new contribution from the restricted general fund that we had not had in some time because of the ELOP funding received through the state. This contribution is projected to escalate unless we decide to evaluate the tuition of the program. Uh I mentioned this just a minute ago. Currently the BASRP program is $6 per hour. All free and reduced families are free. Um, very helpful to our families. In 2526, staff will begin to develop a plan to work toward a more sustainable revenue neutral
163model for the BASRP program and fund 12. Staff will also begin to strategize on new afterchool enrichment model through BASRP to encourage tutoring in the areas of English, language arts, and math. So trying to expand it a little bit away from the recreational program that it is to more of an ASSE after school enrichment program. Next slide. This is our cafeteria fund fund 13. We have a projected beginning fund balance of just over 1.2 million. Uh the state state and federal revenues projected at just over 1.6. You can see that at the top 1,603. Uh expenditures of just over 1.6 1,656688 which results in a small deficit 53,688. The ending fund balance projected for 2526 you can see down there at the bottom is uh 1,198643. Uh what I will say is kudos to director
164Sariah and his staff for their innovative solutions that increase student participation rates. Uh he presented on that at the last board meeting and it is just tremendous what's being done over there in in the food services program. Our school food school school school food services program is something that should be celebrated at any moment. I want to celebrate it even at a budget meeting tonight. Um and in in the final words associated with fund 13 um because there is deficit spending associated with this fund that deficit spending is a plan that we have to spend down reserves through the California Department of Education because in fund 13 you can't carry substantial reserves. So we are working to spend those reserves down and uh director Saria is monitoring that carefully. Next slide 14. This is deferred
165maintenance. The projected beginning fund balance for 2526 is 468,348. You can see that right there. Total revenue projected for uh 2526 is 28,000 and that is predominantly as as as mentioned before coming from the unrestricted general fund contribution to this fund. Uh, I might remind everyone that we did go out for voter approved debt measure B. And as a uh as a district's uh requirement of issuing voter approved debt, we did state that we would continue to fund fund 14 because uh general obligation funds uh by nature are not necessarily designed to fund deferred maintenance. So, it's an obligation we made to our public to continue to fund fund 14. I know we're going to have to evaluate that as things move forward, especially in a time of structural deficit spending. Positive end balance though,
166596,348. Next slide. The easiest slide to talk about all night. Fund 20. This is a special reserve fund uh for post-employment benefits. Uh this fund was used for a very long time to house post-employment benefits. Uh it has since uh no longer been used. basic basically expired, but we cannot transfer that 6,79244 anywhere. It has to live in this fund. Uh, and we will use it when we need to to support post-employment benefits. But for now, every single time I bring this forward, um, I'm bringing it forward with the same starting balance and the same ending balance. But I have to report that. Next slide. This is fund 21. Fund 21 is our building and technology fund. As I mentioned, measure D just a minute ago. This houses measure D, measure B, and measure A.
167Measure D was actually deferred maintenance general obligation bond that this uh this board and school district passed some time ago. Uh we are getting ready in the fall to release measure D series D, the final series of measure D. Uh and we also need to issue another series tied to measure A. That will be measure A series E. Measure A is our tech bond. Measure D is our deferred maintenance bond. Uh the total revenue you see at the top the 10,900,000 that is the release of those two series which will take place in the fall. The projected beginning fund balance in this fund is just over 4 million for 321130. Um and with a large number of capital improvement projects for measure D series C. They're scheduled for summer of 2025. I believe John Director
168Anderson's in the room has just over 5.5 5.4 4 million or 4.5 I think it's $4.5 million in projects scheduled for this summer. Uh pretty substantial what's being done with deferred maintenance and our general obligation bonds. Um the initial projected fund deficit will become a surplus with the influx of the new series that will be released in the fall and the district can now project an ending fund balance of 8,98532. To be clear also with this fund, just like fund 14, um this fund is a uh selfisolated fund with voter approved debt and none of this revenue can be moved to any other fund to the general fund or any other fund. It is specifically tied to fund 21 and it is monitored by a citizens bond oversight committee. Next slide. Fund 20. Fund 25.
169We um adopted this as a new fund two years ago. This is the district's developer fees fund. This is how we levy developer fees for the district to help with modernization and improvement to our schools uh related to the influx of of new building, new construction, and potentially new student populations. You can see here that the district had at the beginning of the year 224,514 in a starting balance. We anticipate around 102,000 in revenue leaving us with 326,514. You'll notice that there are no expenditures budgeted um at the at the direction of the board. We we are planning to build this up to a point where it can be utilized to match up with our fund 21 measure B projects. Uh and at 326,514, we're just not there yet. So, the intention is um and
170the board hasn't given me direction on what amount, but uh the intention is once we build this fund up a little bit higher that we'll develop an expenditure plan that we'll bring to the board for approval which will tie back to our modernization programming in the district. Next slide. And the final slide of the night, this is fund 40. This is our capital reserve capital outlay fund. The projected beginning balance in this fund for 2526 is 645,419. The total revenue projected in this fund is 285,000. This is derived from the lease that we have over at the David Avenue campus to the Monterey Bay Charter School. Total expenditures and pro are projected at 400,000 for this fund. and the board has directed staff to discontinue the general fund contribution of $200,000 into fund 40 leaving
171a net result in a projected fund uh positive ending fund balance of 530,419. One other item to note here is um we are uh actively working on modernization projects at the David Avenue School campus where the charter school resides and uh the community will see a ton of new work taking place this summer. uh all of the bids have been finalized and we're going to see uh some freshening up of that campus associated with brand new restrooms and exterior and dry rot repair and so forth. So um the revenue the revenue for this fund comes from that school site and we are spending money on that school site to update and upgrade that school site. So with that that is the end of my budget presentation for the night. I will entertain questions and comments
172from the board. So, we will go ahead and close the public hearing. Then we're going to go to I'll actually do that right now. 8:39 and then we're going to have um opportunity for public comment up to again 20 minutes um board discussion. Then we're going to have a little bit of um shifting of the agenda moving after that point. So, right now, if there's any public comment on the budget, thank you, Miss Conrad. Good evening. My name is Ben and I'm here to address what I see as a priorities problem with the Pacific Grove Unified School District's budget and to beg you to make some structural changes. We've been told that we just don't have the money to provide adequate staff for universal transitional kindergarten or to educate students at our neighborhood schools. But
173every year, property values rise. Every year, the district receives more money from our local community and property taxes. And yet, despite this record income, classroom investment is going down. The numbers reflect that in declining enrollment, yet increasing class sizes. PGUSD's property tax revenue has grown by more than $9 million since 2019, a 33% increase. But what's coming in is not keeping pace with the cost of doing business. That's in large part because this board has been prioritizing year-over-year raises on already high salaries. Raises that are given on top of the step-in column increases employees already receive. Since 2020, PGUSD has increased total compensation, including salary and benefits for teachers, classified staff, management, and confidential employees, by $1 million. That amount is greater than the 9 million and increased revenue we brought in over the same
174same time period. Administrators all benefit from these salary increases. The numbers show PGSD has a long-standing practice of extending the same raises negotiated with teachers and classified staff to management. I appreciate the management took a pay raise in solidarity this year, but it's not enough. The management salaries not only compete with the private sector on the Monterey Peninsula. They often exceed it, especially when you consider the retirement contributions and benefits the private sector does not offer. I want to be clear, it is fine to have high salaries, but not if the ship is sinking and you are throwing people overboard. The money for these raises came from our classrooms. You found it by cutting teacher positions, delaying transitional kindergarten, proposing combination classes, and busting children away from their neighborhood schools. You co chose to cut
175the most vulnerable this year, incoming students whose parents have little ability to organize and are not included on district-wide emails inviting us to the meetings like the town hall that pertain specifically to us. Some have tried to frame this as a Forest Grow versus Robert Down issue, but that obiscates the truth. These teacher cuts are equally detrimental to both schools. And not just at the TK and kinder level, but in the upper grades as well. If you continue down this path of unsustainable unsustainable raises and salaries, you're going to have to continue cutting teachers year after year. You will likely be told that that makes sense given enrollment trends. I appreciate your s service. I know that these aren't easy decisions, but I'm begging you to hire back the elementary school teachers who were let
176go. The buck stops with you. Please fix this structural problem, restore classroom staffing, fully implement transitional kindergarten, and put students at the center of this budget. Thank you. Thank you for your comments. We have anyone else in the room or online? Yeah, please come right up. Hi everyone. Uh I know a few of you are ready. I'm Josh Dillo. a parent of two elementary school kids. Um, so I appreciate Josh the different ideas you have. That was actually very helpful. I feel like, you know, okay, at least there's some ideas of how we can reduce the deficit spending. Um, I wanted to uh make some other suggestions. I don't think we've heard yet. Um, the one that specifically kind of like stands out to me when I'm looking at the budget, again, I'm new to
177it, so there's those who are more familiar with it, but fund 5800. So that's the professional and consulting services. So, in 2019, there was uh $1 million set aside for that. Uh the in 2024, it's $3.7 million. That seems like a a easy target, right? We're trying to make things work. We have a one uh projected $1 million deficit. Let's look at that. Maybe that there's something there that can be cut. We have, you know, professional consulting services. Obviously that includes legal but maybe there's a way that you know we can look at okay what can be done there as a way to you know solve some of the problems that you know we've been hearing tonight. Um the other thing that I was uh you know looking at was the fund 5200. Um, I
178think it's great to have uh as many staff travel to conferences and to get uh education and to have, you know, uh uh as professional of a staff as possible, but that could be somewhere, you know, during this time where that gets reduced a little bit. That'll help. Every little penny will help. I mean, to get to where we want to get, uh, you know, uh, away from a deficit, to have the, you know, uh, the what we're asking for, universal prek and not com, you know, combination classrooms. That's just a small piece that we could add that I didn't necessarily hear specifically discussed. So I would just want to talk about like just the bottom line if we can focus on that like hey you know all of a sudden all these problems all
179these parents are here we're all concerned about what's the bottom line are we going to have you know why are services getting reduced while ear you know the income the revenue is going up obviously there's you know like uh you said that you know you have to pay teachers more every year there's you know inflation but I still think there's some places where we can subtract from specifically fund 5800 and 5200 that could help us in that goal so that's all I have to Thanks. Thank you very much for your comments. Good evening everyone. As you can tell by the community here, it's clear that the community cares deeply about the school district here. I would also like to touch on some of the points already made regarding transitional kindergarten in the upcoming school year
180that we see in 25 and 26. To start off, I would just like to paint the picture of using mental health therapists and mental health professionals in lie of transitional um kindergarten as a false equivalency. To give you a comparison, this would be the equivalent of the city of Pacific Grove giving giving its citizens the choice between police services or fire protection services. As you can see, that's not a realistic comparison. And it also ties into Josh's recent comments regarding looking for creative solutions as opposed to providing a false narrative to citizens to make a hard choice between two equally important foundations to the school district. Moving on from that comment, I would like to expand the scope from not only looking at Carmel as the closest basic aid district to Pacific Grove, but widening
181the scope based on some data provided by a coalition of parents that may be present here today. To give you an idea of other basic aid districts that do provide a full and compliant transitional kindergarten program in the state of California, 16 out of 17 of the closely equivalent ADA school districts or average daily attendance, so that's the funding provided per student in each school district. 16 out of 17 of those districts provide transitional kindergarten to all of its students, not excluding summer birthdays. If we wanted to look for that other school district that does not provide that service, I would have to ask you to fill up your gas tank and drive with me 330 miles south to the suburbs of Los Angeles. I hope it is clear that Pacific Grove, if headed down
182this path, is a clear exception to a law that was set by the California legislature. Are we using our basic aid district autonomy as a way to ignore California law selectively? I would argue it presents us an opportunity to employ the community here, the trustees present today to ensure that we comply with that law to the greatest extent possible and avoid outside scrutiny from the state to potentially audit or enforce the enactment of a full transitional kindergarten at the u negative impacts of the budget that was presented here today. Thank you for listening and it is clear as I mentioned that the community deeply cares about the school district and I am appreciative of all the members here present not only from the school district but especially the trustees. Thank you very much for your
183comments. Anyone else or in the room? Hi again. um just I didn't really follow any of the Excel presentation, but in general I've heard a few times and it wasn't really emphasized in this presentation, but I've heard a few times that declining enrollment is a sort of somehow part of the budget problem that really doesn't seem to make sense because even if our our classrooms were basically empty, like we're still having all of the tax revenue to pay for the classes. So, we should theoretically be able to teach to empty classes. And as long as we're not overspending in other categories, if we had a balanced budget elsewhere, it we shouldn't have to cut our teachers. So, I I don't like the idea of of of using the declining enrollment as sort of like a
184excuse for why we have a budget problem because the tax revenues are still going up. Um, I was looking at 6% a year, but you said 5%, something like that. Um, also why are we just talking about the BAS BAS SRP being def budget neutral? Like shouldn't that have happened a long time ago? So I I mean I hope you really do pursue that and of course offer it free to those who need it for free, but why why has that been a a source of a deficit for years? I I don't get that. I don't get that at all. Um, and then you were also kind of uh um, Mr. Torren, you were also talking about a lot of the the the categories being offset by other income like grants and things like that.
185It wasn't totally clear to me, but it seems like if we apply for a $1 million grant for something and so then we pay for a million dollars of stuff, that kind of is bad for us if if it was like a useless thing because then we have to increase our budget reserves by $30,000, right? Because we have to have budget reserves proportional to our spending. So if we're just spending something, don't we have to then increase our budget reserves because it's like 3% of spending or something like that? So, I just question like should we be doing that all the time? And of course, we're having to spend human time. We have to pay for the personnel to pursue all of those those grants. So, like maybe some of the things we should forego
186and not try to go after everything. Um, I think that's all I have to say on the budget. Thanks. Thank you for your comments. Anyone else on the room in the room or on? Hello. Uh I wasn't planning on uh speaking tonight, but I I was compelled. Um I think all the comments here tonight I agree with. Um I think I I don't want to go into those specific issues. What I would say is Elliot, if you guys do create a subcommittee. I think the information tonight was incredibly helpful, very enlightening. I think the detail is there. The great thing about complex budgets is you have lots of options. You really do. and without going into the funds or doing all the stuff that's locked up. If we say as a community the mission is
187education, that's it. Access quality for our children in this district and you lock you hardcode the budgets of those that are on the front lines. So if it's, you know, the services that were one time, that's fine. If you want to hardcode those, lock those up. You got to make cuts elsewhere. And I would I would really suggest if you do the subcommittee take a zerobased budget approach on the things that you know that we can affect and you take everything out of the bucket and you say what goes back in the bucket and the things that go back in I think is what you're hearing tonight are the things that affect the children directly. We can't have the largest line item that we're cutting be FTEEs. It just can't be. That's not right. This
188is a massive budget. You h you're growing the budget. There are plenty of options here. So, I think there's a solution. I think a lots of offered ideas tonight, but I really do think if you have a subcommittee, take the portion of the budget. Everybody on this board should know this budget intimately, by the way. That's why you're on the board. That's what you're doing. You affect our children through the dollars and the allocation. So take the budget, take the part that we can affect, throw everything out of the bucket, and one by one evaluate the things you're going to throw back in. And I think it's a it's a and and Josh, maybe you could facilitate that for them and and all that, but I think that would be maybe an effective exercise. So
189thank you. Thank you for the comments. We have it looks like one person online. Hi. Uh just echoing off the last speaker. Uh I know some people, you know, don't want to acknowledge it, but people with disabilities exist and they they are legally um they are they are entitled to a disagregated education. And for a very long time, I mean, I'm a parent who has been here. My kid went to Robert Down. My kid was in the U preschool program. I mean, um, my kid's going to graduate next year from PG High. So, I've seen the whole run. And for a very long time, kids with disabilities did not have their needs met. Um, and I think that we need to be careful about hiring practices, who we're hiring, um, what their skills are, making
190sure that they can meet these children's needs. Um, because that was not happening. And there are generations of children in this district who fell through the cracks. Um, and it did impact negatively their their mental health, their emotional well-being. Um, and you know, it's really sad actually, you know, to see this whole thing play out and then to watch new parents come in and go, "Well, what's going on? Well, what happened?" Um, if you really knew it, it it's just it's devastating what happened to the the generations of these kids. And so now we really need to make sure that students with disabilities are the first thing in the bucket and that their needs come first and that their needs are met and that we hire teachers who uh have the skills and abilities to
191disagregate their education. Um you know and that's that's all I have to say. I think we have time for one last one based on my calculations and then this will be the last comment online. Hello, my name's Emily Hock and I try I'm trying to put my camera on but I can't seem to be able to. Um, I have two children in the district and I also have extended family that are going to be coming into the district and I just wanted to share my thoughts on how important a true universal TK program is. Um, I know that my daughter was able to be in TK and it was a wonderful program. There is really no substitute um or no equivalent of a program that has a credential teacher running at the helm uh state
192preschool, daycare, other preschools around town. They just don't compare. One nephew of mine is going into kindergarten and he missed the cut off for TK by 10 days and that was a big disappointment to my family. And I have another nephew that will be coming into um that will be turning four in 2026. And it is our distinct hope he has a summer birthday that he will be able to take advantage of the universal TK program because again there is just no equivalent. And so I just wanted to share um how important I think that program is and how even though it's new that we're making this universal, the fact that it is a policy of the state to encourage this and and it's going to be virtually universal around the state. It's my sincere
193hope that you'll um find a way to make that true for our district, too. So all of our four-year-olds can have the same equitable opportunities. Thank you. Thank you very much for your comments. Unfortunately, we're at 20 minutes. So, we're going to go ahead and move to board discussion on this item and I will go back in reverse order for fun. So I'll start with myself and just again really reiterate the idea or the the goal that at some point in a future meeting we talk about this idea for the budget subcommittee to make sure we are looking for these you know help find as many creative solutions as we can as was said that is min that are minimized to student facing ones. um you brought up the fund 25 that um superintendent Jordan
194about the wanting an amount for that. I would just say let's please bring that back as a district recommendation. You give it to us. That's the way this usually goes in a good way and then we can as a board re act on that. Um and then just lastly again the same point that was brought up before um in terms of fund 40. I think those are small steps towards where we need to go, but hopefully we can again help out in making these very tough choices. So, I think with that, I totally messed up my backwards order because I think Jen, you actually should have gone first. It's okay. Clary second. Thank you. Um, thank you. Um, I just want to say thank you for everyone coming out and participating in the conversation. Um,
195I'm a parent of now sixth and seventh graders and I started coming to board meetings as a parent of kindergarteners because I went to private school and didn't know the system and didn't understand how budgets worked and didn't understand like who was in charge of making what decision decisions. So, um I just really love that the dialogue this year and now here where we are is robust and people are involved and that you know when we do end up in a tough budget situation like there are so many great resources and great ideas and creative solutions that we can explore um to make this district better moving forward and I know that's what we all want when it comes down to it. I think as a board, you know, we are, it may sound redundant
196now, but I can tell you as a parent who listened to meetings for a long time, um, saying we want to reduce the structural deficit and end up budget more neutral, um, hasn't it wasn't the tagline. Um, so I think, you know, we're in a tough spot and we're we are making hard decisions, but we're we're willing to do it. um we are going to have to say no more often. You know, when we're spending in a deficit, we're still going to get asks and we're going to have to figure out where to say no. So, I think these conversations are great. Um please keep participating. Um as far as what to do next, I am in agreement with the budget subcommittee and a thorough deep dive into our budget. I think that's a great
197next step. Um, but as far as for purposes of approving our budget tonight, I don't have anything else to add. I don't think we have to do any approval, which is good. This is just right. We're just discussing, but this mentioned that our um our recommendation in the board packet says, review and adopt. That's the only reason I highlighted it. So, sorry. My bad. Yeah. So, just direction, but not a good point. So, I think that's good direction. Apologies. Um, okay. So now we would go I think to trustee Otmar online and then we'll go round us up. Hi thank you. Um I don't think I have much much more to add. Um I I'm really just grateful for the community being there and sorry my phone's ding away. I'm really grateful for the community
198being here. uh you're taking time and your ideas I am in line with. I'm really glad that you're talking. I think that this is great because it gives us a space to um hear where you're at and and I think the budget subcommittee, Jen, I agree. I think it's such a fantastic idea um to deep dive into this and um you know to get us back on track. I think that there are ways that we can adjust uh and adjust in a way that doesn't take away from our kids. Adjust in a way that we can reset this budget. Uh I've really liked the idea of taking everything out of the bucket and adding things back in one at a time, the essentials one at a time. And the things that are essential in my
199book, everyone already probably knows this, but mental health, um, teachers are in that bucket. And so, anything that is related to educating our kids, keeping them mentally safe, keeping them just happy and healthy. Um, and the rest we can figure out as as we dive deeper into it. But um just a big thank you to everybody that's sitting in the room tonight. I and online. I just it makes my heart feel really happy. Jen, I also agree with you. We have said yes a lot of times and we're going to have to start saying no. And things things come up and it's hard. It's hard to sit in these chairs and to have things presented and and you think, you know, you want what's best for every kid and at the same time um some
200things you have to start weighing stuff out and um I don't know, this is harder than I ever expected it to be. So, thanks to everybody and I just um I'm going to leave it there, but I I think we'll pull through this. I I think we just we need to do some serious uh deep dive and soularching as a district truly. So, thanks everybody. Thank you, Trusty Admire. Um Trusty Wax. Um let's see. You say fund 25, I say fund 25. Um but are there any restrictions in theory about what we could spend those monies on? Yeah, the developer fees have to be spent on modernization construction projects specifically tied to new growth or families that could be entering. That's why it's a it's restrictive, right? So new families moving into the area, new
201growth requiring new classrooms or expansion of their uh program. That's what you would use those dollar for dollars for for the facility improvements. Okay. And so could projects I know this is off the cuff. Can projects um using those monies kind of overlap with some of the bond approvals that we recently did? Yeah, that's the intent. Okay. Um, in terms of kind of creative budgeting, um, I I've brought this up maybe in private, maybe in public, I forget, but I know um that there's a lengthy process for um changing the deeds for some of our properties, but our one of our biggest assets as a district instead of just pinching pennies and squeaking you can buy with an extra $100,000 is really real estate. So, I know it would be a lengthy kind of time
202uh costly process to change deeds, but I think it would be worth looking into, especially because if we did a mixeduse development or something that would get more property tax revenue, more students, which would increase program offerings hopefully. Um, and I think that would be a good opportunity to uh maximize our long-term planning in terms of sites and really build a district that we want to envision not just kind of peacemail or ad hoc but with a long-term vision. Um, also you mentioned that the renovations are going on with the David Avenue campus. Again, I think I brought this up before, but I truly believe that, especially since we're doing renovations, we should bump up their rent because we're improving their site and charging them a very minimal fee. Um, that could also be a
203pretty big source of uh income uh apart from one time grants or that sort of thing. Um, And that is it. Thanks. Thank you. [Music] Okay, for those of you that don't know, I was on the school board for 12 years from 1997 to 2009. So, been through this many times. Um, I don't want to be on a budget subcommittee and I mean lot but a deep dive I you're not going to come up with much. Okay? I I can guarantee you that you're not going to come up with what we're talking about here. You want to create a solution for increasing the money is called a parcel tax. you got to go to a parcel tax, which we haven't wanted to do because we didn't feel that the community would really go there. They
204went with the bonds. We went with many bonds. I was so proud of the first bond we got. We did all these renovations. We built that field. Um, so we are very very grateful to the community for the amount of support they have given us in taxes. But if you want to be able to sustain the amount of teachers that you're talking about, and that's what we're talking about here, fulltime teachers, okay? It's expensive. It's our it's the main budget. It's it's what it is, okay? And and it and everything that goes with it, the retirements, all of that, health care, everything that goes with it. You're only going to get that money through a parcel tax because you can't use your AR money for salaries. The only money you can use for salaries besides
205what we're getting in from our property taxes is to ask for an additional property tax. That's a parcel tax. So if you want to go up there, you can go there. But that's the only way. Now, as far as I know, we are funding TK. TK is funded. We're talking now about the summer birthdays that are not going to be included this year. But we are funding TK. We believe in TK. Uh we believe our preschools are exceptional. We want to make them better. Um, the superintendent has come up with a good plan and that's where we are and I think that's a good compromise for where we are and I hope the parents can see that. Um, and that's it. Thank you. Thank you so much. I'll go to student trustee power. If there's
206anything you'd like to add, it's okay. that totally fine given what we've been dealing with. Two more just quick things on this because I had on my notes that I wrote down. Okay. It sounds like I'll let you have the last word. Are you sure? No, no, it's okay. That's fine. My I just want to double down on your point. I mentioned it at one previous board meeting, but the parcel tax is the thing that sets us apart from our neighboring district that is doing one of the things that sets us apart from a neighbor neighborhood basic a district that has more money for these things. So, I know we're going back to the public, but again, and Trusty Wax, you brought up like no one would have expected things like tariffs to cost money
207and increase costs the way they have. So, these are things that we have to deal with as a district in the budget. Um, the other point that other a few folks brought up and I forgot to, I do want to also thank everybody that showed up here and online because again, we are 100% interested in hearing what you have to say and taking that into account as much as we can. I really encourage anyone that wants to do the deep dive. If we do, please run for the board. You can learn more about this, too. We need creative ideas all the time, but it's something I guarantee you we all take student responsibility. It's student facing services as a number one priority very seriously. It's just is a much harder job I think than it
208often looks. But, um, happy to have more folks involved with that. So with that, Trusty Rocks, real quick, the the one other creative option that I was reminded about in your comment, you said that we went to basic a districts once Spanish Bay was included there. Part of Pebble Beach, it's split up amongst three districts right now. And I know it would be another long political involved process, but if we were able to get more of those properties, that would also increase uh property tax revenues. And I I didn't really delve into the uh UPK program because it's kind of coming up later. Um so yeah, thank you with that. And so with that, I will say we're going to make really quick adjustment for two quick resolutions and then we're going to take a
209break. So we have folks here. Um I know. So, no, the resol the first resolution we're going to work on is the LGBTQ plus pride month. So, um with that, I will have Dr. Adamson present it and then we're going to have one of our board members read it. So, again, thank you for holding this out. We're incredibly proud and excited to be bringing this resolution forward this evening to in in honor of Pride Month for the month of June. Um, and so I'm going to go ahead and turn over to uh, trustee Matt, Clip McNary, who's going to read the resolution. And then I also know what we really want to do is have representation here this evening because when we take the time to, you know, really identify a resolution, particularly when it
210when it impacts our students. Uh hearing from some of the very people then that that is intended for uh is really powerful because it also helps to serve as a reminder for us and uh really give us that reinforcement that this is important that this is a a portion of our of our student population uh who we are uh who we know right is and there are many of them here tonight but we want to be sure that they are not only represented but that they uh feel a strong sense of pride themselves. uh and when we talk belonging and that culture of we right an impact to all of our students. So this is important. This makes me so uh happy to see several of our students who are here this evening and our
211staff who are going to be talking. I'm going to turn it over to Cliff Magnary. Go ahead. Okay. And I'll read the resolution and not take any more time because I would much rather hear from all of you and thank you for being here so so so long. Okay. And it is a celebration because it's Pride Month. So um resolution number 1157 proclaiming June 2025 as lesbian, gay, bisexual, transgender, and queer or questioning pride month. Whereas lesbian, gay, bisexual, transgender, and queer pride month is celebrated each year in the month of June to honor the 1969 Stonewall riots in Manhattan. Considered by many as the tipping point for the gay liberation movement in the United States. And whereas the purpose of Pride Month is to recognize the influence of LGBTQ plus people that have had
212around the world and raise awareness of current issues facing the LGBTQ plus community. Whereas following the Stonewall riots in 1969, the first pride parade, also referred to as gay liberation march, occurred on June 28, 1970 and took place in the streets of New York City. And whereas the Fair Education Act signed into law on July 14, 2011 went into effect on January 1, 2012 and requires the California History and Social Studies Curriculum to include fair, accurate, inclusive, and respectful references to contributions by members of the LGBTQ plus community. And whereas individuals who identify as LGBTQ plus face discrimination simply for being who they are and in particular LGBTQ plus youth are at risk of increased suicide, homelessness, and becoming victims of bullying and violence. Whereas Pacific Grove Unified School District promotes diversity as one of
213its basic tenants and fosters diversity of students, staff, and curriculum. and PGUSD policies ensure the protection of LGBTQ plus students and staff against harassment, physical violence, or the threat of such. Whereas PGUSD recognizes the most vulnerable member members of the LGBTQ plus community are the youth in TK to 12 schools and that they need to feel a sense of belonging at every school site. Whereas June provides an opportunity for our schools to reflect on the struggles of the LGBTQ plus community in US history and celebrate the LGBTQ plus community. And therefore, wait. Now, therefore, be it resolved that the Pacific Grove Unified School District governing board of education proclaims June 2025 as lesbian, gay, bisexual, transgender, and queer pride month. encourages all district schools to observe this occasion with appropriate instructional activities and asks schools
214to raise their pride flag in June within PGUSD throughout the month of June to signify our support for lesbian, gay, bisexual, transgender, and queer community. Um, passed and adopted today hopefully. With that, we now move on to public comment. The time in the ring would like to speak. Hello. Um, I am speaking today as the president of the Rainbow Alliance at Pacific Grove High School, an LGBTQIA plus club welcoming students and staff working to improve our community. I founded the club this year with Miss Grogan whom today we have around 24 student members some of who are here today including next year's president and vice president. Um I would like to thank everyone who attended for being here today. I would also like to thank the board for considering our community this year. In talks
215with staff and school leadership about our goals, all of which are proposed and voted on by students, staff has been supportive. This year, we worked with staff to discuss long-term goals for more genderneutral bathroom equity and proposed a free sta stop gap solution. I hope in years to come we can continue working together and moving forward to protect our queer youth and make the community at both Pacific Grove High School and as a whole safer for LGBT students. Thank you again for working with our community. Thank you very very much. Okay, really quick because I know there's so much, but thank you for sitting through the bundle now. You guys are such experts on the budget. You're going to tell all your friends so everyone's been informed. Um, but I just wanted to commend the
216Rainbow Alliance Club. They have really created a safe space at PGHs B5. Every Wednesday, we're in there like just having lunch together and chatting and um being there. They're there for one another. So, I'm just like so proud of them and honored to be the adviser for this club. Thank you for acknowledging um June as Pride Month. Thanks. Thank you so much. It looks like we have two comments online or two commenters online. I think I'm up. Is this me? That sounds like trust or previous trust trustee Swanson. I'm going to make it really quick. I just wanted to applaud everybody's efforts. I'm so proud of the board, um the district, the community for supporting this. You know, we uh had been doing it for a long time. I'm flying the pr the pride flag
217right now down the street and it's just I think it's really remarkable. Um and I just wanted to applaud everybody's efforts for keeping that going. Good on you. Thank you so much. And that's all. Thank you so much for your comments. Looks like we have one more person online unless there's in the room. Okay, back to online. Uh, yes. Hello. Uh, good evening. My name is Nova Rivera. Uh, I'm an alum of David Avenue, Forest Grove, PGMS, and PGHs class of 2010. Uh, a big part of why I was able to succeed and graduate from PGHs was because I had support from teachers like Fred Rubin. He very kindly agreed to sponsor a little club that I wanted to start back then. Uh, and we called it the Gay Straight Alliance for Tolerance. But I
218got to tell you, I like the name Rainbow Alliance so much better. Um, and I think you all have about 20 more members than we ever did. So, thank you so much for continuing and carrying the torch for us. Um, every week at lunch, I would sit in Mr. Rubin's classroom with my friends, my fellow club members, and of course, uh, Mr. Rubin. Uh, it became a space where we could safely be ourselves. We could feel seen and feel accepted. That was our goal too, to create a safe, welcoming space for all students regardless of their identity. Uh, and this was during the Prop 8 era, if any of you all can remember what that was like. Um, it was not easy. Uh, but honestly, I don't envy high school students in the year 2025.
219Um, because yes, we've made progress in society. Uh, but it can feel even more dangerous now to be LGBTQ plus than ever. the open hostility, the disproportionate violence against trans people of color, denial of human rights like bodily autonomy, and the downright cruel bullying that happens in person and online. Our LGBTQ students are still under attack, and they need our support now more than ever. These student groups are more than just clubs. They give students a chance to develop leadership skills, intellectual curiosity, plus critical elements of int emotional intelligence like empathy and collective advocacy. Teachers make a difference. Schools make a difference. Community makes a difference. And I am proof of that. Tonight, I started by telling you about my journey through PGUSD, but I'd like to quickly tell you a little bit about what
220happened after I left PGHS. I earned my AA at MPC, my BA at UC Santa Cruz, and finally both a masters of social work and a masters of public health from the University of Washington. And now I work as a public health social worker at the UW in Seattle, fighting for our LGBTQ community members who have long co at the national level. The confidence and curiosity I developed in those classrooms sets the foundation for the work that I do today. I had the opportunity to nurture my love for education, science, research, and psychology because of supportive educators like Mr. Rubin, Mrs. Selfridge, and Dr. Adquist, who all created learning spaces where I felt respected and encouraged to thrive, and I could be myself. To the LGBTQ students at PGUSD, you belong here. I learned that
221the world is so much bigger than you could have ever imagined when I was a high school student. And whether you stay here or you go somewhere after you graduate, you are valid. I see I'm running out of time, so I'll skip to the end here where I just say please to the board, continue to support queer students and their organizations. Support the wonderful mental health professionals, counselors, and social workers who support these students in school through these really hard times because these services are not only vital for these students, but for the entire community. So pro- proclaiming June 2025 Pride Month is a powerful way to show these students that we have their back. every single student because they all matter. So, thank you so much for the opportunity to speak tonight. Thank you
222so much for your comments. I really appreciate it. Um, we are now on to the board. I will kind of just look around and could not say anything to talk what was just said. Anyone else would like to comment? Uh, no. Um, very proud of you forming the club and uh being your authentic selves and also props to the uh district. um you know way back in 2008 or 2010 uh supporting as much of our youth as possible too. But uh happy pride month every next month. Thank you all so much. Um we'll go on to one more. Sorry, Trusty Per. Would you like to say anything on that? Then we do have a motion to make that apologize. Okay. So with that, can I get a motion on the adoption of this resolution? Yeah,
223I'll move to uh I'll move on district's recommendation to adopt uh June 2025 as pride month in PGUSD. I will go ahead. Second. Okay. Seconded by So, um motion made by Cler McNary, seconded by Trusty Otmar. Um we have to do I think a roll call vote with a line member. So, President Hayen, yes. Clerk McNary, yes. Trusty Shamas. Yes. Trusty Wax. Yes. Trusty Utmar. Yay. Yes. Okay. It passes 5 Z. So we have another quick trusty pie. Student trustee. Thank you. Trusty PY. Yes. Okay. So that passes 5 + 1 to zero. And now we're on to resolution 1159. And then again reminder after this we will take a quick break. So um would you like to quickly introduce or should I just jump in? Just jump in. Okay. So this is the resolution
2241159 equally important and very important. I'm not to make it um but it's recognizing May 1st 2025 as school principal's day. So whereas May 1st 2025 has been designated as school principal day and whereas today's school principal is a team leader, coach, counselor, collaborator, cheerleader and more allinone. And whereas being a site instructional leader and building a positive school culture and climate on campus may be the most critical roles of a principal's duty to all students. And whereas instructional leadership of principles involves setting clear goals, managing curriculum, monitoring lesson plans, allocating resources equitably, and evaluating data regularly to drive grade level readiness. And whereas when good school leaders excel, their actions can change the lives of students, staff, and community members. And whereas principles overcome obstacles and challenges daily to make a difference in the
225lives of students and families. And whereas we are fortunate to have many dedicated site leaders that go above and beyond each and every day for the district student. Now therefore, be it resolved that the Pacific Grove Unified School District Board of Education commends our principles and encourages parents in the community to recognize the efforts of the principles as we celebrate May or as we celebrated May 1st, 2025. So, with that, I will open this resolution up for public comment. Okay, not see I'm in the room. Um, board discussion. I'll look around again, see if anyone wants to say something. I don't know how to raise my hand, so go for it. Speaking out loud. Um, I just wanted to say thank you to all the principles in our district. It's a big job. I think
226it's a job that gets overlooked a lot because uh they do so much all the time and I just want to give a big personal thank you to uh Principal Emily Sai Brownfield uh a beautiful human being that's doing great things for kids at Robert Down uh the one that I know most personally and I just um just wanted to take the moment to acknowledge everybody but also to acknowledge her personally. Thank you so much for all the things that you do. Thank you, Christy Wax. Was your hand up? I think I I'll try and keep it real quick. I echo uh Tristy Almar's uh statements and I'll thank Principal Arbor um who I'm most know from my kids uh education, but I also want to thank uh and appreciate Mrs. Martinez cuz I toured
227uh the adult school and the David Avenue School this week and the breadth of uh the programs there is just amazing and and her excitement and involvement uh is staggering and kind of unique to um that campus as opposed to other uh campuses. So it's it's it was really cool to see and um thank you for doing that. But really thank you to all of you. Um, your job is hard and really fitting that the kids walked out. I mean, jeez Louise. No, thank you so much. You're great. Thanks. And I'll just also add another just a giant huge thank you. I know that's not enough, but it's amazing what you guys do every day. So, with that, I'm going to go Did you have a comment as well? But I'll make the motion to
228recognize May 1st as school principal's day and hopefully we will be doing that going forward in on our calendar moving forward every single absolutely. Yes. Thank you. So I'll make the motion. I'll go ahead and second that. So the motion was made by clerk Mary and seconded by myself. So I think it's trusty pow. And then roll call vote. President Hayen. Hi. McNary. Yes. Trusty Shamas. Yes. Trusty Wax. Yes. Trusty Upmar. I I Okay, the vote passes 8 Z. No, 5-0. Thank you all. We'll take a quick break of about 6 minutes. So, coming back at 9:35 break and we're a little bit late. Imagine that. Um, just to say for this the two quick things. We're going to change the again the agenda just a little bit and the adoption of curriculum is going
229to be coming next, but we're also very close to our mandated end time of 10 p.m. So, I want to put out there that we're going to need to extend time. And I'm going to say given we still have to go back and close session, we might want to take a very late time and hopefully not need it. So, I'm going to propose that we extend the meeting until 12:30 in the morning. Hey, You're welcome to make a fin amendment, but I'm afraid with the items on here and I should say unfortunately the SRO contract is not going to be discussed tonight. We're going to have to bring that back. So, um, again, my proposal will be 12:30. If folks want to amend or change that 9:40 y midnight Okay. And then anything that there's
230a number of things that we're we'll have to have a special meeting if we don't get some of the things dealt with tonight. So, just want to say there's a lot on here that we have to address. Okay, I'm always turn your mic on. Okay. The trouble is that when you start going that late, you're not really doing much. You know, your your brain is gone. And I agree. I agree. Again, I would like to propose 12:30 because that means hopefully we can be done by 11:30. But if we the problem is if we don't say 12:30, then if right, we can't make another decision. So again, I'm going to put in put that motion forward if we can get a second on extending the meeting. I'll second the Okay. Um, we need to do
231a roll call vote. President Dr. Hazen, I. Cler McNary, yes. Trusty Shamas, yes. Trusty Wax, I. Trusty Upar. Yes. Was that her? She's probably not back from some break maybe. Oh, I'm back. Yes. Okay. Thank you. Okay. So, we had that one passes. So, now we're going to move to the adoption of curriculum. Thank you, Dr. Hagquist. Good evening, trustees. Larry Hagquist, executive director of educational services. here to um propose the adoption of three curricula uh that were presented at the May 1st uh board meeting for public hearing. Uh those curricula have been on display since April 11th um through uh May 11th and um I've brought a team of teachers here tonight to to uh give a little background uh on the process that has led to this proposal um for the adoption of
232these three curricula. The curricula reel education K through5 language arts curriculum um by open up re published or printed by open up resources. It's the 2025 edition. Uh marine science by Castro Huber the third edition 2025 and the ethnic uh studies model curriculum uh from the CA California board of education 2021. Um the selection of these materials was guided by teacher selection committees through a thorough public and well doumented process. Um before I bring the teachers uh that are here to present tonight up to the mic um I wanted to just give a shout out to the adop entire adoption team. uh the EL uh adoption team or the adoption team was um comprised of just several teachers from uh both Forest Grove and Robert Downtown Elementary um and then uh all the teachers who
233have been involved in this process and the ones that are presenting tonight uh Brandy Lopez, Anna Darnell, Melissa Anderson, uh Jennifer Smallwood, who could not be here tonight. She planned on being here tonight but she's um a little bit ill. uh Mattie Eberly, Amanda Melo, and um I think Adrienne Demo had to leave, but she was also instrumental part of this process. Um so we're going to start with the uh ethnic studies uh and Brandy will be presenting um the work that we did. Hi everyone, my name is Brandy Lopez and this year I was the world geography teacher at the high school as well as the leadership teacher. So Larry and I as well as with a committee put together this ethnic studies program. I'm going to go over kind of why it's important
234and then I'll kind of trick into what we did. So, with California's K12 student population being over 75% students of color as of 2020, ethnic studies ensures that these students see themselves reflected in the curriculum, fostering a sense of belonging and validation. This course aligns with our district core values of belonging, safety, and prosperity by promoting a more inclusive learning environment that prepares students to engage in constructive engage constructively in a diverse society. We will be diving into the beautiful cultures of our peninsula, acknowledging not only the hardships but the contributions of our underrepresented groups. So Larry and I started meeting with community partners and these are the dates that are listed. So we started with the department collaboration. We had an MCOE training. We started with a superintendent meeting and then we started getting
235into our units. will have a AsianAmerican unit, an African-American unit, Hispanic and Latinx unit, as well as a Native American unit. So, we met with partners in our community that helped us build this curriculum. So, we are targeting our community. These are all people that provided us with supplemental readings, videos, and excerpts as well. So, what's next is I am extremely excited to teach ethnic studies for the 2526 school year. We ask that the board adopts this California state model curriculum for ethnic studies to use for this exciting new class. Thank you. Thank you so much, Brandy. Uh just such a pleasure working with Brandy um who was also uh my student in teacher education program and she it's just amazing um to be able to work side by side with her on this. Um
236next up we have EEL Education Melissa and Anna. Hi everyone. I'm Anna Darnell. I teach second grade at Robert Down. I'm Melissa Anderson. I teach third grade at Forestroke. And the two of us were on the pilot team that looked at different language arts curriculums for elementary this year. Just go to the next one. Did I go the wrong way? Nope. There we are. Okay. Sorry. Littles. Yes. Not great with technology. So um a little bit about the background here is that we have had the same language arts curriculum um for quite a while. ever since I was hired, which was 9 years ago, and we've had a split adoption. Um, so TK through second has had super kids and 3 through 5th has had benchmark. So, um, this year we looked at a couple
237different curriculums to have an adoption that went across the board from TK through 5. Um, and so we began the process of piloting EEL education before the school year even began with a training and we opened up our year teaching EEL education. So um I wanted to go through a little bit uh about why this is our preference. So after piloting EL education uh one of the aspects of the program that impressed the pilot team the most was the academic rigor. The program is aligned well with the state standards that sets clear high expectations. It puts an emphasis on higher level thinking helping our students to better understand and explain the why in their learning while embedding scaffolds along the way to make sure that all students are successful. The program teaches standards explicitly and
238clearly while also building opportunities to offer remediation and enrichment every day. Um, another reason why we liked and I'll speak on behalf of um, Jennifer Smallwood who wasn't here was the EL component and also the student- centered learning. um e the program sees um multilingualism as an asset and every lesson has a guide within it for um the best um tools to assist our EL students. So the student led learning that is just um a common theme through every lesson and the class discussions are all designed to include EL strategies and it also has a separate component and learning guide for the site's EL educa or this our site's EL teacher to use to best assist the multilingual learners. I'm going to speak a little bit about the representation for our students and also our
239student feedback. So, uh, it was important to our pilot team that we chose a curriculum with a strong cultural representation as we feel this is imperative for creating an inclusive and equitable learning environment that values all of our students. We found that this program truly offered that to our students. This representation helps foster a sense of belonging, promotes academic success, and helps the students to develop a broader understanding of the world and their place in it. In my own experience within my classroom, struggling readers found their voice and their desire to learn and read solely based on being sorry, it makes me emotional, solely based on being able to be seen within the curriculum themselves um and within the trade books. One of my students specifically said, "If he could learn to read, so could
240I, and he's now reading." Um, and this was regarding a character within one of the stories that we were reading about. In regards to our student feedback, our students responded really well to the program. They showed great effort and resilience when faced with the challenging material and high academic rigor. The high expectations pushed the students to strive for excellence. My class in particular advocated to return to the e education program feeling as though they were not being challenged enough by the other programs that they were exploring. Students demonstrated a strong work ethic and persevered through the challenging assignments as e education truly promotes studentled learning and higher order thinking skills. So, how we arrive at this decision? It's been truly a two-year pilot process. Um, we had some upper grade teachers pilot EL education before
241the um lower grades did. They also looked at Wonders before the younger grades were looped in. And so, we began with an EL education pilot training in July before this academic school year began. And um so we piloted all the way through until October where we came back to the district office as a team and we talked about how it went and then we selected another program to pilot after that which was CKLA. Yep. And then Oh, thank you. And then um u after we piloted CKLA, we came back together and we discussed as a team before we selected this as our preference. So in all honesty, I have to let you know that the pilot team was not immediately impressed with e education. It is hard to implement and it is a complete shift
242in pedigogy for most of us teachers and sometimes change is hard. So after implementation, it became apparent quickly that the higher level of learning that our students were experiencing with e education was specific to that program and they were thriving. After the visit to the Rosemary School, which is a full ELEL school that we were able to go visit as a pilot team, um they've been implementing EEL education for 7 years. And after witnessing the strong sense of community, the shift in their student buyin and their motivation and the incredible academic achievements, um also the mindful pedigogy p practices as a staff, we were more excited about the program. And after seeing our students math scores and doubles data after one trimester of EL education, I can say without a doubt that the second graders
243in my class this year know more about phonics patterns and syllable types than any other cohort that I've taught in my 9 years with the district. We did our due diligence as a team. We piloted a different program, but ultimately we came to the conclusion that EL education aligns perfectly with our district goals of providing academic rigor, tier 1 and two intervention within our classrooms and differentiation and instruction. So our next steps in the implementation process will be to work with the E education team to make sure that our staff is trained and well prepared to begin teaching the program come August if it is adopted. We as a pilot team will be sure to remind our co-workers that this program needs to be rolled out slowly and it is going to take time to
244perfect and we are very aware of that. We'll work together as grade level teams, site teams as well as elementary teams to ensure that we all have the support that we need. We're excited to see the cultural sh the culture shift that e education will bring to our sites and we look forward to the board, the district and our community witnessing the academic as well as social emotional growth that will no doubt be apparent in our student body in the months to come. Thank you. Thank you. Um, thank you Anna and Melissa who by the way were also students of mine. Um, truly EL education embodies everything that we stand for as a district and it's it was it it became clear as we uh moved through that process. Next up we have the marine
245science team. They were not students of mine, but they are colleagues of mine. Hello. Good evening. I'm Amanda Melo. I'm a science teacher at PG High. And I'm Maddie Everly Portella. I haven't heard my maiden name in a while. Thanks, Larry. Um, good evening to the PGUSD school board and members of the community. Last year, we offered marine science as an 11th and 12th grade science elective course. The class was a success and we were able to sort support support three classes filled to the brim. During this time, we were able to pilot Castro and Huber's marine science textbook. We will be offering the class in the 2526 school year and we recommend adopting the third edition of marine science by Castro and Huber for our high school marine science program. This recommendation results from
246careful evaluation by our science department faculty who assessed several textbooks with based on factors such as content accuracy, student engagement potential in alignment with our curriculum goals. Our thorough review process led us to conclude that this ed add edition best meets the needs of our students and the program. Our marine science program, especially relevant here in Monterey Bay, necessitates the most current resources. The third edition offers some key advantages such as accessible content, standards, alignment, engaging features, and up-to-date information. although also with a specific career focus um strong student student support, supportive resources and in conclusion adopting this highquality engaging and and current textbook um strongly supported by our students through a number of focus groups will significantly benefit our marine science program and prepare our students for the future. I urge your approval. Thank
247you. And so with that um we are seeking board approval for these three curricula. Thank you so much for all the presentations. Public comment now as normal. Anyone in the room or online? Got one person online. It looks like. Go ahead Jessica. Hello. Can you hear me? Yes. Loud and clear. Thank you. Oh, thank you. Uh I do not like participating in this. I feel like I'm the more and more I get politically active, which I don't even feel like it's politics, uh the more I'm disliked. Um I'm not making a comment right now against anything that was just said. I love the work that is going into these um these uh curriculum and I understand from the point of view of a teacher what that process is and how cumbersome it is. And I
248just want to remind us that um we need to know how much this is going to cost. It sounds like on page one 513 of tonight's board packet, the district uh is recommending that you approve this new curriculum for a three-year total of $300,760. I don't feel comfortable approving this tonight. Um but maybe you do and that's fine. But we have just heard you say that we need to start saying no somewhere. Maybe this isn't the time, especially given the number of years that have gone into this, but we do have two years left on our current curriculum. Uh I'm not certain about which one of those three that's referring to, but um if we have time left on our curriculum and we're choosing between our neighborhood, our combo classes or not funding the last
249roll out for the final summer TK's children, I just feel like new books are a hard um no for me still. Thank you for all the work that you're all doing and thank you to those teachers for being there and I'm I see you guys every day. I appreciate your work and it's really hard for me to say this um at this moment. Thank you for your comments. Looks like we have one person in the room. I couldn't help but comment on this. Um Abby Ain, principal at Forest Grove. In my almost two decades in education, I have never seen children stop in the middle of a lesson, come up and advocate for a program like I have our students with with um EL education. When the pilot team shifted over to CKLA, I walked
250into multiple classrooms and in two classrooms, students stopped, came up to me and asked why they couldn't go back to EL education because they felt like they were collaborating more. they were learning more and they were owners in their own learning and it was unprovoked and then they requested meeting with Larry as well. Um, and I think that that's all that we want is to make sure that our kids are excited about learning and they certainly are with EL education. Thanks. Thank you so much for your comments. Anyone else online or in the room? If not, we will move on to board comments. And I'm going to do a little look around again. Um, we trusty rocks. Yep. Go right ahead. Sorry. Uh, for the for the e education curriculum, does it involve I I
251saw I Googled real quick. It's science of reading based, but does it involve other subjects besides reading or does it incorporate like science, math, that sort of thing, too? Yeah, the 2025 edition incorporates social science and science. There's two separate modules uh that we can choose from. Okay. And then um the marine science, what is the smartbook adapter thingy technical term? Oh, I'm okay. It's really interesting because we were able to pilot this program. We were able to see students using it. So when you're, you know, in a specific content lesson, you can assign students to read a section of the book and it comes with questions and based on how they answer it changes what questions and how many questions they're being asked. Okay, great. And then um I I think this was maybe
252said in the presentation about EL but what was the uh difference in double scores or did you did you say the difference in double scores between the pilot program and the Would you like to speak to that? Um so the difference in double scores was significant. I can just say with one student in my class, for example, I teach second grade, so our beginning of the year benchmark is 49 words correct per minute in doubles and end of the year um is 112. So I had a student who was at 54 words correct per minute and typical growth would be something up to around 70 and after um one um trimester with EL education, he was already past 112 endofear benchmark. So, I made a spreadsheet that I'd be happy to share with you guys.
253I shared with Larry um just to show and it's colorcoded. Dibbles is colorcoded in terms of like red's a student who needs significant intervention. Um then it's yellow and then it's green or blue. And um I color coded it just to show the difference of where they started and where they were. And um the change in color is just very significant, very high growth in terms of reading fluency. Great. Thank you. and and thanks to all the teachers and Larry or Dr. Hagquist for doing all this. Awesome. I was gonna ask one very specific question then a quick comment. Um but I guess this is more for uh assistant superintendent Jordan. I'm 90 maybe 98% sure I know the answer for this. But if we say no to this curriculum, can we use that to
254pay salary of teachers? No. We purchase curriculum specifically this curriculum with lottery funds which is a restricted fund specifically used for curricular and book purchases for the district. So it would not help the membership general fund in any way. Thank you for that clarification. Again um the other point I just wanted to mention is with the marine science program may be some people in the community that are marine science experts if you guys need uh someone to guest lecture. I don't know any of them but just in case maybe before once. Okay. Anyone else? Yes, please. Just want to thank the teachers for taking that kind of time to and I I can see that it just energizes you and that's that's what it's all about. uh because it's hard, you know, if you get
255stale in the classroom and and to get excited and and to get your colleagues excited and to feel like you're really making that difference, that's what it's all about. Thank you so much. Agreed. Okay, with that, I think we'll go ahead and make a motion. Um, anyone want to do that online or in the room? Can I make a comment before we Oh, yes, please. Uh, I just wanted to uh give a big thank you to Larry and to both you guys who have dedicated time to this. Two years is a long time and um of trial and error and this is what it's all about. This is truly what we're here for. Uh and I guess that's that. Like thank you very much. Sorry about that. Um I will go ahead and make a
256motion then um to go ahead and adopt the curriculum and again thank everyone for the amount of work incredible amount of work that went into this. Can I get a second? I will second. Okay. Motion made by myself and seconded by clerking. Um I think we have roll call vote again ahead of us. President Dr. His Yes. Clip McNary, yes. Trustee Shamas, yes. Trusty Wax, yes. And trustee Otmar, yes. Okay, that motion passes 5 Z. So, we're now going back to another public hearing on the LCAP. So, this is item two under seven. Thank you so much. I will go ahead and gavl us in at 10:04 p.m. Then we can start our public hearing on the outcount. So Dr. Hadquist, I think you're up again. Don't go too far. All right, switching gears here.
257Good evening, trustees. Larry Hagquist, executive director of educational services, here to present um public hearing for the local control accountability plan, the LCAP, for the 2026 school year uh in Pacific Grove. As a reminder, um this presentation tonight is a followup to the uh presentation uh or the board's study session that took place on April 22nd. It is also a followup to the February uh 27th midyear LCAP uh update uh that I presented to the board. Uh and um it is also a precursor to the June 5th um board meeting where we will propose um we will be seeking approval of this LCAP. Um this presentation uh will be outlining the the um requirements of the LCAP. um the engagement process, the goal building process. Uh we'll go specifically into the four goals of uh
258our current LCAP. Um concluding with our ongoing story as a district and starting off with what is the LCAP? This is something we've heard before. Um the LCAP is the story of our district. Um it is it describes the goals, actions, services and expenditures um that are aligned with the eight state priorities of the state of California uh which are listed here and these uh were also presented in the board study session and the midyear LCAP. You have the um course access, state standards, basic services, student outcomes, student achievement, school climate, school engagement, and parent involvement. Um the requirement, every LEA uh and every L every LCAP and every LEA is required to have these components. Um the LCAP is on page 352 of this board packet. It's a 124page document and these bullet points
259right here outline what um is the components of that document. It starts off with a budget overview for parents. Um then it provides a plan summary. Uh outlines the engagement of stakeholders. uh presents the goals and actions as well as the metrics and it addresses the increased or improved services for our unduplicated population. uh followed by action tables and lastly the instructions page. Uh starting off with engagement uh throughout the process and you heard this before and I outlined it in my re my report in the board study session uh very thoroughly the engagement process that took place um that went into forming uh this year's revision for the LCAP. Uh these are the educational partners. We had student groups, families, certificated and classified staff, uh, community members and administrators providing input through a variety
260of input sessions. This is a timeline that I presented in my, uh, LCAP study session of the input sessions that took place. Uh, and the report that I provided on the 22nd goes into a little bit more detail on this outline. This outline just presents month by month the engagement sessions that took place. uh I discussed the uh mixed methods approach to research where we use quantitative and qualitative data to inform our LCAP process. The quantitative data included uh data from things like the California healthy kids survey, CASP, CASP scores, ELPAC scores, uh state tests, um core SEAL, uh LCAP surveys, qualitative data included input from meetings uh like the parent advisory committee meetings, the student advisory committee meetings, community engagement committee meetings uh and DAC Moving on to parts of a goal. How uh
261the goals are going to be presented in this slideshow. Um we will review the goals which you've all seen before and we should all know that there are four goals of the LCAP and I think that we maybe even know them by heart by now. um uh the explanation behind the goal uh the metrics that you've seen uh actions that uh are listed in the LCAP and the analysis that connects the board report that I provided to you on the 22nd and the themes that arose in that report based on the input and the data uh and matches those with actions that are currently in the LCAP. uh the goals themselves starting with goal number one. Uh goal number one as you will recall is uh the academic program. This is the language of the
262goal. I'm not going to go back through and read it. Um but it addresses our academic program. Um and the reason we have that goal is we want to foster a culture of we um we want to build students that are are going to be college and career ready by the time they graduate. We want to support academic rigor like you just heard about in the curriculum presentation. Some of the metrics we look toward uh when we are measuring our success at achieving these goals include graduation rate, A throughG and CTE completion rate and AP pass rates. And if you recall um the stars here are just indicating that we have achieved uh the threeyear goal already um uh that was set. Um, as a reminder, the LCAP is a three-year plan. Uh, and we
263are in year one of implementation. Uh, now the analysis. Um, on the left hand side of this slide right here, and there are several slides for each goal that are like this. Um, you have the top themes that were presented at the April 22nd meeting in the, um, board study session report. Um and these are just the themes that were came to the top in relation to each goal. So what the community wanted uh with respect to goal one is enhanced academic rigor and what we and I've listed things that we have done or things that are in the LCAP that are related for example uh action 1.2 2 uh instructional materials uh support that is directly related to the presentation you just heard and the adoption that we just approved. Uh EL education um
264is an one of the reasons our team chose that was the academic rigor that it offered. Um also offerings like ethnic studies and marine science. The community wanted improved college and career readiness. Action one point actions 1.3 and 1.7 speak to that uh theme where we have uh we monitor closely monitor a a throughg completion rates uh and we have an outreach counselor that is designated to um do that work to identify students who are um falling short of those. We have intervention programs like the summer intervention program to help students um complete uh their A throughG and to improve that metric. Uh this is a list of some of the key expenditures in that section of the LCAP. Things like um paying for a highly qualified staff um instructional materials and resources, technology infrastructure
265and educational support. Goal number two is the SEAL goal or social emotional learning. Again, I'm not going to read through the uh language of the goal. Um we should all know it very well by now. Um the reason why we have an SEAL goal is uh some of what you heard tonight that we value mental health. We like to teach to the whole child. We believe in educating the heart and the mind, not just the mind. And um we believe that connectedness um students feeling connected helps to foster growth uh and improve learning and really helps students to self-actualize. Uh some of the metrics that we look toward this is a slide that you've seen before. Uh chronic absenteeism, um caring adults and active partnership between the schools and the parents. Um here's an example.
266Um, in the survey question, do the teachers and grown-ups care about you? Students responded 95% yes most or all of the time. That is significant growth up from 83%. Um, so what we are doing toward SEAL um at least by this metric is showing some impressive progress. Um, goal two actions and analysis what the community wanted. These again are the top themes uh that if you want to dive a little bit deeper into the report presented on the 27th you can but I just pulled out the top themes uh fostering belonging inclusion and a positive school environment. Some of the things that we are doing uh action 2.1 is continued to support counseling mental health services. These are decisions that we've deliberately made in order to um support what the community wants. uh address safety
267concerns and promote respectful interactions. And when we talk about safety, what we hear about in the LCAP input meetings and when when we go into classrooms, it's not just about physical safety. It's about emotional safety and feeling that sense of belonging. Actions 2.2 and 2.5 speak to that. the work we've done toward restorative justice and we continue to do toward restorative justice and responding to incidents of bias in our schools. Here is a list of some of the key expenditures, counseling services, mental health therapists, uh vector training for student safety and wellness, all budgeted under goal two. Uh goal three, academic support, also known as intervention. Um and again I'm not going to read the goal itself but I will uh provide a a brief background. This is a focused effort to support all our
268students. We want all students to succeed at the highest level and not just the top students. So we want to build a network of a multi-tered system of support so that we can intervene when necessary. We can identify through things like dibbles when students need intervention so that we can provide targeted support for students so that they can achieve at their highest level. Uh some of the metrics that we look toward is we like to see high um ELA CASP test results and math CASP test results especially in um particular categories. And we uh also look toward the EA uh progress rate again and we see a nice yellow star there. Uh what the community said top themes expanding and improving targeted academic support. Um actions that are speaking toward that are actions 3.1 and
2693.5. Uh we have sitebased professional learning communities. That is something that we did this year and that we will continue to carry forward um as we adopt new curriculum. Um it will be important for our teams to work in their PLC's. Um and uh we also have targeted EL support. Uh as you are aware, we adopted MClass. Um, and we we we'll be using that in K through five to identify in the classroom um uh reading support needs and being able to provide tier one support there. Another theme that the community um uh made us aware of was addressing systems and barriers uh systemic barriers and inequities uh in support access. Actions 3.12 and 3.13 speak to this. uh we we provide e support and free services for our unduplicated populations. Things like our summer
270program, our BASRP that uh Mr. Jordan spoke about earlier. Um the free programs there are um part of that intervention. Some of the key expenditures in this area are ELA intervention, AVID and math intervention. And finally, we have goal four and that is our cultural proficiency goal. I had the privilege of uh convening the cultural proficiency team uh just yesterday in this room and um we looked at the LCAP and um gathered more input uh around the LCAP um uh in refining the our cultural proficiency goals. Uh the the reason for a cultural prof proficiency is we want to ensure students and families from all backgrounds and circumstancees feel that authentic partnership with the district. We we value diversity as reflected in many of our discussions uh here tonight. Uh some of the key metrics
271um that help us see whether we're doing a good job uh with respect to goal for are um questions around bullying, questions around diverse curriculum in the classroom and questions around belonging and um these are uh some of the outcomes that we see here. Finally, goal for analysis. Um what did the community want? uh they want to see an enhanced curriculum and instruction for cultural understanding. The picture on this slide is taken from a classroom in our district uh where a teacher did a books as windows project and it's just an example of how the goals we set um set direction and they get carried out in the classrooms. Um so we have teachers that are seeing the need to diversify the curriculum to carry forward that mission of uh making books um turning books
272into mirrors of culture and learning about the self. Uh action 4.2 speaks to that continuing to support curricular shifts. Um also uh another theme that arose um in the analysis was promoting equity and addressing disparities in resources and opportunities. Actions 4.3 and 4.4 for speak to that. Um, cultural proficiency team, uh, community outreach, just gathering the team together and having that team help guide our work in collaboration with, uh, partners like NCBI is, um, connected with that goal. NCBI is a national coalition building institute. Uh, this is a list of some key expenditures under goal for uh, professional development, uh, community partner contracts, and community outreach. Um, finally, this is a a uh recap of the overall budget uh that um Superintendent Assistant Superintendent Journ presented earlier tonight. You'll see the total LCFF funds um
273that were was presented earlier tonight. And the amount contained in the LCAP budget is 36,289,33 which is uh 70 76% of the LCFF budget and that is uh at the very beginning of the LCAP document that outlines the um budget and um that is LCAP right there. Thank you so much. I will go ahead and close this public hearing at 10:21 and then open this up for public comment if there's anyone in the room that would like to speak on the LCAP. But thanks again for such a great presentation. Seeing none in person, none on the line, none online. I'll go to the board again. Oh, one online. Sorry. Yes, Jessica. Thanks. Sorry to be always talking, but I'm really appreciate the work that um Dr. Hagquist is and has always been doing on behalf
274of our students and particularly in mental health and addressing the needs of the whole child in their learning. And uh I think that presentation was just such a quality presentation so clearly demonstrates all the wonderful improvements that we're making overall as a district. Thank you. Thank you so much for your comments. Seeing none in line and none in the room, um we can move on to board discussion. Does anyone Maybe I'll kick off just really quickly. Again, it's amazing to see the progress. I mean, obviously, as was said, we have a ways to go, but again, thank you and thank you for the staff and team that have helped make the goals a reality here. That's it's really exciting to see the the progress we've made. Um Larry, thank you. That's a it's a huge
275job. And you know, it just goes to show how um the imposition of this as a requirement has, you know, impacted every single district and and it with it comes costs and time. And um it's it's things like this that people don't always understand about the total budget of a district. So um it's you know it's always evolving and and the state always thinks this new something new for us to do. So, but this is this is a good thing because it does make everything accountable and that was the idea you know put specific plans in place, tie the action to it and the outcome and so um it does make sense but it is a lot of work. Thank you. Thank you so much Trust Clerk Mary. Yeah, I would echo Trusty Schmas's comments
276about the size of the job you're doing and also this is really exciting. Um I'm getting excited about the LCAP like who Okay. Anyways, um it's clear and specific and detailed and concrete and I think that is it gives us the road map and it also holds us accountable for what we say we're going to do. and at the same time your presentation was super succinct and digestible. So, thank you for all of it as a board member and as a member of the public. Um, the way this was presented was really clear. So, thank you. I think um it provides a context when we're making difficult decisions like adopting curriculum. It's something that our team like went to. It's like this is what we stand for. These are our goals. um this is the
277direction that we're headed. So it helps to to guide some of those decisions. Awesome. Awesome. Trusty online. Yes. Thank you. Um I guess I'm going to echo everything that everyone's already said. Uh Dr. Hagquist, if it's not inappropriate to like profess my love to you right now, this is amazing. what you've done is fantastic. It It really does make you feel passionate about it. So, thank you. This is I have nothing else to say. Thank you. Thank you. Thank you so much. And so with that, I don't think we gave anything of direction to keep on keeping on and doing the great work you guys are doing. So, thank you. See me on on June June 5th. Perfect. to you and all of the staff that are involved and all of the community because I
278know it's a it's a very much a team effort. So, we're now on to item 8 D. Little strange order again. I apologize, but here we are. The UPK program offer offerings and review of our board policy. So, Superintendent Adamson, please. Wonderful. Thank you. And I just want to start by acknowledging and thanking many of you have stayed on in the room and we apologize that it's coming on so late, but thank you for hanging in there and I'm sure there's some online as well. All right. So, I think what I'd like to do in starting the presentation, if we could get the slides up, uh, director Algazi, thank you. Uh, I'm going to take us back to uh, a month ago, I think it was in April, where Dr. Hagquist really presented, you know,
279three options about, you know, what we need to make a decision on as a district when it comes to how we're going to approach the continued uh, roll out and implementation of transitional kindergarten in our district. Um and so one of the slides that actually the first slide uh you know is one that you may recall from that presentation. So I'm going to start here with just kind of a very brief overview of you know the last few years. Um you know you'll recall uh you know he had talked about uh Assembly Bill 130 uh which rolled out in 2021 and that really began the expansion of transitional kindergarten to make it universally available uh to all four-year-olds by 2025 2026. Um so basically the idea being students who turn five within the windows below
280would have access to TK and if you look at those the past three years we have absolutely um remain consistent and we have phased in and really expanded those ages. Take us now fast forward to next year where you know really the legislation states that children who turn four by September 1st considered early enrollment or you know we've been calling them summer birthday kiddos uh will be eligible for TK in accordance with that state legislation. The challenge as I presented on Tuesday night is that as a basic a district, we don't receive any additional funding as our local control uh formula funded districts do who you know receive uh ADA funding for attendance uh based funding. So that is our challenge. The next slide I really just want to do a quick you know overview
281AB assembly bill 1391 which is currently uh you know going through it's being advocated number was initiated by assembly member Addis um and has been something that really you know she has been advocating for on behalf of all uh basic a districts in the state of California. What that would really mean it would it would create the funding mechanism to implement uh you know these aid requirements for TK. Um you know currently that is in the appropriations committee. What that essentially means is that it's passed through the first phase. You know, there's still a ways to go. Uh what we're being told at this point is that we would not know if that if it does pass uh and and really be goes into legislation, we would not know until, you know, at least January
282uh what how much of the funding we would get and whether we can rely on that for next year. So again, there's a challenge with that that we're having to make a decision based on we don't know right if that funding will be materialized or how much we would receive. Um and I think the important thing here is that you know the key ask is that uh you know through that assembly bill if you read the language it's really about you're asking the basic a districts it's a it's a a matter of equity that they receive the that we receive the same funding as LCFF you know districts do. Um so I guess you know that that's really essentially the crux of that. We have been I have and and as a district we have
283been actively advocating you know for that bill. I you know we've written letters that have been submitted and so you know I feel really proud of the of the fact on behalf of our district that that is something that you know we have been behind. All right and then the next three slides are already just doing a quick review of the same slides that uh Dr. Hack was presented uh back in April. We presented three options to the board to consider for how we're going to approach this. You'll recall that first option was option one to maintain the current cuto off date of June 2nd. uh which means that we would not uh you know students who are are summer birthdays for TK would not be eligible. We would not enroll them into our TK
284program. Uh something has changed since then which I'll go into a little bit more detail uh in a in a in a bit. Uh but essentially we do have a new program offering that I you know presented on Tuesday night. Um the important part of this is that you know that really would not add any additional fiscal impact would not add to our current deficit which has been presented this evening. So that is option one and you'll recall that that was the option that we as a administration were uh recommending to the board. Uh the second option would really extend allow us to extend the cut off date to September 1st uh which would align with the UPK expansion uh comply with requirements for districts to that you that are receiving an aortionment for the
285expansion. Uh and you know that would include that we have to go into a 1 to 10 adult to student ratio and a class size maximum of 20 students. Uh again, you know, without our receiving that aortionment to support the expansion, there would be a potential uh fiscal impact. Uh you know, this is really just going back to what our, you know, current pre-registration numbers were. That could be a potential 227 plus,000 uh amount. Uh and if we were to exceed 60 students, that would then require the addition of an additional uh teacher, which would, you know, make that amount uh you a little over 450,000. So that is option two. And then option three uh would really uh you know again considering we're not receiving that aortionment uh you know one other option is
286that we could extend the cut off date to September 1st uh but you know really maintain our current 24 class size and uh add an additional support staff member to reach a 1:10 adult to student ratio. Um you know what this would do is add a non-eing staff member to lower the adult to student ratio. Um it would increase costs but not as much as option two. the fiscal impact would be a little over 150,000. But again, both option two and three are looking at, you know, the need for us to add an additional cost and that is going to add to our deficit. Uh, you know, this is really something that I presented on Tuesday night. So, I'll just go over the next two slides briefly. Uh, you know, really what we have two
287weeks ago, Dr. Hagquest and I had the opportunity to meet with uh Montre County uh office of education, their UPK team uh who have been working with districts across the state in helping them really look at creative solutions uh and implement uh additional you implement programs that really would allow them to offer you know UPK mixed delivery uh programs and systems you know to their students. Uh and so really, you know, what that reminded, you know, me of is, you know, what the true intent and purpose of the UPK roll out was. And essentially, when you look at that umbrella, it really was about, you know, expanding early learning access through a combination of mixed delivery systems, which includes uh TK, preK, CSSP, which is the California State uh preschool program, uh other preschool partnerships,
288all with the intent of, you know, offering flexible early learning pathways. Um the intent is to increase access and choice while maintaining uh equality uh supports flexible pathways uh staffing flexibility, local partnerships and efficient use of facilities. Um, and I think you know that last bullet you already in partnership with MCE and through hearing about some of the creative uh programs that they uh, you know, have been able to see and help implement in other districts and as they were hearing more about what our offerings are, we've really been able to look at you know what I'm referring to as a fiscally responsible model that would allow us to offer a program to our summer birthdays uh, for you know starting for the next school year. So the the next slide goes into a little
289bit more detail on you know what this is. is I think number one keeping in mind you know the needs of our families and we've really heard from so many you know of you of our families you know over the the last few weeks of you know a couple things that sort of stood out right I think the first one being that you know if we when we presented these three options back in April we did not have that program offering so really essentially there wasn't you know program to enroll an equivalent program to enroll our summer birthdays so many you know indicated the fact that they were enrolled in a private preschool and those you know, preschools have now filled up, so there aren't remaining spots if they had been relying, you know, on
290our program offering. Uh, you know, the cost was an issue. Um, and then obviously just having something that was comparable to ensure that students were being, uh, you know, prepared for kindergarten, right? Kindergarten readiness is a huge factor. um in partnership with NC as I've shared already and number three in alignment with the roll out of UPK and really going back to what the you know true intent is uh what we have come up is with is we've come up with the offering of a blended UPK learning model that ultimately expands access to all three and four year olds. It's essentially utilizing a current program that we have which is our state uh preschool program which is currently located at uh the adult school and really the idea would be to expand that program and
291really add to that uh more of a pre kindergarten uh you know curriculum and program that we would be able to uh ensure meets the needs of our older students uh who would be ready for kindergarten in the 2627 year. So the next slide just goes into a little bit more of the details. I think the first one who is eligible number one the important part of this this would be a nocost program because we are utilizing a current program that exists with uh incredible uh teachers and instructional aids uh who would ultimately uh teach that program. Um and so you know they would all of our summer birthdays would be eligible to uh if they turn for between June 3rd and September 1st would be eligible for the program. Uh the next two slides
292just really talk a little bit about what they would be. So I think you know number one adapting our you know California state preschool program uh the idea would be to locate it relocate the program to Forest Grove and the thinking behind that that really has been part of our more long-term vision. Uh you know we had that in the works to move that program to Forest Grove within the next two years. This would just allow us to fasttrack that a little a little sooner. Um the the wonderful thing about having that program at Forest Grove means that you know students and the staff really have access to some of those elementary components as well. Um it would be a full day schedule aligned with traditional TK our traditional TK program. Uh access you know
293students would have access to enrichment classes before and after school programs and free meal offerings. Um and ultimately wonderful opportunities for collaboration and engagement with the TK staff uh and students. The second slide goes into just a couple more, you know, pieces. Uh, when we did the adoption, as you've heard earlier tonight, uh, for English language arts, our TK, you know, teachers were not a part of that because, uh, there wasn't a TK, um, you know, offering as part of that adoption. And so, we have heard from our TK teachers that there is definitely an interest in adopting a program. So this way would give us the opportunity to include our UPK teachers and that program uh to adopt a similar program and pilots you know different options for next year. So again we would
294have that you know more of that alignment with the curriculum uh focusing on you know what's very developmentally appropriate uh for students at that age. Um the key piece here you know no additional cost right we have two excellent teachers who were present on Tuesday night. I I you know would love to be able to introduce them at some point in the next few weeks but it's uh Miss Kina Sam Samuels and Aaron Hermadi um and they are currently teaching our you know state preschool program and again it's a we are not to capacity we have plenty of space you know in that program and that you know really would allow for us to uh you know welcome and and add our additional summer birthdays for next year and add that you know pre kindergarten
295component um and a really small adult to student ratio. because you know we have additional instructional aids in the class. So really being able to meet the developmental needs you know of of all students in that class. Should we reach capacity there is the option of a second offering and that would be something through our UPK. We would look at an additional UPK program through our adult school parent education program uh if we needed and if that that you know class were to fill up at Forest Grove. So again I won't go into too much detail with that. That is something that is offered at the adult school school and oversee my principal Barbara Martinez. But the wonderful thing about that it gives us an additional offering that would not be an additional cost because
296it is funded through the adult school um you know funding program. All right. So I think really at this point you know what we are recommending is you know looking at option one. Uh what this does once again it maintains the current cut off date of June 2nd for TK for the 2526 school year. And I really want to emphasize that that this is something we're making a decision on for next year. Uh as we plan for the following year after that, we'll have a better idea on whether the funding has come through from AB1391. Uh we'll have a better idea of how many of our families have been interested in this new UPK program. Um there is a chance that we may have many of our current students and families who are eligible for
297TK for next year uh with our you know June 2nd cutoff date and may want their students enrolled in this program uh given you know it is uh it may you know they may see it as more developmentally appropriate for their individual student. It's about offering choices and options for our families. And so again, we're going to know and better of how many of our families are interested in that and what the space and availability is and that will give us, you know, more information to make some decisions about the the year after that. Um, and again, the rationale, right, just fiscally responsible. This is not adding an additional cost. I do want to be very clear, we're not saying that this is a a TK program. uh you know TK classes are taught by
298certificated uh teachers with a multi-ubject credential. Uh our teachers in the state preschool program have their early childhood early childhood education units uh and uh one and Kina I believe it is has her site supervisor permit to license to you know oversee that facility. She in fact also is almost finished with her teaching credential which is a P3 credential which qualifies her to teach preschool through third grade and Eron Hammadi is in the process of looking at even and and enrolling in the P3 credential as well. So again I mean we have got incredibly uh experienced and qualified you know teachers who will be taking on and and and leading that program. Um but it is it is different you know to the TK program itself. there will be alignment and similarities. Uh but you
299know it again it's it's going to offer you know different choices and options for all of our families. So that really is you know again what we you know what that recommendation is. Um I I think what I would with our our next step is really for as a board you know we've brought forward the uh board policy language 6170.1 which really speaks to you know our process and approach to um how we are um going to be moving forward you know for the next school year. Um and so really this would be an opportunity you know for you as a board to look at that language to determine number one making a decision on you know how we're going to proceed. Uh and then from there, you know, it would be making a few
300revisions, you know, to that language. If you look at the the the board policy itself, it's very clearly it still states uh 2425. So regardless, we were going to have to bring this and update the language. I did notice that the language currently states for the 2425 school year, children who uh whose fth birthday is between September 2nd and June 2nd, right? Talking about the TCO. So that was a mistake clearly that you know has been that error has been that language has been there. We have to change that to whose fourth birthday we're talking about TK. So immediately that would be you know one change we'd want to make. Um and then again depending on you know the way that the board you know wants to move but once again our recommendation at this
301time because we now have this additional offering um is that we maintain that June 2nd cut off date. Thank you very much for the presentation. Um, I'm going to now again, as we have been doing all night, open this up for public comment. I will just make a comment. If you have something new to add, please come up and tell us. We want to hear from the public on this, but if you're going to be restating comment that was made earlier, just in the interest of time and and openness. Um, it would be appreciated to hold that. So, thank you very much. Again, we have public comment, please. Again, I'm Vanessa Annayia. I'm a parent of an incoming kindergartenner. Um, but she's also a summer birthday kid. And I want to reiterate that that is
302a kid who will always be one of the youngest in her class every year. So, I think it's um kind of a euphemism to say like summer summer birthday kid. Like we think about, you know, oo summer birthday fun, always the youngest. So, I just really want to make sure that everybody keeps that in mind while we're talking about this. Um, I want to really think about the big picture. So, I really appreciate that we've started to get to see some budgetary facts today, but the big picture is that we are basic aid because we are lucky enough to receive as much revenue as we do. We have double the pursuit of funding or ADA as Monterey and one of the highest in the county. Um, but tonight it appears that only one person really
303knows the budget intimately. And now that we had plans to deep dive, but with that being said, because we haven't had a deep dive, I feel like we really should not be talking about firing teachers, larger class sizes, or combo grade level classes. And we really shouldn't be talking about keeping the youngest 25% of each student cohort from enrolling in and benefiting from all years of public school education, starting with TK. And they're entitled to, legally entitled to. I heard we believe in TK from trustee Shamas tonight. When I heard that, what I really heard was we believe in TK for 75% of our students. That doesn't feel good. My ask is please for the board to make a commitment to prioritizing our students starting with our youngest tonight and then deep dive, brainstorm, come
304up with non- studentent-f facing budgetary solutions from there. Thank you very much. Thank you for your comments. Anyone online? No, not right up. Hi again. Um there there was some language that I just wanted to clear up. I think you said something like we want to offer options to all of our families. Again, not all of our families are getting this these options, right? So says 75% of our families. We want to offer all of these options. And so I think that also might be confusing some people because I heard in a previous meeting there always has to be a cuto off. And I know I'm not naming names, but some people have said like, well, couldn't they just do TK the following year? No, that's not what you're offering. You're offering some kids get
305TK. Some kids never have the option to get TT TK. For my kids, two summer birthdays. One of them absolutely would have preferred preschool. Like we would have chose chosen that option. for the other one, we absolutely would have chosen TK. So like every child's different and the parents really do want to have that option. Um, so I do appreciate that you have actually moved from the last meeting where the UPK wasn't even talked about. So I do want to acknowledge that. So thank you. Um, and then it was previously talked about how there were lots of other basic aid districts with less money per student than we have that are still offering universal TK. So, I just want to make that clear. So, they're just prioritizing things differently than we are. So, we have
306we have the money relative to other districts, too, but we're just choosing to spend it differently. Um, and we knew about this UTK roll out like years ago. So, why is this like becoming a budget issue now? Why wasn't it a budget issue several years ago? And why weren't we talking about how we could solve this? Um, like the the BASRP, that's like a teacher that was like 150k. So, like we could have been solving this a while ago. So, we really should be kind of trying to course correct on that. Um, yeah. Okay, that was it. I got all of those points. Thank you. Thank you for your comments. One online, please. Online next and then we're going back in person. Hi. Can you guys hear me? Yep, I'm clear. Hi. Hi. I'm the
307mom of a summer baby who I guess is not going to get to do TK this year, which is really so disappointing. Um, we have all acknowledged that preschool and TK are not equivalent for a variety of reasons you guys have already heard about. So, my request, since I feel like the decisions been made already, um, that at the very least, please give a strong consideration that the summer babies who are denied TK this year are given the option to do it next year. I think denying them that opportunity is a real detriment and maybe that helps some of it. Thanks. Thank you so much for your comments. Next in person. Good evening. I would just like to elaborate on some of my previous comments which emphasized the risk that the Pacific Grove Unified School
308District is taking on by excluding summer birthdays uh from the TK per the legislation in California. Something that hasn't been discussed is within the culture of Wii, which emphasizes equitable solutions for all students. Uh, one point that has not been brought up is when you have a TK student who may be a summer birthday who needs additional support. uh it really opens the risk for potential equity issues, equal opportunity issues that would open scrutiny from the state of California and provide opportunities for community advocates to really open the risk and aperture of the district selectively choosing which legislature to follow and which legislature to say that we are a basic a district therefore we do not have to follow the law. Please, I would urge all of you to consider the ramifications and the legal
309ramifications specifically that may force your hand to make tough decisions down the road in a fisc fiscally constrained environment to defer a decision this evening. Gather some more information instead of comparing falsely equivocal options such as the mental health professional option vice opening opportunities for summer TKs. that doesn't seem to be a solvable solution this evening. So, I've uh strongly recommend you to de delay a decision until some more budgetary options are examined perhaps prior to that June decision timeline. Thank you. Thank you. Um, one more person in the room. Good evening, members of the board. My name is Lauren Walsh and I'm a parent here in Pacific Grove. My daughter is currently in kindergarten. She missed the cuto off for her transitional kindergarten 2023 to 2024 year. Um her birthday is April 22nd and
310she uh back then the deadline was April 1st. So she didn't go to TK and everyone said no big deal. It's just kindergarten. You're just going to kindergarten. You don't need to know anything to go to kindergarten. We know that that's not true, right? So um unfortunately that wasn't the case and from the very first day it was clear that she was behind. Um by the end of the first trimester it was painfully obvious that she was too behind to catch up. She wasn't able to go back to TK. You can't change you know the grade that your child is in. So she spent the entire year behind. And actually her class had TK. She's one of three that didn't have TK. And every single person knew what was going on. That's how these summer
311babies are going to feel if they are moved into kinder, but they didn't have the same prep that the other kids had. If they're in this small minority, the teacher can't teach to like just, you know, three kids. I mean, they definitely supported her. We had an amazing um kindergarten teacher and and tons of parent um a support in the classroom as well to try to help her. Um but really a playbased curriculum is not enough. Um I have to um say she has uh experienced this really hurts her self-esteem. She doesn't want to go to school. Um I uh strongly urge you to ensure or find a way for um as many children get the support that they need with transitional kindergarten. Whatever the budgetary, you know, um things look like with that. I
312think having more interns would be helpful. Um perhaps some mental health interns could replace um positions. We could actually have multiple mental health interns. We could have multiple teaching interns for M's programs um to come help support. Um I also have to say that I strongly urge you to ensure that kindergarten this year is not over full, that we're not combining classrooms. And again, at the detriment to these um children, they're not going to get proper attention. Their scores suffer. Their um the teacher can only, you know, they can only do so much. So, don't stretch these youngest um students classrooms. Thank you. Thank you very much for your comments online or in the room. Okay. If not, I'm going to go to board comments and I will start with Trusty Atmar online and then
313just go down this way ending with Trusty Walks. So, Trusty, are you up? Okay, thank you. Am I on? We got you loud and clear. You hear me? Okay, perfect. Um, so I'll start with I'll start with saying that I I I do appreciate the options that are presented. Um, one of the questions I have is that so May 5th was the beginning of registration. Do we have a better idea of what registration looks like now for numbers? I mean it is closer to where you know we anticipate that they you know end up at that but you know historically speaking uh trusty between now and June we continue to enroll more students and uh you know so it's hard to make decisions now on you know where those are going to end up in
314uh that that's the challenge that we have. Would you say that's correct system? I would say that's correct. um residency flows through my office and we have I don't know I'm going to go with north of 60 to 65 different um enrollment packages that are still attempting to verify their actual residence in the district. If they're not, they're attempting there's attempts to try to do a um a shared residency affidavit or a caregiver affidavit. There's a lot of ways that the district has within board policy allowed students that do not reside in Pacific Grove boundary area to attend Pacific Grove schools. So, there's a lot of that that my office is still working through uh to gather that data. We have families that have uh you know enrolled and they don't live here yet, which
315means we don't have a lease. We don't have a utility bill. We don't have the verifiable data to verify that they're currently enrolled or they're able to currently enroll their child. So there's all of that that is to contend with. Um I will say that the registration date in the past uh was in the middle of June. We moved that up a couple of years ago to May thinking that that would actually help us u you know garner um you know quicker response to our actual enroes and um we have not realized that by moving the date up it's been helpful at all simply because there are a lot of folks that move here in the summertime um and we as a basically district required through our residency board policy to verify that they live
316in within the district. So, I'm sorry that was kind of a long-winded way to get around the answer, but um the residency side of this is what tends to hold up us firming up the enrollment numbers for the new school year. Question just based off of what you just said about non-residents. Can you clarify that? I'm a bit confused. Sure. Yeah. So, the district requires that you're a resident of Pacific Grove boundary area to attend our schools. However, in our board policy, there are um allowances for caregiver affidavits, meaning that let's say the child has a grandparent and the child lives with that grandparent for 4 days a week. There's an affidavit that's filled out by the parent and the grandparent that suggests that they will be at that home in the Pacific Road Boundary
317area for 4 days a week. Um, can you tell me how many of those there are right now? I mean, are we talking about a large number or a large number? A large number. Yes. Yes. and they all have to be investigated. So it is a large number. I I So there are there's a large number that we have now currently starting the 25 26 year and there's a large number that we have. Large number meaning what? Can you be specific? Caregiver affidavits north of 50. Okay. So total registration for TK specifically that we're looking at. Do you have a number? Yeah, I'm I'm talking about districtwide. So um I can't tell you numbers. Well, we're talking about TK, so let's be specific because that's that's skewing the numbers. So, if you could be specific,
318that would be helpful. Yeah, I I I can't give you I review all of these applications and I can't give you an exact number right now as to how many are TK, how many are kindergarten. Okay. Well, we're specifically talking about TK. So, I'm going to ask questions about TK. Do we have numbers from have this this not this hasn't been deciphered prior to the meeting? you know, we're talking about TK, so I I I guess I'm wondering why we don't have an idea of numbers prior to this. I'll just say I really think is a point we need to have uh assistant preender George get back to us. These numbers are changing daily. I understand that, but when you say 50 and it's a large number, but we're specifically talking about TK, that's skewed.
319And I'm no that that was for the entire district which again I know was fine. But I think anyone can decipher that I'm talking about TK specifically. Am I missing something? Yeah. Yeah. I'll have to get back to the number of those that are tied to TK. I will say that what I was trying to describe uh Trusty Yar is that there's a process associated with enrolling students in this district and that process does take time and oftent times that process takes up until a week or two before school starts. Unfortunately, whether it's 50 students or three students, any one of those students are going to impact enrollment and impact placement in a classroom. I understand that, but we're specifically about TK. So, if you could just humor me and understand that when I'm asking
320a question, if you could just try to be TK specific, it's it's helpful because when you say 50 and we're talking about TK, that seems extreme. Okay, your silence. Okay. Um, we will get back. I think we'll we'll get more specific numbers and we can get back to you, you know, with those, right? Once we It's fine. But I mean, I think I think he could decipher what I was asking. Okay. So, I'll move on. Um, so what I will speak to is that I am I guess what you call a summer baby. So, I graduated at 17. and I had to get emancipated uh just to lease an apartment when I got out of high school. Um and I would agree that early education is highly important. It's it's being the youngest in a
321class um has its disadvantages if you are not prepared. If you are prepared, it's one of the best things that you can possibly have happen to you educationally. So, I am absolutely an advocate for um summer babies getting into TK. I I can't I I appreciate that there's options and I appreciate UPK, but I don't think that there is a replacement for TK for these. We keep say saying summer babies and it sounds too cute and I get that, but I it's important and and um I I can't get behind not um not supporting these these young learners having the educational space to get what the rest of their peers are going to get and at an earlier age and and to the last speaker. I mean, I understand that. I understand where she's coming
322from. I think it's very important and um I don't think my stance will change on that, but thank you and I look forward to hearing more uh Mr. Jordan about uh the numbers for TK registration. Thank you. Thank you, Trusty Omar. Um oh me, I'm next. I was going to go next and I'm go down. Sorry, it's getting late. Um I wanted to I trying to again as as a board meeting we're not supposed to be responding to public comment as unless there's something but I'm going to do a little bit of that just to clarify one thing um the point brought being brought up about the deep dive to the budget is because we are facing new budgetary challenges almost every day it's not because we don't understand the budget I guarantee you Josh
323Jordan is not the only person sitting in this dis that understands the budget and I encourage anyone that wants to sit down with Josh we'll go over this if this was an easy decision it would be made I promise you that the UPK program that we've been hearing about and the option I still like the 1A that it came up with. I think it addresses approximately 3/4 of the concerns we've heard from families regarding TK with being that a you know full day being at a school site. Um but I also realize it does not meet all of them and may not meet some of the most important ones. Um I appreciated also the many options that we've heard about from the community via email in person. You know one of these that came up
324actually about the idea of giving some choice. So should space be available in the TK programs based on enrollment and maybe there might be some TK eligible um children that would want UPK for their kids or families that would want UPK for their kids. I would like us to be able to consider to offer these summerborn children and their families more options. Both of my kids would have qualified for TK. My daughter is a summer baby. I understand the difficulties here. We did not have that um as an option and I understand why folks want it today. But the other problem again is when it is really difficult. The reason for the deep dive, I'll just remind, is to develop strategies to avoid and be prepared for some of these difficult decisions better when funding
325that we had been promised dries up. I don't know how you plan for money to go away if it's been already promised. That is a very difficult problem to have. So, just to reiterate that again. Um, I also another point if we do go this route of approving option one, I want to as strongly as I can encourage the district to maximize the alignment between UPK and the TK program. This decision honestly does not sit well with me. I don't like making this decision, but I realize that there's been a lot of history before us on the board with us on the board that gets us to where we are today. And these difficult decisions still are the things that we as a board have to be made. Two quick points also on the policy
326because we're also talking about that the four the fifth birthday to be changed to fourth. I will you know make that as well. The other point I just wanted to add to that point is that on a case by case basis right a child who has a fourth birthday may be admitted based on the the request. And I just want to say also based on availability and this is the point that if there is availability I want our district to be able to do what we can to offer TK to as many kids as we can. And so I just that's something I hope we can have in our policy moving forward so that hopefully you know if some of these enrollment investigations go the right way every family that wants TK that qualifies for
327it based on the you know the the state choice that was not funded for us that would be my ideal but again we don't have the final enrollment numbers and it's really hard for me to obvious impossible for us as a district to promise that. So respond to that quickly please. Yes. Bonus on I think that's the beauty about that language where we have the may and the case by case uh that would allow us to once you know we can see you know how things progress. So that will absolutely be something that stays in the policy and can you talk a little bit about the alignment as well um like just I mean is it possible to get these how close can we get to TK for this UPK class? I think that's the
328beauty about how you know how this is going to roll out with our ability to pilot you know new curricular options for next year and I think you know we have the ability to really design and you know determine how that program is going to look and I think the fact the reason we want an elementary campus is to allow for more of that alignment and collaboration between the UPK you know teacher team and TK teacher at that site as well. So we really have that ability to um design and determine how that's going to look. Okay. So that makes me feel a little better about the decision should we accept the UPK as our option 1A that if they're getting the same curriculum and um teaching as TK. Just to add as well, I
329mean we have teachers who are going to be teaching that program who are so excited and our Forest Grove teachers have indicated just you know such they are beyond you know thrilled the fact that that's going to be there and the ability they're going to have to collaborate together as a team really. Okay. Thank you very much. Um again going down the DAS. Sure. I think um I do appreciate all of the conversation and all of the input and thank you all for staying so late. Um, I remember those days. Um, I think for me what this comes down to is fiscal responsibility. Um, as a parent, child care. I mean, if you don't have your kid in daycare or another program, they need to go somewhere. Um, and you know, something that's developmentally appropriate.
330And like we've heard that varies from one kiddo with a birthday that puts them at an early an older age in the class or me as well. I have a summer baby, a boy who's born in June. Um and he's he's also going to be the youngest in his class um for the foreseeable future. Um no, I'll skip that. Um I think the question I have and what I've heard from the public. So I'll just ask it is that um a lot of the maybe where we're missing each other is we're hearing from the public stay say that this is policy and that it's mandated and then you know that we have to offer UTK and then we're offering something different. So can you like enlighten us a little bit more? it'll put me at
331ease or reassure me that we're headed down a direction if we were to choose option one that I mean I don't want more fiscal problems in the future. So I guess I don't want to open us up to that if that's where we're heading with that option. So I don't know if you can provide that kind of reassurance but I think that would be something that would just help me a little bit about where we're at. And I know these things will probably be litigated in the courts or the system for some time, but just kind of where we're at as far as like our district and are we in line with the law and what's being required for for us. So our legal council's stance on that has been basically looking at the language
332specifically and the fact that it is it has that contingency funding uh component uh that because we are not receiving that funding the only followup from that and you know sort of accountability piece that would come back would be that we would have to we would lose funding right that we're receiving is we're not offering TK specifically to uh to those uh to our summer birthdays. uh the fact that we aren't receiving any funding there really would be no repercussion beyond that. Uh again they you know their stance there too is the fact that the any time the state is mandating a program uh unless there is funding that's associated with that that the state you know really is unable to uh to mandate you know that program. So I think that's where there has
333been some you conversations about and I think that's where you know this new assembly bill comes in. Um and so that you know that really has we have had those multiple conversations and had that that direct counsel from you know our our legal council on that exact topic. Thank you. That was um my question on the issue. Um option one is the fiscally most responsible model. Um, and we have in our policy some flexibility depending on where our enrollment numbers end up and the program offerings that we actually will be able to offer people. And I think that's part of the hard part is the not knowing, right? Not knowing what classroom your kids's going to be in, not knowing what site your kids's going to be at, not not knowing. So, um, as we
334move forward, I think it's going to be imperative that we figure out better ways to communicate with our incoming families about what's going on and, um, just provide more clarity on the situation. So, um, because I think even as a board member and a lawyer, the more times someone comes and tells you like your unfunded mandate's going to end end you up in a lawsuit, you're like, "No, dollar signs. We're we should not end up there." Um, so but I I think for me staying within what we're required to do um makes me feel more comfortable with the decision. I don't feel great about the whole situation, but I know we didn't get here overnight. I keep saying that because I feel like it's the safest thing to say. Um, so I'm okay with option
335one for tonight and we've got a lot of work to do just moving forward. Trusty Schmas, you know, I think that the fact that the state exempted us means to me that they um they feel that it's okay to do a phase in. I mean, all of transitional kindergarten has been a phase in if you look at over the past few years and we've been doing that and other districts have been doing that, too. So, I believe that when we get an exemption, it's not it's not like um you know, we're violating something. It's it's it's saying, "Okay, we're giving you more time to incorporate it." Um which has been the the historical practice of the state up to this date. So, I I feel okay about it. I feel great that the superintendent is
336so uh interested in p pulling together the the preschool and I just by the fact of moving it over to an elementary site does a lot and you have kindergarten and TK teachers at Forest Grove that are excited about this. So th that means they're going to give input and and I just I really believe that you're not going to see um a disadvantage in those kids that are in the summer birthdays. But so I'm okay with option one. I have a follow up on that but I'll hold it till it comes back around. of um Trusty Wax. Um the way the way that this is presented in the packet, I'm I'm sort of confused about what we're actually voting on because it's a policy change, but then there are going to be changes and
337then we're supposed to because of the typos, but then we're also supposed to make a decision about three options that we haven't that aren't in the packet. You know, like even on the on the vote, it says a move second vote, but we're we're voting on basically an option that isn't presented in the text of the of the packet. Well, really what I'm asking from all of you, you know, trusty wax, is to pick one of the three options that you're selecting and then from that based on what we decide, then we have to change the language in the board policy, right? to align with, you know, how we're going to proceed. And that's that's a one year only policy change. 20. Well, well, the the language in here would be we're going we're going
338to make it for one year to say 2526 again allowing us to come back, you know, at the end of next year to determine how we, you know, if we're making adjustments to that at that time. Okay. Is is first grade required for kids six years old and older? Correct. Is kindergarten required for Kindergarten and TK are not required grades? Okay. Um did we look at if TK was just at one site and the funding and if we expanded the date the birth date but just had TK at one site if there would be any funding savings. It will definitely be cheaper than having the summer birthday students at both sites because we would only have to have an additional hire have an additional adult in the classroom at one site. But again, if we
339once we start to kind of pick and choose with that, we still are mandated by bringing down the the classroom ratio to one to 20 students in the class across the board for TK. I Yeah, I understand that. It's just that when I was I I didn't go through every district, but through some surrounding basic a districts. Foster city/ San Monteo has it. TK not at every school. There's overflow placement. Santa Clara TK is not available at all sites. Uh placed at school within as close of proximity as you as possible, probably equivalent to Pacific Groves radius. Parallel to Unified. uh TK is available at four out of the 12 elementary schools. And so it's universal TK sort of for these other districts that I looked at. Um San Jose Unified, there are three schools
340out of 31, I'm not sure if that's elementary or total, but that don't have TK. Um, so I just think if we want to kind of honor the spirit of this new phase in, I would I would appreciate an option with looking at opening up or bringing down the birth date. That's hard to say. Um but having TK at one campus which is how it was prior uh in our district and that's what I wanted to say. Um I also understand that it's a transitional year and things are changing. I hope the assembly bill is adopted um and that basic a d can basic a districts can get funding for this TK. Um, also, uh, I'm going to mess up his name, but Mr. Molton referenced a a member. If if a family member decides
341that their four-year-old who missed TK because of summer should go into TK the following year, are they able to do that? We allow that on a case-by case basis. It would be considered part of our retention policy. Uh, but we do allow that for any, you know, grade level. So, I mean that that would be determined, you know, through a conversation with the family and and the the staff and the teacher and the administrator at the site. Mhm. Okay. Um, and then to address another concern, I'm also a summer baby, although now I feel like old because I was May, but um, the person said that the youngest babies will always be the youngest, which is true and which is maybe a reason to go into the next school year or to basically do the
342TK the next year. Um so because especially at that early age there are these milestones and developments happening at particular months. So everyone catches up eventually but at 4 um if you're a summer baby you might be a bit behind um developmentally not intellectually. Very hard to phrase at this 11:16 p.m. time. Um that's all for now. I mean I personally I would like just to take a look at the expanded date because um for the birthday because it just makes logical sense since we need we're using September 1st in every other grade. So to bring it as that date for universal TK or TK um would make sense to me and I just like to have that as an option. Sorry for fragmented. Just to be sure what you are you saying you're you're
343you're wanting to go I mean essentially either option two or three that we're moving the date to September 1st to one birthday just one I'd like to know what the the cost would be at one site with the June 1st date think that it would be I mean it would be essentially then one more we'd have we'd have to look at the numbers I think enrollment to see, you know, how that would be and I don't know if we're we are able to do that this time. Josh, can you run that? I don't need it right now. Uh or it's too late decision tonight, right? I think that that's that's the challenge with it. Right. Yeah. But I do believe it would entail the hiring of then, you know, another teacher and then most likely
344another adult in the classroom, right? That's just we're moving, you know, that number of students to one school site essentially. Yep. Yeah, I think it's the it is it's the ratio that you know we're taking now essentially you know eight if we've got two classes eight spots away right because we're going from 24 to 20 students in a classroom now okay I think Yepy back to you online thank you Um, okay. So, I have a few thoughts here and it's nice that I nice that I've been able to listen and sort of gather thoughts. Um, I first want to just take a moment to talk about the teachers that uh may be teaching the TK class. Uh, specifically Kina. I can tell you that if I say the name Kina to my boys, they will
345jump and they are still in love with Keen from the co-op. Uh Keen is one of the most energetic, beautiful human beings I've ever had the opportunity to meet in my entire life. I love her. She's fantastic. Uh there are not words for Kina, especially if you watch her with your own children. It's one of the most beautiful things you've ever seen. She's fantastic. So I I did not want to miss the opportunity to say that. Um so now I'll move on from beautiful Kina. And um but one of the things I'm having difficulty with is that uh I guess it's a lack of detail as far as like what curriculum looks like from what prek is to TK, what the structure looks like because um it's sort of this broad-based idea of like here's
346option one and option option two and option three, but and it's more of a financial idea, but when I'm looking at it, what I don't see is how how it connects as far as curriculum because TK is curriculum and so I feel like it's sort of an like I'm not informed enough to say yes to any of them. Is there something that is available that we can look at that says like here's where the jump happens. Here is where uh you know UPK meets with TK and this is how we can tell you it's appropriate. Well, I think that that's the hard part right now. You know, Trusty Alo is we don't have the the actual program developed, right? I mean, we will be, you know, putting that together to present and to be able
347to show and have families come in and find out more about it. Um, I know that that's going to be something that, you know, Principal Martinez is going to be very heavily involved in. Um, you know, she spoke to it briefly a little at our, you know, Tuesday night meeting and can maybe speak to a little bit more just with her, you know, expertise of it, but I think essentially it would be her and principal Arun who would be working together with the teachers to really develop that in, you know, in the coming weeks. Um there is already a curriculum frog street that you know exists that is is is being used that you know maybe you could speak to just briefly Barbara. Um we've we started when we opened the child care eight years
348ago. Um and then we we looked at the co-ops. We we know that play-based learning is really the way to go but we also wanted an academic component to our co-op preschool. So we looked at um a comprehensive curriculum. We looked at several um our teachers at the co-op. We know that the TK teachers really want a curriculum as well, but I can just speak to what we've been doing for the past five or six years. We have a developmental curriculum called Frog Street. We serve students who are 18 months old in our child care for 8 hours a day and it's mostly um morning academic curriculum for 18-month-olds. It's all developmental. It follows the California preschool standards foundations. Then we have prek, we have the preschool, so it's based on age, age three. So
349we have the toddlers age 2, we have age three, we have age four, and we also have a special ed component. And it's all standardsbased and play-based curriculum, but not it's it follows the Cal it follows the California Foundation for Preschools. Okay. So that's playbased though, correct? It follows the cal. Well, no, necessarily. Playbased is playbased like learning um you can learn from natural things outside and and um Amelio Regio would be play-based, right? So, you're you're getting all of your I guess what I'm looking for is the connection between TK and playbased. I'm looking for what the curriculum might be that So, um I'd love to show you if you're local. You can stop by my adult school and we can actually I am local because you taught my kids. I know. I know.
350So, come on down. Yeah, I've experienced it. But my question is about TK. So, maybe I don't think my question is for you, Barbara. My question is actually asking what the curriculum is in TK for like what's the bridge? What is option one that's actually the bridge? Like what are we approving with option one? Because option one is basically location and finances. We're not approving something that is says anything beyond that. So, I'm asking for clarification of what we're actually approving. These are children and and and I appreciate that we have finances and I appreciate that we have location and that we're trying to not increase our expenditures, but at the same time, we're talking about kids and I want to know like what what it entails and I'm not getting that answer. So if
351someone could just give me that answer and I would assume that the rest of the board wants the same answer. Completely understood and and and reasonable. I trust you. I think part of what you know where my hesitation with this is because we will be taking you know what I talked about earlier with TK looking for a new curriculum as well that we are going to be piloting you know maybe two different curriculum options next year with the idea being that both TK and the UPK you know class have the same curriculum. So that's really where you know director Hackquist will be coming in and working with those teachers in the coming months of the summer to identify what those pilots will be. And then just like our teachers did this year where they you
352know selected two different options and two different curricula uh they will be doing that next year to identify which one they prefer. Uh so again you those any programs that we identify for piloting will be directly uh related to the California the standards. Uh and so you know the it's the teachers you know responsibility with that and our responsibility to ensure that those standards are being covered no matter what the program is that we select. So that's really where the the alignment is. The alignment will be very specific to you know pre kindergarten standards. Uh all entailed and all determined to ensure kindergarten readiness. So both TK prek you know it really is about ensuring that when they finish that year they are ready to meet all of the the preparation that's needed to begin
353kindergarten. I I guess I would just like that in front of me before I say yes to something. Yeah. I the one thing I just wanted to add to this is I mean I I made I agree with you on that alignment and I I feel like I'd made that in my comment too that I am asking the district to do to make sure there's alignment between UPK and TK and as much as we can. The problem also remember is option 1 A came about like two weeks ago. This is a we were trying to respond very quickly to these community comments and come up with options and meet as many needs as possible. But I realize we don't have as much information as we would like to make a decision here. And I can't
354make a decision on that because then I would hope that the board would feel the same way. Like we're talking about kids in a classroom. Uh I I just if we talking about something budget based, if I can just say if we were talking about something budget based and somebody said, you know, we're going to spend a whole bunch of money, but you know what? We don't have all the information right now, but if you could just say it's fine and we'll show it to you later. Our kids are just not even just our kids are more valuable than money. I cannot say yes to something unless there's a clear plan in front of me. This doesn't feel like this is like well sorted or well planned. it's being presented and I can't just be
355pushed to say yes and I have to voice my opinion because it's like I'm not discounting the preschool. I absolutely love that preschool and I love the people in that preschool and I love everything that it's given to my kids. But I can't say that that's TK because there's not curriculum in front of me to say like, oh yeah, this will be great. It's not here and you want me to vote on something that you're telling me is gonna show up. I can't do that. Yeah. I So, I have a few questions that I think deal with this a bit as well. If you don't Do you have more? So, I don't mean to Please. No, because I'll just continue on with the same thing that I'm saying, but I I think you can hear
356where I'm at. There's not curriculum provided. I share your concerns, but again, I don't know how we have curriculum in in in two weeks. I But I share How do we vote yes on something? I I want to ask if one question for um the district on this is does this decision need to be made tonight time-wise is my understanding we're under a bit of a tight deadline that we can't change the curriculum if we don't make this decision I mean correct right yeah I mean we what I think for us to be able to plan and moving forward we have to know you know how we're proceeding I think the only other piece I would want to add is you know MCO I mean they are going to be partnering with us you know
357in this process and even helping us and giving us direction on you know what programs they are recommending and that is based exactly on you know their uh involvement and help with implementing this exact program at in in multiple other school districts. So you know we are going to be leaning on them on recommendations on if we are looking at piloting programs you know what they have seen work um so we have them as a resource they're going to be right alongside us in you know putting this this program together and and developing that curriculum. So two points on that. I mean again the reason why option 1A came about is because of the community input that we received that was again very valuable. We asked the district to explore these options and they did.
358And so I know it feels like we're putting the cart before the horse because we don't have a curriculum fully laid out for this. But again we we this is a situation where we're we're stuck in a place where we need to make a decision. And again voting no is a decision. Voting yes, voting option one, you know, again there's a decision that needs to be made tonight. The other thing I wanted to just quickly make a point on that came about again through this discussion is just the concept of differentiation, right? Um in theory again if we allow some movement between UPK and TK, it seems like I mean it could be a beneficial thing in theory to have a kindergarten classes divided based on age if that was a possibility. So you could
359get the younger kindergarten kids to have, you know, more age appropriate learning and the older kids more age appropriate learning potentially. So what I'm not suggesting we do that. What I'm saying is that in my mind is a little bit of what the UPK TK does is it allows us to maybe target and get some of those younger kids up to speed more, especially if we're able to offer smaller class sizes with that UPK option. I just wanted to just high level does that seem logical and the differentiation occurs right within any of our classes and so yeah I think the ability and I think when teachers are you know looking and and when they come together with their administrators to determine you know placement those are things that they look at it is age
360but it's also ability and um you know developmentally appropriateness what what students are ready for and what's best for them. So, I'm I'm let everyone go one more time and then maybe I'm going to make a motion if we don't have it by then because I know uh Trusty Albar and I have gone twice too, but that's okay. I mean, I think it's important. This is a important object, you know. So, go ahead, Trusty Shalas and Trusty. I just want to say that um come on, let's trust our teachers. They know how to put together a curriculum and our superintendent knows how to put together a curriculum. This is I mean we're we're micromanaging here when we're talking about what kind of curriculum we got to look at before we vote on something. I mean
361it we can trust our our primary teachers to know what the heck we just saw these teachers come up here with two years worth of piloting. They know what they're doing and I trust them and I and I I don't think this is as complicated as we're making it. Um the it came up because we uh we were looking at the the demand for the smaller class sizes that then made it hard to fund. So that's really the issue here. you know, it it's it's it's it is a funding issue and it also is we came up with a solution based on what parents were telling us and I I think it's a good compromise and I trust the I really trust that the teachers know what they're doing and they can they'll figure it
362out. Really quick response I think to that question. Well, I I just wanted to just um give a little bit of input on some of the discussion that's happening um based on my experience working with the uh TK teachers um in implementing the new curriculum. As you heard earlier tonight that we piloted this year two separate curricula um CKLA which actually offered a TK component and EEL education which did not offer a TK component. And the reason being a lot of the curriculum um publishers are developing um TK curriculum at right now um to meet the preschool uh TK um learning foundations standards that that that is um different than the kindergarten standards. Um as we've been implementing TK TK is really defined as the first year of a 2-year kindergarten program. So the reason
363why you didn't have EL e education didn't have um curriculum for the TK is because they basically said use the kindergarten curriculum. So it it actually became a challenge. It was one of the struggles and that we went through as a pilot team. Um the TK teachers needed to take the kindergarten curriculum and kind of pick and choose and decide what worked with their students. Then they were they were actually the the TK teachers were quite excited about CKLA um before we piloted it. When we brought CKLA on board, they had a TK component and I thought great, now that the TK teachers will be happy. But what ended up happening is they realized that that curriculum was not rigorous enough and that their students were so far beyond um what that had to offer
364as far as um just the academic rigor that you most of those kids were seeking a little bit more there. So um there's a clear difference between what you know what the the kindergarten standards are and what will be the TK standards as we develop them. Thank thank you for that bit. Okay Trusty Wax. Oh and I wanted to add sorry I wanted to add one thing is that that they the teachers were very excited as Dr. Adamson will tell you about going through that process of um developing that curriculum. uh that's something that they've asked for. Um this is ironic from me coming from me, but I feel like so many things are related to this are really like muddy uh communication, which is definitely not my strong suit, but what Dr. Hagist was
365just saying about uh the TK curriculum, the kids being above the TK curriculum. I'm not sure if that means that the curriculum was I think that's basically like because they're piloting this curriculum so early on, the curriculum was just very basic and um there there were no like academic standards for this TK age basically. Is that correct? It was it was sort of a combination of things. Uh we we piloted CKLA during the second semester. So they they had already had one semester of the kindergarten curriculum from EL education. And so when they started doing the CKLA work, um there was a lot of redundancy and it was just falling short as far as what the skills were uh that had already been developed in the in the students and so it wasn't as engaging
366and interesting to them. It wasn't rigorous enough and that was the feedback that I got. Um it was from the team. Um, the other thing I agree with Trusty Amar that it it's hard to decide on or vote yes, go go down this path with a curriculum that is uncertain, but that's also not what we're exactly voting on. We're voting on basically the the policy of a birth date change and then just giving you direction to pursue this UPK development. Is that correct? Um so there are a lot of things getting mixed in but the real choice that we have to make is just to accept this or accept or not accept this uh birth date policy and then we'll pursue a a curriculum for UPK. If we vote yes, parents will have a multitude
367of options in addition to doing TK the following year if they feel like their child isn't ready for kindergarten and if they were a summer baby. Is that correct? As I said, that would be a case by case basis if it was determined that yes, you know, we retention was needed and that was the the best decision for that student. Yes. Yeah. Great. Hey, Trusty Almar. Nope. Thank you. Um, can you put option one back up because I just want to like have it in front of us so that we're all on the same page. So, I just I guess I'm trying to figure out what it is that we're actually agreeing to today. It's I get it. It's maintaining the current cutoff date of June 2nd which would exempt the district from early enrollment
368requirements thereby thereby avoiding additional costs and staffing constraints. Um it's so broad and I I can't say yes to something that's so broad. If this was a financial piece, there's nothing that we would ever agree to that was that broad. So, this is the part I'm really having an issue with. Um, say we could go back to option one that was original and do nothing and just allow the pre the preschool to be the other option. I mean, that was the option we were presented until one came on. And I'm not on board. Okay. So, I've got more questions. So, I I actually had a question for Dr. Hagquest if he's available for question. So I just want to make sure that everyone's aware of option one which is just a cut off date. It's
369not like there's a curriculum. We've been discussing curriculum. We've been discussing location. We've been discussing discussing many things which apparently option one entails. Am I missing. So the the what? Can you repeat the question? Okay. Wait, I'm sorry. So Dr. Hagquest, give me just one quick second because I had a question that came up before that. I'm so sorry. Okay. Um so I'm looking at option one and so option one is maintain the current off date, but along with the current cutoff date, we're talking about location, we're talking about curriculum, we're talking about so many other things. So, yeah. So, this um having difficulty understanding what it is that we are actually approving tonight. I'm wondering if I would be good because I'm I'm just really concerned also with the rest of the agenda that
370we have to get through. I get it. But we have to abandon and figure it out at different time because this we were told but we were told by the district that we needed a vote tonight. So, I think I'm going to have to bring this to a vote. And again, I understand if people feel they cannot vote yes for it on option one, but I I am just I really hope the rest of the board is actually questioning this at this moment and we do not pass this because if you've got one member of the board that has massive questions about it, I would hope that you would take a second and step back and go, "Hey, you know what? Let's get these questions answered because this is so general. Okay. So my question
371to Dr. Hadquist is this. I'm sorry you can um I I guess ignore the rest of it. But so um so I had had a conversation with there's been a lot of talk about uh curriculum and all this. So my understanding was that the EL curriculum was preschool not TK. So that the what was presented as far as um the EL education curriculum was kindergarten curriculum kindergarten but there was also a prek curriculum that was presented to TK students that they had that was with that came with a CKLA the amplify curriculum okay so I just want to like be clear about what we're talking about so not to challenge at all But I just want to make sure that when we're talking about what the TK students had surpassed, it was in my understanding
372it was pre it was preschool curriculum. It was aligned with the preschool transitional kindergarten learning foundations. But that's preschool. So not transitional and transitional and transitional kindergarten. But that's also like that's younger age based. Yeah. 3 to 5 and 1/2. 3 to 5 and 1/2. So, I just want to make sure that the information we're getting is like super on point because 3 to 5 and 1/2 is preschool to TK, but that's also I mean it's still preschool. So, both transitional kindergarten. Okay. Cuz you had sent kinder. So, I'm not trying to like like Yes. So, kinder. So, um transitional kindergarten like they're there. Um, the approach from EL education was use the kindergarten curriculum because the transitional kindergarten is the first year of a 2-year kindergarten program. Okay. I'm I'm sorry. Okay. cuz what
373I had written down was that the TK kids had surpassed the kinder eel curriculum. But am I the It was a TK one. The TK one with the alternate the KCA was the one they had surpassed. So that's Yeah, they were above the the TK kids by by the time they piloted CKLA the the CKLA TK curriculum was not rigor enough rigorous enough. That was the feedback from the teachers. Okay. Okay. So, thank you for that. Mhm. We unfortunately lost one person due to a uh I think I hear them going back. I'm going to go ahead and push us um towards a vote on this and make the point that has come up. I'm delaying just a little bit more. Um, the point one more question. I No, at this point, I'm sorry. We
374need to go ahead with our vote. I'd like to ask a question. I understand that, but as president, we need to go ahead with a vote. I'm making a motion. We need to go ahead with that. If you want to make an amendment to it, we can get to that if it doesn't get seconded, but I need to go ahead with a vote. So, I want to remind everyone that option 1 A, well, I already, sorry, I already said this again. what we're approving or voting on for option 1 A. I would be willing to I'm making a motion to support that with the language for the case by case basis for availability and with a language that we are going to do everything we can as a district to align the UPK and TK
375um curriculum. So that's the motion I'm making. Please let me know if anyone can second. Um Well, okay. That motion is a direction then because we're supposed to be voting on this policy. And that was why when I said the policy was the one with that that had the on the I wanted the policy that had the on the case by case basis going from fifth grade to fourth grade and adding based on availability. That was my comment on the policy. But but yeah, so we're voting on approving just the policy. That is all we're voting on. I'm just putting those agend addendums on there because it's been again a statement we've made. But you're right, the motion should just be on the policy, okay, of as presented with those benches. The correction of the
376fifth fifth to fourth and I would like to add it based on availability because obviously if we can't we can't put a kid into a class that we don't have room in. Okay, I can second that then. Um and I think with that we have to go to a roll call vote. President Dr. Hazen, yes. Clerk McNary, yes. Trusty Shamar, yes. Trusty Wax, uh, yes. Trusty Otmar, no. Okay, the motion or the board policy passes 4 to one. Thank you for that. I know this was a very difficult decision for us all. Um, we're on to item E now, the contract for services with McDonald roofing project MD25. And this one I think is being presented by Mr. Anderson. We'll have you for a few items it sounds like. Yes indeed. Good evening everybody. Thank
377you board. Um little clearance going on. Okay. So we'll just go ahead and um say that I'm excited to present another round of summer projects. Um more building info in envelope stuff happening here and a couple of playgrounds too. So, we're beginning with uh the McDonald roofing. If there's any questions, I'll take them. But, uh to describe the project a little bit, it is just some more of the weather weld um liquid applied roofing for the flat portions of the Robert Down uh main building roof and the uh what is what we now call building A, which is the kindergarten unit adjacent to the building. So that will complete the main building roofing system there and really upgrade the envelope. So that's what we're approving tonight. Excellent. So we open up to public comment. Anyone
378in the room or online? Hello. Um John uh Mr. Anderson just said something to me. He said keeping your promises. Um, I felt very um, rude the last time I left because he is at the very end and we're all very tired, but thank you for what you do. Isn't that great? Thank you for the public comment. That's a culture of we coming back. Hey, do we have anyone from uh, the board? Yep. Go ahead. Trusty Sean, I have a question about um now these roofs are if you wanted to put solar on top of there, could you or not? Um well, if we were to put solar on top of roofs, that would have to go through DSA. We'd have to do a bunch of calcs and see if the roof could hold it.
379There there's a lot more involved um than all the electrical that would be added to the building. Um I I do have dreams about um solar, but for me it's like something again that isn't isn't out there yet. U and that would be our you know our picnic area to actually put a solar roof over the picnic area cuz then we wouldn't have to worry about the load cs in the building etc. But again that one doesn't exist right now that's pre-approved so that would be costly to have that drawn up. So yeah. Okay. So, so these roofs um are the same that you put on the high school. Exactly. Okay. And I So, I was just wondering if if they would be conducive to any kind of solar or or maybe rule out solar.
380Yeah. No, they they would not rule out solar. Okay. But again, that it would be cost prohibitive with solar on the roof at the high school has lots of parking lots, too. Indeed. Indeed. Um, this is, I guess, more of a question for Assistant Superintendent Jordan, but when can we use bond funds or is this Yeah, this will be bond funds. Yes. Yeah, this is tied to measure D still. So, we haven't released any of the measure B funds yet. So, this is the rem uh we we had one series released this year to measure D. We'll release the final series in the spring. Okay. I mean, sorry, in the fall. Okay. Um, with that, anyone can I get a motion? Oh, I'll I'll move. Okay. To accept the contract for services for with McDonald
381roofing. And can I get a second? I'll second. Okay. Motion made by Trusty Wax, seconded by Clerk McNary. Uh, roll call vote, please. President Dr. Hazen, yes. Clerk McNary, yes. Trusty Shamas, yes. Trusty Wax, yes. Trusty Armar, yes. It passes 5-0. Just a reminder, we're supposed to go back in close session at the end of this too and we have to be done by 12:30. So, we have pretty serious time constraints. Um, item F, back to you. Okay. Uh, Gorly Construction. This is for a playground and swing set at Robert Down. This replaces the, uh, what we call the Kinder playground area and the swing set adjacent to that. Um I think we've got a pretty good um contract going on here and the children were very involved in selecting the playground. Um it went
382out for a proposals rather than a call for bids and we actually had the proposal people who turned in a proposal did a story board and we had the kids vote on the on the story board. So this is getting our kids involved in choosing what they'll play on next year. Awesome. I love that and I really appreciated the packet on this as well. So, um, we go like to public comment in the room or online. Seeing none, I'll go back to the board. Just a quick appreciation for consideration of adaptive features moving forward when we're designing things and that that was included in this process and I see in the forest world one coming forward. So, thank you. Absolutely. Very cool. Would anyone like to make a motion? I'll make a motion to accept
383the contract or to accept the contract for services with Gord Lake Construction. Can I get a second? I'll second. Motion made by Trusty Wax. Seconded by Trusty Shamas. Roll call vote, please. President Dr. Hazen, yes. McNary, yes. Trusty Shamas, yes. Trusty Wax, yes. Trusty Otmar, yes. It passes 5-0. On to item G. Miracle Play Systems. Okay. So, this is if I if I do something wrong, we're down. I always try to do it at Forest Grove, too. And so, we're replacing the the playground there that has a couple of components that are starting to age out. And we're also upgrading the swing set. And again, the kids got to vote on this one. And includes adaptive features as well. And this one came in under budget. Great news. We go out to public comment. Anyone
384in the room or online? Is anyone hanging on still? Looks like so we said no comment. Um board any comment on this? For clarification, this is is this the kindergarten area? It is. Okay. And and also includes age appropriate uh additions to the swing set there for preKTK. So Okay. The swings are huge for the kids. I mean I've heard that since we got there, my kids got too old or got older then they weren't allowed to use them that the swings are like such a highlight. So yes, please keep them. Okay. Okay. If no more comments, anyone like to make a motion? I'll make a motion to approve the contract as presented. I'll second. Motion was made by Clerk McNary and seconded by um Trusty Shamas. It's getting late. Um roll call vote, please.
385President Dr. Hazen, yes. McNary, yes. Trusty Shamas, yes. Trusty Wex, yes. Trusty Artar, yes. Okay, thank you. On to item H. Um, Sonio contract with Aonio for the roofing and uh building improvements at building A and B of the PG middle school. Uh, this includes upgrading the gutter system that is failed on the building. And this completes the building envelope improvements for buildings A and B, the main building at PG Middle School. And good note here, working with the Sonio, uh, this project came in quite a bit over budget and since they were the only bidder on this one, we were able to negotiate with them and, um, they brought the price down for us to a little bit more reasonable rate. So, pleasure to work with the Sonia Construction again. Yeah. Yeah. Thank you
386for negotiating. Um, public comment, anyone in the room or online, please, we still welcome comments. Seeing any um to the board again. Thank you. Thank you again. I will start off with not seeing any others. Would someone like to make a motion? I'll so move. Um could I get a second on item H? I'll second. It's a motion made by myself and seconded by Clerk McNary. Roll call, please. President Dr. Hazen, yes. Clerk McNary, yes. Trusty Shamas, yes. Trusty Wax, yes. Trusty Amar. I actually had a question and couldn't raise my hand in time. Oh, is that appropriate that I can ask a question at this point? I think with a mo I apologize. That's my fault, but with a motion on the floor, I think you have to vote. And it's already passing. So,
387unfortunately, no. So, you can vote yes or no. That's unfortunate. Uh, no vote. Okay. So, we it pass the motion passes 40. And I apologize for the quickness I'm going through this. Um I know it's late but that there's still um attention detail please. Thank you. We're on to item yes heard um I guess item I EPA assistant superintendent Jordan. Yes. So tonight I'm bringing the um resolution forward to approve the proposition 55 district uh aortionment of EPA funds. That's the educational protection account. You can see in the packet that the district has anticipated uh 324,448 in revenue through EPA and uh as per the law requires and you can look on page 582 of your packet. I believe it's 582. Um you'll see that all the revenue is being used as prescribed for the
38810,00s in our uh for that's for teacher salaries. It's for instruction as prescribed by the Proposition 55 mandate. So, I'll bring this forward every year for approval and then when I get the uh when I get through un audited actuals, I will bring the actuals back to the board in December. Excellent. Um, back to the public. Anyone in the room or online that would like to comment on this? And again, I do apologize. I'm going quickly. Um, board is coming next. Anyone have a comment in the room or online from the board? With that, I'll ask if anyone would like to make a motion. I'll move that we adopt resolution number 1158, the education protection account. I'll second. Motion was made by Trusty Shamas, seconded by Clerk McNary. Roll call vote, please. President Dr. Hazen,
389yes. McNary, yes. Trusty Shamas, yes. Trusty Wax, yes. Trusty Otmar. Yes. Vote passes 5. So, we're on signing off if you wouldn't mind noting that. Noting that. Trusty signing off at 117. Good night. Good night. Pure beta. Yep. Thank you for joining remotely. I know it was difficult. Um, proposed bullet calendar. Jay, again, this is you. There are no changes on the proposed calendar. Excellent. Then we don't have to comment or vote on that as well. Right. Okay. Let's move over that. And we're on now to 9B, the CSBA board policy updates. And this was a lot of work has been put in by the board policy committee on this. So, this is our chance to approve that or it's in I'm sorry. Thank you. First read of what they the work they have done.
390It will come back later. Any comments on this item from the public? Anyone in the room or online, please? Okay. If not, we'll go back to the board. Any comments on the board policy? Yes. Okay. Please, Trusty Shim. Uh just that I highlighted the um alcohol and other drugs, mental health and suicide prevention. uh just to um think about looking at those policies later on when we're talking about our counseling program. Um just bringing them back, you know, so that we can look at them again and and uh see that that's what what they're really saying. And because it's interesting and you know you may not have read all this but um like some of them have like every 5 years you have to update these and you know so it'd be easy not to
391you know be in compliance there. So anyway I just think that we should at some point review those particular policies as part of our counseling review. Great point and noted I think by myself and Superintendent Adams. Thank you. Very good point. And I'll just one quick comment on that too. Just in normally I obviously was a bigger item, but we could have also put our board policy as part of this review, but we had to for in terms of for the EPK, but the timing made us pulled out and have it separate. Just want to be clear. Okay. Getting a thumbs up. That's great. Okay. With that, um, any direction we'd like to give as a board on this item other than the great direction given by Trusty Schmas? I'm impressed. Again, Midnight, you might
392be holding stronger than the rest of than any of us else. I did put Well, I was on that policy committee. Okay. U item C now is future agenda items. Again, I think we're pretty light on. There haven't been any requests. So, um with that, I'll open up quickly to the public. If not, back to the board. And then I I don't know how to officially do this, but I I would like to pursue officially rededing properties um opening up our district area to Pebble Beach and um I forget the other. Yeah. So, no, I mean the points you brought up, I think that would be the kind of thing where we direct staff to maybe come back to the board with a report and then we can decide if something we can address on
393an agenda because if we have the authority or ability. But I I liked those comments we made earlier and I would like to hear back from Oh, and and look into increasing the lease rate for NBC. Right. Okay. Thank you. Something you guys can bring back to us. Right. Thank you for that addition. Um gets into our creative ideas. So with that, I'm not gathering this up because we have 29 minutes. We get to go back to close session and then I'll see you guys here at 12:30. for anyone who's still sticking around. Thank you. We are I'm reporting out on the rest of our close session items. Specifically, I'm going to forget the numbers on item one. I think it was the superintendent. No, we already did that one. The um we information Oh
394my gosh. Hold on just a quick second. Look at me. I'm not even I need to make sure I'm saying it about the right things. So on item one and two, there was no updates. On item three, we received information on two items. And then on one item, information was received and the board voted 5 to zero to approve a resignation agreement for one classified employee. So with that, I'm gonna set out at 12:25. Thank you everyone.