001Okay. Good evening. I am calling to order this meeting of the Pacific Grove Unified School District Board of Education. It is Thursday, March 20th, 2025 at 5:30. Um, we do have one trustee teleconferencing from a remote location. So, there is a script that I'm going to read now. For that purpose, I want to announce that we do have a trustee who for the record is teleconferencing tonight. I am therefore going to read our typical disclaimer. I would like to announce for the record that this meeting is being conducted pursuant to California government code 54953 section B concerning teleconferencing of meetings. Um, President Dr. Elliot Hazen is participating in the meeting by speaker phone, also Zoom, from 4038 Ski View in Truckucky, California 96161. I have a few questions to ask President Dr. Hazen. In accordance
002with the Brown Act, also in accordance with the Brown Act, this location has been identified on the agenda for this meeting. Trustee Dr. Hazen, are you able to hear our proceedings on this end? Yes. Do you have a copy of the agenda for this meeting? Yes. Has the agenda been posted at your location? Yes. Is your location such that any member of the public could participate in the public portions of this teleconference meeting from your location? Yes. Thank you. Members of the board, are you able to hear President Dr. Hazen? Yes. Yes. Okay, that's yeses from the board and myself as well. Um, for the record, all members of the board have said yes. Finally, because we are having a meeting with teleconferencing tonight, all of our actions will be via roll call vote versus
003a majority vote. And with that, I will move on to our land acknowledgement. Good evening. Oh, good evening. As we begin this meeting, it is important to pay respect to and acknowledge that we are on the traditional land of the Aloney, Costanoan, and Eselin people, and additionally pay respect to elders both past and present. Dr. Adamson, will you do roll call, please? Absolutely. President Dr. Hazen here. Thank you. Acting President Clerk McNary here. Trusty Utmar is absent this evening. Trusty Shamas here. And Trusty Wax here. Thank you. We'll move on to the adoption of the agenda. And before that, I'll turn it over to Dr. Adamson for any additions or changes. Thank you. We do actually have one walk-on item this evening. Uh our JV uh softball team, they have a game scheduled out of
004county this Saturday. Uh the reason it's coming um to your attention now is it was a game that was rescheduled as a result of uh rain a few weeks back. So we are hoping for the board's approval for that this evening. I'm recommending that we add that to uh consent as item K. Okay. And there's a copy of that item should be in your uh board binder at your at the dis. So um with that I will go out to public comment. Seeing no public comment um any board discussion on the agenda with the addition of item K to consent. Seeing none. Seeing none online. Um, can I get a motion, please? Also move. Okay. Motion made by President Dr. Hazen. A second. I'll second the motion. Thank you, Trusty Wax. And all in favor,
005uh, notify us by saying I. Roll call vote again to Oh, thank you so much. I'm gonna need a post-it for that tonight. All good. Okay. We are a team. Yeah, we switched roles. I love it. Okay. Uh, roll call vote. Dr. Adamson. Yes. President Dr. Hazen. Yes. President Acting President Kurt McNary. Yes. Trustee Wax. Yes. Trustee Shamas. Yes. Okay. Um, that passes. Five in the affirmative. And oh, four. Excuse me. That will be our roll call tonight. Okay. I'm gonna start tracking better. Okay. And with that, we will move on to um reading out the items on close session this evening. The board of education will meet in close session to consider matters appropriate for close session in accordance with education code and government code. Um there are four items on our close session
006agenda tonight and I will read those now. Um first item is negotiations, collective bargaining session, planning and preparation with PGTA for the 2425 um school year. Second item is collective bargaining session and planning and preparation with the CEA for the 2425 school year. Item number three is public employee dismissal discipline release leave complaint and item number four is a review of appeal findings from investigation of complaint concerning an employee. Um is there any public comment on the closed item close session topics? Okay, there are no comments on close session. We will adjourn to close session. Welcome everybody to this O open session of the Pacific Grove Unified School District Board of Education. We are now and welcome everyone. Um thank you for joining us. Um we are now going to reconvene in open session and
007report action taken in close session. Um with regard to item one, the board is going to continue that discussion um at the end of open session this evening. Um with regard to item two, at this time there's nothing new to report. Um item number three, nothing to report. And item number four, review of an appeal of findings from an investigation of complaint concerning an employee. The board approved a letter to be sent to the complaintant with all board members present voting yes and trustee Otmar not present. And with that um we can move on to the pledge of allegiance. And Miss Priest, would you lead us in the pledge of allegiance? United States. Thank you. Okay, as we can see here, we've got the Pacific Grove Middle School Orchestra. So, I will turn it over
008to Dr. Adamson to introduce them. My goodness. Well, thank you. Good evening, everyone. What a delight to see this room filled with uh so many smiling faces, our students. I don't think this group needs any introduction, but I'm going to go ahead and and give them uh the introduction that is so worthy of them. Uh and our esteemed teacher who's with us this evening, Mrs. Priest. So, uh, I'm so glad to welcome our Pacific Grove Middle School orchestra who are, uh, joining us this evening, uh, to play some incredible musical pieces. This has really been a commitment of us as a board this year to start our board meetings, uh, with, uh, some program or some opportunity for us to showcase the incredible talents of our students. Uh, and so we're just really grateful that
009you can be here with us this evening. So, my pleasure to introduce all of you and Mrs. Please. Thank you. Board of Planning for you this evening and public colleagues. Our first piece is entitled Path to Pacific. We use this piece path to the Pacific to inaugurate the new classroom back in 2008 when the new classroom was built. Uh the orchestra took this uh piece to the state festival and earned an excellent rating. And our composer of the piece is Alan Lee Silva. He wrote music for Seventh Heaven, a TV show a long time ago, and the one about eight eight rules, eight simple rules for dating my daughter. So, it dates us a little bit, but nonetheless, this piece is inspiring and the path right to the Pacific. Are you ready, orchestra? Heat. Heat.
010Heat up here. Heat up here. Heat up here. A Okay, so for our second and final piece, I'd like to thank you for voting for Prop 28. eight. We're so lucky to have a fourth and fifth grade um band and orchestra program. Thank you board for supporting that and we're looking forward to those many elementary students joining us at the middle school and just just infusing our program and we're going to have an intermediate group now and possibly a basic uh instrument class and really looking forward to that. Um so stay tuned. The next piece is a fugue. Fuges were written in the Baroque era when the piano had not been invented yet. So they used the harps accord for a keyboard and it it didn't sustain. The harps accord is kind of like a
011a music box where it just it tings and then it backs off. It does no sustain. Uh so for that reason the notes are shorter and the dynamics are varied extremely contrasted. This piece is called Fairly Feudal and it's by Anne Sense. [Music] Heat. Heat. [Music] Heat. Heat. Heat up here. Heat up here. Heat up here. Heat up here. Heat up here. Heat up here. Heat up here. Heat up here. [Music] unreal. Wow. Bravo. And I think the applause at the end said it all. I always judge music and how much I enjoyed it by how quickly it feels like it ends. And I wasn't ready for that last one to end. So, wow. Thank you for sharing your incredible talents with us. I before we invite you all for a photo with the board,
012I would like to just take a moment to uh really acknowledge each of you are who are here with us this evening. I like I'd said something that we've started this year is doing presentations just like this to showcase the programs that we have that showcase the talents of our incredible students. And one of the things I like to do is recognize all of the students who come to perform at a board meeting with the recipient of a certificate at the end. This is officially our culture of we certificates uh that uh identify and represent the work that each of you students here with us this evening are doing uh to showcase yes how we are working to build our culture of we but more importantly implementing our three core values of belonging of safety
013and of prosperity. So I know there's a lot of you and so typically we'll go ahead and call a name and we'll go do applause. I'm going to call your name. Come on up Mr. Uh John will go ahead and give you your certificate and I'm going to just ask the audience to save applause till the end. But I do want to go ahead and still recognize each of you individually. Uh so we'll do this. When you get your certificate, go back to your seat and then we're going to end with a photograph with the board as well. So thank you all. All right. So Josh Wu, Adakus Swinderman, Mia Suzuki, Lillian Peltier, and if I am mispronouncing pronouncing any of these names, mispred up here, please. Albert Lynch. Now, I'll slow down a little,
014Mr. John. Grace Lou, Kevin Lee, and Janette Jameson, Caitlyn Henderson, Shantel, and I love the way that you spell your name, Shantel. That was my favorite name growing up. And S H O N T E L E. I love that. Shantel Ray Gonzalo Appalinario. What? Benjamin Goldust, Rio Dell, Castillo, Cody Chen, Anderson Chavez, Clint Fox, Sha Blakey, Aaron Oh, let's give each of them a big round of applause. Congratulations to all of you. I'd also like to take a moment to recognize Mrs. Priest. Uh, this is just evidence of the incredible work that you do on a daily basis. And I know that each performance that you put on throughout the year gives us that opportunity to showcase the incredible talents of our students. So, thank you for nurturing that love of music and creativity
015amongst our students. We are so fortunate to have the program that we have and I attribute so much of the work that you do along with all of our music teacher colleagues. So, thank you. If you would come up please and be and and receive the certificate we'd like to give to you. Thank you. So, I'm going to invite our board members and our student board to come and just join the group and we're going to do a group photo. Okay. Okay, after our break, um we are returning to open session and we are lucky enough to have a second presentation this evening from some of our students at Robert Down. So, Dr. Adamson, can you introduce them for us? I would be thrilled to. Yes, indeed. I was fortunate to actually attend Robert Down's
016steam and science fair event uh last week and I was and I was just blown away by the level of engagement by the students creativity by the uh thought and uh rigor and level of inquiry that they all showed with the projects that they were presenting that evening. uh and it just seemed absolutely appropriate given we had our board meeting this week that uh we have them come forward and just present a little bit on the process. And so it's my uh pleasure to hand things over to Mrs. Pan to talk to us a little bit about this and uh just uh introduce our students. So thank you for all being here this evening. Thank you. Uh, so I'm Stephanie Pon, fifth grade teacher at Robert Down. And, um, the history of STEM club started
01714 years ago with a small group of students who then did science and STEM activities during lunch and then we decided to put on um, activities for our families. And so we have some of our uh, team here to give you some insight as to our STEM night, how we plan and organize the event for families. And they would just like to share a little bit about their experience. And then we have some photos um from last Thursday night just so everyone can see um how how it was. All right. Um, I was the I was teaching the um, Glow Forge station and it it was really fun just watching the little kids just beam when the laser was going and I was like right there in the not the best picture, but uh, so
018yeah, and it was really it was really it was really fun because I got to see everything basically. in the whole entire STEM club. Mhm. And then we got to work during the recesses to learn about the STEM things. Uh I worked for the paper airplanes challenge and paper airplane station and it was kind of fun or funny to see like when you had the challenge and somebody beat another person in the grid and their friends and they're just like a dang. And then we talk about, well, how can you modify your design so that plane flies further? Right. Yes. All right. I was at the paper plane station, same as Jamie and uh Griffin on the screen right there. And uh I saw all the little kids uh throw the paper airplanes. Even though
019they had one try, they just kept on trying. Um, I was at the 3D printing station. Um, my favorite part was when kids came up and they were like, hm. They would come up every minute or so and they would like see how much the rocktopus they called it would grow and they would keep coming until eventually it came to the stopping point and it was everybody was like, "Whoa, I want to do this when I get in fourth grade and fifth grade." So yeah, I was doing art and robotic station and I'm helping a little kids. Uh but they that kids is not leaving. So I was it was hard but it was fun. And it means they didn't leave his station. So he was always busy. So after 1 hour, I went to
020our station, but Juliet and Erin's mom is so doing well. Yeah. So that's that's impressive. So they had um like we were talking about centrifuge and so they had a spinner and so that they got to leave little art painting station with that. I was doing the catapult design challenge and I liked helping the little kids u modify their design and make it go farther and I like that they um kept trying. I was also at the catapult design station and me and Kaylee asked the kids how what they learned and how could they make the cat catapults better. What materials were they using? They were using popsicle sticks, rubber bands, pencils, and foam canisters. All right. Um we have a few more members that weren't able to make it today um that were on
021our list, but we want to celebrate all of our students. Um that music performance was amazing. It just shows the importance of the arts and and that's what you know a and steam incorporates is all of the arts and these kids just I'm just so sad to lose them when they go to middle school. My dream is to have STEM at like one big STEM night for the district. Not just at Robert Down, but to bring all our schools together and have it in one place because a lot of my students that leave me at elementary school, we had middle schoolers come back and volunteer at STEM night for their community service hours as well as high school. Um, so it's just really important to me to keep that focus and hopefully that dream could
022happen. So, thank you for your support tonight and hopefully we can have a bigger event next year. Great. Once again, we are just in awe of our students abilities and talents. Uh, and I think I think you've just kind of indicated how that becomes a district-wide uh event and evening uh through we've got students who really are wanting to come back and and continue to be involved. And to each of the students who spoke this evening, thank you for so many of you talked about the younger students coming to your your tables and just being intrigued and asking questions and curious and one of you said, "Oh, they they wanted to be able to do that one day. What what were you calling it?" The octopus, right? I remember that there was the gold one,
023right? Yes. It was really really cool. Again, thank you to each of you for your involvement. And I think what you know what this really speaks to is uh that steam that science engineering is alive and well. Uh and each of you have an impressive future ahead of you. So thank you for being with us this evening. And just as we did with our orchestral students, we want to be able to recognize each of you for presenting here this evening. I've got more certificates than names. So I just come forward and we're going to do it the same way and Mr. John will go ahead and and present it to you. So, Lucas Gun, Griffin Hazen, Katie K. Oh, I'm so sorry. You know what? I just realized that we had one other student who's
024actually online with us, and that happens to be Griffin Hazen. Uh, Griffin, I think you had a few things you wanted to share. So, if we could just uh get him on the screen, and uh the mic's yours, Griffin. Yeah. Thank you for Miss Pan for organing organizing the ST steam night and it was really fun for us and the little kids. Thank you, Griffin. Well said, Griffin. You summed it up. So, we have a certificate for you and you we'll make sure I'll bring it personally to present to you right in one of the next few days. Dylan Appalinario. Yes, we'll wait till the end. Jamie McConnell, Maddie Sherrod, Lee Ellis, Ellis Lee. Oh, oh, goodness gracious. So, we need to correct that one. Yes, Ellis Lee. Thank you. Sanjin Kim, Handra Pritchard. Okay.
025Josiah Tbach Tribe. Let's give them all a big round of applause. Congratulations to all of you. Keep reaching for the stars. I can see you all in some really incredible and impressive careers in the very near future. And then of course, I'd like to take a moment to recognize our teacher. So, Mrs. I was saying your name incorrectly, Pon. Thank you. I I had the opportunity, it was just very uh coincidental to visit uh your class the day before this all occurred and I was so inspired by the story that you told about how this was something that uh really began 12 years ago 14 years ago and it was a group a handful of students who came to you uh wanting to put on an evening like this and look how it's grown and
026I think you know that's how uh great ideas are born uh but it definitely takes uh the the the force sight and the vision of a teacher to really bring it to life and you have continued to allow that to grow and the fact that you've now got students from middle and high school who come back to want to be involved in it. So, we're so grateful uh to you for continuing to nurture the love of science and engineering and steam within your students. So, thank you to you. We'd like to do a group social with all of you as well. So uh if you want to come and stand in front of the dice and once again I'm going to ask the board to come around to the front and oh director Sierra thank
027you upside down. I think I'm ready. Give them just a moment. Okay, that was amazing. Um, and on that note, we will move into communications and start with our student trustee. I'm just going to read off a quick list of things we've been having going on, not just at the high school, but also at the community high school. So, um, for the community high school, there's going to be a kayaking field trip on Friday, April 4th, and that's going to be their end of the year kind of like celebration field trip for them. And then also this past week, some of their students got to spend time at the middle school flex lab and just do some various components of research with technology. And also, Mr. Bradley was helping out with that. And at the
028high school last week we had our Breakers Got Talent rally which was on that Friday and then the night before on Thursday was our evening performance. So it's just awesome to see all the different students um performing and having their own musical talents and just awesome to see them um share that with us. And then also we had our spring musical concert was last Friday 14th and it was a really good turnout with a lot of people coming to that and we're just so happy for our students sharing those talents and also for Dr. Warren our director and composer helping with that. And just lastly our Sades dance is also on April 4th and that will be held in the student union. We're just looking forward to that for one of our dances coming up
029this spring. All right. Thank you. Thank you for that report. Um, next up is board member board member comments and written communications. And I'll go ahead and get us started on the written communications and my comments. Um, I received written communications regarding uh Monterey County Schoolboard Association training on the LCAP. Um, a thank you to the board for our service. Uh, an email regarding budget concerns. Um, another school accountability report and a couple newspaper articles. And, um, my last one was some emails regarding community high. Um, so that'll segue into my board member comments. And I had the opportunity this morning to visit community high school and spend about an hour there with um Mrs. Deer and Mr. Abdor Raheem and Miss Cordova joined us for a bit and um former trustee Brian Swanson was
030there um and I got to participate in their social emotional learning circle time and we did a few different activities. Um, and I think something that stuck out to me was just how the focus was on the process and not the result. Um, we did activities with listener and speaker and it was more about what worked and didn't work for you as an individual. Was it easier to be a listener? Was it easier to be the speaker? Um, and just kind of the questions about the thought process and the individuality of each person's experience. I don't know. I really really enjoyed it. So, I'm definitely going to be back and thank you um to them for allowing me to um come to visit today. Um my other board member comment um I also was at
031the um we are part of the community human services um JPA um and today was our board meeting there. Um we pay to an allocation each year to be a part of the JPA. So that comes up every fiscal year. So in April um CHS will be sending out a letter to every um organization in the JPA requesting that and they will also um come and provide a presentation to us about the services that um they provide to the community including ours. Um they also have a couple of events coming up in the community. So I'm just going to mention those and I'll share the um information with Dr. Adamson to include. Um they are hosting a solving homelessness a community conversation on April 24th. Um it's going to be a conversation addressing homelessness um
032from an author Kevin F. Adler um at miss um there's a registration opportunity and he's going to talk about the roots causes of housing instability strategies for destigmatizing homelessness um and how each of us can play a role. So um they hosted the event last year in Carmel. This year it's going to be at the um auditorium at the Mberry Institute. So that should be really interesting and timely. So, I'll pass that information along so that we can share it more broadly. And the other event that's coming up is Community Human Services is hosting an event called Banding Together. Um, and it's going to be a concert fundraiser in support of their mental health, substance abuse, disorder, and homelessness programs. And that is going to be April 12th at the Sand City Art Park. And
033um, it's going to be a really neat casual affair. come out, bring your lawn chair and your sunscreen and support a great organization that does so much and adds so much to our community. So, I will get that information so we can get it out there. But those are my comments. Um, I'll move on to you, Trusty Wax. Uh, let's see, a quick question. What does JPA stand for? Joint Powers Authority. Joint Powers Authority. All right, great. Um, I had pretty much the same emails received. Uh, I just had one additional email about a concern about a dictionary. Uh, I believe in all the elementary schools that was being passed out. Um, and so I will move to my board comments. Uh, I I went to the RHD STEM nightscience fair and I was really
034impressed. Uh, and in our small community, I was uh, also very competitive because I was like, Forest Grove, we must have a science fair. Uh, but it was awesome. I played around with lots of exhibits and, uh, it was a great event. Um, so, thank you all for organizing it. And then last night, I went to the open house, uh, not so much as a trustee, but as a person who as a almost middle schooler. And um I'd like to thank uh the principles uh joint of uh PG Middle School. It was super welcoming. It seems like really transitioning kids to that uh second step in education is is a real priority um in terms of um just the tactical things that you do, but also getting their heads wrapped around it. So, I appreciate
035you uh putting so much thought into that and it was great as I was I was telling people earlier, but every corner you turned there was a trombonist and uh it was great. Uh and that's it. Thank you. Um, I really enjoyed the presentations tonight and um the orchestra like did you notice this room was very acoustically well well equipped. I mean I was I was impressed like wow this is sounding good in here. Um, so and and just a reminder that you know this district we do such a good job on music and it's something that again we don't really promote that much. Um, but uh it it's something to keep in mind when we're looking at our budget and looking at um you know where we want to emphasize certain projects or grants,
036whatever it is. But because we have a strong parent support for music and um that um I I I always want to support that. You know, I think that's um something unique to our a small district that it does so well. you know, it's it's it's a kudos to um to everyone that is involved and and Barbara Priest is definitely um you know, a mover and shaker in that. Um, and then on a sad note, I just want to um was come to my intention that one of our high school students is like fighting for her life in Stanford and I'm just want everyone to pray for her because it's so serious and just really is touches my heart. Trustee Dr. Hazen. Yes. Um, thank you so much. And I had two more emails that
037were they were mentioned. One just concerns about security and one about the concerns about the riffs for young learners in particular. Um I'll just echo Trustee Schmas's comments that those have been on my uh mind and heart this past week. Um just again really know that the whole there are many people in the district hoping and praying and um thinking that you know about these kids that we know we'll get better. We really really do. Um, on a bit of a happy note, I was going to mention that I went to the home opener for our local, not high school, but our local soccer team, the Monterey Bay Football Club. And I promise this will be Germaine when I get to it, but we hosted our East Bay rivals, the Oakland Roots, and they marched
038in with drums and instruments that were just like drowning out the crowd, but we as a team and uh fan base were saved by the PG High School band that played along with the team band and made sure that the Oakland fans were not the loudest in the stadium. So, I think it's really started off at the first time I've seen that, but like it was amazing that our band learned the songs, but also just they even had a little back and forth at one point between different parts of the stadium, which was really added to the atmosphere and MBFC-1 3 to2, which also helps. So, that's all I have. Thank you. Thank you for that. Um, next up is our superintendent report, Dr. Adamson. Well, thank you so much. So just I think I've
039you know I've got five items I just wanted to highlight this evening. Uh the first really is under the topic of uh community engagement. And so a couple of things that have just occurred recently and then things that are upcoming that really allows for us to really hear our community's voice. And when I say our community, I'm talking our students. I'm talking our staff and I'm talking our families and community members. Um last week we had our local control accountability plan. It's our LCAP is the acronym we refer to it as. uh and that was our parent advisory group. Uh we had uh representatives from each of our uh schools come together as a as a united group last week in the evening directed by our uh director of educational services Dr. Hagquest. Um and
040you know number one I was so impressed with the attendance at that event. Uh we had every school represented by multiple uh parents. uh and really just the richness of the conversation and the value of the feedback that we were able to receive as a result of that. So just I cannot say how grateful we are to each of those uh families uh who uh really represented that evening. Uh and really the feedback that we're gaining as a result of that is going to be reflected in our ongoing three-year uh plan for the district which really drives everything that we do. Next week we have an upcoming opportunity that's uh next Tuesday, March 25th from 6:00 till 7:30 at the Pacific Grove High School library and that is open to our entire community. Uh once
041again that's Tuesday, March 25th. That is our uh overall community LCAP input forum. So I really do hope you're able to come either in person or we have that option to attend by Zoom. So we're looking forward to seeing many of you there and once again your opportunity to have your voice counted in the feedback that we uh gather. And we have two surveys that are out currently. The first is also a survey where we're gathering input on our local control accountability plan. Uh that's open, you know, through the end of the month. Uh and then we also have our facilities master plan uh survey which is currently out and we're going to be do we'll do reminders again at least one more for both of those that we'll send out again via email. Uh
042but once again, your opportunity to have your voice counted uh and really help you know shape the future of our schools in so many ways. Uh number two is our TK uh transitional kindergarten and kindergarten uh parent night which we have scheduled for next week. That's March 26th, next Wednesday once again at Pacific Grove High School. Uh so we're really trying to promote that as much as possible. We also uh once again as a result of the feedback we got from our parent advisory council last week uh to actually do flyers to all of our elementary uh students for our LCAP input and also our TK and K parent nights. So those will be going out and once again more reminders but there too there's an option to be in person or online and that
043was really well attended. Uh we had a library filled with parents last year and at least I think almost over 30 parents online so we're looking forward to really being able to showcase that again. Uh number three is just general celebrations and highlights and many have been you know really called out by our our trustees already. Um you got to see some of the students themselves from Robert Down uh from our you know recent steam and science fair night last week. Uh I heard mention about Forest Grove. So actually yes there is a steam night that they have coming up and that is I believe on Friday March 28th next week uh from 6:00 to 8:00 p.m. So uh be sure that you know you uh go ahead and attend that. And again if you
044miss Robert Downs you this is a chance to you know attend Forest Grove. So uh definitely looking forward to that. Uh, Pacific Grove Middle School had their open house last night and I've heard several comments about that already. Just kudos to our staff, to uh, Principal Roach and uh, assistant principal Tavani. What what a turnout. I was approached by so many I cannot tell you how many fifth grade parents and students approached me while I was there to just say thank you uh for that opportunity for them to not only hear directly from uh both of you. You know I know there was an event specifically for our incoming sixth graders in the auditorium to share some you know great information but also that ability to really just you know sort of peruse the classrooms
045get to meet the uh teachers. Uh and you also had your student leaders there throughout the evening sort of just directing and giving information and they all did a great job. I you know I asked several questions of them and wow I was very impressed. So what a turnout. I agree the music just added to that you know sort of ambiance. We were sort of joking here. They were sort of around every little corner. They sort of jump you know they were not jumping out but you know in my mind right but wow again just really well done. So kudos to you and and your staff for you know once again just really showcasing the incredible things that are happening. Uh let's see. We also I do want to have I have congratulations on one
046of our high our Pacific Grove High School students. It's Sulu Garun that I heard from uh Principal Omira recently who won first place in the plant sciences category at the recent MCE science and engineering fair. Uh as a result she gets to go on and represent uh our school at the state uh competition which comes up in April. Uh so again, we'll be rooting her on, but just the fact, you know, for her to really receive that uh that recognition uh really speaks to once again, I think just the incredible opportunities, you know, and our level of rigor and uh just ability, right, that we're nurturing amongst our students. So, we'll be rooting her on for sure. Uh let's see. I was able to spend a little bit of time at our adult transition program
047this morning and got to see for myself just some of the great work the students and staff are doing with their recycling uh program. uh and that was just really neat. I think as I you know got to learn a little bit more just I was reminded of sort of the goals of that program. It's really about you know building independence amongst our students uh workplace readiness, teamwork, responsibility. I got to see that all in action and just was so impressed with the level of engagement amongst all of the students. And then uh last Saturday I got to visit our uh really enjoy our PG Pops uh concert. I have not attended one of those yet. And that's really once again led by Mrs. Priest. Uh it's a community orchestra for both community members, adult
048and students. Uh and was just incredibly impressed with, you know, just some of the uh pieces they put on. My favorite definitely Pink Panther and there was the March of the Armed Forces and it was really neat because we had members in the audience uh you know veterans who got to stand as they you know uh really represented you know their own uh you know um u level of service. So that was really neat to see. Number four really just I think it's been said already you know just our we we have a high school student who is you know fighting for her life currently and the reason I want to just share is you know what's been represented to media is the incredible you we talk about community all the time and what I've
049been able to see firsthand is how our community comes together in support of you know our students and families. I've been just unbelievably uh touched by uh the level of support from both the middle and the high school, you know, really just wrapping their arms around to give that support to the families. Um and really from the staff in wanting to, you know, do everything they can to band together. So again, we've said it but continuing to just, you know, keep that family and that incredible student in our thoughts. Uh and then when we just closing, I just want to reach out and and finish with a word of gratitude and thank you uh for we talk about community. I've said that already, but that has been so indicative these last few weeks. I've been,
050you know, had unbelievable amounts of contact, whether it's by email, whether it's in person, whether it's by phone call, uh, with so many of our students, our staff and our and our family members and community members. And really, again, it speaks to just who we are as a community. And there's a strength, there's a resilience about us. There's a sense of just wanting to really come together when we need solutions. Um and that is you know our community has spoken in so many ways these past few weeks and I just once again I'm reminding myself daily of how uh fortunate I feel to be superintendent of this district and how proud I am to be a member of this incredible community because it is it is an impressive community and this makes me proud. So
051with that I turn it back to you acting president McNary. Thank you for your report. Um, safety report, Assistant Superintendent Jordan. Thank you. So, I'll I'll be brief tonight. Uh, just quickly, the uh substance abuse awareness education program, supplemental education, which is the uh the initial replacement for DARE at our fifth grade level, has been uh currently implemented at our uh the lesson plans are currently being implemented uh with consultation of our counselors and our school resource officer. Uh but on that note, we're still looking to expand uh the DARE replacement and the district's currently working uh to obtain approval through an alternative curriculum with the National Association of School Resource Officers. Uh the program is called Law Enforcement Against Drugs and Violence. It's called the LEAD program. It's nationally recognized and and really some
052highlights are uh it is TK through 12. It's not just focused on grades five and six. Uh it does have a parent component uh which is an assessment evaluation for its effectiveness from the families uh that the students are bringing this information home and uh the lead program is evidence-based uh and it's vetted through professional agencies uh and the curriculum is reviewed annually and updated annually. So more to come on that just giving you some highlights that uh the district hasn't selected but we're working through the process right now of reviewing that uh with as I mentioned the National Association of School Resource Officers and Pacific Grove Police Department. That's my update for the night. Thank you. Thank you. Okay. Up next is public comment. And I'm going to read this before we get started.
053Um 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 board action on each item. Any individual wishing to comment on a specific item on the current agenda are 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 3 minutes per speaker and no more than 20 minutes per item pursuant to board policy. Speakers will be called sequentially until there is no speaker coming forward on the agenda item or the amount of time allocated for that item is elapsed, whichever comes first. Um, and please note that the Brown Act limits the board's ability
054to respond to public comment and the board may choose to direct items to staff and admin uh for action or a future agenda. And with that, we will begin with community member public comments on non-aggenda items. if there is anyone in the room or anyone online. Okay, seeing none, um I will move forward into PGUSD staff comments on non-aggenda items. I I just wanted to make a comment that um last week was National Maintenance Worker Appreciation Day on Friday and the schools just gushed on my four maintenance guys and I just personally wanted to come up front here and just say thank you for loving on those guys. They work really hard just four for the whole district and uh they were just overwhelmed. Our shop is just plastered with all the artwork the kids
055did for them. It was wonderful. So thank you. Thank you for your comment. Um, anyone else wishing to give a public comment on non-aggenda items? Okay, seeing none, um, we will move on to the consent agenda. Items on the consent agenda are considered to be routine and or may have been discussed at a previous board meeting. There is no discussion of these items prior to the board vote unless a member of the board specifically requests an item to be discussed or removed from consent. Each item on the consent agenda approved by the board shall be deemed to have be considered in full and adopted as recommended. Um we have our consent agenda as presented um with the addition of a walk-on item this evening. That was item K. Thank you. Um and that was a
056walk-on out of county um travel item for PGS PGHSJV softball tournament um which the board has in their binders. Um with that I will first go out to public comment. on consent as presented. Okay. And next is board discussion. Does anyone want to pull anything or discuss anything? Yeah, I wanted to pull Jay. Not not that I need to um make any changes to it. I just I just wanted to add a couple of comments to this memorandum for the student teaching agreement. Okay. Um we can put J as our first action discussion item then since we're going to be taking it off the consent um agenda and we can approve is that it that way. Are you comfortable with that? Okay. So we will any other board comment or discussion on consent? Dr. Hast.
057I'm seeing shaking head. Okay. Um with that then um is there a motion to re approve consent um with out item J? I so move. Okay. Motion made by Trusty Sham Shamas. Second. Um I'll second the motion. Um we are doing a roll call vote on all of our items this evening because we have someone joining us remotely. Um Dr. Adamson of course president Dr. Hazen acting president uh clerk mcmary I trusty wax I and trusty shamas I okay motion passes four to zero um and then we will move on now to what should we call it action a a1 or aa I don't how would staff like to Let's make it the last action item. But I think we'll start with it, right? Yeah. So I think if we were to do um D
058understood. So we will call it action item D and we will start with it before we do action item A. Okay. Um so new action item D which will be first is theou memorandum of understanding with CSUMB and um trustee Shamos. Go ahead. Yeah, I read through the whole thing and I'm you know it's a student teaching and and it says that we've done this before. Every five years we renew it. Um, so I just wanted to I was talking to Dr. Adamson about it. Um, one of the things that I didn't see on there was um kind of highlighting uh classroom management strategies as part of the teaching that would go on when a student teacher is in the classroom. And Dr. Addison was telling me that it it it is there. It's just
059I didn't see it there. And maybe you could clarify that buck. I just wanted to know about it. Happy to do that. One of the things um all of the you know student teaching programs you know around the state are built on and especially at CSUM are the California standards for the teaching profession and standard number two really focuses on classroom management and gives very specific elements of that standard that teachers are are to f focus on. So while there is classroom um you know instruction at CSUMB about classroom management strategies for our uh student teachers, the real practical application of that comes from their experience in the classroom with our mentor teachers. Um and I think that um anyone who's had the good fortune of going around any of our classrooms from class to
060class really um see excellent classroom management in action um you know in in those classes. And so part of the learning process for those students is to try some of the classroom strategies that uh are currently being used in a mentor teachers class and then also have that ability to experiment with maybe something that they learned at uh CSUMB. So while it might not be explicitly stated in that memorandum of understanding, it still remains well as you know the cornerstone to good teaching. If you don't have classroom management, then learning isn't able to happen. And so, um, it is absolutely a cornerstone of this program. Yes. And that and that was one of the reasons I wanted to hear just more about it because when I was taking my teaching credential and doing my student
061teaching, Yeah. it was it was kind of um a hodgepodge and not very well uh laid out about classroom management strategies. And then some schools would have, you know, they would go into one bad of how to do it and then that would be dropped. And um so I I felt after getting my credential that I wasn't as prepared as I would have liked to have been um to deal with, you know, how to how to control a classroom and get get cooperation and all of that. So I just was interested in that. Um, and one other thing too is, uh, when I was doing my student teaching, uh, the principal at the elementary school that was, uh, I was working at just called me in one day and said, "I'm going to do a
062mock interview with you." And I thought that was so helpful. And I didn't it wasn't part of our terms, you know, and so I was just throwing that out there for any, you know, of the principles that might, but it was it that was so helpful to have like a mock interview with this principal that kind of gave me um some information about how I would, you know, when I go out and and apply for a teaching job, you know, what to expect. And so I had something sim similar. It wasn't so much a mock interview, but it was sort of a formal conversation in the principal's office. So that um you know, you had to have that experience of being able to answer questions under a little bit of pressure and uh I found
063that valuable as well too. So yeah, but excellent. Something that we can consider. Thank you. Thank you for your comments, Trusty Shamas. I see Dr. Hayes has his hand up. Go ahead. Yes, since this No, it's okay, Buck. you know, no question to be answered. I was just going to say since um this item was pulled, I just wanted to give a special shout out to Mrs. Katherine, who goes by Mrs. K, who's the CSUMB student teacher in Mrs. Pan's class. And I can't tell you, almost every day I hear about something amazing she's done from Griffin. So, it really is, you know, a program that adds so much to our schools. you know, even just having another, you know, young teacher in the classroom closer to the kids's age that they can, you know,
064share slang words with, all good slang words, is really beneficial. So, that's a really good point. Um, okay. With that, Trusty Schmas, would you like to make a motion? Yes. Okay. Uh, go ahead. I move that we approve theou with CSUMB student teaching agreement. Okay. Is there a second? I'll second. Okay. Motion made by Trustee Shamas and seconded by Trustee Wax. And roll call vote, please. Actually, student trustee PY, I totally missed you on consent and I'm sorry. Would you like to weigh in about our memorandum of understanding with for student teachers with CSUMB? No comment. Okay. Thank you. I will do better moving forward. Um and with that, um we'll get your vote first. Student trustee vote. I. Okay. And we have a motion on the floor and a second and a roll call
065vote now. Yes. President. President Dr. Hazen. Hi. Acting President Clerk McNary I. Trusty Wax I. And Trusty Shamas. Hi. Okay. And that passes 4 to zero. Um thank you everyone. Thank you Chief Rogerman. Um next up on our action discussion agenda is going to be our 2425 SEC second interim report and that is assistant superintendent join. Thank you very much board uh community and uh Lewis is going to go ahead and ceue up the presentation. Uh so just quickly uh to tee it up for you throughout the fiscal year we have various funds that reflect the changing fiscal conditions of our school district uh based on board decisions, community input and fiscal impact. Primary budget revisions are uh brought forward in October. We call that our October revision uh which then does become our October
066budget. Um this is done primarily to update beginning fund balances uh from the prior fiscal year after unodudited actuals have been approved by the board in September. Uh and then we have budget reporting windows. Uh one is the first interim window from July 1st uh through December 31st and the second is what we're sharing tonight which is July 1st through uh through January 31st 2025. Uh the governing board must certify the district is e either able to meet its financial obligations for the current fiscal and two subsequent years uh or not with a qualified uh negative or a qualified or negative certification. Based on our current multi-year projections, the PGUSD uh school district will meet its financial obligations in the current and two subsequent fiscal years. Next slide, Lewis. So the second interim report uh
067reflects the following conditions. property tax uh projections 25 uh 2425 that have been revised by the county tax assessor's office. Uh as I mentioned before, our unodudited actual ending fund balances from the prior fiscal year have been rolled forward into our current fiscal year. Staffing position changes uh within position control have been adjusted and payroll incumbrances have been recorded and reconciled and restricted resources and site donation accounts and fund balance have been posted to our 2425 uh sorry from our 2324 to our 2425 beginning fund balance. Uh, Pacific Road Unified is a basic a community funded school district and the primary source of revenue is local property taxes which exceeds the state's local uh control formula uh entitlement. And for our school district, if you notice the uh the LCFF entitlement for this year would
068be just under 21 million and our district's revenue limit projections for this year are just under 40 million. And that is why we are a community funded basic aid school district. Next slide. Uh this is just a summary breakdown of the general fund combined. That's our restricted and our unrestricted combined um revenue and expenditures. Our um beginning fund balance here posted at the top. You can see no change whatsoever to our beginning fund balance. Uh we can take a look next at revenues. Uh there's been a change in revenue uh of just over $100,000 increased revenue. And I will note that this is not related to property tax projections. This is tied to categorical funding. uh and not our property taxes. Uh the current snapshot at second intera property taxes, which I'll get into in
069more detail uh in a bit, is down as we uh wait our our April tax receipts. And uh just for those that are following along online and have the board packet, if you refer to page 79 in the board packet, that is our sax report for the uh which is filed with the county office and the California Department of Education. And under the section secured tax roles, LCFF sources, you'll see the actual total uh is just over 19.8 8 million during second interim reporting and that's down around a half a percent from what we have projected uh in our adopted budget, our revised budget and at first interim reporting. Next, we're taking a look at expenditures uh total expenditures for the district. At the revised adopted budget in October, we had uh expenditures projected at
070just over 49.5 million. At second interim, we now reflect a projected increase of just over 500,7 or it's 57,708. You can see in the right hand column there. uh this is primarily associated with balancing our restricted balances our restricted uh resource balances with expenditures. As I've mentioned uh previously many of our restricted accounts are expiring and we have to balance expenditures with revenue so that we don't lose the revenue when that that um restricted resource expires. Some of those restricted resources expired last year, some this year and then some in the outyear. Uh finally uh on this slide, second room will review the district's reserve balances and uh the data from the sax form submitted to the county office as I mentioned before on page 79 in the packet uh with the heading ending fund
071balances and committed and assigned shows that PGUSD uh must ensure that we're able to meet our financial obligations both associated with monthly liabilities and through economic downturns. That's why we maintain a reserve and the reserve balance is shown broken down on page 80 in your packet. As a basic aid district, our funding is based annually on assessed valuation of properties within our district boundary area. The AV tends to fluctuate a bit from year to year. There's a variety of reasons associated with that. Uh some are associated with economic downturns, housing housing market changes, mortgage mortgage interest rates, homeowners exemptions, which is something that was discussed last week with our with our county, uh especially as it relates to our boundary area and Crimwell Unified with there being many uh exemptions that are being reviewed by
072the county. Therefore, the districts don't aren't able to realize that levied property tax in real time until those exemptions are approved by the county. And that's something that's taking place in our boundary area. uh uh related to the district reserves under ED code 421 42127.01E it actually requires all school districts in the state of California to have a a 3% reserve for economic uncertainty. That's also shown on uh page 80. Uh for basic aid school districts though uh many many times in fact almost every basic aid school district I know of has a um has a board policy associated with a minimum reserve. For example, our neighbors, it's 5%, that's their minimum. That's 2% above the statutory obligation. Uh, historically, PG Unified has maintained a two-digit reserve. Um, a low two-digit reserve, and we're now
073in the singledigit reserve balance, as you can see here on the very bottom. Uh, not a big substantive change from first to second interim. We're down.1% from 8.9 to 8.8%. Uh just as an example, our neighbors carry a 26.53% reserve at first interim uh which is also a basic eight school district. I think it's good for comparative purposes to share that uh PGUSD does uh reflect the the reduction in our uh in our reserve leaving our reserve balance at 5,328 326 which is actually our calculated projected ending fund balance 42425. Next slide. So, the district Oh, we lost everything. Go back. Okay. Well, I'll just talk through it. Uh, the district does receive, go back a slide, Lewis, that's the pie chart. I'll talk through the pie chart. The blue is 39,654, 953. Those are
074our LCFF sources combined, and that's predominantly property taxes. It's also our local control funding formula base. The district receives an LCFF base along with uh its local property taxes. Um the next large uh slice of the pie there, we'll go with the beige slice of the pie is our state sources. That's 3,612998. Uh the next source uh which would be the the darker blue is our local sources 2,641775. And a lot of that's attributed to as I've mentioned previously the uh special education local planning area uh re money the district receives from the county office of education. And then finally, the very small sliver over there in the corner, the green, is our federal sources of uh just under $670,000 as projected for this fiscal year. Uh as you can see, both state sources and
075uh federal sources, if you would have tuned in in first interim, uh have slightly been reduced since first interim in our projections, and that's something that the district needs to monitor uh closely. Next slide. So general fund expenditures on this slide you can see we've illustrated uh via the pie chart with labels that actually show up in the presentation. Our certificated salaries there in the blue uh just over just around 41% of our overall expenditures are tied to certificated salaries. Classified salaries at uh 20 at um 20% employee benefits at 25. There's been an uptick there in the uh the the employee benefits since first interim to second interim. Uh and then you know the fluctuation that's been tied to the uh employee benefits increase is really just filling a vacancies uh and so forth.
076Um actuals being shared from the unodited actuals in September. U basically allowing us to determine where we're going to land with um open enrollment and potentially people taking on new uh increased uh healthcare policies or expanded for new employees in our district. Next slide. a lot of on this slide. I'll try to walk you through it. Um, this is maintained on in our budget book and uh that's on our website and we have maintained a budget book which is very uh in detailed since 2015-16. A couple of predecessors of mine put this together. There's a lot of information uh on that in that budget book. You can find it under the business document section under our web page. Uh but I'm going to just kind of highlight the uh the red area tonight. You'll notice
077the arrows from 2425 column in the 2425 column that shows the changes from first interim to second interim. You'll notice, as I mentioned previously, no change in beginning fund balances on the restricted and unrestricted side. Nominal changes in revenue. You can see those are reflected as an increase of the just over $100,000 in revenue over first interim. Making our way down to expenditures, uh we're again looking at certificated salaries through other and outgoing expenditures. But I'll give you the changes. Overall, certificated salaries decreased by uh 238,000. Classified salaries increased by just under 100,000. Benefits increased by 461,588. Substantive change in benefits. Uh the net crease net increase overflow syndrome was an increase of 316,000. And then just some notes here. The stirs contribution rate is still flat at 19.1% and the Kalpers rate is slated
078to increase up to 27.05%. 5% in 2526. Uh and that is the district's um the district's maintenance or sorry maintaining of uh percentage towards um um uh pensions. Let's see some other quick notes on the district's obligations. State unemployment insurance rate has no change at a half a percent. Workers comp has no change at 2.77% and I covered stirs and pers. You can see under books and supplies there that is uh you know third of the way down the page. Uh under books and supplies we did have an increase of just over 84,000 services and other increase by just over 100,000 and uh the district now projects additional expenditures based on as I mentioned previously the restricted carryover funds and this is predominantly tied to arts music program uh which is formerly Prop 28. Uh
079I use the term resource 6770 but we'll call it Prop 28. Music arts discretionary that was another restricted program where the uh ending fund balances were rolled forward and we had to develop an expenditure plan to spend that down before it expires. EOP kitchen infrastructure grants and our sight specific donation accounts. So the resulting net operating deficit for the district down midway through the page you can see has increased uh for the fiscal year which is now projected at 3,341 391. You can see that right there. And the way that we break it down in the red and the black is unrestricted versus restricted. You can see both the restricted went up and the unrestricted also went up. So down at the bottom you will see an assigned components of ending fund balance. Thank you
080Lewis. Uh the district has as I mentioned projected an 8.8% reserve. We have a projected beginning fund balance or beginning fund balance for 2526 but ending fund balance for this fiscal year of 4,35560 on the unrestricted side and 967,977 on the restricted side. And we do have a positive certification as I mentioned with the projected ending fund balance of just over 5.3 million. Uh to the right of the uh the red circle is our multi-year projections. You can see 2526 and 2627. Uh the myps are also included in the board packet. Those are the sachs forms pages 130 through 135. Uh and they are um assumptions described on the far right are associated with um increase to step and column increase to goods and services increase to programmatic need and or decrease associated. So those
081are our projections uh which are built into our first second interim reporting as well as budget adoption. And uh what I use when preparing multi-year projections uh is information that I obtained from the uh the California Department of Education, the legislative analyst office. Uh we receive information from school services, the department of finance, MCOE. Uh there's a lot that goes into building multi-year projections. Um, and I just wanted to make a note of that that it is kind of a collaborative process with um our um the entities in the state of California that support school districts. I'm going to pause right there. Trusty Shamas Josh. Um, do you know what the difference is over the years between our books and and materials funds? I mean, have we saved any money by using all, you know,
082shifting over to our uh computers and or are we still buying the same amount of heavy textbooks? And so I would just I would just say that um you know, you have online you have digital resources and and hard copied resources. Um, I haven't done an assessment on the cost associated with increase or decrease, but um, I would say that the learning material and the curriculum is more expansive than we've ever had. Uh, and this district's been pretty aggressive. I I know in the past few years uh, and in particularly moving forward with the adoption of new curriculum. Uh, we've been very fortunate with with some of the restricted dollars the district has received um, since COVID uh, to to have an aggressive approach to replenishment of our curriculum. So, uh, but I can get
083back to the board as it relates to like the percentage increase. I just wonder, well, you're you're purchasing online materials, too, right? But does that equal did that equal over to all of the textbooks that we've purchased before? Pretty much. Good question. And I'd have to get back to the board on that. I just Yeah, appreciate the question. This is kind of on the spot so uh forgive me but for the projections versus the actuals over time is is the actual um any sort of consistent percent above um you know the the budgeted or or that sort of thing. What I would say is um we have been very diligent about trying to tighten up uh incumbrances. So encumbrances meaning you know for example uh vacancies held in the budget of unfilled position uh reducing
084those from the budget at first and second interim or at the October budget revision is something we've done to try to uh eliminate incumbrances. Now, that doesn't necessarily mean that those vacancies like are being eliminated from the budget or from the district. It's just this district in the past did carry over year-over-year vacancies that were unfilled, which I think artificially hyperinflated expenditures. So, I would say that certainly in the last 3 to four years, this district has been very good about tightening up um those carry forward incumbrances. I don't know if that answered your question, but certainly something we're working on because what did happen in the past was at the unodudited actuals closing of the books. Uh you're right, there was a there was a there was a large difference sometimes sometimes small difference
085between what the projections were in the adopted budget and where the actuals actually came in. Um I would suggest that we've tightened that up quite a bit. Percentage- wise, I would have to get back to you. if if I looked at a year-over-year um you know we try to target within 1% I will say that that's the that's the target um often times that's not realized but um eliminating incumbrances that may be that may be holding up dollars I think is the way that we we attempt to tighten that percentage up between actuals and projections. Any other questions Dr. Hayen before we move on? Yes, just really quickly two things. Um, I won't I feel a bit like I'm beating the drum on this, but you brought up the reserve and just just to mention
086again, I know something we're going to be addressing down the road as a board, but we have all discussed this idea is, you know, a double- digit reserve for a basic school district is a good thing. So, you know, it might be worth us again just making sure to think about codifying that through some of our board policy. The the second point I was just gonna ask quickly, I am not an economist by any means and so I'm going to rely on you Josh, not calling you an economist, but much more of one than I am about, you know, I saw the property tax decrease estimates right now from I think 5.25 to 475 in the cover sheet is, you know, recognizing that's also not final numbers, but how would a potential recession affect these,
087you know, these um property taxes? my understanding it's more resilient than some other sources, but just wanted to get your thoughts on that. Yeah, I would say that as it relates to the property tax projections at our at our current snapshot, remember that's through January 31st. Um, that just means that the December property tax receipts did come a little bit lower than projected. Um, we may make that up and more in April tax receipts, but we won't know until May. Um, so that's just something to to note. Um there were some delays as I I met with the county tax assessor's office last week and and as I mentioned the uh homeowners exemptions are delayed property tax receipts for us. That's not going to make up that difference. Uh but you know throughout the year
088we do see we do see small amounts of property tax come in but predominantly it's December and April. So we are anticipating the April tax receipts will level us up to 5% or 5 and a/4% which was in the original projections. Uh, and that's the answer to the first question and I just got lost on the second part of the question. Just does a recession affect numbers at all. I mean, are we do we have something we should be thinking about for future budget? You know, that would be a conversation I would be having that our school district and our neighboring community funded school district would be having with the county tax assessor's office and the county controller. uh I wouldn't want to speak to that tonight, but we do have really we have been
089we've had really good hard and fast projections from them which aren't really aren't finalized until July. So, you know, when we're looking at multi-year projections, um I am assuming, let's just say, and that's what it's built in is a 5% year-over-year increase to property taxes, but yes, a recession could potentially impact that 5% year-over-year. uh but we will know in in July which is after we adopt a budget we will know in July what the uh county tax assess assessor's office has realized and assessed valuation growth and where their projections uh are for us to properly build our budget. So that being said if there are changes we do have a point in time which is our October budget revision to make those changes. We make changes to expenditures in uh in October. We make
090changes to carry forward balances and at that time we could make adjustments in revenue if revenue is not uh being pro is not was not uh sorry isn't being realized as projected when we adopt a budget in June. Great. Thank you. That's good reminder of the timeline and how transparent the whole process is. Thank you. All right. Go ahead. Okay, Lewis, next slide. Uh so quickly we'll just talk about cash flow. Um this is important for community funded districts uh to be aware of that you know again our district receives 80% around of its prop of its revenue through property taxes. Um but every year between May and December that's a pretty big window of time where we just don't have an influx of revenue. Uh we're not receiving local control funding formula aortionments every
091single month at the same amount that we can rely upon for our district uh to maintain uh covering its liabilities. So, this district does participate in a cash pull resource known as a tax revenue anticipation note. This district's been doing this for a very, very long time. Uh, and really what that tax revenue anticipation note does for this district is it bridges that gap between realized revenue in April, all of the expenditures we have between April and December and when we get that big uh that big receipt of taxes in December. Uh, the cash flow presented uh presented tonight is in the board packet. It's on page 126 through 129. And it does indicate at second interim the district will meet its cash obligations uh as a result of the tax revenue anticipation note. Slide
092Lewis. Okay. So that was all tied to the general fund. The the unrestricted and restricted general fund. We call it the general fund combined. Now I'm going to just try to go through some of the other funds the district has. Uh there's quite a few uh but I did summarize them in the in the board cover and I' I've basically summarized them here tonight on the slides. So, first and foremost, our ASB fund, that's fund 08. Uh, the district did not carry a fund '08 um in the uh in our SAX financial management software until about a year ago. We we adopted that because ASB is basically tracked outside of of the the financial management system. Uh but we do have reporting on it that we uh that we do now at interim. And I
093would like to report that it's a self-sustained fund. Of course, it does not receive unrestricted general fund revenue to support it. And the beginning fund balance is 415,462. Uh I don't have expenditures and revenue in here because that's tracked in ASB works which is a separate system and it's not reportable to the state. Fund 11, same slide. Uh this is our adult education program for adults 18 and over. Uh the revenues in this fund are derived from federal, state, and local resources and adult education uh fees for tuition. Expenditures are typically for direct instructional costs, direct support costs, and indirect support costs. Uh just like fund 08, fund 11 is a self- sustained uh fund on its own. It receives no general fund contribution. At second interim, the beginning fund balance is uh just over
0942.7 million. There's no change. Revenues increased a bit, just over 77,000 in revenue. Uh our expenditures have decreased by 1.6 million, just just over 1.6 million. And I talk about this at every interim reporting. uh the uh the adult education uh fund 11 has to match its expenditures with uh maintaining a lower less than a 20% reserve. So we we we project expenditures and oftent times we have to pull back those projections and that's kind of what we're doing here at the end uh or not the end of the fiscal year but through second interim and that's why we see a substantive decrease. Now, between now and the end of the fiscal year, there will be more expenditures associated with fund 11. And then when we reported unodudited actuals, we'll really see what that what
095that change between projected and adopted budget is and where we landed at the end of the fiscal year. Uh the deficit did increase, it did decrease. We had a projected deficit and it did go down. And again, that's based on the reduction of expenditures. We can report an ending fund balance of just over 1.7 million in adult ed uh fund 11. Next slide. Uh we have our child development fund. This is fund 12. Uh this accounts for uh education and other services related to infant, toddlers, preschoolers before and after school or the monarch program. Uh enrichment programs and grant related activities. Uh the primary source of revenue is state aortionments based on participation, federal and state grants and par and then uh parent tuition fees. The expenditures in this fund are primarily tied to salary
096and benefits associated with the folks that work for our early childhood education programs. And just like fund 11, it is a self- sustained fund that does not receive a general fund contribution. The changes since uh first interim beginning fund balance, no change revenue, we did have an increase of 64 just a little over 64,000. Uh the expenditures also increased uh by around $122,000. and the deficit increase due to the increased expenditures. However, the ending fund balance I I would like to report is uh is self- sustained has decreased a little bit by 16,000, but we're holding on just over $100,000 ending fund balance projected to carry forward into the next fiscal year. Fund 13, this is our uh district's nutrition services program fund. This is for breakfast and lunch and snacks for the district. It
097generates uh this fund generates revenue from state reimbursements. Our uh universal meals program uh which is uh the program that was instated when the uh the feds cut the the n the national federal program. Um this fund similar to the other two uh three fund four funds before this uh is self- sustained. It does not receive a unrestricted or restricted general fund contribution. Um changes second interim. the beginning fund balance. No change, just over $1.7 million in beginning fund balance. Revenue has increased by just over $5,000, but you can see uh projected revenue at just over 1 uh 1.6 or 1.5 million. Uh we do show a surplus in this fund. So we are not deficit spending. We are s we have a small surplus. Uh that has decreased because of the increase in expenditures.
098Uh ideally we do not want to continue to maintain a surplus. I know that's something that you don't normally hear a CBO say, but as it relates to fund 13, you cannot carry we can only carry a certain amount of reserve balance similar to fund 11, which I mentioned earlier. Uh we do have a projected be uh ending fund balance of just over 1.2 million for the fiscal year. Next slide. Fund 14 is our deferred maintenance fund. Uh and this is a fund used for major deferred maintenance projects in our district. uh the expenditures are intended for major repairs such as plumbing, heating, electrical, roofing, painting and related systems. Uh this fund was a fund that was not maintained for a very long time and uh the board did uh two and a half I
099think two and a half years ago at a budget adoption in October direct staff to begin the $200,000 general fund contribution from the from the unrestricted general fund. Uh which has helped sustain this fund and grow this fund, but it also has helped with many of the repair needs we've needed in this district outside of measure D. uh second interim changes since uh since first interim um you can see that the beginning fund balance had no change just over 536,000. The revenue uh increased by small amount just over 3,518. Expenditures we have no change. We're following our adopted uh expenditure plan and there's been no change in expenditures. uh the deficit did increase by the increase in revenue by $33,518. And as you can see, the ending fund balance here is is being sustained at
100uh just over $460,000. And as I'd like to mention, that's uh far off from I think when I uh started in this district, we held a $28,000 beginning fund balance. So important to note. Um really nothing to discuss about fund 20. This is a post-employment benefit fund. Um I say this every single time, we we cannot interfund transfer any of this money. it was established it has to maintain uh basically a beginning balance in here. Uh so essentially no changes associated with fund 20. It's just a fund that we have to maintain statutoily. Um and we're not we're no longer contributing to that fund. Okay. Next we have funds 21 and 25. 21 is our general obligation bond. That's our voter approved debt and that is uh that carries measure A, measure D and then
101in the future will carry measure B. Uh in this fund we bring in tax voter approved debt. We release uh series uh uh multiple series which is our revenue source. Uh this past year we released an $ 8.7 million um measure D series C and we anticipate releasing a measure D series D in the fall. Uh some of the changes from first interim uh you can see no change to the adopt or to the beginning fund balance there of uh just over two 2.4 million. The revenue of course increased. That's the that is our bond sale. You see the 8 8,756. That was the series C bond sale. Uh expenditures did increase uh to uh by just over 718,000 due to the district's uh projects priority list that was approved uh by this board that
102uh Director Anderson brought forward in the fall. We do that every fall. Uh you can see that the surplus did go down a little bit because of the increase in expenditures, but we're still carrying a a nice ending fund balance uh of just over $4 million. And uh note that we I did discuss the release of series D this fall. That's because uh the project priority list that we have is in excess of $4 million right now. So we'll need to tap into that additional revenue next fiscal year. Okay. Fund 25. This is also a new fund we've been reporting on this year. This is a developer fee fund that was established last year uh when the board uh adopted the loving of developer fees. Uh this fund is self- sustained. It's it's sustained through
103developer fee collections. The district has no current expenditure plan for use associated with this fund. Right now we're just collecting developer fees and developer fees can be used uh in concert with general obligation fund projects. Uh it cannot be used for any other specific needs of the district. So when the district does develop and the board does approve its uh facilities master plan, these are dollars that are set aside to help uh uh kind of bolster the program associated with modernization or growth in our district. You can see the beginning fund balance had no change since first interim uh just over 36,000. Revenue has increased by 66,000 and we do show a increase to surplus uh associated with revenue. And our ending fund balance right now is just over 173,000. So from 0 to 173,000
104in about 18 months. Um we're tracking pretty well there. And again, it's very this is very helpful for any of the modernization projects and growth projects, a program within this school district that uh we can utilize to pair with bond funds. Next slide, Lewis. This is our capital projects fund, fund 40. Uh this is um primarily for facility improvements and by capital improvements more than deferred maintenance. uh it has to be something that we're going to purchase that could be a depreci an asset that depreciates essentially. So if you're going to buy a portable for example, this fund was used uh years ago to buy a lot of the portables in this school district or or carry the uh the lease of those portables in this uh for this district. Similar to fund 14, the
105board approved a $200,000 unrestricted general fund contribution for this year. And uh because of that, we now are able to carry um some some project expenditures in there. We have a hefty beginning fund balance of uh 865,000 which was much lower uh in previous years. Uh the revenue of 292,047 decreased a little bit. Um and that's that that was tied to actually that was tied to interest. Um I will note that predominantly the revenue aside from the general fund uh transfer comes from our lease of the Monterey Bay Charter School. uh we are showing an increase in deficit associated with the increase in expenditures and an ending fund balance of just over $750,000. So 140 is looking looking pretty good. Uh the next slide, this is just something I included as a reference point for
106anybody uh online who had this in the packet. And this really just breaks down um every one of the forms. There's a lot that goes into these packets. I'm I'm saying a lot of numbers and information, but it's all broken down here uh in our SAX forms, which are included in the packet, which starts on page 61 and then goes all the way through uh page 175. Uh everything I spoke to tonight that was included in the presentation, uh and included in the cover page, can be found in every one of the Sachs forms that are submitted to the county office for approval and that our board will sign tonight certifying the interim reporting. Next slide. Um, I'd like to end with the district overview. Again, um, I take no credit for this. This was
107built by my predecessors. This is the last page in the 177page budget book this district maintains and publishes at every single report, first interim, second interim, budget adoption, and October revision. Uh, the information, uh, some highlights to include up here. You can see on the left hand side, well, we've got our entire enrollment uh, demographic at the top. down on the left hand side in the middle we have our uh beginning fund balance revenues expenditures kind of broken down uh in the middle there property tax revenue trends you can see the revenue trends uh that this district has seen since 20167 excuse me 201617 um from 5 5.84% to 5.64 65 realized last year and as I mentioned before we're tracking right around 4.75 this year but we did have a projected property tax revenue
108in our budget of 5.25 25. Just below that, you can see the the general fund reserve trends from 201617 to current. You can see that we've went from 17.4% to 8.9. Uh on the right hand side, Stirs rates and PERS rate increases over the years. Um the district, I would say, has been very fortunate in the um in the leveling of Stir rate increases. Uh but unfortunately, PERS rate rate increases have been growing rapidly and there's question about sustainability associated with that. As you can see, 13.9% to 27.3% is a pretty steep climb in that short period of time. And then at the bottom, um our uh pre- reduced meals and uh our the testing information. That's something that I I won't update now. I update at the end of the year once we're through
109all of our testing. But, uh that's something we like to include in the budget book as well. And I believe with that, I will open it up for questions. And that's the end of my presentation tonight. Thank you for that presentation and um as you said I think there's a really useful summary at the beginning of the staff report and then the very very detailed long report follows if anyone is interested in getting in there. Um I'll start with trustee Dr. Hazen online. Actually I ask my questions in the middle. So, but yes, I'm going to I'm going to pause you because I need to go out to public comment before we start board discussion. So, any public comment on this item? Okay, seeing none, Dr. Hazen, you have the floor. Yes, none from me.
110Um, okay. Assistant Superintendent Jordan answered my questions at the mid the midpoint. Thank you. Um, any other questions or comments from trustees? Yes, trustes Shamas. Why is there a surplus in the cafeteria fun? Well, part of it has I'm sorry, I tend to eat the microphone. U part of it has to do with um grants that we have received that we haven't matched expenditures with. Um the funding source from Universal Meals has been, you know, generous associated with the meals that we provide our students. I mean, you can also see that there's been growth in that area. Uh, I mean, Robert and his team, I just sing their praises every single time that we can. I mean, they are growing the menu. So, where I'm going with this is, um, you know, we may see
111increased expenditures to reduce that surplus. That's the plan. And, and how we're doing that is growing our labor force, growing our offerings, growing satellite uh, uh, locations for food service at the sites. uh and that's something that we have to monitor because similar to fund 11 as I mentioned we cannot carry uh uh such a substantive reserve in that fund. Um trusty wax um what oh sorry is there a practical reason for the ASB funds being in a different system? It just seems un complicated. Yeah, and actually you're right. It it actually is complicated. Um yeah, but that is that is actually a a California state CESAM audit guide requirement for us to keep them separate. So that's the short answer. Um what I would say is that um our folks at the sites are
112well trained. They go through annual audits, financial audits just like just like our like our general fiscal uh and financial systems do. Um and u I would just say that um the findings have been basically nothing over the years. U there's been small and material findings associated with ASPA reconciliation. Um but that's that's just what we're obligated to do. So but we do maintain oversight. I mean, we maintain oversight over all the provincials in our in our district. Um, but they have to be separated. Yeah. It just seems switching to a whole another thing. Yeah. The irony there, too, is that um I mean, we're dealing with it now. Sometimes there are expenditures that um get paid for out of ASB that should have been paid for out of the unrestricted general fund and then
113we have to basically do a direct payment to the ASB account instead of simply just recoding it in our financial management system, which is called a journal entry. Um so that's something that we have to do and it does complicate things but it's they have to be kept separate. Um, and then out of curiosity, the I think it's funds 12 and 13. What happens if we do carry over like a certain balance? I mean, you may not know that or I can't. So, um, so fund 11, um, they receive revenue through, so fund 11 receives revenue through a consortium. A portion of the revenue does and, um, the percentage that was established. So essentially in fund 11, if we continue to carry too much of a reserve forward in fund 11, uh the the overage
114will be reallocated back to the consortium. So that's with fund 11. Uh and and then fund 13, we have time. It's it's and it's it's not a matter of um well, it is actually we're attempting to implement increased expenditures. So there could be a penalty imposed. There could be a reduction of of revenue imposed, but we're nowhere near having that discussion right now. So it's just something we have to keep our eye on. Okay, thanks. Thanks for getting this all together. It seems horribly daunting. So, good job. Thank you for your comments. Um, you answered my question about the developer fees and just what we were going to be allowed to use those funds for in the future just in terms of budget planning. But I think I understand now for facilities and those types
115of projects. Either way. Um, you answered my question, so thank you. Um, and I think just in terms of the report, we're set up to receive a positive certification, and that's what this board needs to see to be able to move forward with approving the report this evening. Um, is there any other comments from the trustees? Yep. Anything else from the board? Student trustee, anything to add? Okay. Um, I think that rounds up our discussion. Um, is there a motion on this item? We did public comment, I believe, before board discussion, but thank you for checking. I'm happy to make a motion to approve the second interimm as presented. Okay. Motion made by Trustee Dr. Hazen. Second the motion. Thank you. And a second by Trustee Wax. Um, roll call vote, please. We'll start with
116our student board. Oh, William. Thank you, Linda. Hi. Thank you, William. Uh, President Dr. Hazen. Hi. Acting President Clerk McNary. I. Trusty Wax. I. And trustee Shalas. Hi. Okay. The motion carries four to zero. Thank you everyone. Thank you assistant superintendent attendant Jordan and your whole team over there and yeah the fiscal office. Um our next item on action discussion tonight is the adoption of amplify mclass reading difficulty screener. And this item is Dr. Hagquis. Oh um student trustee PI would you like to be excused for the evening? at this time. You're welcome to go if you'd like. Yeah. Okay. Okay. Thank you. Yeah. Yes. Absolutely. Thank you for being here. director of educational services here with our um Mary Quindmill and she is our intervention specialist. Uh we are two representatives of the team
117that uh got together to select uh the screening tool that we're presenting tonight. Uh we also uh were joined by principal um Abby Arun and principal Emily Sai Brownfield. Um we consulted with the Chartwell Teaching Institute uh as well as MCEE on this selection process. So, we're here to recommend uh that uh the board support our recommendation for adopting amplifies uh Dibbles 8 with MClass. And the purpose for uh this presentation is uh so that we can adopt the new uh screening tool so we can comply with uh the new ED code. Um, every LEA needs to adopt a screening tool by June 30th, 2025. Um, and so we're well ahead of that deadline, but we would like to do that so we can begin uh kind of working with the instrument. Um, we also
118need to implement a reading screening program uh by the beginning of next year, 2025 2026 school year. So, we wanted to update the board on where we are with that uh and to remind the board that we already have a robust screening process for reading difficulties that uh well exceeds what the new law requires. Um so, the adoption of this in instrument is going to help us to continue to strengthen the comprehensive system of student support that we currently have. As I mentioned, we already have a screening process. We've had this process in place for over two decades. Uh it's important to note that the new law requires screening for children ages K through two. Uh our program screens children from K all the way through five using the Dibbles 8 screener. Um, and that
119that uh Dibbles 8 with MClass is just an upgrade to that screener that adds the uh the digital element. Um, this is uh a reminder that we we screen three times a year and the new law requires one time a year screening. Uh, the last time we adopted Dibbles was in 2018-19. Um, that was the eth edition. Uh it's important that this tool uh is well vetted and we attended several training sessions to look at the various tools and uh this one uh as it notes here um draws from national percentiles from a sample of over 2 million almost 3 million students. Um so uh it's well vetted for validity and reliability. um and the data that it provides is very useful to our team and we'll talk a little bit more about that in
120a moment. Um these this is a list of the uh screeners. There's actually a list of four screeners that were adopted by the state, but only three of them are viable for our district because one of the screeners adopted by the state uh doesn't include uh kindergarten if u so um these are the three uh that we had to choose from and our team um chose MClass and uh we want to share a little bit about uh that program here with you tonight. And I'm going to hand it over to Mary to talk a little bit about uh this screener. I can I can All right. Um so McLass um with addition 8 fully complies with the new ED code as stated being a state approved screener. It updates our current screener with additional measures
121in listening, comprehension, spelling, and rapid um automatized naming. Um those three um tests are an are the part of the upgrade and what they do is they provide additional information to basically red flag for a risk of dyslexia, which is really important. Next question. Um why class? Sorry. It's a universal screener measuring foundational uh early literacy skills. Classroom reporting analyzes student data to identify and prioritize uh deficit skills to target which will help in grouping. So the teachers can look at that and they can make small group instructions to target a specific skill. um with that information. Um also the student history even right currently right now which is one of the big reasons also for Dibbles is that we can run a report on a student that has been in our district and we
122can run it and have that data from when they first started. And that data is really really important especially if we want to look at that if we are contemplating that the student may need to um go to assessment because maybe intervention um isn't working or being able to close that uh that gap. Um so the student history is really important. Um home connect uh which we don't have now but with the MCL class there is a home connect. Um there's a parent letter that will go out and it basically explains um where uh your child is in their reading development. It also recommends activities that they can do at home um to help their their student. Uh besides um the home letter, there is also a parent portal and it's available in both English
123and Spanish. And that parent portal also gives like resources and different activities and ideas that um they can do with their student if they so choose. All right, next one. And my final slide. Um this basically shows like uh what we do. Um we assess the skills, we identify the risk, we provide instruction um depending on um those well below skills. We progress monitor. Currently um in intervention we use the progress monitoring. So we progress monitoring every 2 to 3 weeks just depending on school breaks, days off because you want at least like 10 days of the instruction. And after we progress monitor um we adjust the instruction. So basically we change our groups up just depending on the data um that is shown from there. And there is also a little overview of a
1242 minute 36 second um video um is going to share that with us. is where is it? It disappeared. It's in the middle right there. The slide is right there in the middle. Yeah. And then you can click on the video. There you go. Class has opened our eyes to so many more things than we thought were even possible. It sparks a lot of meaningful conversation and reflection. and it helps me answer the important question of am I meeting all of my students needs and class is something that I log into pretty much every single day. We use it for goal setting. Um I had a teacher actually say not wait progress monitor um because I want to see my kids grow. So for the progress monitoring um I'm able to go in and look
125at their last three progress monitoring scores and see oh okay what we're doing is working and so I can use MClass on the instruction tab to then see how MClass is grouping my students based on deficit and I can use that to help me guide the creation of my groups. What we loved was the suggestions. They were on point. They were specific. It wasn't just, well, you should work on phonics. And then it went to the next step and said, and here's how. Time is, you know, the kind of thing that you're racing against. It's very limited and there's so many different things that you have to do. So, when everything is already right there and laid out for you, you basically just follow the program and pull what you need and, you know, trust
126your instincts. I can see their growth and it's just really um inspiring for them and I think it pushes them to reach for that even. So this really gave us um a place that helps build our teacher knowledge um and and took away a lot of that angst of like okay I'm looking at the data but I have no idea what to do with it next. Um and then just recently at one of our data meetings, we had um a teacher who pulled up her students work, looked at the responses and was able to very clearly articulate what she felt was the next step for a student and she was like, "Oh my goodness, I did it." She's like getting feeling more empowered and more effective and more um successful in her ability to effectively
127analyze and interpret that student data. you will just learn more and more as you get into in class. You can start at step one and then really make an impact in your district or classroom. As educators, it comes down to what's best for students. And so 100% I can say this is what's best for students and and what they need to grow. Oops. Oh, there we go. Um, and so just uh a little summary right here. Uh why are why are we requesting uh that we approve uh the recommendation to adopt uh we want to comply with the new ed code. Um we wanted to highlight the already robust screening process that we have at the schools. Um this of this is the only tool available to us of the three that allows us to
128retain the historical data that we already have. uh and it it it will also help us to continue to strengthen the systems of support for our students and um so we uh hope that you uh approve our request for adoption of this new tool. Thank you. Thank you for your presentation and thank you Miss Quindville for being here and presenting as well. Um okay, with that we will go out first to public comment on this item. Okay, seeing none in the room and no one online, I'll bring it back for board discussion. Trusty Wax, would you like to start us off? Um, sure. Um, unrelated to this specific thing, but also related, uh, big thank you to Miss Quintill and, uh, her whole staff because my, uh, my my son graduated with a cupcake recently
129from the, uh, reading intervention. So, you know, big progress. And also on our team was Miss Sunuzi at Robert H. Down. So she was part of the process as well. Yeah. And she came over to Forest Grove each morning too. So thank you both or everyone really at the school. Uh great work. Um I've since we entered the intervention I've kind of become a nerd about this. And at the CSBA conference, I went to a couple science of reading um lectures, conferences, and basically the San Ramon Valley Unified School District had like just amazing increases in literacy. And so like as a social co-sign or something, I like checked what screener they were using and they were using MClass and I was like, "Okay, cool. Seems good." Um and then the a point of clarification.
130So you could go back to the dibbles history. So dibbles is a separate software basically that stores that data and MClass ties into it or how do you pull the reports I guess about? So Amplify Education has a platform an online platform that you log into and it has all of the data that they call them the Dibbles reports. Okay. All right. So they'll upload like what our history that we already have so that it would amplify uploads all and you can you click on the the year. So I can go back and look at you know 2022 23 and then you open up the screen for for that year and then those reports come up. Okay. Uh great. Thank you for that. And then the final thing just biscally um you answered a question
131offline, but uh basically the contract will be for around $46,000. Does that factor in the money that PGUSD PGUSD received from the state already? Uh well, no. We just recently received a little over six I think it was $6,600 uh from the state and that was uh that the 405 yeah um that was um just a quote from Amplify for a three-year adoption and that includes the professional development. So it basically be like 46 minus the 6,000 from the state. Yeah. And if I don't know what the state will if the state will continue yearby year or what that will look like. Okay. And then this isn't a question but like my rough very rough math uh the screener which you all plan to use three times a year is basically going to be like
132between 2170 and $22 a kid which I feel is very good. Thanks. Yep. Trusty Shamar. Um, can you screen younger than kindergarten? No. Do they have to know how to their letters or something to do the to do this screening? Is that why I'm just wondering you have we have TK and you know I'm just Yeah, it's so the screening would start in kindergarten but even the um um the first screening that we do for our kindergarteners, we it's more as just a baseline because in kindergarten there's some students that haven't gone to TK. they haven't been, you know, subjected to a lot of maybe academic um, you know, knowledge, letters, maybe they don't even write their they're not writing their name yet, you know. So we still have it as a baseline, but th
133a lot of those kids are the kids that make the huge progress from getting instruction, you know, in their classroom that first half of the year, those first 100 days. A lot of th those kiddos are the ones that go from red to green really quickly. It's just because um you know, exposure sometimes. So, if our first um time around when we do the assessment, kindergarteners are red, we're not going to freak out about it. It's just basically our baseline data and then we keep watching. So, you're right. Sometimes they won't know any letters, right, that first time around. Yeah. Um Okay. So, when you um send these letters home to the parents and you're hoping that they'll do some activities or access some resources, I'm wondering if we could do more than just hope
134that that happens. Um because if we're talking about dyslexia, it could be kind of inherited, right? Um, I'm I'm just when we have an adult school, I'd like to see as much connection uh with our parents and our adult school and for whatever we can do like if um we could provide screenings for adults at the adult school. I mean, because it's just my experience that adults that have trouble reading are not going to do much with their kids encouraging their reading. You know, it it's it it kind of feeds off itself. So, it's just something to think about. I'd like our district to to look at that because here we have a resource in the adult in our adult school and the more we can connect them up with the parents um you know
135and offer some support the better. I'm I'm going to say that I find um probably the opposite that when there are students that really struggle in reading that their parents are really on board with wanting to do whatever they can at home. They just need some suggestions. They are the ones that definitely, you know, sign the permission slip for their students to get the reading intervention and they are very transparent and they'll say, you know, I struggled um with reading. I don't want my child to. So, um, for kiddos that really struggle in reading, I find that parents are really on board with, um, um, being open to the intervention and helping their their student. I love that response coming directly from a teacher. And, you know, Mrs. Demar I mean the the intention of
136this with the screener is definitely to be able to provide the targeted uh support and intervention you know during the school day during that instructional time. I think anything that's expected beyond that would be in additional in addition to but it's lovely to hear directly from you what your experience has been you know from the home front. Uh but I I do still love your idea. I think any chance we can get as far as you know adding you know additional supports and you know combining and and utilizing the resource we have with our adult school. Yeah. Well my question really not that they would be doing it but just that could the adult school use the screening for adults is I guess that's my question. Oh not this this is for K5. So I
137there might be something out there. Um I'm sure there is an adult screener for dyslexia. Um, I just don't know what that is. I could look into it if you'd want and um come back with something, but um and one thing I learned is that that this is the uh this is a reading difficulty screener and I was um like first calling it like a dyslexia screener and that's like not what it is. it it's for reading difficulties including uh you know potential dyslexia. So they would a student that has dyslexia would have to go on and get further testing um in order to determine that. Dr. Hazen, would you any questions or comments from you? No, thank you. This is awesome. um something I know our board has been really helping work hand in
138hand with the district on improving. So, thank you guys for taking the lead on. Thank you. I agree. Um I appreciate you both sharing the thorough selection and vetting process with us and especially Miss Quinn that you were here to share your knowledge and experience with the board today. I found it really really valuable. So, thank you. Um, as a parent of a kid who had did spend time in reading intervention, the parent portal is something that for me would have been a great tool. Um, because just going home with your kid at home who's struggling with reading and being like, "Let's read together." I mean, I'm not a teacher. I don't necessarily know how to break it down in a way that we can both work together and get somewhere. So that feels like
139a tool that would be really valuable for families to be able to use as well in partnership with um what the kiddos are learning at school. So very cool. And also that it's in English and Spanish. Um my question was going to be about dyslexia screening, but you commented on it with those red flags that you mentioned that are going to be there. So, I do understand that this isn't for dyslexia specific, but I was glad to see that there is a component that may be able to let people know early um if there are those flags. Is that right? Right. So, it would it would just red flag the risk of that ch student. We wouldn't diagnose the student. Right. Right. But still, you know, depending on um interventions and their response to the
140intervention that we would provide, we then it might be that they would need to we would need to push it on to let's say our special education services to be assessed for special education. You know, it just depends. Okay. Yeah, I appreciate the early assessment and intervention. Um I don't have anything else on this item. Um, I am comfortable making a motion on staff's recommendation um to approve the adoption of the amplified dibbles Mc-class reading difficulty screener. So, I will make that motion. Is there a second? I'll second the motion. Okay. Motion made by Trusty McNary and seconded by Trustee Wax. Um, roll call vote, please. Dr. Adamson. President Dr. Hazen. Yes. Acting President Clint McNary. I. Trusty Wax. I and Trusty Shamas. Hi. Okay. Thank you everyone. That motion passes four to zero. Um
141item C on our action discussion calendar is the proposed board calendar and this is your item Dr. Adamson? Yes. Uh no changes at this time. I think everything is um you know as proposed. We have our next special meeting next Thursday which is going to be predominantly uh dedicated towards governance training. Uh so no no changes. Okay. Um um with that we'll go out to public comment first on the proposed board calendar. Seeing none in the room and none online um I'll bring it back to the board for any discussion. I don't have anything to add or discuss with regard to the proposed board calendar. I'll look around and see. Nothing from trusty wax. Trusty Shamas. Dr. Hayen shaking his head as well. So, because there are no changes, we will not need a motion
142or any action on this item and we can move forward into what is next on our agenda. Um, next up is information and discussion and there is only one item on that part of our agenda today and it is our future agenda items and that is Dr. Adamson. Yes, absolutely. And so I'm really just going to reach out to all of our trustees. Any items for future agenda topics? I believe we may have a couple. Yes. Yes, I do. Um I'd like to add um two. one on review of the complaint procedure 1312.1 and also a review and I'm not sure if we have this in policy or not because I don't have a policy number for it but a review of student um computer usage. Yeah, absolutely. We'll go ahead and add those two
143to the list and you know we have our policy committee coming up in you know two months. So, we'll definitely add that to that list. Um, and I think we've already started just sort of looking preliminarily at, you know, what SB, you know, CSBA policies, but also some of our neighboring district policies as well for that. So, thank you for bringing those forward this evening. Thank you for bringing that forward. Um, any other future agenda items from the rest of the board? Dr. Hayen, I was going to mention those too if not. So, thank you. Thank you. Yeah. Um, okay. With that, those two items will be added to our future agenda. That'll be the board direction um this evening. And with nothing left, we can adjourn. Um our Oh, I'm sorry. We can close.
144We can adjourn to close session. Thank you so much, Assistant Superintendent Jordan. That was close. Um, we're going to adjourn to close session and we will report out when we get back. But for the rest of you all, I hope you have a wonderful evening and thanks for joining us. We are returning from close session to report out and um the only additional item that we discussed was number one on our agenda which is negotiations with collective bargaining session planning preparation with the PGTA. Um and with regard to that item information was received and board direction was given. And with that, I will adjourn the meeting for the evening and we will be back on March 27th. Thank you.