PVPUSD BOE Regular Meeting 6-10-26 4:30 p.m. and 5:30 p.m.

001We will now convene our board of education regular meeting. Today is June 10th and the time is 4:30 p.m. We are currently experiencing district-wide internet connectivity issues due to a frontier service disruption affecting the peninsula. As a result, our ability to live stream today's board meeting may be impacted. We will record the meeting via Zoom and audio as a backup. However, the live stream may be unstable or unavailable. As usual, community members are welcome to attend the meeting in person. Um, we expect that open session will begin at about 5:30 PM. Miss Wescott, do we have any public comments on close session items? >> We have no public comments. >> We will now recess to close session to talk about public employee performance evaluation and public employee discipline dismissal release. We expect to reconvene at

0025:30 p.m. Thank you. We will now reconvene to open session at 5:48 p.m. Our first order of business is a pledge of allegiance. I believe we have two very special students here, Gabriel and Amalia, who both placed um at the national level for our PTA reflections. Can I please ask them both to help lead us in the pledge of allegiance? If you both can come stand up here at the front >> stand. That's okay. You can stand. >> I would. Okay. You have to stand and then you're going to lead us from the front. >> Okay. >> You guys want to say ready begin? Just say ready begin. >> Come join me. I come to learn again. >> Okay. Okay. And say ready begin. >> Ready begin. >> I pledge aliance to the flag of

003the United States of America and to the republic for it and stand one nation under God, indivisible and liberty and justice for all. Well done. Well done. >> Can we get a round of applause for Anna and Gabriel? That was amazing. Thank you so much. Our next item, uh, E, board action. There is no board action from close session to report today. Uh, F, approval of agenda for today, June 10th. Is there a motion? >> Second. >> All in favor? >> I. >> Any opposed? Motion carries. 50. And now for the best part of our school board meeting. I'm gonna pass it over to Superintendent Dr. Serrano to talk to us about the very special students that are in the room today. All right, for our first highlight this evening, we have the PTA Reflections

004Program National Awardees. For over 50 years, the National PTA Reflections Program has celebrated and recognized the creative talents of student artists and encourages students to use the arts to explore their own thoughts, feelings, and ideas, develop artistic literacy, increase confidence, and find a love for learning. The PVP Council of PTAs annually runs the reflections program. This year's theme was I belong. 18 of our PVPUSD students were recognized at the 33rd district awards celebration. Four PVPUSD students were recognized at the California State PTA awards celebration. Two of our very own students went on and placed at nationals for the reflections program. Amelia Co from Lunata Bay received an award of excellence in photography and Gabriel Sue received an award of merit in dance. They were the ones who led the pledge tonight. Uh we also have

005Keon Tendi from Point Vicente received an award of merit for film production accessible arts and Alexa Cow from Vista Grande Elementary received an honorable mention in film production intermediate. We are so proud of our students and I believe we have Margaret Lou here from Council of PTA to share with us a little bit more about this program. Margaret, thank you Dr. Seno and the school board members. Um my name is Margaret. I'm the president of PVP Council of PTAs. Thank you for Dr. Seno for the abbreviation of the congratulations. Pretty much read my script. So then without further ado, let me just introduce our awardees Amelia Cole and um Gabriel Shi. So we just come up. [applause] Would you like to come up for a meet u for photos? >> Yeah. >> Yes. Do they

006want to say anything? I can come up to the microphone. Gabriel, do you want to say anything about your award? >> Coming up to the microphone. You just press the button there. and it'll turn on for you. Miss Wescott, do you think you could help Gabriel showing how to use the microphone? >> Yeah, I'm trying to show his video. >> All right. Do we have a video of the >> We have this video. Yeah. >> Oh, you see, I was also a football member of a team called the Bulls. >> Y [applause] I'm trying to uh play Gabriel's video right now of his dance. Amen. >> Hi, my name is Gabriel. I remember the quest I did. It was super fun and I and I was so happy to read the quest. >> [music] [music]

007>> I REALLY love you. Wait. What do you mean? You made it cold. >> This is the house. >> That's beautiful. Can we get a round of applause? [applause] This is Amelia's photo, I believe. Right, Emilia? Does that look like your photo? Yes, that's Amelia's photo. Amazing. Do we have anything else from the other two students? No. Okay. Can we invite up our students to come take a picture? [applause] >> Let's move on though with our next highlight. All right, so we have two highlights uh tonight. Uh we just have so many wonderful things happening across the district. We couldn't choose just one. So tonight we're uh featuring Pelosy's Peninsula High School inside the zoo. Um, I loved the last episode of Inside the Zoo. I have to say I was captivated. I watched the

008whole thing and then I uh went to assistant superintendent Miss Trironas and I said, "Have you seen this?" I think we may have some questions here. [laughter] That was so wonderful. Um, so our new Inside the Zoo, our students at the high school have launched a new studentled program this year called Inside the Zoo. It highlights campus initiatives across the four A's, academics, athletics, arts, and activities. The program was created and is fully run by students. And I understand some of our students are seniors and moving on. So, we really wanted to get you here tonight. Thank you for being here. >> All right, guys. We get to go. >> You know what, guys? Why don't we do this one all together? >> Ready? What's up, Panthers? >> It's Benson >> and Kira, and today

009we are joined with our Inside the Zoo directors, >> Caroline, >> Keon, and Mike. >> This is it, the final episode of season 1 of Inside the Zoo. >> Let's end the year off right with an episode created by our directors as a dedication to the class of 2026. >> Let's waste no more time and see what's happening >> inside the zoo. >> Benson, everyone knows you're an amazing singer, so any advice for our future Peninsula Grammy winners? Honestly, I don't know what more could be added to those amazing performances, but I know I could really use some advice when it comes to graduating and becoming an adult. >> Well, Benson, I may have the perfect way to solve your problem because we went to some of our local elementary schools to ask first to

010third graders for their advice for Peninsula students. >> I'll make sure to take some notes. >> Paper, scissors, shoot. Rock, paper, scissors, shoot. >> What's your name? >> My name is Ray. >> My name is Miles. Kurt. Kayen. Joshua. Isla. >> My name is Aiden Salvakumar. >> Amira. >> My name is Alicia but Alicia Sultanovich but they call me Ally. >> Colette. My name is Suhani. Mar Stella. >> My name is Ruby. My name is Lacy. Kate. Eevee. >> What would you guys want to tell us? >> Have fun. You want If your parents like are going to miss you a lot, call them a lot. Follow your dreams. Excited. >> Some of my advice um from my point of view, even though I don't have that much life experience, would be work hard, never

011give up, fight for what's right, and fight for what's yours. >> Um I would give seniors um to never give up. Um to keep on going, and to try your best. >> I don't really know. always follow your dreams and uh try your best at everything. >> When you get older or something, you shouldn't change yourself for anybody. Your kids, if you have a wife, if you have a husband, good luck. It's definitely going to be fun. I think you guys should like always have really good friends. Like um like if something bad happens, you'll always have somebody to rely on that like somebody you who you can trust that won't laugh at you or anything like that. Don't give up. Um, stay strong when um, life throws [snorts] tough stuff at you. Have a

012good time. >> To listen to others and also do things your way. If you're scared, you shouldn't >> when you guys are out shopping is to use coupons so you can save money. >> Don't flaunt college. Stay out of the trouble. >> Being kind. >> Always be a kid. Some people say always be a kid in heart, but I say no. Always be a kid every day. >> Uh thank you. So that was uh from our last episode which was created by Caroline and I. Um we are along with EJ the um directors and founders of Inside the Zoo. Um, so as uh Miss Serrano stated, it's um a completely studentrun media program designed by us um that covers the four A's of Peninsula, which are athletics, activities, arts, and academics. Um in each episode,

013we feature a segment from each A of each A, and as well as a Panther time segment, which is just like a fun um around the campus segment. >> So, Inside the Zoo began as a group of only six students, and our first episode took about a month to create. And since our first episode, Inside the Zoo has now grown to a team of over 33 students. And every episode is created in about two weeks. Our 33 Inside the Zoo crew members work in every single area of production. So we have our producing team and our host team, but we also have our on camera film communications, marketing, script writing, and graphic design departments. In our inaugural season, so our season this year, we had a total of nine episodes that highlighted every aspect of

014Peninsula culture. And in those nine episodes, we were able to feature almost every single Peninsula sports team, every arts program, and highlight so many of our amazing teachers and activities and events that happen every week at our school. But most importantly, we were able to showcase the stories and experiences of so many of our Peninsula students. And it allowed students to be introduced to programs and people that they wouldn't have otherwise met. And for Keon and I, it has been extremely meaningful to co-create this program. And while it is bittersweet to say that it will we will never create another Inside the Zoo episode, we know we are leaving the program in the best hands with not only Dr. Clovis, but also the over 50 applicants for the upcoming year. And hopefully they can continue

015to create stories and highlight the school we love for many years to come. Thank you. [applause] >> Amazing. I have a feeling my colleagues have questions and comments for you all. Who wants to? >> I'll just ask. So, >> It's completely just our free time. So, it happens um during lunch panther time and then also just a lot of like at home work or like um free periods. Congratulations. >> So, congratulations. Yeah. Um, congratulations both of you and and the whole team. I It's actually surprising that I didn't realize there was 33 students contributing at this point. And having seen TV production before, it's quite remarkable how many people are required to make that work really done effectively. And I love the segment. Really good lifelong advice as as well as very practical advice. I

016always forget my coupons. So appreciated that. [laughter] So thank you. Congratulations. Keep up the great work. and I've got a daughter coming your way next year uh to be part of the Penn community. So, I'm looking forward to learning more. >> Thank you. >> Great job, guys. I really enjoyed spending time with you guys at school site council and hearing all about Inside the Zoo. So, I'm really glad you guys had an opportunity to come here tonight and share all that fun with the whole crowd. Thank you. A number of years ago, Penn had a similar program, but they didn't have the right equipment and they didn't have the funding for the equipment. So, it sort of fell by the wayside. So, that was when quote adults were in charge, right? So, I'm so impressed

017that as students, you put this together, you found the equipment that you needed, you found the time to do it, and you're putting together such a high quality piece of work. So, thank you and congratulations. >> Thank you, Dr. Serrano. >> Well, I love the um golf cart karaoke. That's what really captivated me and had me going, "Miss Tronis, are these kids authorized to be driving these? Are they really driving the golf carts or is this AI generated?" Um, my question is, are you using AI at all in your production? Has that been or it's just all live footage or Yeah. >> Yeah. All of it is live footage. We don't use uh any artificial. >> Okay. So, that that really was students driving those golf carts. Okay. We we'll have another conversation offline about

018that. But anyway, I was very impressed with the quality of the production. Um, and just hats off to both of you as the founders. I hope you'll come back and see this program evolve over the years and and it's exciting to leave behind a legacy to your high school in this way. So, thank you. Thank you so much. That was incredibly special. I don't know if I'm allowed to say this, but I swear to God, our PVPUSD kids are the cutest. Like I I can't imagine a district that has cuter kids. They were so adorable. I know nothing about production, not my experience at all. So the segment that you shared with us today, how much time of labor is that? How long does it take? Cuz you guys probably recorded a lot more and

019then you grabbed the really fantastic moments and stitched them together. How much time is that? >> Um so each interview with each kid took about 3 to 5 minutes. Um it was in total probably about 10 hours of footage that we boiled down to about 2 minutes. >> Wow. And in total the like planning and production and getting it all [music] done and going to each elementary school was about 3 weeks. >> Wow. Extraordinary. And then at the beginning, are you guys reading off a teleprompter? [laughter] >> We um are since >> I've learned it's really hard to read a teleprompter. >> Yeah. Um since we just started this year um and we've kind of just been doing what we have. We have a large television in front of our hosts so they read off

020that. Um, in the future I'm sure we'll have a teleprompter, but right now it's just a Google doc on a TV that we just >> Wow. Congratulations. As Dr. Sran said, this is an incredible legacy to leave behind. Clearly, I don't know what your next uh step journeys are going to be, but it's going to be something extraordinary. Congratulations and thank you. Um, if no one else has any other questions, we'd love to take a picture with you. Would that be all right with your uh co coach advisor, too? Perfect. Thank you. congratulations. >> [applause] >> Where's he going? >> Well, awesome. Good job, you guys. Okay, on to public communications, public comment on non-aggenda items. And it looks like we have 18 today. Um so I'm going to go over our um guidelines. At

021this time the public will be given the opportunity to address the board regarding matters within the subject matter jurisdiction of the board which are not on this agenda. Remarks will be limited to three minutes per person. If there are more than 20 speakers, individual comments will be limited to one minute and it looks like we have 18. So you still will receive the three minutes each. Um, the board cannot engage in public discussion during this portion of the agenda due to the Ralph M. Brown Act. Requests to give public comment must be submitted prior to the beginning of the public comment agenda item. Directions on how to submit a public comment are available at www.pvpusd.net/feedback. We don't have any on Zoom, right? It's just the 18 cards here. >> We have none on Zoom. And

022just to be clear, some of those are on a different agenda item. So, I think we have less than 18 on non >> agenda item. >> I was just looking at the numbers. Sounds good. Thank you. And first up, we have Paul Jensen. Can I invite you to come up? >> Hello. Uh, well, it's going to be nerve-wracking here, but all right, stick with me. So, hello. My name is Paul Jensen. I currently work as one of the two decades at Palis Peninsula High School, the same high school that I graduated from in 2021. This is a role I am very proud to call my first full-time position out of college. Unfortunately, I'm about to lose that role after a mere 5 months due to a decision made by both the board and the district

023to lay off myself as well as all of the other 16 decades working across the district. I understand that this was to create room for a new role and that new role was supposed to be better than the current one. However, I personally was absolutely blindsided by the fact that this new rule would have my hours reduced to 30, which you may understand is a significant downgrade from the current one in just about every capacity for me. Uh I was never informed about this until much later on and unsurprisingly the union shot this down and since then uh the communication towards us text about the future of our jobs has been absolutely abysmal. First of all, as someone who would actually be affected by this change and as someone who has been in communication with

024several other techs, I have heard zero instances of there being any attempt to really work with any of us to understand what this position should look like. In a previous board meeting, it was suggested that district techs take time out of their already busy schedules to drop by each school and solve any hardware issues themselves or to make techsavvy teachers leave their classrooms behind to solve issues for other teachers. Both of which are just totally unreasonable demands. The fact that these are suggested really tells me that there is a gross misunderstanding of and a lack of respect for the technology aid role in the duties that we actually perform. This has further shattered my faith that my future employment is in good hands. Initially, I felt that poor communication was a matter of heavy workload

025and that something would get better as long as I remained understanding and patient. However, as time has gone on, it feels rather clear to me that this entire situation is a product of incompetence at best and malice at worst. After June, my role is terminated and I have absolutely no idea if I will get called back to work in August. Quite frankly, I don't know if anyone has any idea if I will be called back. So, I'm sure you understand just how distressing this is for me as a young adult who just got out of college and and especially rough job market. How can this district really prepare students for the rest of their lives when a significant number of employees don't even know where they're going to be in 2 months? So, this has

026certainly been a very eye-opening and frustrating experience for me. I'm left very confused and very upset, and I, if absolutely nothing else, would at least be grateful to have some answers for the questions I've been waiting on for months. Thank you. [applause] Next up, we have Leila Kid. Leila will be followed by Kinley Woo and Bryson. Good evening, members of the board and Dr. Serrano. I stand before you today as a teacher at Dapprey Elementary, speaking amongst others who have been deeply affected by the district's recent decision to abruptly transfer our two custodians without the contractual 10 days [music] written notice. For more than 15 years, Mr. David has been a cornerstone of our community. While his title may be head custodian, his impact has has extended far beyond the responsibilities in his job description.

027He has cared for our campus with pride, dedication, and unwavering commitment to the students and staff he serves. He has consistently gone above and beyond to meet the needs of every administrator who has come through our doors, adapting to changing expectations. More importantly, Mr. David has a trusted has been a trusted and familiar presence for [music] our students and someone who helps them feel safe and supported. Students thrive when they are surrounded by adults they trust and can rely upon. Unfortunately, consistency has become increasingly rare at Doppelgrey. In the past two years, our school has experienced significant turnover and change. With the upcoming year, we will have experienced multiple administrative changes, four principles in three years, and the retirement of two two teachers and an unfortunate resignation of another. Each of these transitions has impacted

028our school community and most importantly our students. The district message has been received and is clear. The decisions being made are contributing to the very inst [music] instability that we are working so hard to overcome at Apple Grey. I ask the board and Dr. Serrano to consider the broader impact of these decisions. This is not simply about transferring personnel. It is about preserving the relationships, trust, and sense of community that cannot be measured by a transfer notice, but are invaluable to a school's success and to the district's long-term commitment to student well-being. When we remove the people who have dedicated years of service to our campuses, we must also consider who will bear the greatest cost, our students. Thank you for listening. Next up, [screaming] [applause] I love the encouragement, but I want to make

029sure everybody gets their chance today. So, if maybe we can hold the applause. Uh, next up, we have Kinley Woo. Kinley will be followed by Bryson and Flint Bouch. Okay, you can just >> you can start whenever you're ready. >> Hi, my name is Kim Woo and I really want Mr. for David to stay at Dappo Gray because he have done so much stuff for us at school and everyone loves him and he's been here for so long and he gives out toys to everybody and makes all the students happy. So I hope that you guys will consider to keeping him at Apple Gay. Thank you for listening. >> Thank you, Kinley. [applause] Next up, we have Bryson. And then Bryson will be followed by Flint Brush and Holly Wner. Oh, my name is Bryson

030and uh I really love Mr. David because he's the heart and the life of Dappel Gray. And I remember when he used to take his free time just to put gems in the sand pit so we could go out there and find them. And I just it was it was always just super fun. Thank you. >> Thank you, Bryson. >> [applause] >> Next up, we have Flint Bouch, who will be followed by Holly Wner and Lucas Felchure. So, if I can invite Flint to come on up. Hi, my name is Flint Bush and I think that Mr. David should stay at the school. And I have a lot of reasons why, but I'll be saying two of them. The first one is that Mr. David, he's always done more than just his job as the

031custodian at the school by helping kids transfer into the school from preschool and hiding gems in the sand pit. The second reason is that he always works very hard and always goes above and beyond for his job. Thank you for listening. >> Thank you, Flint. Next up, we have Holly Rosner. Holly will be followed by Lucas and Denise. Good evening members of the board and Dr. Serrano, Dr. Terronis, Dr. Litraelloo, and Dr. Wildley. Um, thank you for letting us come and talk tonight. I know you've received a lot of our emails. Um, there's a lot of people here to talk about Mr. David and that he is the heart of our school, but I want to talk to you um much like Miss Kidd did about the collective bargaining agreement between this district and CSEA.

032Um, according to 14.1 of that collective bargaining agreement, an employee that's to be voluntarily transferred, uh, or excuse me, involuntarily transferred must be given a conference with their supervisor and a, um, a member of the CSCA and that has not been given to Mr. David Cow. Um, additionally, he's to be given 10 days notice before the transfer takes place. He was notified on Friday, as I understand it, and he's being transferred this Friday. That is again not within the 10 days that 14.1 requires. Um unfortunately um you know this is not unique. We know that there have been a lot of transfers that happened at the end of this school year and I know Mr. Jensen um one of your you know techs just spoke about the difficulties of of these transfers. We all understand

033that the district is facing financial difficulty and low enrollment numbers. We get that. Um and it's unfortunate. Um but I think it's insulting to the district personnel when they are not given the dignity of following the collective bargaining agreement. Um there's also widespread information that district staff is being transferred without without the the district really understanding the importance and the role that these staff play at their individual sites. I would just ask that the district personnel responsible for making these decisions be curious, be humble, and get to know these employees who make a real difference in our schools because we have Mr. David is family to us. He participates in our legacy project, which is a district recognized program um that PTA has that that started at Dappo Gray. We're a very special school and

034I know that you know that you've been on our campus. you've seen how incredible the work that our our staff, our parents, and our kids do. And so I would ask that again making these decisions, make sure that you really are thinking about what that means to that school and the disruption it will cause, especially at Dapprey when we are facing so much change next year. We teach our kids when we make a mistake that we can say sorry and we can come back. We can try to do what we can do to fix it. I'm asking the district personnel to do that for Mr. David. I'm asking you to fix this mistake that was made. This is I think we can do better. I know this board can do better. I know our district

035can do better. And we really hope that you make it that you reconsider moving Mr. David from Dappo. Thank you for your time. Thank you. [applause] Next up we have Lucas Felure. Lucas will be followed by Denise Stone and Clint Weisner or Wner. Good afternoon. My name is Lucas Fer and I'm here to speak on behalf of the students on at the Apple Gay because we all care deeply about something important, keeping Mr. David as our custodian. Every day before most of us even wake up, Mr. David's already here. He opens our classrooms, make sure our campus is clean and safe, and fixes things we don't even notice until they're broken. But what makes him special isn't just the work he does, it's the way he does it. Mr. David knows our names. He says

036good morning to us. He checks in when someone looks upset. He helps us when we spill something, when we drop something, or when he's running, we're running late and need a little kindness. He treats every student with respect, and he makes Stab Gray feel like a place where people care about each other. Mr. I mean, a school isn't just buildings and classrooms. A school is the people who make it feel like home. And for many of us, Mr. David is one of those people. He is part of our community. He is part of our daily lives. And losing him would mean losing someone who makes our school better, not not just cleaner, but kinder. We understand that decisions have to be made and that adults have many things to consider. But we hope you all

037you will also consider what the students see every day. A custodian who goes up above and beyond. Who supports us, who works hard, and who truly cares about double gray. We're asking you to let him stay. Not just because he deserves it, but because our school needs him. Thank you for listening. [applause] >> Thank you. Next up, we have Denise Stone. Denise will be followed by Clint Wner and Phil Yang. Hi, good evening. My name is Denise Stone and I'm a mom of three children here in the PBPUSD school district. I'm respectfully asking you all to please let Mr. David remain assigned to our school. Mr. David is not only an important asset to our school, but the heart of our school. I feel safe dropping my children off because he is there. He protect

038protects our children as if they were his own. He boosts morale with a his cheerful nature. He always has a smile, a wave, and a helping hand to lend. He um as other people have mentioned, our school is currently undergoing big change with two teachers retiring, one resignation, and our office manager changing positions. Please do not upset our educational culture by moving our most valuable asset. We will be left floundering and brokenhearted. Please allow Mr. David to remain at Dappel Grey, a home away from home for both him and our children. I want to drop my new teaer. He's still four, guys, about to turn five. I want to drop him off for the first day of school with the assurance that he's there bringing joy to everyone that he meets. Thank you. Thank you.

039Next up, we have [applause] Clint Wner. Clint will be followed by Phil Yang and Ivet Delia. >> Hi everyone. Uh, thank you for allowing us to speak today. I'm also here on behalf of Mr. David. I have been at Dappel Grey 10 years. I've got um three boys, two who have promoted from Dappel Grey and one who is got in his final uh fifth grade year going in next year at Dappel Grey. And most mostly what everyone has said so far is 100% true about about Mr. David. I don't know there there's people, you know, who can go by just one name like like Prince, right? I mean, it's Mr. David and and everybody knows Mr. David. Everybody gives Mr. David a high five or a wave, right? Or a hug even because of all

040that he does. Sorry. All that he does for the school. Um, I'm a father who cares about the community and the community that my kids are in. And he sets that community in that heartbeat at Dbury. I can drop my kids knowing that Mr. David would do anything, and I mean anything. He would break down a door if he had to for these kids. That's above and beyond a custodian's duty, but that's how much he cares about that community and these kids. How reassuring is that for a parent? I am asking you to reconsider [applause] Next up, we have Phil Yang. Phil will be followed by Evette and Samuel Smith. >> Good evening, district leadership. My name is Phil Yang and I'm a Point Facente parent. I'm here tonight to speak in strong support of

041the principal at Point Facente Elementary, Miss Marta Genevar Richardson. As a parent, I see a school that is organized, academically focused, warm, and deeply student centered. The principal's communication is excellent. Her updates are detailed, and families know what is happening with academics, student programs, school events, enrichment opportunities, and especially volunteer opportunities. The academic results support what many families at Point Facete are seeing. For two years in 2023 2024, English language arts moved from 72 to 79% exceeding the standard. Math moved from 74 to 82%. Over the broader four-year view, Point Facete gained 17 [music] percentage points in English and 19 points in math. I understand that concerns have been raised by some staff. Those concerns should be heard, but they should also be specific, fair, and weighted against objective evidence. Change can be uncomfortable when

042expectations become clearer and systems become more consistent. Disagreement among some staff should not be treated as proof that leadership is failing, but leadership is watching. The board and district should evaluate leadership by objective criteria, student outcomes, and school climate. academic growth, family engagement and the experience of children. By those measures, Point Facente is thriving. The leadership at Point Facete is energetic, engaged, and present. This is not a passive leadership. Active leadership means the involvement, attention, and care. That extra focus is what exactly what makes this school better and the children are benefiting. The school is moving forward. Please support that leadership that is helping make that happen. I respectfully ask the board and superintendent to support the principal and recognize the measurable progress at Po Fincente and listen to the broader parent community. Change is

043not needed. Parents are also organizing a written statement and support. A coalition group is forming um to let the board know and we need that stability and consistency. Also, I would like to thank Carla Vestto for 22 years of service as a teacher. She is on the agenda tonight and her dedication to the children at the kindergarten level has left a measurable impact to my kids for a lifelong foundation of learning and also I'm on team David as well. Thank you so much. [applause] >> Next up we have Iette and you guys can you remind me how to pronounce your last name? I feel like I keep butchering it. And then after I bet we have Samuel Smith and Tracy Smith. >> Sure. It's a It's my time going to start now. It's I bet

044Dia. Hi there. I'm Iette Dia. I'm a parent. I'm a PTA member and also I'm on the council for the PTAs here in this district. And I brought the Legacy Project to Dappel Grey, which is now widespread. A few of you on the board have participated. Tonight, I want to read one of the stories. In 1968, in Saigon, a Vietnamese boy was born to a family of three daughters and two sons. The boy's childhood was disrupted by the escalating war and his family became a target for the Camair Rouge communists. His father worked with the US military and had always told him to never share his name. One evening in 1975, the Camaro arrived and took over their village. The boy's father told the family they had to flee, throwing the boy through a window

045and urging him to go to the border. He said, "Go west." The boy hid behind the house in the tall trees and that night began a journey marked by the loss of the family whom he would never see again. You can only imagine what he saw. He was 7 years old. Over the next three years he met people of different ages who ran in the same direction and together they formed a fragile bond. In the evenings his group would climb the tall trees and then tie each other to the strong branches with ropes that they wouldn't fall to the ground during their sleep. In the mountains, some of the elders taught him English by writing chalk by using the rock formations as a chalkboard. At one point, he hid in Anchorwatt, an enormous Buddhist temple

046located in northern Cambodia. The boy eventually reached Thailand. At 14, he joined the Cambodian army and the border of Thailand. Determined to protect others. Despite the dangers, the boy navigated his way between countries and learned Camar, Lao, Thai, and French. His fluency in multiple languages made him an invaluable translator and security liaison. The United Nations recruited him to secure a refugee camp in Cambodia. But in 1990, Cambodia was still a dangerous place. Fearing for his safety, the UN relocated him to the United States. The boy trusted the process and arrived in California as David Chow. His first American job was at a Thai restaurant kitchen. Eventually, David met a Vietnamese American woman in line at the bank and they married not long after. They have two sons and they enjoy television, soccer, and a future

047filled with hope. He has happily worked for the PBPUSD since 1999 and is known as Mr. David. His wish for the students is the saying that he has for his own children. Success, kindness, and a sense of protectiveness towards others. He says, "We shouldn't care about different colors. We are the same people and we must protect the people that don't know better. David credits his father and faith with his survival carrying the memory of his command. Run to the west even in his dreams. This is the story of Mr. David, a living legend and protector of Dappo Grey Elementary. [applause] Thank you. Next up we have Samuel Smith. Samuel will be followed by Tracy Smith and then Karen, Nathan, and Cole. >> Um, hello. I am Samuel Smith, and I think we should keep Mr.

048David because he's more than just like a custodian at Dappel Grey. He's like like a friend and a helping hand. And like he's always been at Grey, so like we should keep him there. And like there's like he's really nice and have lots of good memories. Like one time after a assembly I helped him put away chairs and got out of class for it. So yeah. >> Thank you. [applause] Next up we have Tracy Smith. Hello board. Thank you very much for having us tonight. I am a mom of four kids at PVP USD schools. I've had three who have gone through and I just can't imagine being at Apple Grave without Mr. David. He is a custodian. He is first in line for getting those apples that have been lodged into the toilets. And

049he is first in line for helping when the plumbing um comes out through the ground and the sewer suddenly bursts. He is first in line for protecting our children. When we have had lockdowns, he is first in line to make sure that everyone is safe and everyone is checked in on. He is so much more than just a custodian. He is the greatest helper that we have ever had. As a mom and you happen to need to fill water balloons, he is there. If you are leading an assembly and the mics go out, he is there. If you are doing something else and you need anything, he is there. He is there to help. He is always lending a helping hand, always smiling, always encouraging the kids. I love how much he encourages the kids.

050We have this thing that we talk a lot about at school, particularly in middle school. We talk about PBIS and the positive behaviors. and he is consistently working with our children and encouraging them when they're doing something positive to their friends, positive to the school. If they're picking up trash at lunchtime or recycling it, well, he is there to encourage them. Sometimes providing a trinket, sometimes um giving a helping hand or just an encouragement. He is constantly there. Our school is going through tremendous turnover right now. It is unbelievable. He is the one consistent face that these children see every single day. They see him every single snack. They see him every single recess. They see him at every single lunch. He They see him before school when he greets them. He is there at

051after school telling them to go home and have a great time. He our children need consistency and he is the face of consistency at Dappel Gray. Thank you very much. >> [applause] >> Thank you. Next up, we have Cara, Nathan, and Cole Kohu. Okay. Um, hi, my name is Cara and I'm going to be a sophomore at Peavey High School. And Mr. David has always been my favorite staff member at Dappel Grey and I really hope that he doesn't get moved. He always makes sure that the school is safe for the students and it would be a tremendous loss for my brothers who still go to Dappel Grey if he has moved. Mr. David is the heart of our school and he's a good friend. Mr. David is the best. [applause] Thank you. Next up,

052we have Sandra Glack. Good evening everyone. So today I want to speak about someone who means a great deal to the Dappelgrey community, Mr. David. Uh Mr. David has been a significant part of Dappgra's community for many years. I should know because I've had four kids that went through Dappel Grey were an alum. Two of them are in college. One is at PV High and one is at Maril. When I asked them recently their fondest memory when this was going on, uh Dappo Gray, a couple of them mentioned a teacher, couple mentioned Arts Alive, but all of four said the same thing, Mr. David. Um [snorts] that's the kind of lasting impression that he makes and shows on these children. He's uh shows how much he means to the kids and also the family. He

053always goes above and beyond in his job. He greets students with a smile, helps whenever someone needs it, and works every day to make sure the school is welcoming and especially safe. He has become a familiar and trusted part of the school's community. [snorts] The news that he may be moved from another school has saddened many students, staff, and family members in the PV community. My phone has been getting non-stop messages from P PD parents on the hill texting just non-stop because they heard the news. Many of the kids wanted to be here that's at PD high butions sometimes need to be made. But we hope those decisions when making this decision you understand just how much he means to the families at Dapprey and the difference that he makes there. He's not just an

054employee. He's part of the family. It's like moving someone out of the family. Um, his kindness, dedication, positive attitude has touched so many lives. Um, be heartbreaking for the families in the community if he's not there. It just wouldn't be the same. Dapprey is Mr. David. It just wouldn't be Dappo Gray. We hope you consider allowing him to stay and remain where he is valued, appreciated, and loved. Thank you for listening. Thank you. Thank you. [applause] Last but not least, we have Gail Nato or Naido. >> Hi, good evening. My name is Gail Nitro and I'm a proud parent at Double Grey Elementary. I'm deeply saddened, alarmed, and frankly outraged to hear that amid the many damaging changes that elementary is already enduring, we will also lose two of our beloved custodial staff members, Mr.

055David and Mr. Juan. This is not a minor staffing adjustment. It's another harmful decision, and families have every reason to be deeply concerned. I urge you in the strongest possible terms to reconsider this decision. David and Juan are far more than custodians at Dbury Elementary. They are trusted, respected, and deeply valued members of our school community who help create a safe, caring, and supportive environment our children rely on every day. families know them, trust them, and appreciate the consistency and kindness they bring to our children's school experience. When my daughter started TK at Dereg, completely new to the PB area, Dapprey was intimidating. It's a huge school built as a middle school with nearly double the amount of students as other elementary schools. But the first person we met on the first day of school

056wasn't the principal. Wasn't a teacher. It was Mr. David with a warm smile and friendly greeting. That's who Mr. David is. He's the face and heart of Japan. Immediately, my daughter felt more confident on an understandably anxious first week of school. Now, three years later, my daughter and I look forward to seeing Mr. David. He constantly goes above and beyond for our students, the families and PTA. The qualities we teach our children, honesty, trust, helpfulness, respectfulness, positivity, and protector. That's Mr. David. I urge you to please keep Mr. David at home. Thank you for the cake. [applause] >> If you're a student that just gave public comment, can I ask you to stand up for just a second? I would like to thank each and every one of you, regardless of what happens today. And

057I'll share this with you. You will you are allowed to talk about employees, people who work for the district, but we're not allowed to talk about them. But I want you to know that we heard everything that you had to say and your participation in our meeting is extraordinary. You are excellent citizens of your state, of your city, and your school district. You should be very proud of yourself. This is not in order, but we have our students here at the end of the school year. Can we please get a round of applause for our students? Thank you. You all can take a seat. You're welcome to stay for the rest of the meeting if you'd like or you can go on with summer break, whatever makes you happy. Moving on. Public comment on open

058session agenda items. The public will be given the opportunity to address the board during each agenda item. Remarks shall be limited to 3 minutes per person. If there are more than 20 speakers, individual comments will be limited to one minute. Requests to give public comment must be submitted prior to the agenda item you wish to address. Directions on how to submit public comment are available at www.pdpusd.net feedback. Next item for today is J approval of our minutes. These are our minutes from our May 28th, 2026 board meeting. Do we have a motion? >> Thank you. Second. Thank you. All in favor? >> Any opposed? Motion carries. 5. Next on we have >> M for a moment and just let you know we are now having some intermittent >> technical issues. We're keeping a breast of

059it but that is why you see that spinning on the screen. So >> does that mean if somebody was watching the live stream they lost it? >> It went down right at after the public comments. We are still recording. So vis audio is still going right now and we will get visual up as soon as possible. >> Okay. This is because of those challenges with Frontier. It's not a district related technology issue. Okay. Perfect. Thank you. Thank you for letting us know. Uh first up are the board president announcements. Tonight's well tonight's board of education meeting is being recorded and we are trying to live stream it via the link on the district website. Enrollment for the 2026 2027 school year is open for PBPUSD residents for any student turning five on or before September

0601st, 2027. Students turning four by September 1st, 2026 can enroll for TK. If you're interested in having your child attend school in PBPUSD, our interd district permit window is now open. Be sure to obtain a release from your district of residence. For specific information about available permits, please visit our enrollment center website for more information. If you are requesting a transfer between schools within the district, the elementary intra district transfer window is open through June 15th to request a specific school and space is extremely limited. The first day of school is Wednesday, August 26th. The important dates for the 2026 2027 school year can be found on our website. Back to school registration for the 2026 2027 school year will be available in the ARIES parent portal in early August. More information will be emailed

061to all enrolled families as the time approaches. All PVPUSD sites will be closed June 19th for the Junth holiday. In addition to congratulating all our 2026 graduates, we'd like to recognize the following recipients. The high school state seal of civic engagement recipients Drew Molton, Riley Rodriguez, Sophia Schrader, and Addie Doc Star. LA Harbor Business Pathway completers who earned a certificate of achievement in business data analytics. Rojo Albano, Lucas Alvarez, Jack Barner, John Bonbeckio, Russell Cohen, Ruka Itto, Karolina Joel, Rachel Kim, Logan Kim, Lucia Kim, Shanti Mishra, Elisa Morales, Mason Peralt, Aiden Shipper, Addison Schnel, Zachary Shen, Charles Men, SoCal Rock, CTE pathway completers, Julia Abdullah, Ian Cho, Ren Chow, Michael Cornado, Emily Kota, Henry Deatori, Ryan Deiva, Leland Howard, Joey Jones, Samuel Lopez, Satie Marriott, David Mauricio, Chidalu Makulu, Elliot Nelson, Michael Nelson, Chimdala Nu,

062Sophia Prietto, and Riley Velasquez. High School culinary pathway completers Henry Deatori, Angel [clears throat] Gizar, Brent Jackson, Kylie Johnston, Leela Mandoka, Ava Regetta, Jaden Viviveros, high school CTE computer science pathway completers, Evan Goer, Gen Origami, Tree Gwen, Brian Yoshimitsu, Sheng High School engineering pathway completers, Duncan Joiner, Trevor Jones, Isaiah Lynn and Ulf Martin. And I am so sorry if I mispronounced anyone's name. We wish you all a very wonderful summer. I don't think we have a report from our student board members today. Up next is report of our PBFA leadership, Miss Sam Weiss. Okay. Good evening. Happy summer. Let's see. Okay. So happy for Gabe and his amazing reflections contest art. I know for a fact that his teacher, Miss McCertie, couldn't be prouder of him. She really wish she could have been here to

063see and get all that great recognition. Okay, folks. So, school services is one source. We teach our students consult multiple sources. Check for bias. Please listen to PBFA more. What I need you guys to do is I need you to show that you've heard our plea. We can come back to the table in September right after the unodudited actuals are completed, but please bring us a more generous offer, not your least generous offer. And if you want to keep protecting programs and not see us go to a loud, messy impass, mediation or worse, then you need to start making some tough choices because you've been protective of certain aspects of the budget for years. Our students are doing great. We all get an A+ in that regard. Clearly, we saw that tonight. But it's our

064employees that really could use a boost. Now, there's a world in which you come to the table in September. We bargain the 25 26 and 26 27 years of getting it done. We could knock this out in two sessions. Just meet like minds and then we spend the rest of the year working on the whole contract fixing the language we need to fix. We know exactly what you can afford for the past year and we have a strong guess about what you could afford for the coming year. We've been doing this a long time, too. We've watched how you move the money around and our bargaining specialists at CTA track how you spend and move your money. PBFA needs you to prioritize us. If you are locked into your 10% reserve goal, that's fine, but

065then you're going to have to find the money for us elsewhere in the budget. Thus far, you've been coming up short for us. You don't have a good grade there. You have tough choices to make because if you don't, we're headed to a work stoppage. My members have made it clear to me they can't afford to keep taking the shortest end of the stick right now. You're hoping that applicants walking the door who are living at home with their parents or close by single people who have no plans for kids or please God be on your spouse's private insurance. Got to love them on their spouse's insurance books, right? Those are the candidates you want. That's a pretty limited applicant pool. Doesn't vote well for the district's future. I want to be clear. our current

066offer, you have the money to pay us that. You don't want to spend that money on these. You'd rather keep that money committed elsewhere. So, you could say, "If we wanted to give you that money from elsewhere, it's onetime money, though, and we'd have to give you the money in perpetuity year over year, Sam. But here's what they're not going to tell you. You'd still be fine cuz you got rid of Well, you gave a a retirement incentive to 42 plus 36. Pretty expensive. Year-over-year folks, you're going to be fine. Thank you. >> I still believe in this sport. We can still get a deal. >> Thank you. Next up, I I don't think we have Mr. Elen Jarby here today, and so it next goes to Superintendent Dr. Deon Serrano. >> Thank you. Good

067evening, members of the board, students, staff, families, and community members. The past two weeks have been filled with joyful celebrations across our district as we recognized important milestones through promotions and graduations. I attended the preschool graduation ceremonies at NA and VA and enjoyed watching our youngest learners celebrate this special achievement alongside their families. It was a wonderful reminder that this marks the first of many educational milestones these students will experience throughout their lives and it was a joy to share in that moment with them. I had the opportunity to attend the culmination ceremony at Ridgerest Intermediate School. It was inspiring to watch students cross the stage and celebrate the completion of their intermediate school journey as they prepare for the exciting transition to high school. Their enthusiasm, pride, and energy were truly contagious. Congratulations to

068all of our eighth grade students, and best wishes to you as you begin this next chapter. I also attended Rancho Delmare's graduation ceremony. Each year, I am inspired by the perseverance, resilience, and determination demonstrated by our Rancho Delmare students as they reach this important milestone. Their journeys are often marked by unique challenges, making their accomplishments all the more meaningful. I congratulate these graduates and wish them every success as they leave us and go forward to make a positive difference in their communities and beyond. Finally, I had the pleasure of attending graduation at Palis High School as part of my practice of alternating attendance between our two comprehensive high schools each year. This was my second opportunity to celebrate with the Sea Kings. It was a beautiful ceremony that reflected a year of achievement, growth, and

069perseverance. Congratulations to the PB High School class of 2026 and also our Panthers. We are so proud of all that you've accomplished and look forward to the impact you will make in the future. In recent days, the district has received communications regarding employee assignments and staffing changes for the upcoming school year. It has been so heartening to hear from families about the meaningful impact our employees have on their school communities. Whether they serve as teachers, custodians, office staff, or in other important roles, these messages are a testament to the strong relationships our employees build and the difference they make in the lives of our students every day. I recognize that staffing changes from one school to another can be difficult for families and community members to understand. While these decisions are never made lightly, they

070are sometimes necessary to meet operational and educational needs across the district. Please know that each staffing decision is carefully considered and employees are reassigned only when it is necessary to best support our schools and students. In every case, our goal is to maintain and whenever possible enhance the quality of service and support provided at each school site. I also want to acknowledge that our communication regarding scheduling changes can be improved. In some instances, we have not communicated decisions and timelines as effectively or as transparently as our community would expect. We are committed to strengthening our communication processes moving forward. While personnel confidentiality limits the information we can share regarding the rationale for staffing decisions, we can and will do a better job communicating when changes occur and ensuring that impacted school communities receive timely information.

071Finally, I would like to recognize Mr. John Buddha, mathematics teacher at Peninsula High School. Mr. Buddha has been selected as a semi finalist in the Los Angeles County Teacher of the Year competition. He is one of just 25 semi- finalists chosen by the LA County Office of Education judging panel from among the many outstanding applicants submitted throughout the county. As a semi finalist, Mr. Budo will advance to the interview stage of the selection process. I think that might have been today with county winners to be announced at the teacher of the year banquet on September 25th. You have to wait a little while to hear about if he won. Mr. Huda, thank you for your dedication to students, your commitment to excellence, and for representing Peninsula High School and PBPUSD so well. We are all

072cheering for you and are so incredibly proud of this welldeserved recognition. As a part of Mr. Buddha's application, his students created a video highlighting the impact he has had on their lives. I wanted to conclude my report this evening by sharing that video with you. We are having a heck of a time in video, so I hope this works. Um, but did want to just share that with you just a couple minutes. [music] Hi, I'm John Buddha and I am the 2027 teacher of the year nominee for Los Angeles County. And why I believe I deserve this award is in the 8 plus years I've taught in Palace Veries Peninsula Unified School District. I have thoroughly enjoyed getting to know students of grade levels from 8th grade all the way to 12th, even middle school

073over the summer. Um why I do this job and teach math is because I want to make sure that students have a love of math in a subject that is usually not everyone's favorite. Uh so I really want to tie the content to real life uh scenarios to uh applicable things within math to collaboration and soft skills with other students. I believe my teaching philosophy revolves around students working together often in partners. Um, we may start with an icebreaker that is nothing to do with math, like your favorite pizza topping, and then by the end we're talking about math because now you're comfortable with someone else who likes pepperoni, for example. Um, I've been involved in the school at all different grade levels, as I said, but also all different class titles. So, I have

074taught from essentials of algebra, which is algebra 1 split in two years, to calculus. And at every level of the way, honors, regular, otherwise, um I am trying to help students find their love of math and love of learning. And I believe any student can. It's just about finding where you need to meet them and helping them reach their own potential. Besides that, I've also been adviser to Mafatheta, the math honor society, and I love working with them. In fact, I have them working with me right here. Um, they're always helping me with senior events, with workshops, with volunteering for math teachers. So, modeling how we can give back to the math community on campus and beyond. So, I believe I deserve this award because I help students every day discover their love of learning,

075hopefully their love of math, and move on to become informed citizens. Thank you. [applause] >> I feel like you snuck three highlights into our board meeting today. [laughter] Thank you for sharing that. That was absolutely beautiful. Not only do we have the cutest students, we have the greatest teachers. Awesome. Thank you. Um, we actually don't have a report of the SoCal Rock uh today because we have not met since our last school board meeting. So, we will move right into our discussion action items. First up, L1 adoption of resolution number 35 35 honoring the valuable contributions of retiring certificated employees. And I think this goes to Dr. Rick. >> Yes. Thank you, board president Dan. Uh it's a great pleasure and honor to be able to bring resolution number 35 before the board for acceptance.

076Whereas the board of education wishes to commend the certificated professional retiring in the 2526 year for their valuable services to public schools in Palace and whereas the Palace Peninsula Unified School District certificated retirees of 2526 have [clears throat] served several generations of the PDP USD pupils. And whereas these retirees have provided excellent service to thousands of Palis students during their careers. And whereas these retirees have added to the enormous success of our school. And whereas whereas so many lives have been positively guided and changed for the better. Now therefore, be it resolved that the board of education of the Palisber Peninsula Unified School District salutes and sincerely thanks the certificate of professionals retiring in 202526 for their extraordinary efforts. And be it further resolved that the board of education of the Palis Peninsula Unified School

077District wishes these retirees a fond farewell and a wonderful welldeserved retirement. >> THANK YOU. DO WE HAVE A MOTION? >> Do we have a second? >> Second. >> Any of my colleagues want to make any comments or ask any questions? Certainly has been an emotional year with all these retirements. So, Dr. Rick, do you happen to remember how many hours I mean how many years of teaching experience that that I think we had just under 2,000. >> Wow. Okay. Thank you. Um, all in favor? Any opposed? Motion carries. 5-0. You're still up. L2, adopt resolution 36, honoring the valuable contributions of our retiring classified employees. >> This is also in honor of resolution 36. Whereas the board of education wishes to commend classified professional retiring in 2526 for their valuable services to the public schools

078and policies. And whereas classified professionals serve a vital role in providing for the welfare and safety of the Palis Peninsula Unified School District's students. And whereas classified professionals also serve to support the excellent educational programs of the Palis Peninsula Unified School District. And whereas the retire these retirees have been the backbone of our district in support of teachers, students, and administrators. And whereas these retirees have added to the enormous success of our schools. Now therefore be it resolved that the board of education of the Palace Peninsula Unified School District salutes and sincerely thanks the classified professional retiring in for their extraordinary efforts. And be it further resolved that the board of education of the Palis Peninsula Unified School District wishes these retirees a fond farewell and a wonderful welldeserved retirement. >> [applause] >> HOW MANY

079YEARS OF SERVICE THERE just to be fair? >> I think they were a little over 2000. >> Oh, thank you. Do we have a motion? >> I don't know who got that one. >> Board member Gandhi. Got it. And then board member Ale Grizz. The second. All in favor? >> Any opposed? Motion carries. 5 Z. Thank you, Dr. Rick. You did an excellent job. Uh L3 public hearing and presentation on adoption of the 2026 2027 LCAP and district budget. This is a public hearing today. The board will vote on this next at our next board meeting. Am I passing who am I passing this one to? I'm seeing sorry Dr. Lou. >> Okay. Thank you. The local control and accountability plan or the LCAP is an important document required by the state of California. It

080serves as our district's three-year plan for improving student learning and supporting the well-being student we serve. Each LCAP is required to include an overview of our budget for the local control funding formula, a big picture summary of our goals and areas of focus for the next three years, a section on engaging educational partners summarizing community feedback and its influence on our plan and detailed information on goals and outcomes. California provides additional funding to districts to support students who need extra support. The section on increased or improved services for foster youth, English learners, and lowincome students explains how we are supporting those students. There are also action tables outlining each action item and its associated cost as well as state provided instructions that ensure all districts complete the LCAP in a consistent and transparent way. To

081create the LCAP, we gather feedback [music] from parents, students, staff, and community members through surveys and public [music] hearings. Your voice helps shape our priorities and decisions. >> [music] >> Once the LCAP is finalized, it is presented at a public hearing [music] and then approved by our board of education. After approval, it is shared publicly with our community and posted on our website. Approval does not mean the plan is final or static. The LCAP is a living document and each year we review the plan and [music] make updates based on what is working well and where improvements are needed. We track [music] data throughout the year, including student achievement results, attendance, graduation [music] rates, and feedback from families and staff. We also use the California school dashboard [music] to measure our progress on key state

082indicators. In short, the LCAP is our roadmap to continuous improvement. >> [music] >> It reflects our shared commitment to providing highquality education, strong support systems, and positive school environments for all students. For more information and to read the full plan, [music] please visit our website at pvpusd.net/apps/pages/lcap. [music] So, we're very excited by that video. As you know, I'm we love our LCAP. We even got a partial applause. Um, [laughter] so that just shows how great it is. But we are always trying to increase awareness about what the LCAP is and get surveys and just really have a strong message on what it is. So, we thought maybe this will attract more people to apply for our committee and that we can have it to share. So, thank you Dr. Serrano for doing that for us

083and our LCAP committee. Um now I will share the presentation and as you see we have Kathy Wenton [music] up here as we will she will do the second half of this one. So fix this real quick. So now that we know what it is um we want to just start with our LCAP and it should look pretty similar to what you all saw at the midyear update on our section. What we didn't have was the budget piece. So that will be a greater part of the presentation. But we wanted to share. Oh, it's not sharing. Sorry about that. >> I think this was a me. >> I think it's a lag. There you go. >> Okay. So, we wanted to start with some of our highlights that we selected here. Our graduation rates remain

084strong at 98% demonstrating continued success in supporting students through completion of high school. College and career readiness increased to nearly 80% reflecting growth in preparing students for post-secary options. We also saw increases in our AP participation and AP exam pass rates districtwide as well as improvements in our A throughG completion rates, including notable gains for our English learners and our students with disabilities. Additionally, chronic absenteeism declined to 8.1%. And I want to say thank you to all of our principles. They all have been writing goals in their SIPA and working really hard to focus on decreasing absenteeism as we want our students in school learning. Um, and finally, with Prop 28 funding, all students have access to visual and performing arts instructions. So, these accomplishments reflect the collective efforts of our students, staff, families, and

085our community. While we celebrate these successes, we also recognize that we still have important work ahead of us. English learner progress as measured by the English learner progress indicator did decline this year and both our reclassification rates in ELPAC level four which is the highest level are below our targets long-term English learners and that means it's an English learner who's been in the United States for 6 years or more and has not yet been reclassified. Uh they do continue to perform in our orange bands in English language arts, math and English learner progress. PVPUSD has 47. We call it LTEL for short. There's lots of acronyms in this world, but we have 47. Uh, and we do continue to really monitor and closely look at each student and what the unique situation is. Is sometimes

086there's more than just English and other barriers that are presenting preventing them from reclassifying. We also continue to see areas where students with disabilities require additional support, particularly related to suspension rates, college and career readiness, and chronic absenteeism. The data points do help inform our focus and our resources and improvement efforts as we move forward, especially as we work to close achievement gaps for our identified student groups. The 2526 LCAP represents the two-year outcomes of our three-year cycle. And as this is required by the state, our focus is on reviewing progress and updating the plan where necessary. As we are midcycle, it's hard to be able to make changes. They have to be really intentional. We can't redesign the goals in action. We're in the middle of a cycle. We focus on English learners, low-income

087students, foster youth, and students experiencing homelessness. We did add a few new actions at the end of this year um in collaboration with our LCAP committee around our K through2 mathematics adoption. We wanted to put some goals around the training and the support and also an action around some of the work that we're going to do in AI and technology. The LCAP though it is very compliance related. We do try to put some things in that are just some goals that we're working on to help hold us accountable and to be able to report back on. Looking ahead, next year is going to be a very exciting opportunity as we will not only reflect on year three, but we're going to be building our new LCAP. So, it's one of those years where you're doing

088both of them at the same time and that's really the best year to be involved as an educational partner because you feel that you're making the most impact because you're helping look at the goals and the actions. And so we're going to start doing some of that planning now and applications will go out in August. But overall, I want to thank our LCAP committee. They've done great work this year, been really involved and we will continue working hard on this as we go along. And I am going to pass it off to Kathy now. >> Okay. [clears throat] So before we review the 2627 adopted budget, I'd like to start out by going over some of the changes that have been made to the 2526 general fund budget since second interim. This is something that

089happens each year at this point in the budget process because we typically have budget updates that we need to make at estimated actuals. The majority of the gifting revenues and expenditures shown on this slide have already been board approved on previous agendas, but everything else you see here is incorporated in the budget revisions that are under consent later on tonight's agenda. I won't go over everything on the slide, but just to highlight a few things. I'll start with the unrestricted general fund. And if we look at revenues, we have received a million in site gifting since second interim. We have received a $200,000 Cox refund, which is a credit balance from the universal service fund. We are also recognizing $200,000 in the fair market value of cash entry. And as just a quick reminder, under

090Gazsby 31, we are required to post an entry during year-end closing to request to record the fair market value of the district's cash held in the county treasury. that entry has an impact on revenues and in turn our ending fund balance even though it is a paper only entry. The 2526 entry is projected to be approximately $200,000. So we are increasing budgeted revenues by that ma amount. But again it is not true revenue. It is just on paper. And then lastly, we are decreasing kids corner revenues um as a result of the reconciliation between um expanded learning opportunities program or ELOP funds to the eligible student enrollment in the program. And on the unrestricted expenditure side, we are um we have recognized a million dollars in expenditures tied to that same 1 million insight gifting

091revenues. On the restricted side, we have added uh $400,000 in kitchen infrastructure, aka kit grant funds. At this point, we are only including the revenues. Uh the budget um the expenditures will be budgeted in a future fiscal year or years. And then quickly on the expenditures on the restricted side, we have uh decreased um expenditures for the high school restroom grant because we plan to spend those in a future fiscal year as the maintenance and operations team work to incorporate uh using those funds with any future bond projects. Okay, so this slide summarizes the changes in revenues, expenditures, and ending fund balance in the combined general fund since second interim. Factoring in in all of the revenue and expenditure changes shown on the previous slide, overall the district's projected operating deficit has decreased slightly from

0926.7 million at second interim to 6.5 million at estimated actuals, resulting in an increase in the projected ending fund balance in the combined general fund from 23.7 million to 23.9 million. I do want to quickly remind everyone that not all of the 6.5 million deficit is structural. 3.7 million is related to restricted funds received in a prior fiscal year but spent in the current year. 900,000 is prior year site gifting and parcel tax carryover being spent this year and that leaves the remaining 1.9 million as the actual structural deficit in the unrestricted general fund. The components of the $23.9 million ending fund balance are listed at the bottom of the slide. The projected unrestricting ending balance has decreased by half a million to 9.7 million while the restricted ending balance has increased by.7 million to

093a total of 8.7 million with most of that increase coming from the addition of the kit funds revenues I just mentioned as well as the high school rest high school restroom funds that will be carried over and spent next year. The district's required 3% reserve for um economic uncertainties remains at 5.4 million. And now I will turn it over to Brena to go over some of the May revised proposals. >> Good evening. So there's a lot happening on these next two slides. Um but we wanted to take the opportunity to summarize some of what we saw with the May revision. So for Proposition 98, some of the key highlights uh for it is that the state continues to underappropriate the 2526 minimum guarantee. Um which was disappointing and though the deferral is reduced uh from

0945.6 billion to 3.9 billion. Again, we're kind of optimistic and hoping that we do see that here um coming forward in these uh future years. It's most likely that if it does, we will probably see it in the form of a one-time fund. [music] um if if it is released uh with 2627 Prop 98 guarantee is projected at 127.1 billion. This is an increase of approximately 1.6 billion from the January estimates that we uh saw earlier in the year. um deposit deposits into the Prop 98 reserve um will bring the balance approximately to 10.3 billion which does and is going to exceed the and the cap trigger uh threshold for us. It will it will trigger that. Um the local cap will be in effect in 2627 which will require districts with reserves above 10%

095to formally assign those funds for specific purposes via board action. a few years ago here in Palace Birdies. We did see that and we did pass a resolution for those funds. So, this will be uh forthcoming uh to the board in the form of a resolution on June 24th and um it is reflective of above being above 10% as we are not uh currently settled with our bargaining partners at this time. So, page 10. Okay, here the May revise fully funds a 2.87% 87% statutory cola. This was used in our assumptions for the adopted budget. Um the good news is this is up from the 2.41% that we saw in January. They are also proposing a super cola of 4.31% which includes the additional 1.44% augmentation as it's being called. Um, however, this increased funding

096will be partially offset by new cost requirements, including up to 14 weeks of paid pregnancy disability leave for our for employees. Um, currently we are looking to see some um historical um data with respect to what we've seen in the past and then we'll kind of try to project out from there what those potential costs um would be for us with this. Um, also the one-time funding and targeted investments, the student support and professional development discretionary block grant. They always have some super big names for these um increases uh to 5.1 billion statewide. Um, again, this is an increase from um the 2.8 billion that we saw and it's estimated to be about 946 per ADA um if it's allocate allocated proportionately. Um it also uh suggests that we use um this and it include

097professional development uh dual enrollment career pathways, teacher recruitment and retention and addressing some of our rising costs. Uh with respect to special education, um we're all a little optimistic here. Uh another uh great uh proposal. it is still in a proposal form and at this time we have not um necessarily added this in because until it is adopted we can't and we didn't uh make that assumption for ourselves but I wanted to share the good news with regards to the proposal um that it is and includes a significant amount um and an ongoing investment um with Prop 98 um the base rates would increase uh to 1,340 per ADA which would be up from the 999 9 and this would help um to address some of our long-standing funding inequities that we have seen here

098um in Palace Veries. And then finally, we have the expanded expanded learning opportunities program. We have some other ELOPS too. So the acronyms again are plentiful, Dr. Wely. Um but this maintains the previously proposed funding increase and it provides a guarantee of 1,800 per pupil for tier 2 districts. And th that basically means those with less than 55% [music] unduplicated students. And then for the next slide, I will bring it back to Miss Wenton. >> Okay. So now I'd like to review the major assumptions that we've used um for the multi-year projections that adopted budget. Um Miss Tonus did mention a few of them. You'll you may hear these again, but um first off, we are um projecting LCFF revenues using the COLA from the May revise uh for 2627. As uh she just mentioned,

099the statutory cola is 2.87% um which is up from the 2.41% that we used at second interim. That is the uh final statutory cola for 2627. That will not change. um whether or not the state decides to fund it or not could still um be up for debate, but more than likely that would not happen and we will see that 2.87% statutory cola. We have only included the statutory, not the augumentation in the adopted budget. Uh for 2728, the COLA is projected to be 3.30% which is up from the 3.06% uh at second interim. And then lastly, 28-29 is 3.09%. Uh, and I don't have a comparison to second interim because second interim 2829 was not part of the multi-year projections. I can't believe that I'm projecting out to 29 now. Um, for enrollment and

100funded ADA, we have made no enrollment changes since second interim. We are still using the um information from the demographic study that was presented in May of 2024 using the low level of uh projections for sitebased enrollment. Um so the actual numbers are there on that first row of that table. And then for funded ADA, we have recognized some u modest uh increases in funded ADA um based on um where our P2 attendance reporting ended at the current year. Um but we are using uh the average of the three prior years ADA to project our funded ADA. Um, and if anyone's not familiar with the the methodology, districts can either use the greater of current, prior, or three years prior average. And for us, it is most advantageous to use the three-year prior average. Uh,

101we have included step and column increases, um, stirs rates that you can see there on the slide, and then PERS rates also on the slide there. All of these numbers are slightly better than what we used at second interim now that the PERS board has voted on the final rate for 2627. Um the two outy years are obviously just assumptions at this point in time. We won't know those years until the board the PERS board votes at those that time. Um we are also budgeting for other postemployment benefits or OPEB based on the pay as you go plus 20% for all three years. Um and then one thing that's a couple things that are not on this slide. Um we are have included the results um the savings from the PAR supplementary retirement plan that

102was um offered earlier this spring as well as the other reductions from the uh that were discussed at the March 6th budget study session. But um important things that are not included in the assumptions are any of those one-time funds that Miss Trone has discussed. um the special ed potential special ed funding increase, the change in expanded learning opportunities program or um the impact of any salary and benefit uh settlements. Okay, so the information on this slide summarizes the district's multi-year projections in the general fund for 2627 through 2829. So starting with the unrestricted general fund at the top, as you can see, revenues are currently projected to exceed expenditures each year, resulting in increases to the unrestricted ending fund balance and reserve percentage in all three years. However, it is important to note that

103the current multi-year projections do not include the impact of any negotiated salary and benefit increases, and these numbers will change once 2526 bargaining agreements have been settled with our labor partners. Moving down to the restricted general fund, revenues are fairly consistent all three years with expenditures slightly higher in 2627 as we spend down revenues and uh received in a prior year for several programs. The balance in the restricted general fund is projected to remain relatively stable with ending balances ranging from 7.2 million to 7.4 million over the three-year period. And I also want to remind everyone that any negative amounts that you see on the net line in the restricted general fund do not re represent a structural deficit. Rather that they reflect the planned use of restricted funds that received in a prior fiscal

104year and carried over to be spent in a future fiscal year. And then lastly, the combined general fund ending balance is shown at the bottom of the slide and represents the total of both the unrestricted and restricted fund balances for each year of the multi-year projections. Okay. And now future considerations. Um some of the things that we'll continue to monitor and watch as as we go into this is the impact of the final state budget act. Um just again probably repeating this for about the third time, but a lot of your um proposals have not been incorporated um and we've tried to distinguish those um throughout the pro the uh presentation this evening. We'll also be monitoring our enrollment and attendance. Um staff continues to meet uh weekly and and watch and look at that.

105Um we also are currently in negotiations. Uh we will continue to monitor staffing and then we have taken into consideration the additional contributions to known and potential liabilities. Stirs and pers have remained pretty constant and predictable. Again, we typically share um like a three-year outlook of what we're looking at. Um so you can see that consistency there. We do also have um to continue to watch the AB218 claims um that uh us and a lot of other districts continue to see and um the liability associated with that and then continue to um work with our uh their postemployment benefits [music] uh program. Okay. So now what's next? Um the legislature is going to approve a budget um by next Monday, June 15th. Um it will most likely be a placeholder budget because I think everyone

106knows they don't get paid if they don't approve something. Um the state will uh have its final budget approval by June 30th and that's when the governor will sign that budget. Um there will likely be a number of trailer bills subsequent to that time. Uh the district will adopt its budget in LCAP on June 24th and we will also bring forward a resolution to commit funds in excess of the reserve cap. Over uh the summer I will work on closing the books for 2526 and then in September we will present the 2526 unodudited actuals to the board. On September 9th sites will receive any final carryover amounts and the district auditors will be here to conduct the year-end audit of the 2526 [music] fiscal year. And that concludes the presentation. Thank you so much for

107the presentations. And who would like to get us started? Anybody excited to start? Do you want board member Kurt? Sure. Um just a few comments on the budget. I'm was really pleased to see that Mila is breaking even because just about a little over a year ago, there was a lot of energy and a lot of time that was put into, you know, many impassion please to save the program. And so um several of us were at the graduation of the MLA graduates um which was darling. Um but Marielen was saying that at this point they have as many students signed up for next year as they did at this point last year. So I was just really pleased to see that budget numbers are are in a good direction and that that program is

108doing well and I appreciate all the time and effort that went into supporting that program. Um as far as the LCAP, um I appreciate that we're going to support increase our supports for our English language learners. It seems like we've seen in several areas that that's a group that would benefit from some extra attention and I'm really glad to see the chronic absenteeism dropping. Um, but I would like us to continue to focus on that. Thank you. >> Do you want to go next? Yeah, >> Kathy. Thank you so much for being here and for the presentation. I actually don't have any questions. >> You want to go first? >> Always a good presentation. Thank you very much. Uh and your explanation of um of the different aspects of it are I think helpful not

109just of course board but to to the public as well. So thank you as always Kathy. Appreciate you. Um I just couple comments and a question. I was really pleased with the highlights just the overall progress. That's that's just a pleasure to hear or to hear and to see uh the progress across the district. So just referring to the very first slide in the deck that sort of highlights, you know, stability and ongoing progress. I guess I'll just sort of characterize it. Um, board member Kurt commented on uh, English language learners, low-inccome, and I know Dr. Wildy, you mentioned that. Can you elaborate a little bit on the specifics of what programmatically we need to do to continue to sort of move the needle there and perhaps how the board can continue to partner and

110support that effort? >> We do need to do some more training. I think um we've done some training over the years and we've talked about it in its goal. So, we are trying to do more some of the science of the reading that we did, they did embed more support with our English learners. So, we're hoping we're going to see that growth in some of our students. It might take time. Um one of the things that we've seen is with assistive use of technology too, sometimes there's an over reliance. So, we want to be really carefully trained on when are we using translators, when are we not using it, and just making sure we're supporting all of our students cuz it's so easy for our students to be able or to be able to translate

111things. So just helping students also recognize when to use it but to really embed themsel in the language. So I think there's staff training. I think there's parent education. We do run our DAC meetings um which is our district English language advisory. We don't always get a great turnout. So we want to kind of boost that because we do a lot of parent support there. We bring in the PV library. We bring in our software um experts to share how to support their children at home. So we want to continue in the classroom support and then try to get some more outreach at the school level as well. So Stacy Dunn is one of our toes who works with our English learners. So we're developing some plans um for next year. >> Excellent. Thank you.

112Then it sounded like in the next meeting we'll hear if there's any aspects of beyond 10% reserve at least at that particular point in time knowing that there's a lot that could that's fluid and could be changing in our budget planning process. Uh any do we have any preview to you know what that may consist of? you want to Oh, you're talking about the the 10% or what the the budget might look like in a couple of weeks. To be honest, um based on the timeline that we have to work under, if the state adopts a budget on Monday, I don't know that you'll see any impact on the document that will be brought forward on the 24th. We can perhaps discuss some of that at the meeting depending on what actually happens. Um, and

113it may also depend on kind of what the thought is about the placeholder budget that the legislature will adopt. Okay. >> So, um, but we'll be it'll more than likely just be conversation on the 24th just [music] because we have >> Thank you. I suspected as such. I just wanted to ask >> I think that's it. Thank you. >> Um, Linda Kurt said exactly what I was going to say about that part of it, so you don't need to hear it. She always says it better than I do anyways. Um the lovely named SSPDBG. That's the stupidest name ever. Um >> yeah, school services calls it spud bug. >> Okay. So >> is that So that's onetime dollars, right? All those things are onetime dollars. So I just want to make sure I I pretty

114sure I had that right, but I just wanted to be sure. Um and then if you can remind me, it looks on the next slide on 11. It looks like the stirs and purge numbers after going up a lot for a bunch of years now are kind of holding a little bit steadier. Um, but that's always unpredictable, right? You never know how that's going to go. Um, and then step and column just remind me how much that is every year roughly. >> It's approximately 1.2 million for the general fund. For the general fund. >> Okay. Okay. I just Sorry, I should have emailed that in a question to you and I I spaced it out. Um, and everything else you said makes total sense. So, I'm good. Thank you. Thank you all for the presentation

115today again and for the really good work. Um, I'm just was reflecting when I opened the LCAP presentation. I was thinking about the first couple of times that I did this as a schoolboard member and there were I don't know maybe three to four areas of concern and I'm looking at you Dr. Wildly because that's the kind of work that you lead that there were kind of three four areas of bigger concern and then there was our ELELLL students and our kiddos with special needs and it's really interesting after three and a half years of work. It's like we've we've tackled a lot of the bigger issues and now we've got you know these communities of students still left that I I hope we will continue to do everything we can for them. I think

116there's kind of two places where the board can participate right when we work on our strategic plan. Um I Dr. Toronto, can you remind us when is that moment in the year where the board will be given an opportunity to re because you'll now translate or you two will translate the LCAP into our strategic plan with those measurable outcomes. When does that happen? Tonight, the board will discuss our uh board goals and district goals which then uh feed the strategic plan. In the fall, we'll bring you back uh with our outcomes and uh a progress report on our outcomes that are within our scorecard aligned to the strategic plan. So, you can really take a look at our metrics and how we're performing and um any new targets that we've identified after tonight's discussion. Perfect.

117Thank you. So, I'm looking forward to hopefully seeing um some really intentional um plans and strategies to help our ELELLL students and our um kids with disabilities. Um, let's see. The budget. Uh, Miss Trannis, I think we haven't heard back yet from Congress member Tedloo's office and our $2 million uh CPF, right? They've said we've it's been approved, but I think we got No, I know I didn't get hear anything back. Have you heard anything? >> We reached out or we're kind of pinging them about every two weeks. Reached out. We're still waiting to hear back on what uh paperwork and what we're going to need to fill out. >> And so that's why we don't see it reflected anywhere in the budget. I appreciate that. Um, can you remind us so for 2627 our

118COLA went from 2.41 in the January budget to 2.87 May revise. That's for 2627. Can you remind us of what our COLA is for 2526? >> 2.3 2.3 or 2.31 >> 2.3. Okay. And then the super cola business, the 2.87 plus 1.44% augmentation. I've never had that experience of what that looks like. Um you said it partially has to go towards the maternity leave. I thought it was has to all that augmentation has to completely go there. >> So depending on what your circumstances as a district with regards to how many people are going to be taking [music] you know that that leave. It's to be able well you don't that's why I was saying we're looking at some historical data to try to come up with like an estimate of the 1.44% how much

119of that could be utilized for that purpose. And then how much won't? >> Wait, what does that mean? Does that mean we get the 1.44 and then we have to promise that we'll use it in that way or we only get it if we have >> No, it's there. It's being given to us but it goes through. Yes. >> Yes. Well, yeah, it's true. Thank you. [laughter] Um but with the stipulation that again part of the considerations for providing that to the districts is that it's going to be going towards that 14 [music] week pay. >> Okay. If approved, we will actually get the funds, which we'll know once the governor signs the budget. Fingers crossed. Okay. And I will point out in our school district, we do have staff that go out on maternity

120leave. Um, so it's nice that the state is addressing this. The uh board member Reed said it, the student support, professional development, discretionary block, grant fun. I mean, [laughter] [snorts] >> I I just wish the state would stop doing this. if they're doing out less money in LCFF, increase our base rate instead of giving us these restricted onetime funds. It's very frustrating. Um on slide 10, the potential increase or is an increase, right, that's confirmed in our um SLPA based funding for our kids with special needs going from 999 to 1340. Is that something we can count on or do we need to advocate? >> It's advocate. [music] I I think that it wouldn't hurt to advocate, but my understanding is it's there's a lot of support for the proposal. Um, and even the 999

121was just a proposal. We don't we're not currently receiving $9.99. >> What are we receiving right now? >> The monies all go to the SULPA, which is the special education local plan area, and then they do a whole methodology of allocating out, but the current base rate is $91753. So, it would go up to either the 9999 potentially or the 1340 or somewhere in between. Um, but it sounds like there is a lot of support for this at the state level because I think they understand that special education has been underfunded. >> It's a huge inequity. >> But where we're going to land, we don't know. >> So, you said we've been getting 917. >> That's what the cell gets per 8. >> Yes. And then they divvy it out. >> And so, the January

122budget proposal had the 999. >> Correct. And then in the May revise, we saw the 1340. >> 1340. Correct. >> And you're saying if there's community members who care about this, this is a good time to reach out to your state legislators and the govern uh governor. >> Absolutely. >> Correct. >> Awesome. And what should they write in their request? Approve the >> approve the 1340. >> Okay. >> In the south would like that proposal, please. >> Okay. And then of course as board members have brought up um you know slide 12 this is such an odd place to be when you're looking at our final what we're expecting for next year in terms of whether or not we have a structural deficit where we're in our reserves when we are unsettled with our labor

123partners. So of course it's all subject to change once we hopefully settle with our uh labor partners. Um that's all from me. Dr. Serrano did you have anything you wanted to add? >> A couple things I wanted to underscore. Um, first I just want to acknowledge our incredible staff. Um, we are so fortunate to have such skilled finance uh, director and Kathy Euenton and Miss Terron's um, your partnership around these matters. Um, you know, the May revise is promising. That looks better for us and it is for 2627. We've talked a lot about current year finance and where we are and we are currently this year with a structural deficit. We have worked really hard as a team to come out of that and to um set the course on the right path for next

124year and the mayor revise will help with that. Um so does the early retirement incentive that we offered. Um one-time funding is welcome. All funding is welcome. We're not going to say no to any of it. Um but these funds are still um uncertain in many of them and the budget guidance that we look at is from the county in terms of what we build in when we're looking at adopted budget. We're looking to the county. We're looking um to guidance from LEO and um even sometimes other counties to see what their guidance is um and understand, you know, what's what's safe to build in. The timing of the state budget uh lends itself to this kind of volatility that I think um some members of the community may see as why is why are

125the numbers changing throughout the year. I wish that the state would give us one number at the beginning of the year and it would be the same. But you saw tonight even from January to May the COLA changed and so those those numbers change and we have to adjust our multi-year projections in line with that and that's more of a function of what happens at the state level than anything that's happening at the local level. So, uh, just to make, uh, underscore those few points. Um, thank you very much to both of you for your commitment to this work and to the, um, fiscal stability of our district and thank you to our board for your good work on this this year. Thank you. Can >> I ask a quick question? Sorry. Do you mind?

126I'm just curious. I don't want to open a C. Um, but, um, I'm just curious when you look to look at what other counties suggest, is it is it like a conservative county would have one recommendation and a red county would offer one recommendation, a blue one, or does it just not work that way? I'm just curious, but I mean, there's a few. And so, I'm just wondering like would they, in other words, is the county's advice really just based on fiscal >> issues or are they interpreting things different? What we see is that some counties are earlier with their guidance. And so like um we look at Orange County, they tend to release a bit earlier guidance which can be helpful to us. Um and you know sometimes Lakeos a little bit later um

127for whatever reason and you know we look at all of that and try to consider um but it doesn't really differ but um Miss Huington if you have more thoughts on that or >> I was going to say it was pretty consistent amongst three counties. a lot of the chief business officers all, you know, talk, share information as people have left, if you will, the South Bay um cohort and gone into other counties. Again, we we continually kind of just touch base and make sure again um where we're at, what guidance is being given, where it differs, and honestly, this year it was pretty actually darn consistent across the board um with regards to the guidance from respective counties. >> No, that's that's good to I was just curious cuz like the LA County Board

128of Education isn't elected, right? So, I just I didn't have a sense of like how all that means, but that's good. At least you guys are getting consistent information that helps you. So, so I was just curious. Thank you. >> And then um Superintendent Serrano made me think about how it's also very confusing that we're about to adopt our budget for 2627, but we're negotiating with our labor partners on our budget for 2025 2026. And so once we settle our numbers where we've landed in terms of our reserves and what 26 27 look like will be impacted and it's all very wonky how the timelines work. Um anything else before we move on to our next item and we will be >> do you think you need to Well, I'm see I think you have

129to open >> Okay. I haven't done this before. I'm opening the public hearing at 7:46 p.m. Do we have any comments, Miss Wescott? I feel like I should give it a minute. And with that, seeing no comments, the public hearing is over at I'm speaking slow. 7:47 p.m. >> So, am I allowed to say something in the public hearing part? >> It has to be open. >> I think you could have during the public hearing portion. >> Right. I think it was if you fill out the card and >> I thought the public hearing anybody. >> Yeah. Any email. [laughter] >> All right. Moving on to our next item. L4, dual language instruction program development. And I think we have public comment on this item. We have five public speakers. So each person will get

130three minutes. I'm going to first in and I'm so sorry if I mispronounced names. Feel free to correct me when you're up here. The first one I have is Sarah Moasifer. You're going to come up one at a time. >> Hi. Hi guys. My name is Sara Maspar. I am one of the moms at Miracat. I have a six-year-old going into first grade. He's been there for uh kindergarten and TK. I'm also a physician. I work in pediatrics. I work very closely with children who are developing their neural development, their cognitive abilities and I really wanted to be um a supporter for this dual immersion program because I think it's so important for kids to learn a second language particularly in elementary school as they're still developing and hitting their milestones and we know that

131to learn language efficiently effectively it's so much better in the elementary years than to try to introduce it in high school, kids just don't become as effective in learning it. Um, I wanted to ask that we do bring this to Mira Catalina. It has been in other schools, Lunata Bay, um, namely for Spanish. And I think it would be such an asset in our school. I think it should be something that we offer all the schools and not just one. I'm going to let the rest of the group talk. Thank you. Next up, we have Estani Malco. Great job. Hi, good evening. It's good to see some of you again. Um, 3 years ago in 2023 when the Mira Catalina roll out fell through, I actually emailed Dr. Hernandez who was the principal of Mir

132Catalina at the time and this is what she wrote back in her response. She said, "While we were initially building two dual immersion programs in PVPUSD, one at Mir Catalina and one at Lunata Bay, we are unable to proceed with the program at Mir Catalina at this time due to bilingual teacher shortages. That's the reason I got 3 years ago and that's what stuck with me for the last 3 years. So when I saw that Lunata Bay was opening up a second kinder cohort, um it just made me rethink that moment and in just the past 3 years and it made me want to have had this conversation sooner if I knew that the board thought low interest at at Mir Catalina for a program like this was the reason we don't have a program

133like that. Um, you know, as as you can see from the over 200 petition signatures we got, um, and 15 interest forms for incoming kindergarteners, which I have here in my hand. There's definitely interest for a program like this at New York Catalina. And I think there's no better place for a dual immersion program than that side of the hill. Um, I looked into the school report cards across the district and that is the most Hispanic side of this entire peninsula. I know I'm in the minority, but Dapper and Miraina have consistently been at about 20% Hispanic, which I think can only be an asset to a program like this. I don't think you should keep this dual immersion Spanish program on that corner of the hill at Letta Bay where it's physically so difficult

134to get to. I've known families who've had to move to that side to take their kids to school. Um, other families have quit their jobs to be able to make that drive. 30 minutes there, 30 minutes back two times a day on the sinking road. It's just so many hurdles which is why I didn't put my kids in in that program. But I feel like we have an opportunity now to bring this second kinder cohort to New York Catalina and we have the interest. We've actually we that we have 15 students who are interested and that's not even including mural students where I know they also have incoming kindergarteners. um why this program would be great at at Miracat and the demographics like I mentioned also our proximity to communities like San Pedro that might

135even increase the number of applicants you get for bilingual teachers I don't imagine many want to make the drive either to Lunata Bay so if that's been an issue then I think putting a ban like this on our side makes more sense um there's more but you'll get emails from me thank you next up we have Sophia Reless. Hello board members. I know PVP USD can do better. Hiring challenges, lack of interest and budget are the reasons the district cited about not opening dual immersion at Mir Catalina. [snorts] But data tells a different story. Since the program's inception in 2023, the district has hired five dual immersion teachers for Lunata Bay and two consultants. Yet, no teacher can be hired for mera Catalina. We are told there's no interest on the east side. Since 2024,

136there has been zero outreach. It's like going to In-N-Out Burger. Customers don't order fried chicken because it's not offered on the menu. You cannot claim a lack of interest for a program you refuse to offer. In fact, some board members weren't even aware that TK Spanish is being offered at Lunata Bay this year. The interest is here. We have over 220 verified signatures supporting dual immersion at Mir Catalina and at least 15 parents ready to enroll their kindergarten age um students this coming school year. Then there's budget. We've been told Mayor Catalina is not in the budget, but in meeting with the district yesterday, it was conveyed that dual immersion is not a fixed line item. This means it is operationally possible. We haven't been given the actual cost numbers, nor have we explored transferring

137that second dual immersion cohort from Lona Bay to Mayor Catalina to balance the scales. [clears throat] When dual immersion was first introduced in 2023, Mir Catalina was part of that original plan. Some members of this board expressed their excitement and I would say relief as well to say that Mir Catalina to say that dual immersion was being offered on both sides of the hill. Operationally, it is possible. Yes, it might cost something, but at what expense? Tonight, we are facing the exact same artificial roadblocks. The district itself admitted this program can happen if the board directs it. Here we are today, tonight, to ask the board to make this happen for the students of the east side. This isn't just about a program. It's about equality. Right now, students at Lonard Bay are receiving resources

138the east side is being denied. Lunard Bay is getting a second cohort while Mir Katalina is just getting excuses. Limiting this program to one school structurally excludes families who cannot make that drive across the hill. By your own admission, by its prominence on the district's website, dual immersion is a resounding success right now. So, let's expand the success to the east side. You are representatives of this entire community. I challenge PVPUSD and this board to do better. Remove these barriers. provide equal educational access to the east side. Thank you. Thank you. Next up, we have Maria Griffith. [clears throat] Hello and good evening everybody. Thank you so much for the opportunity to speak. My name is Maria and I'm here to advocate for an expanding language program um for more schools in our district. Um

139a little bit about me, I grew up in Jerusalem and um I went to three different schools. I started at the Lis fr and the Anglican International School and I also went to Leair in the old city of Jerusalem. And um I feel really passionate about this topic because languages has been such a big part of my life. I've learned Greek, um Spanish, um English, um French, um Arabic, Hebrew, and some other languages too along the way. Um and did I want to learn all these languages when I was little? No. I would have rather, you know, play with my friends and do everything else. But we played and we played a lot because we all knew each other and we all knew each other's languages and we played with all the different cultures. It

140really brought us together and it was beautiful. So so special. Um um later in my life I moved here because I wanted to be an actress and I you know didn't happen but I found my love for dance here. Dance is another language right? So I learned how much I loved dance and how much that can also help heal people. So I decided to get my masters in dance movement therapy and when I finished that I returned to Palestine in Israel and I made I had my thesis there with children of um you know young children. We did a performance together. It was both Israeli and Palestinian children dancing together. It was beautiful. And they um one thing that they noticed that they really liked about me was that I could understand them and um

141they connected with me right away because I could hear what they were saying and I could um you know translate if another child didn't know that what was going on and yeah so I don't want to like talk too much about myself even though I love talking about myself but that's not my my point here. My point here is just that I think it's so important to bring languages to the children because even if they don't really want to learn it, they they will learn that it is so important. Um so by expanding these programs um we will have the opportunity to be become stronger as a community and even though our world right now has a lot of conflicts all around um we can give our children the opportunity and we can give them

142um you know an a world that they can inherit with more interconnectedness rather than separation. So please I just hope that my story can somehow inspire that we bring schools I mean languages to all the schools and help our ch children express them express themselves in more than just one language just allow them to have all the opportunities for all children. Thank you so much for your time. Thank you. And next up we have Priscilla Hanady. [snorts] Hello. Good afternoon. Uh these are my two sons, Gabriel and Noah. Noah would be going into kindergarten hopefully dual immersion. Um, I'm here as a parent and community member to respectfully request that our district implement a dual immersion Spanish English program within Mira Catalina system. As our community continues to grow and diversify, the opportunity to offer

143bilingual education is no longer simply an enhancement. It is an investment in our children's future, our district's academic excellence, and our community as a whole. Research consistently shows that students enrolled in dual immersion programs often demonstrate stronger long-term academic performance, enhance cognitive flexibility and problem solving skills, increased cultural awareness and empathy as well as greater college and career readiness. We appreciate the immense responsibility involved in educational planning and budgeting and we recognize that implementing a new program requires thoughtful consideration. However, we believe this is an investment worth pursuing for the future of our children and our community. Thank you so much. >> Thank you. And I think that was our last public comment. So, I'm going to pass it now to Dr. Susie Wy for her presentation. All right. Thank you. So, next I'm providing

144an overview of the district's dual language instruction program, including how the program was developed, how site decisions were made, why the program currently operates at Lanada Bay Elementary, and how the district will continue evaluating future opportunities for growth. And I do want to mention that Principal Buyers from Latada Bay is in the audience as well. So, she's available to answer any questions. And if wants to sit up here, she's welcome to go [laughter] or or not, whatever she'd like. Okay. Right. Thank you for joining us. All right. So on this slide here, we have a timeline of the program's development. During the 2223 school year, the district explored the feasibility of a dual immersion program. In spring 2023, we opened a lottery for both Lanata Bay and Mayor Catalina. Following enrollment review and operational analysis,

145the district moved forward with a single site model at Lanada Bay. Since then, the program has continued to grow and evolve, leading to the addition of a second kinderg kindergarten class and a bilingual TK for the 2627 school year. And I want to thank Principal Buyers for all of her hard work and growing this program and her support and advocacy in it. A little bit about the planning and the early exploration. As part of the planning process, the district staff visited established dual immersion schools, met with neighboring districts, reviewed curriculum options, and sought guidance regarding staffing facilities and long-term sustainability. The district formally began exploring a Spanish dual immersion program during the 2223 school year, and the first lottery took place in March and April of 2023, providing families with the first opportunity to enroll

146in the program. Choosing the school sites. When selecting the potential school sites, we evaluated several factors. We examined classroom capacity to ensure dedicated classrooms could be established without disrupting existing programs. We considered the impact on feeder middle schools where these students would be going. Looking at the enrollment trends in available spaces across elementary campuses, based on those factors, Lanada Bay and Mary Catalina were initially identified as potential dual immersion sites serving different areas of the peninsula. So then we went from two sites to one. So after the lottery process was completed, enrollment was not what we expected. Neither site was able to fill all available dual immersion seats. Um we recognize it's scary to be the pilot process of a new school when you open a program. So we weren't sure how it was going

147to be, but overall the the requests that we received at the beginning when we first opened it were 46. And at the beginning they were equal with 23 for Maratalina and 23 for Latada Bay. However, after that there was then denials and so then we had seven denial denials stating that they wanted a different option. Um, seven of those were wanting to go to Cornerstone. So then we went down from 46 to 39 requests for that first year. 21 requests were for Lanada Bay and 18 were from Maric Catalina. When we looked at the schools, Lanada Bay was al selected for a few reasons. One of them was it was our smallest school at that time by about uh by about 50 students. Enrollment at Lenard Bay was 315 students and there was a hope

148that this uh program there could boost their enrollment across the hill. So as students would travel there and we might get students from other districts wanting to attend there. I don't have the data for all the DI at Lata Bay. But when I looked at just one cohort of a second grade, 40% were Lad Bay residents and 60% were pulling in from other schools as their home school. At that time Maratalina had enrollment of 362. Um but that school was often t uh impacted with enrollment and I do want to state that 60% does come from various schools. We do have them from Vista Grande, Silver Spur, Rancho Vista, Maric Catalina and Dappel Gray. Uh at the same time, we also had the job posted for dual immersion. We were not seeing the number of

149applicants and the quality of applicants that we would expect for PVPUSD. This was concerning and as we heard in the public comments that staffing was a factor that was taken into consideration that we were concerned we wouldn't be able to start the school year off with a highly qualified teacher to teach this program. Families who had initially selected Maratalina were then contacted individually and provided with different options at that time and include remaining at Mary Catalina or wherever their home school was applying for the remaining seats that were available at Lanada Bay or going to the cornerstone lottery. So we worked with families to help support that process even though it wasn't the outcome that everybody had originally hoped for. Lanada Bay over time during the 2324 school year Lanada Bay became the district's sole

150dual immersion site with one kindergarten classroom. Over the next two years the program has continued to operate successfully and many of our interested families have been able to gain admission. As the awareness and demand increase, the district has planned to open a second dual immersion kindergarten classroom and launch a bilingual TK class for the 2627 year, reflecting the interest and the growth of the program. When we looked at where the second class classroom is going, why is it at Lanada Bay is a question that we've often time received. Uh as enrollment demand increased, some of the community has asked this and there were some factors that helped inform this decision. First, Lana Bay continues to have the classroom space necessary to support the growth. And second, a successful dual immersion program that we've learned from

151often our site visits and other um site visits and consultants coming in, it's helpful to have two at the same school. One of the models that we explored was if you have two at the same school, one of the teachers is mostly doing that percentage of English and then the kids rotate. So they kind of don't even recognize sometimes that that teacher does speak English. They go in and then they rotate classrooms. Um also we want to make sure we have the support for it. There's specialized staffing at the school including besides a bilingual credential teacher intervention support our response to intervention teacher. We want them to be by um bilingual. And so expanding this and being able to put the resources right now into this growing program helped support the idea of keeping it

152at Latada Bay. The shortage which I know was mentioned um as additional consideration there is a statewide shortage of bilingual educators. These positions do require the B-clad credential. uh California Department of Education has the global California 2030 initiative and it's a call to action of having 1,600 dual language emer immersion programs in the state's public school by 2030. So we're seeing more schools starting to dual do it not always in Spanish but in different languages. Uh so we are seeing that the it is competitive out there. By concentrating the program at one side, the district can provide stronger instructional support, increase collaboration opportunities among teachers, and improve our ability to recruit and retain qualified bilingual staff. And then one of the other ones that I mentioned already was about the support from having the teacher

153rotation model where they're able to support English and Spanish and the students are able to rotate between the two teachers. Uh on the next slide, we have about Mary Catalina. So, at this time, expanding Mar Catalina is not something that we are considering feasible. The program is still relatively new, and we believe it's important to gather additional years of enrollment, retention, and participation data before determining whether expansion is sustainable long term. We also want to consider the ongoing challenge of recruiting, retaining staff. Finally, any future expansion could impact enrollment balances and feeder patterns throughout the district, requiring additional planning and analysis before we build it. While we have heard from some Marata Maratalina families who would like to see dual immersion program at their school, it's important that we also consider the perspectives of the

154entire school community. Expanding a dual immersion program impacts more than the enrollment numbers or the classroom space. It can change the culture and the dynamics of the school. When a d when a dual immersion strand is added, staffing adjustments are often necessary to create classrooms for the program. This can result in the reassignment or transfer of long-standing staff members, which can create uncertainty and concern among employees. Additionally, schools do oftentimes experience some tension as family, staff, and community members navigate the changes to programs, staffing, and the overall school identity has then changed. And I know Miss Buyers might be able to speak a little bit to that as well. And these are not unique to PVP USD. Even our best leaders and our best schools have them. They're just common considerations for districts implementing or

155expanding dual immersion programs. While many schools do successfully navigate these transition, it does require thoughtful planning, extensive engagement and a clear understanding of the impacts on the entire school community on the entire school. So our future program evaluation, we do remain committed to thoughtful datadriven decision-making and moving forward, we do want to continue monitoring enrollment trends and capacity, gathering family input through surveys and other forms of engagement and evaluating whether an additional dual immersion site may be appropriate for the future. We also want to assess which language pathway best aligns with the community interest and district capacity. In our LCAP survey that went out, Mandarin was very highly voted as um an interest for our families. Our priority does remain maintaining high quality programs, supporting family choice, promoting equitable access to specialized programs, and ensuring

156sustainable growth for the future. But we do want to thank you for your attention to this and I don't know, Miss Buyers, if there's anything you wanted to jump in or just hear questions and comments. I would feel like there's some question answered. >> I'll I'll maybe make a suggestion only because there's been a lot of commentary in the community about what how dual language immersion has impacted your school community. So, it would be great to if you can just share a reflection from your perspective as a principal as to how it's impacted the culture um and experience at Lunata Bay. That might be helpful. >> Yeah, I would say that it's been both positive and negative. mostly positive of course because we're bringing this amazing program to our families. But um there is like

157she was saying that um like Dr. Riley was saying that there is a sense of of fear, you know, amongst the staff that's there, you know, is are their jobs going to be taken? What's going to happen down the line? Um, and also just, you know, as we move to two cohorts now of of kinder incoming kinder DI that now, you know, our our our kind or kinder for next year English, there's just going to be one class. So, you know, some fear of that about that, too. you know, like the wow for a DI program, it's it's very very beneficial for those teachers to be able to work together, like both kinder teachers, for example, or both first grade teachers. Like that's, you know, best practice to do it that way. Um, but at

158the same time, we want to keep our English, you know, our English strand thriving as well. So, right now, we're working on the balance of that is how to make sure that it's all that we're, you know, making sure that both sides are thriving. So, you know, it's it's exciting and a lot of the children who are in the English only classrooms, they're also learning Spanish or we're doing a lot of things to make sure that they are all one as one community. Um, so there's a lot of excitement in the air, but there's [music] also it's new, it's uncertain. It's it's something that this is new waters for everybody. So, it it affects both ways. Thank you so much. That was super helpful for me. Okay. Um, does anyone on the board want to

159I can't remember which side we started with last time. Does anybody want to go first? she says looking at me. Um I Dr. Well, I asked you some of these questions in an email, but what will happen to the students that are in next year's TK program? Uh the TK bilingual program. Are they guaranteed admission to the kindergarten bilingual program? We did discuss that the students who choose the bilingual route will be having preference into the kindergarten program. They would have priority into it. This is one of the ways that we're hoping to have exposure where it's not going to be a full um same experience as they're getting in kindergarten, but different modified experiences and then they would get priority into kindergarten. Are there spaces left in the dual immersion TK for next year?

160And if so, have those spaces been advertised to the TK parent community? um because if that's a quote sure way to get in um and there's extra spaces, it seems that parents might want to hear about that while there's still that opportunity. TK currently has one spot available there at 19 when we last ran our data. Our kindergarten program because we opened two has 40 students in it. So, we do have room because we're going to build all of our class both kindergarten classes to 26. So, we are sending a notification this week to our kindergarten families saying that we do have space in kinder >> kindergarten across the district. >> In the Yeah. Anyone across the district, right? And I appreciate the parents that reached out to us. I live very close to Mera

161Catalina, so I understand how hard it is to drive from that side of the hill to the middle to the top to the far side, etc. and I appreciate that the district is committed to doing surveys and looking into it and seeing if they can find a viable way to to bring it to our side of the hill. So, thank you. >> Thank you so much, Principal Byers, for being here and um thank you, Dr. Wildy, for the presentation and your continuous work on this. I remember when this was just a vision and we were kind of trying to figure out what to do and through your hard work and your dedication this program is definitely flourishing as we can see by the parents here who want it expanded even further. Um I did have

162one question from the presentation and you were talking about um the benefits of having two classrooms at one school because there's a split time. Do you mind expanding on that a little bit? >> I can or do you want to talk about your vision with the two teachers how that would look? Um, sure. >> Um, I think there was two there was two things going on here. So, one is that she was talking about how when you have the two teachers that are both DI teachers, for example, in kinder, it's 90% Spanish, 10% English, for example. So, like when you do have both of those teachers doing that, then they can spend that 10% of English with that opposite teacher and they almost like don't even realize that the teacher speaks English because they're switching.

163So, I know she was refer switching classes. >> They Yeah. or like you could do it two different ways. You could have the kids switch or you could have the teacher switch, but it's basically their 10% of their English day. That's one way of doing it. There's a lot of different ways to coordinate it. >> But then the second thing was um the the the planning that together, you know, because like when it in in any in any language when teachers work together, you know, they're coming up with so many so many more creative, so much more it's support for each other. So best practice is to have two, you know, classes the same grade level in that language at a school so that they can plan together, work together, you know, make the the

164the curriculum more robust, but then also they can do what Dr. Wley was saying as far as using their English time that way. And I don't want to say facade, but keep up the facade of like they can only talk to their teacher in Spanish because she doesn't speak English. [music] So it's kind of two things going on there. >> Got it. Thank you so much. I didn't fully understand that. So, I really do appreciate that um explanation. Um I know that a few of the things that we've talked about tonight are the cost differences or or you know cost being one reason and then um second space. So, I was hoping you could expand on that a little bit. I know in your presentation you talked about BClad certified reading and classroom support. Um

165what would what do you anticipate the cost different and it doesn't have to be an exact number but are we thinking it it would double the cost like if we were to do this at two sites over one the cost um you know we've got the curriculum that we're buying but then we're not buying that much in English so the curriculum kind of ends up evening out but we do need to buy more supplemental materials we do have to buy additional software you know as you see on the agenda dual immersion is unique to say this software program we want this one and we also need this one so we're doing some additional expenses with the software um supplemental reading materials to make sure that they have additional resources which are above and beyond what

166we're providing for the English classes. And then because we're still launching this, there's a lot that we're looking into to pro provide training and support. So making sure the teachers are going to the Cab conference. Sometimes it's local, sometimes it involves travel, but trying to get a team of teachers who are attending that to make sure they can deliver the best first instruction with our students. Um as well teachers who teach a classroom have a stipened amount of pay of a certain percentage of their salary. So because they are teaching um in [clears throat] English and in Spanish, there's an additional teacher fee for this as well. So I don't have that exact number, but they are different things throughout. And then spacing wise, they do have the classroom space at Lanada Bay to expand.

167So right now, as Miss Buyers may have mentioned, they have two kindergarten and one English class next year. But if their enrollment grew and they were able to have two kindergarten Spanish and two kindergarten English, they would have the space to accommodate that so that there would be that growing trend moving with them. So basically, you're saying that we wouldn't lose one of the English kinder classes. It wouldn't get replaced. Is is that correct? You're saying that if it expanded, you have enough room for two of each rather than one taking the place of the other. >> Yeah. And that would be our goal or that would be like the golden. >> She wants that real bad. Real bad. Cool. [laughter] Um, last question and then I'm done. Um, I know you had already mentioned

168that um, you're looking to expand this in the future. So, while you're still figuring that out and working through that, um, is there room for all the families from Mira Catalina, and I completely understand the drive issue, but in in the meantime, is there room for some of those families to get are there spots still available at Lunata Bay? >> Yes, there are still spots for kindergarten. Yes. And they can put that transfer in. Right now, our windows open until the 15th and we're going to send a message just to kindergarten as well to let them know. >> Okay. Thank you so much. Sure. Well, thank you for the presentation and thanks to our speakers for sticking around too to provide their their comments. Um, this is a passion issue for me as well. Um,

169and I appreciate uh having had a grandfather that didn't speak English until he was 15. Um, and sort of give me an insight into what that experience was like that that there's an opportunity for us to to really create community through language as one of our speakers eloquently put. So I'm very passionate about this. I very much ac you know understand and and agree that we should be methodical datadriven but I am curious because I and I know this is just an overview but I would love as we sort of look into the future to think about what are those sort of metrics that we're driving towards especially as it relates to what is sort of the you know minimum to a maximum range of uh of interest that would constitute opening up a class

170and another a location. I used to live just like board member Kurt right around the neighborhood she's in very close to Mir Catalina. So I very much am sensitive to the idea that as we're doing this we should be thinking about all the pockets of our community and and trying to at least have kind of regional opportunities. I think Latab Bay has just been fortunate to pilot and really do the wonderful proof of concept here to show that it works. And I talked to a lot of parents who've gone through in the last couple years the program and there's I I've only heard positive feedback personally, but but I can understand sort of the the difficulty in in integrating into a community. So, uh, I don't know if this is on a future board agenda

171already, but I would love to see this come back at some point. Um, as you're collecting survey data, feedback from families, a more robust evaluation, including the potential, um, programmatic costs that we would envision for the district. So we can think about step two and phase two which would maybe be a secondary site. But I'd love to start thinking even more longitudinally than that with a third phase that could include maybe up to four sites for example like what would that look like? What are those metrics that we would want to hit in order to justify that? Again, what's the total cost? So at least the board has more comprehensive data to consider as we're thinking about you know those steps and how we want to go about it. You've done a great job of

172presenting Dr. wildly uh sort of that process and I'll say the more subjective elements of that evaluation but I want to see the objective elements you know fleshed out too. I know you've worked through them uh in great detail but I think it would it would behoove our community to understand what those are as well so that way as we're marching forward uh they can participate and they can help us recruit and encourage and get people really interested. This is just one again of many many ways I think where our district differentiates itself. So, I'm very interested in a methodical but also somewhat aggressive approach over the next couple of years to seeing if we can boost the number of uh dual emergence sites that we have. That's it. Thank you. >> Yeah, I had

173a few thoughts on this. Um I grew up taking a second language since kindergarten and I was surprised when my oldest was going to start school that that's not a thing in public schools in California. you don't everybody doesn't learn a second language as a class like English, science, history. Um so I sent my kids to after school language from kindergarten through 7th grade till they could do it at at 8th grade um when we finally offered the the language that that uh they selected for themselves. Um and I also worked really hard when we brought the Korean language program to this district. Um and again it was a risky thing to do because you're you're dependent on parents to committing numbers and that was only for for high school. So um and that program

174has has done well. Um and uh it's always interesting to um the Korean uh community in in Palace Faraday. It's great when kids speak the language at home, but it's also great when they don't and they're learning something really really new and how risky and brave that is for students to do that. So, I appreciate all aspects of it and I think it's fantastic. Um, your oldest kids, uh, your first cohort is in >> They're going into third grade. So, this will be the first year we have, speaking of data, we'll have test score data for those students and and I I don't have an expectation or judgment or anything because it's brand new, but I'll just be really curious um to see how the kids um do and you're dependent on a really small

175number of kids and and we don't talk about specific things like that, but I'm just be curious because I think there's so much great critical thinking that goes on, but you know, this testing doesn't always measure all of that stuff. So, I'm just curious about that. I guess my question is that for people that are families that are interested, there's also people who drop out along the way, right? So, so are all the kids, if you started with a class, a kindergarten class of 24, how many are in second grade, how many will be in the class in fourth grade when class size increases, right? Um, yeah. So, there is like, you know, as you're talking about attrition, like, you know, because we can't like because we only have one class of Spanish, for example.

176Um, kids need to be in it since kinder, right? In order for them to be at the same level, >> it would be an unusual they could transfer. There might be a few here and there, but be >> unusual. But you can always transfer children in the speak English into the English class, but this one's different for that reason. So, for example, our first group, we started with 26 and we're at 24 right now. And those four, there was um two that ended up going to private school, one two that ended up moving. So, um, you know, just things happen. So it also depends like you were talking about class size. So as we get older, you know, like a lot of districts and a lot of programs end up doing combination [music] class in

177four or five for example and and that's very common and it's, you know, part of the program, part of how it goes. But we're also um doing now where we are, you know, offering to test kids in to come in if they've been in in another in a program somewhere else and they're moving to this to Lunat Bay area or PVP anywhere and they or even you know to get a permit and come from somewhere close by. Um but if they if their language skills are up on par with our kids that are already in the program, they weren't we are accepting them in late. >> Okay. Okay. So that's good. Maybe that's good for us to promote that kind of idea. Is it also um when I I was talking to Dr. Wildy about

178this too. Um the other issue is when you you can't just abandon them at fifth grade, right? They when they go to middle school, then all of a sudden if you're at two different middle schools, then that's a double commitment there, too. Whereas if if all the kids would go to one middle school, then that it's just a it's just a scheduling issue. It's a whole bunch of issues that would I can imagine that you're going to have to figure out at the at I guess PBIS um that you would then have at two middle schools. So I think there's a lot that goes on um to do it and but I' I'd love to ex continue to explore it. Um I don't think it has to be Spanish at another school. I think it

179could very well be something else. But it you're really it's really a um as as a board it's a risk to add something because the easiest thing to do would have been to just never do it, right? That would have been the simplest thing, just not do it and then there's no risk involved. But we we made the commitment to do it and it's working well. Um uh but I also understand every parent wants that at every school too and we have a lot of schools where we don't have the same things at at different at the same time. You can take Japanese at Peninsula High School, you can't take it at Palarities High, right? So there's all sorts of things like that too. Um but it's definitely more work um more work to be

180done and it's a great uh discussion and whatever we can do to support like Eric said um would be great. >> Thank you. Um thank you so much Dr. Wy you always do a lovely job but principal buyers not but and I think it's really lucky for us that you're here today uh because I think you're I learned a lot just from a few of the answers you've already shared. So thank you so much for taking the time. I also want to thank our families. I mean, kudos to you for advocating and showing up during the summer season. That's really impressive. And I love we've had so many kids participate in our board meeting today. Um, and honestly, I'm really heartened that there's a desire for more dual language instruction. I think you're hearing from

181different board members. There is no internal inate resistance to teaching a second language. I'm just sharing it just to offer that context to I am an English language learner myself. English is my second language. Um, and I'm very familiar with the great benefits that speaking two languages offers. So, in my opinion, as one board member, I don't think it's a matter of if, but it's a question of when. And I shared this with some of the community members. You've been following our school board meeting here today. Getting the district, a school district, a public school district, a government entity to change directions or pivot, it's like turning a cruise ship around. It's not like a little kayak that you can quickly change. We have to follow a lot of and and principal buyers touched upon

182this a little bit. There are labor impacts of when we add a program at a school, it displaces teachers, it displaces other staff. So, it's a lot more complicated. Um, unfortunately, um, and I learned through to this like I learned about this too. I was new on the school board when we were rolling out the initial interest program, you know, the interest form of who was interested between the two sites. [snorts] It was within our first six months and we lost our superintendent in that time. So we were doing a superintendent search. Yeah, you weren't here yet. Dr. Serrano was not here. She was not responsible for the roll out. Um Dr. Wildy was not in her current position either. Um so I was also learned because my understanding was from what I remembered at

183that time that it was just an issue of initial enrollment interest. Um and I hadn't thought through myself the classroom capacity issue and then the staffing impacts. Um, so there is the economies of scale which you touched upon a little bit about why it's easier to add a second classroom for any program, not just dual language. It just kind of makes sense. It's easier to add a second one than open up something different. Um, what is the classroom situation at Mir Catalina? I don't remember clue. My understanding is that site is very tight as it is. We don't have extra classrooms. >> They are bursting. Yeah, they are bursting. They don't have spare classrooms right now. And I'm sure that's something you consider is you're going to have to displace another classroom, another teacher. Um,

184and then the staffing issue, you mentioned it, I think, in passing. I hadn't thought of this either. It's not just finding the teacher. We have students with special needs that have behavioral aids and other uh supports that we are legally required to um offer and maintain. And so that means if we have a dual immersion student, they have to be offered those same supports. And those staff members have to be competent, I guess, in offering the services in a DI classroom, right? >> Yeah, we are working on increasing all of our services right now. Um there's not obligations that have it, but it's a best practice that we want to follow. So, we are doing that, but it does displace staff and that happens. Um and also a a principal who speaks the language as

185well is not always as easy to find. So to the point of it not just being teachers to have a administrator on campus because it is really important that they have that was you know principal buyers has that and just having a principal who's able to support the program as well. >> So principal buyers is bilingual >> and I think remind me I think you have experience running a dual language immersion program right? >> Um I was part of in I was in Roanda Beach when they started there's I was at Washington Elementary School. Yeah. So I was part of the the startup there and I was um assistant to the admin administrator there and you know going to the conferences as the admin representative to learn about how to roll it out and a

186lot of discussions with with the board and with cabinet about how it was going to look and laying out the long-term plans and watching them kind of learn lessons, you know, and learning from that and um so yeah, that [music] was my experience. It sounds like community members would probably even learn just from meeting with you to understand what it really takes to run a DI. I mean I like I said I'm learning from you. So it's not just finding a teacher, not just finding a classroom. There's a lot more to it. Yeah. I mean the details that you don't think about like we were just even thinking about you know like we've built a lot even our our library our school library having to come up with all those books and you know cuz

187all of those kids need those as well and the you know just the the organiz there's a lot behind the scenes that that happens >> and we've actually tackled that issue before that we haven't had funding for library books. >> Yeah. Um that's been really tight in the district. Um you guys mentioned feeder school impact was on the slide. Can somebody clarify what what that means? When we looked at our schools, we looked at which schools had capacity as well for additional students because Latada Bay is pulling in students from all over the hill. We needed a middle school that could accommodate it. And so we know that Ridgerest is very full that a lot of families who request to transfer to there aren't able to always get in because we don't have the capacity

188to grow at that school. So, we wanted to make sure the middle schools would have that that would be able to have um the room for the students from multiple schools. And then some of the students who may have fed into Ridgerest, as we do have, as I mentioned, families from Vista Grande who naturally feed into Ridgerest now because they're part of this cohort, they're going to feed into PVIS if they choose to stay in the program at middle school. They don't, it's not a requirement, but we are working with Mr. Pharaoh on what does it look like at middle school? Which classes are you going to be able to teach um in Spanish? >> Okay. So, that's more about why Lunata Bay and not about why not Marriott because Miracat largely feeds Mirrorste where

189we're not impacted either. >> Yes. And that was one of the reasons why we thought Mir um initially. >> Yes. Originally. >> Okay. Um so again, I I think I'm kind of with board member Allegria kind of said this too. For me, it's not a matter of, you know, whether or not we pursue this. I think it has to happen at some point. Um, as an e, we've talked about this before when we were talking about the new situation that we as a public institution have an obligation to ensure that there's fairness across the region that we serve. Um, so for me, it's not a question, and I'm one board member. It's not a if, but it's a when. Um, what does that path forward reasonably look like? If we have a group of committed

190parents who's willing to work with staff and and un you know participate in this process knowing that their own children may or may not benefit. So when we do something because we believe in it it may not always directly benefit your own child right so I understand that too. What would it look like and and actually before you answer that question one more question. I kind of have a sense of this um I don't have an exact answer in in our school district when we're rolling out a new program. It doesn't have to be dual immersion. Just you can even pick something else like our internship program. How much beforehand do you start working on a program before it's actually enrolling students and and being implemented? It definitely varies. Um it varies on direction. Uh

191you know I was on the phone with a family yesterday and I did say and I think you probably remember that when the dual immersion program came out it was rather quick and I think we had talked at the time at to the superintendent maybe we want to pause and do a little bit more time on this. we might not be ready to really have it thoughtfully fully developed if we talk to enough people. So, we want to have, you know, we want to do all of our work and it's the parents, it's the students, it's the community members. Um, we want there to be a longer runway to make sure that we're gathering the data, we get the interest. I timing wise, Dr. Srano, you have any thoughts on a specific timeline that you

192would like? Well, I think we're clear that um for the fall, we would not be able to feasibly, you know, operationalize anything uh on Mir Catalina side of the the peninsula. Um I mean, if there's a desire from the board, we could potentially look at a year out, you know, at starting a another cohort. Um, I know that there's a lot of thought around wanting to see through the school that we started, the program that we started at Lunata Bay, seeing that cohort through the fifth grade before we begin a new program because there's a lot of lessons to be learned from uh seeing that continuum from TK through fifth grade. Um, and I feel like we're still working out so many uh so many details in the program. So before we take on another

193another site, we may want to consider looking at, you know, seeing out this first cohort through the fifth grade. And I've heard that recommendation both from from both of the principles impacted um at each of the sites and also the dual uh dual language instruction consultants that we've been working with recently um is just like really solidifying the program that we have before we begin a new one. I appreciate both of those um ideas that you shared. I know I'll just mention that in the last two years um we've done a lot of work right sizing the district which is painful cuz change is difficult and painful as we've heard from some of our earlier public comments. Um and I know what I've talked to Dr. Serrano about is when we make a change in

194the district and starting a program, closing a program, those are changes. They impact staff, they impact families, they impact our budget. Um, I've learned that you need, we actually need like a one-year runway to talk to the public that we're thinking about doing this. What do you think? And then there's like one year of rolling, you know, just talking about a program. Then you need like another 6 months to a year to task force it and actually get it done. That's been my little experience when we've, you know, done things like restructuring our decade program. Even that has been bumpy because change is hard. Um, and any decisions we make impact so many people. Uh, I don't know. As one board member, I I appreciate you sharing that thought about I understand that there's value

195in seeing this through first at Lunata Babe. I think I want to see some data or research around whether or not we have to see it through before we cuz we do have some experience now starting a a TK or a K. Um, so I I don't know. I'm open to I understand what you're saying. Um, so I guess moving forward, I don't know if I think, uh, board member Eligria mentioned maybe as a future agenda item. Did you want to clarify come back to what you had suggested to rearticulate it and see if there's board interest? >> Yeah. No, I think it's a good segue and I appreciate the discussion and I appreciate Dr. Swan your your recent comment and just so I'm clear the first cohort's in the second grade. >> Second grade.

196>> We're moving into the third grade for next year. So it would be I would love to see a followup. I think this is where you're going, President Dean, to this discussion to sort of lay out like what would those next phases be? What are we looking at? Personally, I I would love to see us do a second pilot site before 3 years from now. I just I just don't want to be paralysis by analysis as a government entity. I totally appreciate um the idea of researching, being methodical, understanding sustainability, all the things are the right things. Uh but I would be personally interested in seeing if there's with staff sort of u massaging the details uh a phased approach that we could consider that would at least get us into another pilot site before

197the end of this particular uh cohort uh along with a longer plan for dual immersion sort of growth within the district. I'll just leave it as general as that. >> Thank you. And I'm just going to clarify, we're not doing an official vote today, but I think just kind of offering staff some direction. So I think board member Gandhi. >> Yeah. Um I think one thing I've just been listening to the board discussion take place here. And I think one thing that would be really helpful, it looks like there's two options on the table right now. One is um potentially a year from now starting a new program at Mary Catalina. And then it sounds like the other option was to see this program through fifth grade to collect the data. Um, if we can

198get, you know, when we're reaggendizing this at some point, if we could get like pros and cons of both approach with different schools and how maybe how it's played out in different ways, I think that would be really helpful. And I would just add, I would be careful about calling it a pilot school because it's a commitment. This is not a pilot. If we are doing it, we are fully embracing it and knowing we're going to run classes potentially smaller than our English only classes at Ladville. I know Miss Buyers said 24. On our data right now, it looks like we have 22 going into the third grade class. So in fourth grade, there's going to be a class of 22 and as a district when we are right sizing and we're looking at this

199this classroom has 34 kids in it and a fourth grade potentially 35. And then the Spanish speaking class is only going to have 22 or potentially 21 or 20 depending on the number. So I think when we're looking at numbers and staffing and talking about budgets, we just need to know that there's no pilot once we say we're going. We are all going to know class sizes and our budgets are going to have to have a maybe a line item for it because as we mentioned, we don't have that allocated funding. So we needed to talk about what does funding look like? What is the stipens? And I think we would have to say this is from possibly TK till 8th grade and looking at that full long term. So it they just want to

200make sure we're really thoughtful in that approach with it's because it's our students and we're we can't pilot with our students. So I just want to be cautious on and I know that I'm taking it out of my pilot lens of but I just wanted to make sure >> and you're right and I think did I use the word pilot [laughter] pilot words differently just in line like oh it's a textbook pilot we don't want it so we don't do it. So I just in our world when we say it so I just want to you know it's our commitment to >> I guess that's what I was saying like all those details right because if we open it at another site now you're talking about mirrorless also having to incorporate it. So what does

201all of that look like so that we just you know we have enough information to give to the public and we're making a thoughtful decision. >> Yeah I agree. Yeah. And as an agenda item, I mean, you have to look at what happens to these kids in middle school and what their experience looks like with electives, with everything because it's a whole scheduling complication. High school sorts itself out and we all understand how high school coursework works. Um, and then also what language is it? Cuz Spanish might not be the language for for a second thing. I I don't know. I don't know what our community's capacity is or interest is. I I don't know. Um, but I think it's fair to look at at other things and not just make assumptions about about people's

202interests based on their own personal heritage. I I just don't I don't I'm not sure that our community would even think that's super important all the time. Maybe they do. I don't I just don't know. We did ask a question on the LCAP survey that went out to our community about um potential expansion of dual immersion programs and the number one response was actually Mandarin that there was interest in Mandarin. So we would want to gather more data and bring forward a plan. I think board member Allegria was referring to this earlier in his comments about, you know, what what metrics would we use to um identify potential site uh potential language and then success metrics to know um when and how we move forward with an expansion. It's interesting too because back in the

203Middle Ages um the district did have um students at Lunata Bay um study Chinese um and and excelled quite a bit um in the Chinese offerings that we offered in our district and and did amazing things and they're all all the kids that I know did it was had an amazing experience. So, but it it was a big effort even to do that. Um and it wasn't a dual immersion program at all. It was it was like part of the PE class or something. It was it was an interesting way it was done. and it was done through a grant. Um, but it's just interesting that they just happen to be at that school, too. >> That's a really important point and it is something that's come up in the community around, well, why not

204a different language. >> So, if we rolled out a second program, that would be an important question to be able to answer, too. And I didn't realize the LCAP. I'd forgotten that piece that we had that demand for Mandarin. I think one other thing it brings up another to complicate this even more. It brings up this other idea that it doesn't have to be a dual immersion program. It could be incorporating a language that students get to learn in um in elementary school whereas right now we don't have that at nine out of 10 campuses. So just another thought >> more complicated. >> I I also appreciated Dr. Wildy reminding us about the budget. you said it very nicely and subtly, but it was there that it's actually less cost-effective um to deliver these programs

205and that's important. Um it's not something that the board gets to ignore. Um and it creates a different equity issue actually when I heard you saying well a dual immersion classrooms only got what did you say 20 right now? They're they're looking at 22 next year versus English language is a much bigger classroom. It's like actually it's interesting solving one equity problem creates a different equity problem. Um so I I don't know. I'm trying to put together what we've all kind of mentioned here. I I feel like there's a couple there's a gray area. I don't I feel like at the right time next year, and I don't know what the right time is, it seems like it would make sense to bring back a conversation to help the board discuss whether or not it

206is feasible to move forward with the DI program um on the other side of the hill and if so, which program. I don't know what the time what the right time component is. Staff doesn't have to answer that right now. Does that sound about right? >> I would say it needs to be earlier because when it came forward this year in May, the answer was and I understand, but the answer was it's too late, right? We don't we can't move a teacher, we can't get the books, we can't, right? So, it needs to be early enough in the year that if it's the direction that the district and the board want to go that and they decide they want it for the next year, we can't then say, "Oh, now it's too late." So, it

207needs to be early enough in the year that if we want it for the following year, it can happen. And so, then that's a Dr. uality, you know, when does that conversation have to happen so that if that's the direction, the planning can happen? >> Yeah. I mean, it really would need to come back in September for the following school year because there are implications around labor um that we would need to be planful of and those deadlines are January into February. So we we would need to be bringing back a um proposal to you in September, late September at the latest. >> Okay. So it sounds like our next step is September um to bring back a conversation for the board to consider. It would have to include of course the fiscal impacts and

208then you know what it would take to roll out a second program. And then I I'm hearing that I'm sorry if there's somebody raising their hand. Unfortunately, we can't interact with the public during this portion of the board meeting. Um the public comment is that opportunity, but you're welcome to write into us again and we do read people's comments and it'll inform how we move forward. I apologize. [gasps] Okay. Anything else? Does staff have what they need? Yes. Principal buyers, thank you so much for being here. Enjoy. Do you get some? >> Not yet. Okay. Thank you. Thank you for showing up for our community. Thank you. Okay. Moving on to our next item. Um, L5, portrait of a PVP USD graduate. I think I'm handing this one to Dr. Wildy as well. >> Okay,

209our next presentation. All right, so now we're going to update on the development of our portrait of a graduate. So, I'm going to share over the past several months, we've engaged students, staff, families, community members, and educational partners in defining the knowledge, skills, and dispositions we want every PVPUSD graduate to possess. This work is intended to create a shared vision for student success that can guide future decisions related to instruction, program opportunities, and student experiences. So this evening I will share the process we used, the themes that emerge from gathering input, and I will be seeking board feedback as we move toward a final adoption in September. So what is a portrait of a graduate? The portrait of a graduate is intended to serve as a district's true north. It's a community defined set of

210competencies that describe what we want students to know and to be able to do and value when they graduate from PVPUSD. This is not about that the grades that the student has. It's about the student we help develop here in PBPUSD. This work does not replace our strategic plan. Rather, it complements and strengthens by creating a shared vision for student success. Its future focused help prep helps prepare students for the complex, rapidly changing world while also reflecting the values and the priorities of our community. This work is also timely. In May of 2026, the state board of education adopted a statewide portrait of the learner as a framework and to guide its own decision-making. The state board described it also as its north star intended to help align curriculum, instruction, assessment, student supports around a

211common purpose. A little bit here is about our community engagement process. So the critical component of this work was ensuring that this portrait reflects the voices of our community. All of the participants were asked the same question. What skills and characteristics should graduates possess to be successful in the future workplace? And we also asked which competencies are most important. So the first step was what skills and characteristics do they need? And then in all of the meetings, everyone had to prioritize them. So if they thought critical thinking was the top, maybe it was problem solving, they had to order them. And we took all of that data and we compiled it together. So we had student, staff, administration. In total there was 568 individuals that participated in this through 19 different workshop. and we collected

212it. So this was a lot of participation and we did see some themes that emerged that we'll be sharing but here's the timeline. So we began the work in February with the data gathering through the education advisory committee and then we met with all of our principles and we engaged in it with our principles and it was one of those kind of train the trainers that we led it and then they were all expected to take this back and do it with their own school. So between March and May schools collected feedback from across their school sites. We also engaged with our students in our superintendent advisory council and we took the data, compiled it and analyzed it into common themes to develop a draft of this competency framework. So tonight's presentation is an opportunity

213for you to review the findings and to provide feedback because our hope is to bring it back in September for an adoption, but we wanted to make sure that we heard your feedback before doing so. On this page, we see what the top competencies were. So when we looked through all of the different feedback, here were the themes that emerged. Critical and analytical thinking, reflecting the importance of problem solving, reasoning, evaluating information, and making thoughtful decisions. And these are in no particular order. So when I say first, it didn't mean top. [music] Um, and the next one I'll say effective communication emphasizing students ability to communicate clearly, listen actively, and express ideas in a variety of formats. I will say out of the groups that I was able to participate or hear from or see

214a lot of the data, our student group had this in every student group. We put them in groups around the room and our superintendent advisory council. This one came out more than I ever would have imagined as communication. I don't know if it has to do with cell phones or what it was, but they all came out very strongly on communication. The next one was resilience and self-management, highlighting perseverance, adaptability, responsibility, and the ability to navigate challenges. We also had collaboration and teamwork, recognizing the importance of working effectively with others, viewing different perspectives, and contributing to shared goals. Ethics and integrity which reflects importance of our that we place on character, honesty, empathy and finally curiosity and lifelong learning emerged as a priority emphasizing a growth mindset, intellectual curiosity and a commitment to continuous learning.

215So we're looking for the board tonight to share feedback on these areas. So first of all, we've looked through different portraits across California and across um other states. There's different numbers of competencies. There's no set number. You have to have four. You have to have six. So, we want to see from the board, do we want to include all of those? Do we not want to include them? We would like feedback on the actual competencies themselves. Are they the right ones? Do you feel that it's a good fit? Should they be refined? Should they be uh reconsidered? And then just any broader feedback regarding the framework, the language, or the direction of the work. As I mentioned, this is not a final piece, but it is just part of the process that we will come

216back to the board with at um at a later time. But I do want to thank everybody who participated in this, our principles, our students, our community. It it's a lot to get all of this feedback. Um, but we are appreciative of all the work that everybody did. And to the board for questions and feedback and I'll put the competencies one on. I'll leave it screen sharing just so we have it up. How about we'll start with this side first. >> So So this is a consultant project. Is that what this is? Because I wasn't on the board when this started. Is that what this is? There is a consultant that is helping lead this work. She is a it was a board approved consultant um Dr. Moore. She's a retired superintendent from Elsagundo. So,

217she has led parts of this. She did the initial framing of it with um with us and then she shared she's been helping compile some of the data as well, assembling it and helping guide us through the analysis and the next steps. >> So, what what problem are we trying to solve here with this? Is there is there missing something missing? I'm just trying to figure out what we're being asked for because I don't understand it. It's like I'm I'm trying to be say this in a really polite way. This is like a lot of words, but it's stuff we already do and we already have goals and we already have protocols and you have your goals that are fantastic. So, I'm just trying to understand what problem we're trying to solve because that'll help

218me answer the question of if I agree with this or not. Does that make sense? It's helping our district to come together around a shared vision of what student success looks like and um really taking our vision, our mission, and our district goals and synthesizing them in what is the profile or the portrait, what does a student look like when they graduate from us. It's actually from my experience in the sessions I've sat in has been really unifying for staff and um you know just having and students even having these conversations around what is our special mark that we're putting on students here in our district. What do students leave us with? What are those qualities that they leave us with? >> I guess my only comment I don't have a lot of strong opinions

219about it. But I guess my only comment would be I don't see anything about rigor and grades and achievement and we just talked about language proficiency and I don't see that here anywhere either. Um so that would that would be my only comment. I have nothing obviously I've I'm not going to criticize oh we shouldn't have ethics and integrity that seems ridiculous. So that's my that would be my only comment. >> So it is interesting that those themes didn't come out in the data. So that means yeah it doesn't mean they're not important. >> My personal opinion is they that's what we're here to do more than anything. maybe under the lifelong learning that could be um included or critical thinking. >> But but some of this stuff is what parents role is. Um and

220so I guess I I would say that again that's my comment that grades rigor and if we're going to if we're all sharing that we value language proficiency and I would like to see that uh as one person to me that's what's not here. That's what's missing. I found this exercise very interesting as someone that looks at and hires a lot in uh the private and the nonprofit sectors over many years. Uh actually I thought it was quite aligned with the way I think about how talent should be evaluated considered. Two minor comments um I just for me personally curiosity and lifelong learning I would just say continuous learning. um that's just for simplicity of terminology reflects I think the same spirit and same idea that that one is always sort of seeking uh learning

221opportunities and and sort of a growth mindset and then the only other thing that I kept thinking about in these six buckets that I I couldn't figure out where to put was just organizational skills. It seems so um somewhat trivial, but I just think it's so important. Maybe it's part of resilience and self-management perhaps, but but I do feel like um the ability to to be organized and self- sustaining in that respect. Maybe it's again under that resilience and self-management uh column. Uh but I thought these were quite interesting. I don't know if there's a way we're going to we plan to evaluate these like whether we're actually meeting these. I I missed that part. >> Yeah, it's interesting. And even at the state level, they've developed a profile of a portrait of a graduate.

222And they are building in a way to measure this through the CASP testing to measure the competencies they've identified at the state level. Oh, interesting. >> Through questions on the CASP test. So that is coming. I don't know if they'll be identifying and evaluating these particular competencies here, you know, how aligned we are with the state portrait, but I think there is some overlap because I guess that's my curiosity if we can assess if we're going to have some sort of loop back that we're actually measuring whether we're moving we have a baseline and then we're actually moving students along this continuum of not just uh understanding where they are here but >> we haven't gotten that sophisticated ated with this yet, but I like the I like where you're going with it. >> Yeah,

223I'd love to see that. So, anyway, it's interesting. It's an interesting rubric. Um I know and probably board member Reed can can educate me on this as well, that historically our district has had lots of value statements and descriptions of the kind of students we're trying to cultivate here. So, I just want to make sure that I'm not missing something. Perhaps there's a lot. So hopefully it's continuation of conversations that our prior boards have had, but I, you know, I'm excited to see it and and curious to see where we can go with it. I would love to see that we it's not just sort of something on a wall, but something we could actually actively evaluate um and measure and uh ensure that we are indeed doing this for our students and helping them

224progress in all six of these categories. I'll just share one of the ways that we envision part of this was looking at when they are finally developed when we're doing a new adoption like for math are we showing community how is communication being shown how is curiosity being shown and having some of those conversations with teachers to kind of tie it all back to our new adoptions and our curriculum and our trainings to show that this is what we want our student to be. How is this getting them to there? So I think we have some goals but since it's not finalized yet we haven't got there yet. >> Okay. Thank you. Um, similar to board member Reed, um, I don't have an issue with any of these, so it' be it would be hard

225to take any one of them off. Um, I would be curious on the, um, analysis portion of it, like testing it through CASP or whatever. These are great. Um, each I mean, it'd be hard to be like, like she said, let's take off ethics and integrity, but how are we think kind of said the same thing at this point. how are we um judging whether we hit that goal or not? And you're saying that CASP also measured the state's goals. So, I guess I just want to know more about that. >> I don't think the number that we choose is actually that important. So, it doesn't I don't see a reason to say, "Oh, we can only have four. Oh, we have to have seven." I mean, I think what's more important is what the

226actual competencies are. And because like Linda Reed, I wasn't familiar with this. I looked it up and I found other districts and what they had done. Um, and so one of the words on here that I just personally, maybe I don't understand it, but self-management to me, I don't understand what that is as a K12. I understand more like what that is on a kindergarten level. Um, and so I was looking and Torrance uses leadership and character. And if you click on leadership and character, it includes the words resilience, it includes the words ethics, it includes the words integrity. And so I like I like leadership and character because I think we also want our students to be leaders and not everyone needs to be a student body president but to be a leader in

227their own way in their classroom etc. So I would encourage us to consider as I said leadership and character one because it puts two together but also because again I don't really understand what self-management would look like from a from a 12th grader. Um, and the other thing I found to to Linda Reed's point was that one of the districts in New York has academically prepared. And I think that one of the reasons that it didn't come up is because we just take it for granted. That's what we do. That's who we are. That's why people pick this district. And so to me, like her point, I think it would be ignoring who we are to not put something in there to that line. It doesn't mean that it's more important than critical thinking. It

228doesn't mean it's more important than lifelong learning, but it is very much who we are. [snorts] I guess it's my turn. Um I I guess I was like I I I'm really grateful that we've been able to work on aligning our LCAP with our district goals with the strategic plan and the superintendent evaluation and the board self-evaluation. That's very meaningful work to me. I I think I'm also kind of wondering how how we I don't want to create something that's stands by itself. So, did we already answer this? How can this be incorporated or or um connect to the other, you know, the other items I mentioned like our LCAP, our board goals and strategic plan. Otherwise, this just seems kind of uh it's meant to be sort of the student outcome side of that.

229like what does the student look like? If we do all the board goals, we hit all of our metrics, we meet those goals, we live by the district values, we implement the LCAP with fidelity, what is the student outcome? What is the student we're producing? What are those qualities? >> When an athletees about to like an embodiment of all of those things you mentioned. >> Okay. It's like when an athletees about to compete and they visualize success and what that's going to look like. That's kind of Yep. You could think about it that way. >> Okay. I I don't have any questions or um criticism. I'm good with where we do staff need something else from us on this item. >> I was just going to say um as far as board consensus, do we

230all when we bring the revision back something about academic and rigor everybody agrees with to add that and then instead of uh we're changing one of the words from lifelong change looking at changing it to continuous learning. just redundant. Just making sure everyone's saying it's redundant. >> How do we feel about academically prepared instead of rigor? Because rigor is kind of the thing that we do to get students prepared or academically >> that was the word >> academically said that I borrowed it from >> said academically prepared. >> Okay. And then changing out the self-management one potentially to leadership and character. >> Is that where I think board member Allegria brought this up when you were talking about Yeah. organization skills. I was thinking about it's kind of discipline of the mind, right? Like being

231disciplined. >> That's not here and that's not a word people use anymore. >> It's having your stuff together. It's having together. Maybe I'm old school. I think of it as >> when you hire people. There's a lot of people that don't have it together. >> That's right. smart people that don't have >> I think that's what we're kind of thinking about. >> We can play around with it and we'll bring it back and provide an update before September, but I'll work within the feedback tonight to start. >> Okay, perfect. So, you have what you need? >> I do. >> Amazing. Awesome. Um, Miss Wescott, >> can I do a check-in with you cuz I know we have to go to closed and we have somebody that's only available at 9:30 to join us in closed.

232So, um, what is your suggestion? We have two more act discussion action items. The district goals and then we have first read like to ask Miss Terronis and Dr. Wildy if any of the policies have to be approved and my suggestion would be otherwise to potentially table that item until the August meeting because to have a first reading and a big gap before the second reading is sometimes not productive. So that would be my suggestion would be to try and do board goals and consent and then >> So do you need a motion to table yes >> that item? I move that we table um item L7. >> Second. >> All in favor? >> I. Any opposed? Motion carries. 5. Thank you so much, Miss Wescott. We could also um table district goals if that

233was a will of the board um to the next meeting. I was just going to say that it's perfect as it is so it might not be much of a discussion and that would just continue. >> I think it'll be quick and I just have one comment on that one. Is that okay for did you want to add something board member? >> Time constraint tonight. So if if we want to table it I'm good with that. Otherwise you guys can continue with >> um I'm sorry. So, you said we can so we can postpone um board goals so that board member so the full board is here for that that discussion. >> Then we're going to need another motion. >> I'll make a motion to move L6 to the next board meeting as well. >>

234Okay. All in favor? >> Wait one just a second. If we're tableabling it to the next meeting, I don't think Miss Gandhi is going to be at the next meeting either. >> Can continue with it if you want. >> So, can you explain the time? So, we have until 9. We can't go past 9:30 right now. So I think this item's going to take 15 minutes, not more than that. >> Okay. Do you want to just take care of it before we go up for 9:30? >> Can you stay till 9:30? >> Yes. >> Okay. All right. Then let's >> for are closed, right? >> Yeah, that's >> okay. So let's quickly take um or not quickly appropriately uh take L6 PVPUSD district goals. And this is just for bird board review today. And I

235think this goes to superintendent Dr. Serrano. >> I'll keep this brief. We have five uh district goals that are set with the board. Last year we reviewed the board goals on May 21st and uh at that time we reordered goal one and goal two. Goal one uh what goal two used to be goal one. We changed it to be goal two and prioritized goal one. We added goal five which was the attract, nurture and retain top tier talent to build a high performing dedicated team. And there has been some suggestion that we actually have that be goal two. So, um we are in the final year of our strategic plan that is built around our our board goals. Uh and that takes us through 2627 next school year. Um and tonight we're asking the board

236to review the current goals in alignment with the strategic plan and suggest any changes u that you may like to see for next school year. Thank you. Did you say you wanted to move goal one to goal two or you were saying the change we made? >> There's been a suggestion um for us to think about goal five as being and by the way these goals are in no order of importance. Just because it's goal five doesn't mean it's any less important than goal one. But I think because we reordered goal one and goal two last year, there's a feeling that you know our talent should be a more um an earlier number goal. So just sharing that. >> Who wants to get started on this item? >> I'm good exactly with how it is.

237I always have something to say and I have nothing to say. >> I'll be brief as [snorts] well. I think we spent especially the word last year, we spent a fair amount of time on it, fleshed it out. We I know we reordered some things and reorganized, but I uh I'm pleased with where we're at in terms of the goals that we have. >> Same. I agree. I like all the goals, but um because it connects the strategic plan, and this was not my idea. I read it in another document that was shared with the board. Um, but I would like us to consider as we're looking at the strategic plan, um, making it a goal to look at the number of kids who are both enrolled in and successful in calculus because I know

238we have a goal to focus on math. And it seems like if we could get more kids into calculus and successful in calculus, that would by trickle down enforce that all the way along kids need to be learning as much math as they possibly can. And it would be a benchmark that we could measure. Um, and I looked at other capable, qualified, phenomenal districts, and sadly they do have more students in calculus than we do. Not all of them, but some of them. And our kids are equally, if not more qualified. So, I understand it sort of goes under this umbrella, but as you're looking at, I think you said you were going to look at the strategic plan over the summer. It would be something that as one board member, I would hope we

239would consider. >> You're speaking my language. >> So, that would be so that would be under goal one and it would show up in our strategic plan, right? When we work on specifics, >> correct? we would uh probably add that as an action and we'd of course have a discussion about that with ed services and our math our fabulous math coaches and so forth and team and um bring that back with a measurable goal or action under the strategic plan. >> Thank you for raising that one board member Kurt. >> Yeah, and I don't mean as any discredit to our current math teachers, right? But I think right if a goal is to get more kids in there, more kids could do it. Um, I just wanted to add as you think about our strategic

240plan and what to work on under goal four, um, I'll I'm going to bring this up again. Um, when I attended Capital Convoy, it was an opportunity to speak to our students. Um, and I was really disheartened to hear how prevalent the use of the n-word is in our community. I know this is not a problem that is born out of our school district as part of the pervasive culture um, in the region, in the country, the state, whatever. Um, but it's something that I would like to see us meaningfully work on. Um, there I heard from countless numbers of students whether or not they are African-American or not. Um, I heard it was use of the N-word. It was uh discriminatory treatment where students felt that they were accused of academic dishonesty disproportionately if

241they are of African-American heritage. It was utterly heartbreaking to hear that. Um, I've heard that from not just our high school kids. So, I am really appreciative of the really good work we've done towards anti-semitism. So much so that our district was recognized by the Jewish Federation of LA, which is great. I want to make sure we are now also addressing other forms of bias and discrimination on our um campuses. So, I'd love to see that incorporated into our strategic plan. And that is my only other comment. Anybody else? Anything else on this item before we move on? Does staff need anything else from us? Okay, then we will move on to >> Consent calendar. Are there any requests to pull anything today? >> No. Okay. Do we have a motion? >> I'll move approval

242of the consent calendar. >> Second. >> All in favor? >> I. >> Any opposed? Motion passes. 50. Do we have any requests for future agenda items? I think we covered the dual emergion item earlier adequately, but just to reh highlight that that's a future agenda item, >> right? Okay. Um, then we're moving on to O reports of board members. Anybody want to go first? All right. Board member Kurt. >> Mine's quick. Um I attended the PV Council PTA HSA um probably a week and a half ago and we celebrated the PTA's se the PVPUSD PTA's 70th birthday and this year's PTA as a as a district um added up how many volunteer hours they spent and they um added up more than 4,000 volunteer hours. So if they multiplied that by a reasonable wage, they

243also collected or made $2.3 million in donations. So they presented a artificial check to the district for $4 million, which represents the time and the money that the PTA contributed to our district. So I wanted to acknowledge them and thank the PTA. I enjoyed [snorts] graduations with the littlest kids at MA and the middle school kids at Mirrorste and then our Rancho and PV high school grads and they were all fun and appropriate and and very special. So congratulations and happy summer to all our students and grads. Mine's very short. I just want to say congratulations to all of our 2026 graduates and I hope everyone has a wonderful summer. Like all of you, I had the pleasure of being had several graduations. Always reminds me why we do what we do. Just seeing the

244the sense of hope and optimism and future in the eyes of all of the children of this community, I should say young adults, uh was just a delight. So, um happy summer to all and hopefully everyone gets a much needed rest bit and rest. Thank you. And uh just congratulations to Eric and Ammy on on your promotion of your eighth graders up to high school. That's a special experience to be there with your own children and and doing that. And um I also enjoyed seeing a lot of students I hadn't seen in a really long time at at all the graduations. Um so yeah, thank you. And nothing else important needs to be said. Linda Kurt said it perfectly. So awesome. Uh I want to thank everyone that's been writing to the board and has

245been showing up to give public comment. Um, admittedly, I think when we were rolling out the retirement program, I as one board member didn't really think through how that would impact I mean, I'm grateful that we did it. It was the right thing to do, but one of the impacts is the transitions that the school community is experiencing across all of our sites. Um, and I know staff does everything they can to minimize disruptions um, as much as possible. Sometimes they're unavoidable and there's so much that we cannot disclose about personnel matters. Um, but I know Dr. Serrano and I spoke um and I I think multiple of us have had this conversation about how we could perhaps have communicated that a little bit better. So that is an area that we continue to um

246commit ourselves to working on. Um I want to also congratulate everybody that is graduating whether it's fifth grade or I guess kindergarteners and fifth graders and eighth graders and our high school students. Wish everybody an absolutely wonderful summer. Um we are now recessing to close session number two for conference with labor negotiator. Um we ex expect to reconvene at should we say 9:45 9:50 >> 9:45 sounds >> okay. We expect to reconvene at 9:45 p.m. Thank you. We will now reconvene to open session at 9:48 p.m. Um, there is no board action to report from close session today. And with that, this meeting is now adjourned at 9:49