001Okay. I'm calling the June 17th, 2025 regular meeting of the board of education to order per government code section 54950 at SER and education code section 35140 at secular at the district educational center 1301 East Orange Avenue in Placentia at 50:01 p.m. [Music] Uh trustee uh Frasier will be participating via teleconference. So, all votes tonight will be taken by roll call. Um, comments at this time are only limited to items on the close session agenda only. Um, and we will take those after I finish saying what we are going to be discussing. We will adjourn to close session after public comment to discuss the following. 3.1 Public employee discipline dismissal suspension release leave assignment non-reelection non-reappointment resignation reinstatement pursuant to government code 54957 uh nonreelect prohibition probationary certificated employees 3.2 Two, personal matters, public employment,
002employee employments, employee employment pursuant to government code 54957. 3.3 conference with labor negotiations. Dr. Muserino, acting superintendent. Miss Velasco, interim assistant superintendent, administrative services, and Miss Mendoza, acting assistant superintendent, HR for CSEA, APLE, and PLUM. 3.4 Four, conference with legal counsel existing litigation significant exposure to litigation pursuant to paragraph 2 or three of subdivision D of section 54956.9 general liability claim number 638681 Malindon vers versus Pilusd 3.5 claims general liability claim number 655084 general liability claim number 65688, special education settlement agreement for student identification number 1759 for 55,000. Looks like we have one person wishing to speak. Is that correct? Anyone else? Okay. You want to call them or you want me to? Thank you, Madame uh President. uh our speaker tonight uh on an item on the closed agenda, Ellen uh Saglev. Did I
003say that correctly? Yeah, that's good enough. Okay. Can I start? Okay. Good evening, superintendent and members of the board. My name is Ellen Sagaliv. I have been an ed a dedicated ed educator since 1996 with experience teaching in public, private, and international schools. Most recently, I completed my first year teaching science at your Belinda High School. I'm speaking tonight to share serious concerns I have already raised in writing. I was hired into what I what was advertised as a permanent position but was issued a temporary contract. I was later told that my position would convert to pro probationary status but I never received written documentation of this as required under education code 44916. As of today, I still have not been officially informed of my employment classification. Um, even Cliff, the legal adviser for the
004union, acknowledged the confusion, stating, "It seems the district's right and left hands do not always know what the other is doing, and it takes a while to piece together data and then start analyzing what it means under the law." That's a quote from him. This lack of clarity directly affects not only my due process rights but also raises broader concerns about the reliability and transparency of district hiring practices. I also believe I have experienced retaliation after raising legitimate concerns during the school year. Uh one issue involved a student pointing a laser light into another student's eyes and also into mine on two separate occasions. Although the student later, that student who pointed the laser light later apologized to me because we had a pretty good um rapport with one another. I had a good rapport
005with him. He apologized later. Um according to the student, I was told no disciplinary action was taken. That was a very big concern of mine. Another concern I raised was about students being left unsupervised in classrooms during lunch. something I believe possess um poses sorry poses serious safety risk. These experiences have caused significant professional and personal stress. I feel strongly that they must be addressed not just for my own sake but for the integrity of the school system as a whole. I respectfully ask for transparency, accountability, and timely answers regarding my status and the district's handling of these concerns. Um, the teacher I replaced, she had her stuff in her room when I had visited the room in August and I talked with her recently. She said that she was led to believe that she
006would be called back. She was not giving any notice of, you know, we're you're terminated. We're going to replace you. We're going to re hire someone else for your place. And so that was also a very big concern of mine. Like I think it Yeah, that's it. Thank you, Miss Ale. That concludes our speakers, Madame President. Thank you. Um, at this time, we'll adjourn to close session at 5:07 p.m. Good evening, everybody. We're going to re reconvene to regular session at 607. Um we do have a report out of close session. Um the board met and confirmed in close session to approve resolution number 2424 to nonreelect prohibitionary certificated employee for number 17084 for the 2526 school year pursuant to education code 44929.21 and directed the super superintendent our designate to send out appropriate legal
007notice. The motion was made by Mrs. Anderson, second by Mr. Buck, Mrs. Buck, and the vote was 5. Also of note tonight, item 3.4, um, the board did not discuss or take any action. Okay, this is the best part of the night. Um um we are honored to welcome a special performance tonight by the incredibly talented students of Linda Vista Preschool. At this time, I'd like to turn it over to our early childhood education um director, Miss Sylvia Ramirez Qua, to introduce the students and teachers. Okay. Good evening. Good evening, uh, President Marilyn Anderson, board members, acting superintendent Dr. Mercerino, and Executive Cabinet. We're excited to have our Linda Vista preschoolers this evening sing a beautiful song called Kids Life. In preschool, we support music. In preschool, we support music at a very young age.
008We know that singing brings joy and fun to any classroom. Our young scholars have been practicing for weeks and are excited to sing for you this evening. Leading our young singers, our wonderful team, Linda Vista preschool educators. Without further ado, please welcome Linda Vista preschooler singing Kids Life. [Applause] Help me. [Music] Okay. [Music] Oh, we could be pirates sailing. We could be all you like. We could be astronauts chasing a rocket or maybe just counting stars. We could be dancers, jumping like monkeys, swimming like do. We could be colors. You can be yellow. We could be purple, too. Call your mom. Call your dad. Call your grandma. Your cat. We're going to have some fun. Call your mom. Call your dad. Call your grandma. your cat. We're going to have some fun. Kids life better
009than a playground. Kids life better than a playground. Kids life better than a playground. Kids life better than a playground. [Music] Call your mom. Call your dad. Call your grandma. Your cat. We're going to have some fun. Call your mom. Call your dad. Call your grandma. Your cat. Meow. We're going to have some fun. [Music] Kids life better than a playground. Kids life better than a playground. Kids life better than a playground. Kids life better than a playground. [Applause] Wasn't that wonderful? Let's put our hands together for another round of applause for our amazing preschoolers. [Applause] We would also like to acknowledge all of our families that support us every day that are here tonight. Thank you. Everybody else, get in there. Get in there. Everybody can see you. dress in her mouth. Now she
010didn't tell me to be a picture. [Music] Todd, can you say something? Yeah. Okay. Well, that was the best way to start this meeting and um perfect. So, thank you to the teachers and to the coordinators for um making this all happen and to all the parents out there that brought their kids. That was a fun way to end the year. It was a great way to end the year. So, um, Mrs. Buck, will you lead us in the flag salute? Sure. Please stand and join me. Right hand over your heart. Ready? Begin. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay, we're going to do a roll call because um Trusty
011Frasier is out of state. So, our student board member present. Mrs. Blades here. Am I here? Mr. Frasier here. Mrs. Buck here. and I'm all here. So, let the record show that all members are here. At this time, I'm going to turn the time over to Dr. Merino to make a recommendation regarding the agenda. Thank you, Madam President. I do have uh two recommendations. Uh one is to uh remove the school calendar from our discussion uh this evening. We'll push that forward to July. Uh and also to um to move consent item 25.4 to an action item right after we approve the agenda uh so that we could uh announce and introduce the new principal of uh um OCSCs and his lovely family. I just want to make sure that um the school calendar will
012be on in July. Um this was brought to us by a community member back in March or April. So we've had very full agendas and we have kept postponing it trying to um get to a night where we have more time and um we're just afraid tonight's going to go along as well. So that's the reason why. But we have not forgotten about you and this will be on the agenda. Okay. So, do I have a motion to approve the agenda? I'll make a motion we approve the agenda as amended. Second. Okay. We have a motion by Mrs. Buck, a second by Mrs. Quintterero. Any comments? Okay. All in favor? We will start with Mrs. Arman. I Mrs. Blades I Mrs. Quantero I Mr. Frasier I Mrs. Buck I and I am also an I.
013So the motion carries with a 50 with a stipulated from our student board member. Okay. So um we are going to do item oh before we go to 25.4 I just want to um make a note that we are taking blue cars for comments before this action if anyone would like to speak regarding the HR certificated report only um we'll give you a couple minutes to complete a public comment card. So, is there anybody who would like to speak before we address this item? Okay, seeing none, we're going to move on. A motion. I'll make a motion we approve the certificated human resources board report uh 61725. I'll second. We have a motion by Mrs. back. A second by Mrs. Anderson. Is there any comments? Okay. Mrs. Armand I. Mrs. Blades. No. Mrs. Quantero. I
014Mr. Frasier. I Mrs. Buck. Hi. and I am also an I. So the motion carries 4 to one with a stipulated vote from our student board member. So at this time I'd like to turn the time over to Mrs. Mendoza to introduce the new OCSCS principal. Thank you all uh board, Mr. Superintendent. It's always such a fun night to do this. It gives me great pleasure to introduce Cameron Shepard who was tonight board approved as the principal of the Orange County School of Computer Science. Cameron is a graduate of Long Beach State University in history. Um, he's also a California State University Dominguez Hills master's degree in school leadership. He has a career technical education teaching credential. He has a clear administrative services credential and he has a single subjects teaching credential in social science.
015He is current currently been uh in Orange County uni Orange Unified School District as an assistant principal for three years. He was also at the California Connections Academy assistant principles in San Juan Capistrano for two years. He was also in the Long Beach Unified School District as a social science department chair and AP coordinator. When he was at California State Long Beach, he worked at the learning center as a supplemental instructor and a mentor to the program. His references indicated that he is very energetic. He's always in a collaborative spirit. He is student centered. He has a great relationship with students, parents, and he learns from the community. As an assistant principal, he was assigned to student principles at his high school. He also handled student discipline. I am pleased to introduce uh Cameron Shepard
016as our new principal of the Orange County School of Computer Science. [Music] [Applause] Sorry, I'm going to keep this up just for some notes in case I need them. First, I just want to start by saying I'm humbled and honored to have this opportunity. Um when I started my journey as an professional educator, I never thought I would get to this point and uh it's incredible to have this opportunity to serve. As you could see, I have my wonderful wife here who also is equally as dedicated. She's a school counselor. Um we both believe that education is such a powerful tool for um students and for people to advance. As you could tell, I'm a a new father to a teething son. Um, so I I I apologize uh if the he's a little bit
017noisy, but he's really cute, so that's okay. Um, but I think becoming a new father has made me even more dedicated to to serving. I uh I'm still going to grab it real quick. Look how fast that was. All right, so um sometimes you have to improv. Um so I I truly believe that education is a calling. uh my wife and I have both uh answered that calling and I promise to serve this community to work with students to work with uh staff and to work with the families in order to ensure that all students succeed. Ultimately, I want what's best for your kids and I promise I will do everything I can and go above and beyond to ensure that they they are successful, they are supported, and they are seen. Um ultimately I
018I'm drawn to um Orange County School of Computer Sciences because they are uh future ready and they're ensuring that students are prepared as they take those next steps. Again, I will do everything I can to ensure that your students are successful. Um and and I'm just again extremely humbled and honored to be here with you. I look forward to continuing to work with the community and continuing to grow in this role to work with the distinguished board as well as the um cabinet. Thank you again everyone and I'll kind of let my son be my exit cue as he's starting to make noise. Thank you everyone. Thank you so much. Thank you. [Music] [Applause] [Music] Welcome Mr. Shepard to Benti Gerbal in this school district. We're excited to have you. Okay. Um, we're moving on
019to our public comment announcement. Public comment cards are available in the foyer. Cards must be completed and turned in prior to the designated time for public comment. Provide a maximum of 3 minutes per person. If translation is needed, an additional 3 minutes will be given. Please let us know. If we know ahead of time, we can ensure we are prepared. Civility policy education code 220 prohibits discrimination on the basis of disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crime set forth in section 422.55 of the penal code, including immigration status. Additionally, if there are any disruptions or interference of the board's ability to conduct its meeting, the disruptive parties will be given one warning. If the disruption continues,
020you will be informed that the board present has found your disruptive in violation of penal code section 403, education code section 32210, and the board present will order you removed from the meeting under government code 54957.9 and 54957.95. If removing one or several disruptive parties does not restore order, the board president will exercise their authority to clear the room in accordance with government code 54957.9. So we will move on to minutes. We have three sets of minutes to approve. I'll make a motion we approve the minutes of regular meeting of May 6, 2025. Second. We have a motion by Mrs. Buck, a second by Mrs. Quintterero. Any comments? Okay. All in favor? Oh, yep. Here we go again. Were you at that meeting? Okay. So, we'll start with Mrs. Blades. I I Mr. Frasier. I
021I and I am also an I. So the motion carries 50. I'll make a motion to put the minutes of the special meeting of May 12th, 2025. Second. We have a motion by Mrs. Blades, a second by Mrs. Quintterero. Were you at that meeting? Okay. We had a lot of special meetings. Um Mrs. Blades I I Mr. Frasier I I and I am also an I. So the motion carries 5. Last one. I'll make a motion we approve the minutes of the regular meeting of June 3rd, 2025. Second. We have a motion by Mrs. Buck, a second by Mrs. Blades. Um Mrs. Blades. I I Mr. Frasier I I almost got you. Almost got you. Okay. And I am also an I. So that is five to zero. Okay. At this time um we'll turn
022it over to Mrs. Young for local indicators. Thank you. I think we lost Jeremy to put the presentation up. Oh, wait. Okay. Well, good evening, President Anderson, Board of Trustees, Dr. Musino, Executive Cabinet, and members of the community. It is our pleasure to present to you this evening Placentia Yorbalinda Unified School District's local indicators as measured by the state board of education's approved standards within each priority area. Mr. Powell, can we have the presentation up? All right. Thank you. To begin, California's accountability system or the California dashboard is based on eight state priorities. In order to measure each of these priorities, the state has established both state measures and local indicators. Local indicators are measures for some of the state priorities that are not collected and reported by the state. This chart serves to summarize
023the state's eight priorities and shows the breakdown between what is measured by the state and reported on the California dashboard in a color performance system versus those that are measured by each district or our local indicators. We are required to report our progress on the five local indicators referred to as priorities. Priority one focuses on basic services. Priority two focuses on the implementation of the California state standards. Priority three focuses on parent engagement. Priority six focuses on school climate, which measures student perceptions of engagement and safety. And priority 7 focuses on course access which measures students access to and in their enrollment in a broad course of study. This information is collected based on either qualitative or quantitative data using local surveys, in-house reports, state reflective tools, and selfassessments. Our first priority of basic services
024specifically refers to appropriately assigned teachers, access to curriculum aligned materials, and clean and functional school facilities. The results for the human resources reported that no teacher misassignments occurred. The Williams compliance report showed that all students have access to curriculum aligned materials and the overall rating from the facilities inspections tool or fit reports indicated that all school facilities receive the highest rating of good. Our next priority focuses on the implementation of state standards. A self-analysis tool coupled with our stakeholder survey data were used to quantify the progress in the in the implementation of state standards. The selfanalysis tool is aligned to a rubric that contains five metrics from stage one, which is research and investigation, all the way to stage five, which is full implementation and sustainability. The educational services staff has evaluated each content area
025in detail and reports full implementation for all subjects. And moving into sustainability for English language arts and English language development with curriculum and professional development offered in all areas. In order to provide an additional metric to quantify the progress for this local indicator, we use our stakeholder survey data. Results reported by responding teachers, parents, support staff, and students indicate consistent levels of satisfaction when responding to the questions pertaining to the communication of standards, high academic expectations for students, and effective classroom instruction. We firmly believe that these favorable results are directly related to the priority we place on seeking ongoing and frequent input from our educational partners as a means of ensuring we continue to improve in these areas. [Music] Next, I will present the results for priority 3, which focuses on parental engagement. To quantify
026progress, the state requires us to use specific prompts to measure parental engagement. Thus, we have embedded these prompts into our annual survey in order to rate our outcomes. We created a crosswalk to correspond to the scale of the state's self-reflection rating of a score from one to five, five being the highest rating on the state's five-point scale. Survey responses showed that in the area involving the building relationships, the rating was a five out of five. And building partnerships for out student outcomes and seeking input for decision-making, the rating was a 4.5 out of five. Priority six focuses on school climate and asks us to measure student perceptions of school safety and connectedness. Again, for this measure, we utilize our student survey data to collect responses for three different prompts on an annual survey from students
027in grades 5, 8, 10, and 12. In the area of safety, statistics were 84% at the fifth grade, 67% at the eighth grade, 74% at 10th, and 80% at 12th. It is clear that we need to focus on focus on this in middle school so that the students ex we ensure that the students feel safe at school. In order to measure student belongingness, students were asked if they feel connected and welcome at their school. 83% of fifth grade students, 75% of eighth grade students, 73% of 10th, and 76% of 12th grade students. We are pleased to see an increase in all grade levels in this category. Finally, when students were asked if teachers and other adults care about me, 87% of fifth grade students, 80% of eighth grade students, 75% of 10th grade students, and
02877% of 12th grade students responded positively. We are pleased to see increases in the eighth and 10th grade levels. Site leaders also have access to this same data at the school site level, allowing them to better identify their own students areas of highest need pertaining to school climate for each of their campuses in order to plan for the following year. This will continue to be an area of focus of the student services department as well. And finally, the last local indicator is priority 7, which measures course access. We are required to use our own measures to track the extent to which all students have access to and are enrolled in a broad course of study based on grades spans, unduplicated student groups, which includes our English learners, low-income students, and foster youth, as well as
029our individuals with exceptional needs. Starting at the elementary level, we're pleased to report that all students receive a broad course of study, including all of the six listed content areas with increased access to visual and performing arts through dedicated arts and music funding. [Music] inclusion and we also inest sorry we continue to increase our inclusion efforts with mild moderate students receiving education in the least restrictive environment using a variety of service delivery options more students are receiving the majority of their instruction in the general education setting and I know we had presented this earlier in the year and so we're work our whole team is working diligently with general ed to ensure that more of our students are included. An additional metric we use to quantify the progress for this local indicator for our secondary
030students is our stakeholder survey data. Results reported by our secondary students show that nearly 96% state that they have the opportunity to enroll in a broad course of study. Another metric we use is our A to G completion rates at the high school level. This is referring to students who are graduating CSU or UC eligible. When comparing this past year's performance compared to the year prior, we see consistent performance amongst all students. However, there remains a continued need to support our English learners in this area. When we further disagregated the A to G completion data for our English learners, we found that the biggest obstacles appear to be completing the rigorous core content course requirements, specifically with math and English being the most challenging for our English learners. Some of the planned actions to address
031this need and are part of our LCAP include providing comprehensive English learner training for our teachers, which includes GLAD strategies and the English learner toolkit for teachers as aligned to our California English learner roadmap. Focusing on English learner reclassification for students prior to middle school to reduce our long-term English learners. expanding our targeted intervention both during and outside of the day on each campus to enhance academic success in core subjects. Maintaining our district-wide focus on first best instructional strategies and differentiation to meet the needs of all learners with a specific focus again on our English learners. Ensuring fidelity to the PLC process to make certain that student progress is consistently measured, discussed, and supported across all sites. ensuring that school cultures of college and career readiness are pervasive at all high schools and expanding college
032and career awareness initiatives to our middle schools. And finally, focusing on algebra readiness for freshmen who are entering high school. As a result of measuring this data, reporting the results to you, and uploading the results to the California dashboard by July 1st, we have successfully met the local indicators requirements. We thank you for your time this evening. Do you have any questions? I have a question. Um, what strategies are we implementing? Um, I I guess I'm concerned about the 67% not feeling safe in middle school. Do we ask like additional questions to the kids like why they don't feel safe or like a focus group or ask them like what could we do different? I mean have we done that? Has there been any feedback? We we have actually gone out with the students with
033ed services and student services to all of the high schools um and middle I believe too and we've been um having um focus groups with them and talking to them about the data and asking them questions. Next year our plan is to actually um do this more extensively with more schools and get more data and then um not wait until the end of the year to actually um address some of these issues with them. So I think we need more data from them and then probably midy year decide as a team how we're going to address it. But you know some of the things that we brought forward to you this year about you know students not feeling safe because sometimes they feel bullied or they don't feel like a sense of belonging or um
034maybe don't have friends. There are various reasons that we've seen. We have data that we're taking in the student services department to um to disagregate and find out so we can um create programs for that. But um I can get you more data that does show you what exactly it is that you know are is pointing to that. But some of the things that we are seeing is um students may be feeling unsafe because threats at school or um bullying or and there are other things too. I could call I don't know if you recall um Dr. Pedza but we could get that information to you too. There there you know there's quite you know there I would say there's probably a top five to 10 um reasons that students are feeling that way. That
035would be great to get in a board update. Thank you and thank you for sharing that. Um also on the same token um the area of I belong and adults um are there seem to be there for me. Have do you do focus groups on kind of all those and see like to kind of get a sense of what the kids are liking or what's working, what's touching that, you know, making them feel more like they belong in school. Yeah. Along those same lines, I think, you know, it's hard to say some of the students we don't. So, they answer these questions and then sometimes I think what we need to do is then maybe operationalize them a little more and dig deeper into it to see exactly why. But I would say as we
036meet with our principles and we talk with our counselors, some of the data really shows that either they're not involved in some sort of activity or group and they feel left out. They don't know how to introduce themselves to friends. they don't know um maybe how to join in games like in at the elementary level. And I think when we met with some of the high schoolers, we saw too that you know even some of the kids at um some of the high schools would say you know my club doesn't seem as valued as you know maybe a sport or something. I mean they were really um uh pretty forthright with the information but I think that isn't enough. So, we've gone there and we've talked to them, but now we need to figure out
037what will make you feel safer. What can we provide? What conditions do we need to create so that you can feel a sense of belonging at school? So, I we we do need to do a lot more in this area. We've got the data, but I think we need more and then we need to do something about it before the end of the year. Can I say something really quick about the survey since I've taken the survey a lot of times? Um, I would suggest I'm not sure exactly how it's structured, but I do remember that it's vaguely kind of like um slightly disagree, strongly agree, this and that. I would think that I think kids would actually be a lot more open to telling you if you offered a selection at the bottom, like
038if they selected something that seems slightly negative, like asking them to expand, because I think there might be an option all the way at the end, but you guys ask a lot of questions, so by the time they get to the end, they're like, I just want to be done. like I'm just going to submit it. Um, so I think that would really help. And then I also wanted to say I do think that this should be sent out in the middle of the year because I think at the end of the year kids are tired. They don't want to take a survey. My school has to like basically put people on the hold list in order to get them to take the survey. Like people just kind of want to click through. But I
039think um their emotions are a lot more heightened in the be um in the middle of the year and they're a lot more willing to say what they're feeling because we're all aware that it's super confidential and like their names won't be out there. So I think you'll get a lot more accurate data if it's sent at a different time period and if you give kids the opportunity to say why they're feeling the way they feel and give suggestions because I know a lot of kids have a lot of suggestions. Thank you. That's a really good idea. I was just going to say we should listen to our students. So, thank you very much. Um, I I think taking the survey back and talking to the kids at the middle school level and web and
040student leadership and have them brainstorm ideas on how, you know, give them ways to give you um explanation of what that feels like individually and then they can figure out how they can pull in other students too. We just need to help um facilitate that for them. Yeah. Each middle school principal was asked to form a principal's advisory committee this year and to analyze their data and to do exactly that to brainstorm at their sites. But we could circle back to them and hear what were the suggestions and ideas that came from it so that Yeah. If we don't do anything, then we're not going to That's the problem. We have to do something with it. Yeah. Right. And I like the idea of doing it earlier in the year, too. Yeah. Me, too. Yes.
041And expand on the responses. I was going to say, is there a better time like after a three-day weekend when they're relaxed? Not the night before finals. Um, yeah. Either maybe like I would say like February, March, like pre-esting season, but like you know, not right after uh winter break. Yeah, we currently administer it January through February. Um, the test that I'm sorry, the survey that you got was your senior survey, which absolutely is pulling teeth from seniors. Yes. But we administer the stakeholder survey midyear. So, it's January, February. Yes. That's a quick uh decision making there. Okay. Is there any other um comments, Mr. Frasier or anyone else? No, I'm good. I appreciate all the feedback. Okay. Um we will turn it over to um Mrs. Velasquez about the budget. Okay. Happy to be
042here tonight to discuss the 2526 adopted budget. So, whenever we're building our budget, we have to focus on different areas of the district budgets. We're going to talk a little bit about federal and state fiscal outlooks. We're going to talk about the 2425 estimated actuals for all of our funds. We're also going to discuss the 2526 proposed budget along with the Orange County School of Computer Science budget for next year and our next steps. So, how do we spend the money? Um, the district's budgets have to support all of these different focus areas in the district. So, we look with to use the money for academic achievement, effective instruction and leadership, engaging the community, safe and respectful environment, and obviously to optimize our resources. So, what does that mean? Um, it's a critical measure of
043a school district's performance is the effectiveness with which it utilizes and generates resources. We ensure that all fiscal and capital resources maximize educational opportunities. So, now we're going to take a look here at our federal um policies and our economic impact of what's going on. So, you can see here, oops, let me click the thing here. [Music] Sorry. Um, so you can see here that what we're looking at uh that's in making an impact is the tariffs, our immigration policy, our federal workforce and funding cuts, and our federal income tax policy. So this is actually from school services. Uh I felt like it it really says what we're facing right now with the federal government. So the consumer sentiment is which is a key economic growth contributor has reached notable low levels. The tariffs have
044contributed to supply chain disruptions, higher production costs, stock market volatility, and reduced demand for US goods. The Fed is exercising caution towards benchmark rate cuts, citing the need for more data to assess the impact of the tariffs. Our trade deals have been reached so far with Britain and China. That might have changed a little bit because this was let go a couple weeks ago. and we have over 275,000 federal civil service positions being cut. That represents 12% of the federal workforce. We anticipate more cuts coming from the federal government and our programs. We need to take a look at those. Um possibly extension of the 2017 tax cuts and job act is anticipated. and increases in immigration activity are expected to continue which will likely affect the labor supply, tax revenue, and our gross um
045domestic product. Looking toward the state of California, what what affects that economy. So, kind of going around in a circle here. If you look at number one, the big three sources of state revenue, which are personal income tax, corporate tax, and sales and use taxes are projected to be lower by $4.8 8 billion over the over the three-year budget window when compared to January. Number two here, our grow our job growth has been downgraded due to weaker labor market conditions and federal policy changes. For three, inflation assumptions are about 1% higher than the governor's budget estimates. Number four, at the May revision forecasts a 27% average California tariff rate, which is significantly higher than the 2.4% 4% tariff rate in 2024. Number five, our slow growth is expected to continue through 2028. And number six,
046the May revision assumes a growth recession. That's kind of a new word. I'll talk about that a little bit more in a minute. To last through the first three quarters of 25. It's a below trend growth, so we're not going as fast as we could be. And we're having rising unemployment. So these are all risks to the state budget. So we're looking to say um we have economic uncertainty as far as where we're going um with the state of California. The global economy is also affecting the state budget and our financial markets are also affecting the state budget. Current inflation and the fears of a prolonged inflation pose the most immediate risk to our economy. significant shift in inflation will have a negative impact on the stock market and capital gains. And the reason that
047that's important is because the top 1% California taxpayers generate more than 50% of state taxes. And many of this is driven by our capital gains tax. I thought this slide was very informative. This looks overall um in the state of California what we're doing with our declining enrollment by county. uh the orange line there, I think uh they even mentioned for Orange County they made the line orange, but it's projecting 16.1% drop in enrollment through 20 uh 2033 to 34. And you can see here um looking at all of the different counties that they've listed overall, they're all pretty much dropping. 44 of the 58 counties are projected to decline. The 44 declining enrollment counties are projected to be down by about 600,000 students. The 14 growing enrollment counties are only projected to increase by
04814,000 students. So even those that are growing are growing very minimally. Now we need to talk a little bit here about Prop 98 and the rainy day fund. So, just as a reminder, prop Proposition 98, we're currently in test one. And what that does is it ensures that K through 14 education will receive a minimum percentage of the state's general fund revenues. This test was uh t took place back in 1986 87 and it was roughly 40%. So 40% back then of the state's revenues went to school districts. When test one is operative, which we're right now doing, the state must provide this minimum funding level and the guarantee can be increased by deposits into the K through4 rainy day fund. The 2526 minimum guarantee is down by $4.4 billion because the state's revenues are
049down. The governor is proposing appropriating less than the 2425 minimum guarantee and he's calling it a settle up. And what that means is that the state will then owe the district back money at a later date, which is roughly $214 per ADA or $4.7 million. In addition to that being bad news, um rather than making a discretionary deposit in 2526, the governor will make a mandatory 540 million withdrawal from the rainy day fund. After this rainy day fund is uh withdrawal is done, it will be depleted. There'll be no more money in the rainy day fund for school districts. Now, we need to look at our cash deferral. So, we have always heard cash is king. you have to have cash to pay your bills. And so the state is going back to what they
050used to do with all of these different cash deferrals. So a cash deferral is money owed to the district but not paid by the state within the current year. So we receive our aortionments throughout the year and things are good. The May revision continues to retire a total of $490 million in aortionment deferrals from the 2425 year and it proposes to institute new deferrals for TK through 12 agencies. The May revision proposes deferring $1.8 billion in local control funding formula aortionments from June to July. So we will not be receiving any money in June. We'll get that money in July. However, the good news is the district will be able to handle this deferment of cash as its cash reserves are currently healthy. Let's talk a moment here about transitional kindergarten because that's a a
051fully implemented program. Um, if you look at the 25 26 little apple there, it talks about we offer TK to four-year-olds whose fourth birthday occurs by September 1st. I know in prior years there were cut off dates and when we could allow the students in. So now it's full implementation and if you look at the top right there it says universal transitional kindergarten. The May revision continues to provide ongoing funding for full implementation of UTK in 2526. However, this funding is reduced to $2.1 billion because of revised ADA estimates in the lower COLA TK ratio LCFF add-on. The total ongoing amount for the TK add-on is revised to 1.2 billion. The per pupil amount is reduced from $6,44 in January to $5,545. Um, now if the governor fully funds TK, the district will receive an
052additional 1.8 8 million of revenue to the unrestricted general fund and this will help offset some of the additional expenses for this program. So, let's talk about estimated actuals. What we do at the end of the year is we go in and we start to look at our budgets and we adjust the budgets so that it matches more in line with where do we think we're actually going to end up um come June 30th. And overall, this is the combined general fund revenue of $375 million. And you can see 74% of it or $278 million is coming from the LCFF funds. The federal funds we receive of 13.7 million, it's about 3%. Our state monies we receive are six oops, so sorry, 66 million or 17%. um from the local we receive about $15 million
053and we receive half a million dollars from a transfer in from our child um child care program. Looking at our expenditures for the ending of this year, overall we're spending $414 million. Our salaries are roughly 80% of our budget and that's 329 million. Our books and supplies are $25 million or 6% of our budget. Services and other operating expenditures are 34 million or 8% of the budget. Capital outlay is 13 million or 3% of the budget. And then we have small amounts here for other outgoing indirect of 8.7 million 2% of the budget. And we do a contribution to our insurance fund for $3.3 million or almost 1% of our budget. So what does this look like when you break it down? I like showing it broken down between unrestricted, restricted, and then the total
054column here. So, when you look at the unrestricted, that's what we have control over, and that's what we're always trying to monitor. Um, what we receive is what we should be spending for that year. So, overall in the green column, the total revenues, you can see here, of $31 million. The expenditures are $261 million. In other areas, we have transfers out to our insurance fund of 3.3 million where we're getting some income back from fund 12. And then we're making contributions to the restricted programs of almost $47 million. So overall, we have a deficit now of $10.2 million. When I brought second interim to you before it was $14.5 million deficit, but because we've dropping all these budgets for people didn't spend all their money, this is what we're looking at now for the restricted
055programs. The blue column here, um again, what we receive, we have to spend according to those instructions that were given. And so overall, you can see at the very bottom here, we're still in a deficit situation, but that's totally okay. we'll be getting um more money next year for these expenses and eventually this will zero itself out. So looking overall at the last column here in yellow revenues are 374 million our expenditures of 410 11 million um a little bit of transferring out receiving half a million for the child care these 2.8 million and other and then uh overall deficit of $39 million. So we always want to take a look and see well what does that mean to our ending reserves. So our reserves are like our our savings account. So looking again at
056the green column we have a deficit of that 10.2 million. We started this year with $72.9 million. So our ending balance in the unrestricted is $62.7 million. For the restricted um we had a deficit of 28.8 8. Started the year with 71 million ending up with 42 million at the end of this year. And overall $39 million deficit, $144 million beginning balance, ending up with $105 million in our ending balance, which is a 15.1% ending reserve percentage. Then we come in here and we say, okay, in our savings, what are we what are we saving money for? How are we allocating this money? So if you look at the green column, you can see non-spendables, our revolving cash of 169,000. We have some stores or inventory items of 103,000. Prepay a few expenses for 2,800.
057And then we've committed to certain um expenditures here. Our department's in sight carryover is 1 point almost $1.4 million. And that there's your budgets right there that we cut this year because they didn't spend that money. However, they will get that money back in the following year, and I'll explain that in a little bit. We're putting away 5 million for textbooks. We have 10 million in here for declining enrollment. Mitigation is just contingencies of 4.6. We have assigned contingencies of 20.7 million. And our unassigned reserve for economic uncertainties of 5% equals $20.7 million. And that brings us to our $62 million balance. The restricted is just restricted. So that's that's pretty simple. And then the last column you can see overall where are we ending up. So we also have to talk about all the
058other district funds. Our ASP we don't report out until we actually close our books. Um our fund 10 or special ed pass through. That's just the money that goes over to our SULPA and Reo Olinda. Fund 12 is our child care. We started with $4 million, received $13 million, spent 12 million, ending up with 5.3 million. Our cafeteria, our nutrition program fund 13, we started with 15.8 million. We raised or received $15.7 million. We spent 15.6, so we're ending up with a reserve of almost $16 million. Deferred maintenance account, we started with 3.3 million. Um, received 15 1 million, 1.6 6 million spent 2.5 million and we're ending up at 2.5 million. Our capital facilities fund fund 25 that's money we received from developer fees and redevelopment agencies. Uh we started with 12.8 million received
0595.2 million spent 8.5 million and we're ending up with 9.6 million. Our county schools, this fund is actually closing at the end of this year. There was very minimal amount left in here. Um we had 686,000 to start, received 7,800 in interest and we spent it all. So zero balance at the end of this year. Our capital outlay fund 40 um the money that we received from that is from the city of York Belinda settlement. We started with 15.7 million received 8.8 million spent 9.5 million and we're ending up with 15 million in that fund. Um bond money. This is being put in here. We received this. So bonds is held outside of the district and so they actually sent us these this money and this is how we pay um off our bonds and
060so we started with 23 million received 15.7 spent 16 and ending up with 23 million and then our self- insurance fund um that takes care of our health benefits our workers comp our property and liability we started with 17.9 million received 53.4 4 million, spent 56 million, ending up with 15 million in that reserve. Okay, so that's finalizing this year. Now, let's go and talk about next year's budget. Can I ask a question, Shley? um the balloon payment for all of the bond payments outgoing that we had been we held in reserve. Can you um tell us where we are with that and are we so uh if if we're talking about cop payments because cop payments are the only payments that the district actually makes. Um that's all over in fund 40 and we
061have that balloon payment already all scheduled out. So that money is basically being reserved in fund 40 to make sure that we continue making all of the cop payments until the very end. Okay. So we won't have some no payment that shows up. Thank you. Okay. So how do you build a budget? Um we have to look at current year which is going to be 2526 and then the two out years and we have to stay fiscally solvent when we're looking at these numbers. So our statutory cola for next year is 2.3. The following year is 3.02. 02 and the year after that is 3.42. I'm not sure if those two out years are going to hold. We'll see how the economy does. Our enrollment and um this year is going to be a little
062bit different with how we budget. Um Orange County School of Computer Science is we're required to separate that into another fund. So that's going to go into fund nine. So because of that, I'm showing the enrollment separate here. So for the school district 21,777, a drop of 175 and for Oaks we have 747. I'll talk a minute about this too. Um with Oaks we wait to see what that final enrollment is going to be probably in August and then we go in there and adjust. So that number is really being based off of the first year that they have which is 2425. And then you can see those two outy years um continuing to decline by 175 down to 21608 and then 21438. And we're also doing a um demography study um from an outside
063contractor that's going to come in and take a look at the entire district because we really do want to make sure as we're facing difficult times here with money that we're looking at the right enrollment numbers. And then consistency stayed pretty much the same with um OCSCs. Our attendance rates 94.5% and the more that we get that number up the more money that we get. So we're still working on that. Salaries, health and welfare, class sizes, etc. That's all pending negotiations. So we don't do anything separate for that. Our health and welfare costs for this coming year went up to us by 7.1%. It was 5.2% 2% in 2425. So that's an increase for our for our budget. And then we're keeping it at 6% in those two out years and we'll adjust that next
064year if we need to. Our workers comp went up. It's a $1.40 per $100 of payroll. And you saw how much payroll is in our budget. Uh it had been a $138. And then our property and liability also went up. That's 13.78% where it had been 7% 2425. So we keep those rates um until we know something as it changes throughout the year. Our consumer price index, this is a good indicator for inflation. In 2526 we have 3.42% 26 27 2.98% in 2728 2.77%. Okay. So what's that look like? If we look at the total combined budget for revenues for next year, we're looking at $356 million. Again, you can see LCFF 76% of the budget or 272 million. Our federal revenues are $10.2 million or 2.9%. Our state revenues are $65 million or 18%
065of our budget. Our local revenues are $8 million or 2% of the budget. And we also receive half a million dollars in transfers in from um fund 12. Looking at our expenditures, uh total expenditures for next year is $399 million. Our salaries are $319 million, 80% of the budget. Our books and supplies are almost $30 million, 7% of the budget. Our services are $33 million, 8% of the budget. We have other outgo and indirect of 8 million 2% of the budget and then we have these other small items in here we discussed earlier which is capital outlay of 3.7 million and our contribution to our insurance fund of 4.5 million. So that gives you the numbers like al together but it's always good to come in here and take a look at unrestricted versus restricted.
066So for next year's budget, looking at the green column, you can see um overall our revenues are $289 million. Our expenditures are $253.6 million. We have transfers out which um 3.7 million is going to the insurance fund and 085 million is going over to fund 9 which is the charter school and I'll go more into that later. We are going to receive in half a million dollars from fund 12, our child care program. And our contributions that we have to make from the unrestricted budgets over to the restricted programs is $47 million. So a total of 51 million. Um overall when you take out the revenues and subtract out all of those expenditures, now we're looking at a deficit of $15.6 million. So that's higher and I'm going to explain that in a in a
067moment. Um restricted again I'm not that worried about because the money we receive is what we're going to spend overall revenue of 66.6 million expenditures 140.7 million some income coming in from the unrestricted general fund overall deficit spending of 27 million and then the yellow is just the combination of all of that. So getting a chance to take a look at this. Um you can see here that deficit coming over of 15.6 adding it to the beginning balance is 62 million. We're going to end up at the end of next year with $47 million. The restricted um program you can see will end up with $15 million for a total next year of $62 million. But take a look now down in the unrestricted. If we can if you can remember what we were just
068talking about in 2425, our non-spendables are all staying the same. We still have 5 million in there for textbooks. Our declining enrollment amount that we were putting away is now down to 1.9 and we're not doing the mitigation money or any of those other things because we just don't have it anymore. We are retaining 5% for contingency and assigned and we're continuing with $20 million in a reserve for economic uncertainties. So I wanted to explain how this all works as far as when I came to you with the second interim I had said we have a 14.5 million deficit and now I'm bringing you bringing it to you and I'm saying oh now we have a $15.6 million deficit. So what happened? Well, we did do the budget cuts. Um the budget stab stabilization plan
069cuts. We cut $8.5 million. Um we had already cut 3.6 out of that budget. So overall, that's a $4.9 million cut that we made to this coming year's budget. Then other things happened. We had to increase the transfer to the charter school of these are all in millions. So it was it was $800,000. We did some job um reclassifications for $100,000. uh we increased deferred maintenance costs of half a million our carryover budgets. So if you remember I was saying we we took some money out of the 2425 budget because people weren't spending it all. But we don't just take that and put that into reserves. Some of that money was in there to buy buses, but we couldn't get them in before the end of the year. So we have to take that money
070that was allocated and give it back to them this year. Our school site budgets, the same thing happens. So that's where we're coming up with that $1.4 $4 million. We did an additional drop in ADA after looking at our data and that was a drop of half a million. Um the health and welfare and the workers comp increases, you saw those go up. That's 1.1 million. Our uh inl CRLA, that's an outside independent charter that receives some of our LCFF money. Their ADA increased and they're getting an additional 200,000. Um increase in special ed contributions went up by 200,000. Our routine mate a restricted routine maintenance account is a minimum of 3%. So as our total expenditures go up, we have to increase this account and that's another 200,000. And we're looking at a five-year
071master facilities plan cost of an additional million dollars. And we're hoping um a little bit of background on that one. Prop 2 came out and said, "We know that school districts are having trouble with maintaining their facilities." And so they set aside some money that we can go to them to get money so that we can repair different things. Um but to do that they require this master facilities plan in the hopes that if we get some of that money we'll come back and offset this million dollars. So we're in the process of doing all of this. The other thing that they require is a match. So if we want to go and get Prop 2 money after we get our master facilities plan we have to come up with some matching funds. So if
072we go and ask them for five million, they expect us to have five million or some percentages within that. So that's what that million dollars came from. And so overall, you can see that hits our $15.6 million of a deficit. Now let's look at all the years. So this is combined. So it's the unrestricted and restricted together. I already went through the green column. Um so we can look at the blue column here, which is 2627. Overall the total revenue for that year is 363 million expenditures of 379 transfers out of 4.7 transfers in of half a million. So overall we're going to have a deficit in that year of $20 million. Looking at 2728 we'll receive 371 million expenditures of 382 transfers out of 4.9 again receiving that half a million overall. Then the
073deficit falls down to $15.6 6 million. So, here's where it's not looking very nice. Um, the ending reserve percentage. If you look at 2526 at the end, we have 62 million. That's an 11.8% reserve. If you look at 2627, it's going down 8.9. And if you look at 2728, we're now down to a 5.7% um ending reserve. And so that's a little worrying because if you see now we have no more money. If you look in the blue column, um the textbook money is gone. The declining enrollment money is gone. Basically everything is gone. And now you're looking at the assigned contingency line there. So for 2526 it had been at 5%. In 2627 it's going down to 3.8 and we have very little left in 2728 which is 7. However, we are maintaining our
0745% reserve for economic uncertainties, which is that $19 million going across. So, because of that situation with our deficits, we have to include this fiscal solveny statement which says in preparing the 2526 adopted budget, the board acknowledges its fiduciary responsibility to maintain fiscal solveny for the current year and the two subsequent fiscal years. District STRA staff will be preparing a budget stabilization plan for board review prior to the adoption of the 2627 school year budget. This plan will include established timelines for ongoing budget planning and actions. Reductions presented may include tighter staffing at school sites, position reductions, and non-personnel cost reductions. Under these assumptions, the board projects the need for $15.6 $6 million in budget reductions in 2627 in order to maintain fiscal solveny and the county office of ed will ask to that I
075put that in there to make sure that we're all aware of what we need to do and then we still have to look at our other um budgets. So again as we do at the end of the year charter schools so this is the first time fund 9 is in here and so beginning balance was zero projected revenues for the charter school is 9.2 2 million expected to spend it all with an ending balance of zero. Our special ed pass through um started with a negative 2400 um 6.6 million comes in and goes out. That's just our money that goes over to Bo Linda for the SULPA. Our child development started with 5.3 million anticipate 8.8 million in revenues spending 13 million. Now you can see child development fund is going down to 1.1. We
076got to keep an eye on that fund. Cafeteria is still doing well. Uh started with 15.9 million, anticipates 15.6. Again, we're keeping an eye on this fund, too, because we're not sure about federal money coming in or being taken away, but right now everything's okay. Uh they're going to spend 16.6, they'll end up with 15 million at the end of the year. Our deferred maintenance account starting with 2.5 million. Uh they will receive 1.5 million, they're going to spend four million if they spend all their money with an ending balance of zero. And that's okay. Our capital facilities money started with 9.5, receiving 4.7, spending 5.6, ending up with 8.6 million. Our capital outlay started with 15 million, receiving 8.7, spending 7.9, and that's the cop payments in there, ending with 15 million. Our bond,
077um, this is the money that we get from the outside from our property taxes that pay our bonds. started with 23 million, receiving 19.8 million, spending 24.5, ending up with 18.2. And our insurance funds, starting with 15.3, anticipate receiving 55.9 million, spending 57 million, and ending up with 14 million at the end of that year. Okay. I have a question. Uhhuh. Um going back to the 24 25 estimated actuals on page it's 18 on this one but it's looking at child development. So for that one there was a projected revenue 13 million projected expenditures 12 million and then when we go back to this more recent one it is I'm trying to find it on here 8 million revenue 13 million expenditures. Why is there such a significant drop in revenue in the child development
078column or in the category? Um, it's actually just anticipating what we're going to be receiving. I know that there's discussion on possibly increasing the price for that for the following year for like the parent program that's paid for. Um, but our costs are going up. We have step and column costs. Um, the benefit costs are going up. Uh, health and welfare costs are going up. So, It goes up by a million, but the revenue it goes from 8.8 to 13.3 the following year. Yeah. And it could be too that the receive the way that they receive their funds. Um, and I I don't know George isn't here, but I know that when they go to receive some funds, it's there could be a timing difference where if there's any federal monies that they're receiving, we
079don't book federal monies until we actually receive it. So, I I can get more detail on you on that. Yeah, it's just it's a $5 million difference in the revenue. So, I'm just curious what why. Um and then you mentioned federal. Can you talk a little bit about um our the federal funds that we get and what potentially could happen there? So, for our federal funds um and you saw how much money we were getting from that so far, what we know that we've been told is our special ed federal funding is going to stay. our title one monies are going to stay. They're looking to take all of the other federal monies that we have and possibly put them into a block grant and we might be losing some of that money, but they
080haven't come out and said anything. So, we're just going to make sure that we budget based on what we know now and we will have to adjust it later on down the road if they end up changing it. the total of special ed both of the um the entitlement and the grant and then the title one basic is all of that's approximately $ 8.5 million. So the ones were that we may have a little unknown about is that's approximately 2 millions. Yeah. I mean I I have it in here somewhere if you want me to 1.5 maybe. Oh um I have it from your notes. I'm just Is that Oh from the notes from earlier? Yeah. just kind of 10 million minus the 8 and a half we know is pretty solid. Um the other
081million and a half is a little questionable or we don't know for certain. We don't know for certain what they're going to do. We're still waiting to see. So we have a lot of unknowns coming better than 10. Okay. All right. Let me get back to going into the next budget that we need to talk about. Sorry, there's no easy way to do this. Okay. So, we've talked about the general fund. Now, let's talk a little bit here about um our Orange County School of Computer Science budget. We are required um there's a lot of rules now that we have a charter school. So, we're required to keep it all of their revenues and their expenditures in fund nine. And so overall, here's what the budget looks like for them for next year. So I'd
082like to talk about the first line here. Our LCFF 708 ADA that is coming from 2425. Whenever we're looking at LCFF, what how you calculate that is you go back to the prior three years, take an average, and that's what we have to base our current our current year uh revenue on because they were only in business or I shouldn't say business, but they were they were working only in 2425. We are sticking with that re that ADA to come up with what their revenue will be for next year. In addition to that, they're going to also receive some other state revenue which is from special ed and mental health of 985,000. So that total revenue is 9 um three. Looking at our expenditures, we have certificated salaries of 4 million. We have classified salaries
083of 600,000. Our employee benefits are 2 million. The books and supplies are made up of two different numbers here. So direct support for the school, they they'll receive $44,000. And then there's support costs that are district paid costs, and I'm going to talk about that on the next slide, which is roughly $3 million. Then we have some expenditures in there for services, another operating of $27,000. So overall, their expenditures are $10.1 million. That leaves a deficit of 848,000. And you cannot um according to the the laws, we can't because this is a dependent charter, we can't let it go negative. So we're we're moving money from the general fund over to the charter school of $848,000. So let's talk about that $3 million. Um what is it for? Uh so just to be clear and
084very transparent here, we have to look at what is being paid out of the um district money that's not being like a direct charge to the charter school. So business services office salary costs are 247,000 and we're following the formulas that we have to follow to break this up. So pretty much you go in, you take for this one, you go in there and you take all of the business services office costs. What is that total up? Divide it by the 22,000 something students that we have and then allocate how many students they have. Um looking now for the educational, student, and HR services. Their salary costs are 149,000. To use our facilities is 451,000. Liability insurance is 120. transportation costs for their students is 152,000. We're estimating utility costs of around 300,000. Some textbook
085adoptions of 259,000. And then they also have to contribute to the special education programs of 1.3. So that totals up the two $3 million. Okay. Now moving on to next steps. So after the governor finalizes the state budget, staff will bring back any material revisions within 45 days of the signing of the state's budget. We'll be closely monitoring the federal and state fiscal conditions and adjust district budgets as needed. We'll be presenting the 2425 unodudited actuals, which is the final close the book numbers um to the board. And then we're going to continue working on the 2627 budget stabilization plan in order to reduce our deficit spending. Any questions? When we uh did the bud or not the budget, when we had the uh enrollment in I want to say October or November when it
086was presented to us, we were up in enrollment. And so now we're down 177 students. So, we were up in October and then so 177 students decided to leave since that time. Is that what happened? Yeah, our enrollment numbers are down just based on what we look what we're looking at right now. When we go in and we see who's who's where is everybody at? We are done. We are down. And is that final? Because I've had a few calls this week that you know they're just pulling their So, those aren't even the final numbers. We don't really have our final final numbers until the kids show up. Okay. At the beginning of school. All right. But I think we should just be aware that it's it's what is it per kid like 15,000 16,000
087of revenue that we receive. It's around 12,500. Okay. So we're losing like $2 million because our enrollment declined in the last few months. Okay. I'd like to say uh Joan, thank you so much for all your work. This is this is a heavy lift and especially with all the things that we're looking at and the potentials that we don't know what's coming down the pike. I know this is a lot. um very thorough. Uh I I understand we got a lot of work to do still. And the thing that I'd like to reiterate is that this is a budget. This is an estimate of what we're going to be at and the anticipation of what we're going to do with all this to make it work. I have no doubt that the team is going
088to do well in making sure that this happens. Um but there are a lot of concerning things like uh Leander just mentioned enrollment and things like that. But we have to make sure that we're attracting students and uh trying to do things to bring a positive uh positive representation of what's going on in the district. For sure. Yes, we are. Another thing too, I think I was talking to Allan and then I was also talking to a couple of the people from other districts and from what they were saying is that if CO hadn't happened, this would have hit us a lot earlier because we got so much CO money that it kind of like we were moving money around and it kind of like padded all this stuff. But is that also true? Because
089that's kind of what people have been saying is this would have hit us in maybe 2019 2020 had we and had we not like had co not happened everything was open but all that money we were just getting was getting pumped full of money you know every year and then the esester funds this is finally the time the esester funds have run out so there was nothing to pad any of these accounts and like you know have extra money and well it depends on how you look at things but when they gave us co money co money was was mostly all restricted money. Mhm. You can have this, but you have to spend it on that. So, most of our budget is people. We did we tried not to spend money on people with COVID
090money because it was restricted more for um materials and supplies and the plexiglass and all the stuff we needed. So, really what every year's budget depends on, at least in the state of California, is how is the economy doing in California? and to go back and say how it would have been without CO. I hope it would have been more positive back then. Um, but we just judge it on this year and what we see in the near future and go from there, right? Because I mean, we had 300 and something million dollars and you know, I find it hard that we use that all on masks and plexiglass. It's a lot of money. I just wanted to say thank you for all the hard work that went into this. Um, I deferrals are not
091fun and I'm um I hope that things change within the legislature that that doesn't come to fruition and that would be even more impactful. But I appreciate all the work into this and the detail um and the follow-up backup um that you provided. Thank you as well. um with the um new program that we're bringing into hopefully um with the special education funds of um like the reimbursements, would that help with that fund as well? Yeah, C CBHI should California Youth Health Behavioral Initiative should help with that, but it isn't counted at all in the budget. But if we Well, it's not special ed funds. It's actually money that's coming down from the state that um they're going to give us to reimburse for services we're already providing. And so if this goes well, the
092services that we already provide will get reimbursed for. And um it it could be it will help, but we we just That's right. That's not included. That's right. It's like an unknown. It's an unknown. That's a really good point, Trisha. Yeah. But how much are we looking at? Wasn't the other one like we got earned like a million dollars? Didn't we just get like a million dollars? So, for special ed, um, that's a different type of billing, but for this, it's going to be more. Oh, so we could potentially look at it. Could be. Uhuh. I don't want to promise, but All right. Bill. Yeah. Bill. Uhhuh. I I have a question. Um, with the declining enrollment, are we staffing appropriately um for the fall? I just I'm just worried that um this is a
093lot lower number than I anticipated and I just want to make sure we're not overstaffing because that was one of the the key areas with this year that are um we were overstaffed and that's why we had so many um budgetary issues. Well, I can't speak to what happened before because I really wasn't here before. But I know for this year all of us did a a lot of work. Thank you very much everybody sitting over there too. Um looking at classrooms and how many kids were in classrooms and what what is our according to contract language what can we staff to and then looking at our secondary what was the master schedule? Are there kids in those classes? After doing all of that work we we were able to meet what we had recorded
094in that budget stabilization plan that we brought to you. And we're going to keep doing that. we have to. So, we're going to start working this summer on possible cuts for the year after. And even though it's a deficit of 15 million, even if you can get 8 million in cuts, it's going to help because you basically have two years before you hit that 5% at the end of the third year. And so, we'll be looking at all of that and working really hard and how many kids are actually showing up when school starts. And, you know, looking at the classrooms and looking at our programs. Are we are we offering enough programs that kids are enticed to be in and can we fill those programs where maybe some other programs might go away? Um
095we have to look at all of it. Everything has to get looked at for this coming year. Yeah. Um, also this board's had discussions in the past about how um, we didn't really feel comfortable with the 5% uh, reserve for economic uncertainty. We kind of felt better around the 10%. So, I think that's still kind of our board's opinion. So I just want to make sure that we keep that in mind that that we feel comfortable with the 10% reserved for economic uncertainty between the you know the two layers. um that that's something we should be looking at because the outy years don't look great and I'm I'm very nervous about that especially with the things that are happening at the state and the federal level and the rainy day fund being depleted potentially for
096next year. So that could really impact us and um I just want to make sure we're doing everything possible um even starting as soon as the fall, you know, making cuts and making sure we are being really um judicious about keeping our expenses down where we can and really evaluating programs. And this is a ton of work and it's great information and there's a lot of really good additional slides that you've added and I really appreciate that. Um, this this must not have been fun to put together because it wasn't really fun to read. I have a wonderful staff. Thank you to my staff, too. So, I just had a question. Um, according to the chart, how you were saying that with the enrollment declining, is there any information? I know you said you're going
097to hire we're going to hiring um demographics team to come and look at it, but is there anything in that chart or in that information that is saying where the students are going? Are they just leaving California? Are they going to different districts? Are is the birth rate down? Like is there any reason behind it because if there's if they're leaving California and there's like nowhere to pull them from either. So, um we have a harder time trying to find where they're going to once they leave us because we don't really track that. But I think when we have the outside company come in, we'll get a lot more insight into where, you know, which schools, what class, what grade levels, and all of that. And um we'll bring that definitely back to you in
098a report so we can show you a lot more information. But it's difficult because a lot of times when our students leave us, they're gone and we don't know where they're going. They don't tell us and we don't require it. So yeah, just to follow up on that, we don't have to send them our records or anything like that. Is that how we try to track or is that not a requirement? If they request a file from us, their their files, their records, then we will send it to the school. Um, but I don't think we put anything. I mean, unless I'm wrong, I don't think we have like a tracking of, oh, this they're asking for this and they're going to orange, so let's let's mark that down. I don't think we do that.
099I think we just send over the data, but we're not tracking it. And maybe we could do more work on that end of it, too. Is that correct? That's correct. Yeah. And I Yeah, go ahead. Well, and I know we're not permitted to drop a student from our enrollment until another district requests. Yeah, this would be really good um data to start tracking. So, I know we ask a lot. Yeah. Well, I I think it's a reasonable uh request to say the least. So um we have commissioned as Joan said a organization to come and provide us a full demographic study with everything from birth rates to where our students are where bubbles are uh which will give the board an opportunity to really look at long-term and short-term implications. Uh there's two ways primarily
100to um improve your budget and that's by increasing enrollment and increasing ADA. So getting our children to come to school every day which has a lot to do with the survey we heard earlier about making sure our schools are places that children are uh welcome and and feel like they belong. Uh but but ultimately yeah we want to track uh students to our district. We also have to look and the demographic study will help us with this uh at the number of students at all of our schools because the the the uh cost uh to educate our children is not the same in every school. It depends just on on how many kids are at that school. Um because the standard cost the operating costs are about the same at at all schools. So there's
101a lot to look at. Uh but Joan, I'm confident that you and your team will be able to lead that work and I want to thank you for this work and the entire team cuz everybody provided uh input. But um yeah, let's increase enrollment. That's that's the best way to solve problems. Okay, one more question um regarding OCSCs's budget. Um it shows that um they are also going in deficit. Does that include does this this budget does that include um the dual language program the proposed um material revision or is what there's been a lot of talk about um yes and so I'm just curious what is covered in this budget. Um, so as far as the dual language goes, there are there was three teachers. I'm looking at Leandra because she kept you said
102that last time when we talked, but three teachers were kept in, but what was not kept in was there's um like a a teacher support, but that's only a 0.5. So that will have if that program's kept, that will have to go back into this budget. Um, and then I don't I mean that do you want me to go into other things or you just asking about dual language? The only the only other thing that I'm aware of, I know you need to talk and vote for others what your programs are going to look like and all of that. Whatever is decided by the board, we're going to go back and fix this budget. Um, depending on which programs you still want there or whatever. Um, and then the and I might need some help
103here because I always mess the names up, but the the the teacher release time and the aids or teacher subteers that came in to support that, that's also not in this budget. So those are the that's the two things that I'm aware of that have to get added in depending on how what you want what you vote on. Will you repeat the second one and about approximately how much that is if you I think it was how much do we say 240 200 or 180? Yeah for the teachers. So what there was two things 198 there's two things that are not in this budget. the basically the 200,000 for the release time. Yes. And then 0.5 FTE for and I don't Yeah. Bilingual community liaison that goes along with that program. Yeah. And that's about
10460,000. So approximately 250 in addition to the 800 plus that So over a million dollars negative for their particular budget potential. Okay, thank you. Okay, thank you so much. FYI, we're going back to close session eventually. We forgot something for like five minutes. Just a few minutes. Thanks. That's why we figured that out and we double checked our notes. Okay. Okay. We are moving to our public hearing for the Orange County School of Computer Science. Um so for the rem material revision and how many speakers do we have? We have five speakers madam president. Okay so we have five speakers. If there's anybody else that wants to speak um please come forward as well. We'll start at 7:43. We'll have the hearing open. The first speaker, Don Miller, uh, Patricia Hanzo, Leslie Alexander, Julie Suchard,
105and Sam Miovich. Please feel free to come up in the first row. ready. Um, Don Miller, first of all, I would like to applaud the effort to implement standardsbased grading at OCSCS. If done well and well understood, it's a far greater tool for assessing student achievement than letter grades. I also want to commend the school on providing common assessments that the teachers of that course agree on and work together to develop consistency. That is essential and I'm sure has taken a tremendous amount of time to develop. With that said, this last year the heavy work was done to implement this informative tool. to ask for approximately 200,000 plus for continuing extensive staff development for this year with the budget forecast that we are receiving tonight is not fiscally prudent. The standards haven't changed. So it's
106um if this time this year was used efficiently then they should have no need to spend countless hours on rec creating common assessments and common lesson alignment but rather revise and wouldn't take nearly the time to rewrite it. I also understand that the release time for the whole school day once a week for each core subject areas of ELA, math, history, and science. The learning facilitators which are substitute teachers would be substituting for that teacher of that subject day area for the day. So for instance, if I'm an ELA teacher and the ELA teachers are collaborating every Monday, I would for uh each would have a learning facilitator or subteer to teach my five periods that day. Instead of ELA though, I have created a lesson plan for him or her to teach a mini
107elective class instead of ELA and there is no grade given. Each of the schools ELA teachers would have their own substitute to teach their classes in order for us to be a department to collaborate and plan. This model takes all core subject teachers out of the classroom for 20% of the time each week. This also means that since the core subject that day is not being taught and a mini elective is being substituted, the core subject is being reduced by 20% each week as well. If this for any other reason a core teacher has any other training or professional development outside of that weekly collaboration, this would mean even less time in the classroom. As a parent, I would be quite concerned about that model. So if what OCS staff is saying at their presentation
108is accurate, then the development of common lessons and common assessments from last year were effective and their plan should be prepared this year for reduction of extensive staff development by let's say once a month. Again, the heavy burden of development has already been done. I assume that the teachers have also planned a a daily lesson planning lesson uh uh planning period, excuse me. If OCSCS needs more time than once a month, the staff can always work with the HR and with their union to bank instructional minutes and teachers can vote to approve. The administration can also set up common planning periods to collaborate and um that can happen daily. Thank you. Uh Don Miller, Patricia Hanzo or Hanzo Hanzo Slovak. So for the Orange County School of Computer Science, we want to see them be
109efficient. This was their first year and it was not efficient in my view. I would encourage you to give them training, financial management at all levels, audits, and spending cuts need to happen for them to function. As a parent, I want to inform the public that you can access school plans 202526 budgets at the school district website, pilusd.org. or I went ahead and looked at a couple school sites and schools that are not title one schools are spending between 70 to 80 bucks per student. So for example, Sarah Vista has 474 students according to the 2023 24 enrollment. So for 202526 the funds budgeted are 24,000. It ends up about 73 and they're not title one. Now, schools that are are title one because they're going to need specialized work and and um more challenging
110um student population. So, for example, Glen View Elementary, they get 127,000 with 617 students. That comes out to 207. So, my point with OC School of Computer Science is that if you look at their information there, they got enrollment in 20 So they're estimating 540 students with $81,000. That comes out to 150 per student. So for next year with 540 students, that's about 150. So that is they want to behave like a title one school, but they are not a title one school. So my point is they need to stay within budget. They're way over budget. While other while other non-title schools have limited budgets, they're spending between 70 to 80 per student. So, I think they need to be treated the same way and not given extra funding. They need to do better at
111budgeting. As far as the school's plan 202526, I'd like to encourage the school district, this might be the website person, whoever does that, or whoever, whichever department, either financial or ed services, please be more transparent and post all 34 school sites. The high schools, Espironza, your Belinda, Valencia, and Elorado are missing the funds budgeted for 2025 26. So I asked for that Park View and Buenav Vista on the school district website is funded together. So I'm a little confused of why Park View is currently being on the agenda as Park View USI. On the website it's Park View Buenov Vista Virtual Academy and they're showing 176 students. Thank you. Please check up on that. Thank you Miss Anzel. [Applause] Oh, Leslie Alexander, I would like to request that the extended teacher collaboration time in the
112addendum of OCSCS be denied. It is not in the best interest of students and it is not in the best interest of the school district. The extended teacher collaboration model used at the charter school is deeply flawed. The model which is wholly reliant on substitute teachers for its success was not financially s sustainable at its inception and still is not financially sustainable. In addition to the financial drain this model would continue to impose on this district. I do not believe it is in the best interest of students. As a retired educator, I am well aware of the importance of maximizing instructional time because data shows that increasing instructional time boosts the educational outcomes for students, making every minute count because the time with students is limited. So, I was shocked to learn that the charter
113school is surrendering 20% of its instructional time every week. Every teacher, every week, 20% of their time to impact the education of students is sacrificed. Every other middle school student in this district receives more instructional time with their highly qualified teachers than the students at the charter school receive with their highly qualified teachers. This serious deficit has the potential to negatively impact OCSCS students. As an educator, I find this model to be illconceived and the loss of instructional time unacceptable. Perhaps OCSCS should consider following the early release late start schedules of the other middle schools for collaboration time. It requires no substitute teachers and is far more equitable than the proposal in the addendum. Thank you. Thank you, Miss Alexander. Julie Suchart. Good evening. At the June 3rd OCSCS study session, Trustee Blades and Frraasier
114said that they wanted to give the school an additional $1 million in funding to pay for release days for teachers once a week, even though all the other school sites were directed to cut 4% of spending. Per the proposed budget tonight, the school will be operating at a deficit of 848,645 for the 2526 school year. the charter petition before you ask for quote release days as frequently as once a week end quote something that no other schools in our district provide for their teachers. All other schools are expected to operate within their means but for some reason trustees Blades and Frasier want to increase the deficit spending at OCSCS. Our district started the 2425 school year with 144,174,859 in reserves. Per the budget presentation tonight, deficit spending of 39,89,866 will result in ending ending reserves
115of 105,84,992 at the end of the school year. Over the next three school years, PLUSD anticipates spending 78,613,864 of the reserves, leaving the districts with an ending balance of 26,471,128 at the end of the 2728 school year. Having the reserves start at 144,174859 and deplete to 26,471128 over the course of four school years is incredibly alarming. These looming deficits and PLUSD's financial stability should be the biggest priority of our school board rather than grandstanding about culture war issues and inflaming our community. The district needs to stop wasteful spending at OCSCS. We should not throw good money after bad. It's unsustainable given the district's looming deficits. I urge you to vote against the addendum to the OCSCS charter petition. Thank you. [Applause] Thank you, Miss Chart. And Mr. Samovich. Hello. Um, my name is Samovich. Uh,
116Don Miller asked me to finish reading the statement she had prepared because she knew it was going to go over the time limit. So, I will do that. Um, again on the topic of funding the OCSCS um, uh, professional development hours, it is absolutely not too late to make these adjustments to the funding for what would still be considered extensive staff development and have adequate time more than any other school in the district could ever dream of. once a week rather than every week would still give one full day of common collaboration but take the teacher out of the classroom only I'm sorry once a month rather than once a week would still give one full day of common collaboration but take the teacher out of the classroom only 5% of the time per month
117the mini elective time would be reduced uh but from what was said at the staff in the study session it's not for a grade anyway and students haven't been very receptive or take the class seriously to these classes or that uh or that very reason as well as it's not taught by their core teacher. This would also reduce the substitute rate from a long-term sub rate to a daily rate. Again, a reduction in expenditures yet providing more than adequate professional de development time. It was also shared in the study session that there was a lot of scheduling issues that would need to be made if if the staff development time was reduced. That is not true. I called the school to verify but they are not creating a new class for the mini elective class
118but substituting it for the core class. No new adjustment to the class needs to be done. I would like to emphasize that it is very difficult for teachers to develop assessments that are accurately aligned to the state standards. That's why there are companies that create benchmark assessments. It's the instruction that also needs to be aligned. We should all be looking forward to the results of the SBAC for this year. I would expect to see data on how individual students mastery scores and grades align with the students individual SBAC score for each subject tested, especially since students received only 80% of instructional time in all four core areas. It would have been better to have had these parameters determined earlier. Unfortunately, there has been such skewed district priorities recommended by the former superintendent and approved for
119funding by the board prior board majority as well as the current political grandstanding by no other than the person who hijacked 20 minutes of the study session and continues to try to derail the board and their work as a team and that of course is Leandra Blades. Miss Blades complains loudly and points fig fingers to blame others for the actions that she herself is doing. It's an embarrassment to the district. either be a positive contributor to this school board or resign and run for where whatever office you think deserves the chaos you cause. Thank you, Mr. Mitch. That completes um our speakers, Madame President. Okay, hearing is closed at 7:57. Bless you. Okay, it's now it's time for our student board report. The last one. Good evening, President Anderson, trustees, and acting superintendent, Dr. Musino.
120I'm excited to be here tonight to share recent updates from our comprehensive high schools and alternative campuses. As the school year concludes, both Parkview School and Buenav Vista Virtual Academy reflect on a year filled with growth milestones and community connection. One of the most significant changes this year was BVA BVVA's transition to the Parkview campus now led by a shared principal. While coordinating two dis distinct programs presented challenges, the experience fostered adaptability and reinforced each school's commitment to student success. Students participated in a variety of en enriching experiences, including field trips, hands-on art lessons, and leadership opportunities that promoted confidence and responsibility. For the first time, Parkview joined BBVA PTA, creating new avenues for family engagement. A newly established school garden funded by an inspired teacher grant brought hands-on science and sustainability lessons to life.
121This year also marked the launch of the UCI pathway, a flexible program designed to stu support student athletes, which contributed to increase enrollment and expanded educational opportunities. Parkview and BV BVVA continue to thrive as inclusive, supportive learning communities committed to personalized education. El Camino Riala High School wrapped up the year with several engaging events that celebrated students and their achievements. On May 14th, the school hosted its first annual family night, drawing approximately 80 students and family members. The evening featured a a barbecue dinner served by the office staff, games, a student work showcase, and a slideshow of the year's highlights. Attendees participated in interactive sessions led by El Camino teachers, including painting, bracelet making, ice cream making, guitar lessons, and digital design activities. To celebrate seniors final day, a schoolwide be barbecue honored academic accomplishments
122and bid farewell farewell to the 78 graduates. During graduation week, the school introduced its first senior breakfast where seniors enjoyed a pancake breakfast prepared by staff, received their cap and gowns, played games, and signed yearbooks. The graduation ceremony on June 10th was a memorable event highlighted highlighted by the three inspirational student speeches and a heartfelt message from the proud El Camino parent. Excuse me. Elorado High School celebrated the class of 2025 during its comments commencement ceremony on June 11th at Bradford Stadium. The graduating Golden Hawks are headed to an impressive array of institutions. The top five University of California campuses selected by students were UCLA, UC Riverside, UC San Diego, UC Irvine, and UC Santa Barbara. Students also gained acceptance to prestigious universities across the country, including Baylor, Cal Baptist, Chapman, Mount St. Mary's, Northeastern,
123University of Chicago, University of Kansas, University of Tennessee, and Yale. Elorado's class of 2025 is set to proudly represent the black and gold across the nation. Espironza High School proudly celebrates its class of 2025 with a series of senior activities culminating in a beautiful garden ceremony. As the school looks ahead to summer, a highly anticipated pool upgrade is underway. An exciting development for the Esparonza's aquatics teams. Throughout the summer, athletic camps will help prepare student athletes for the upcoming school year. The 2024 2025 academic school year was one of mo one of one of success and progress in the Esparonza community is looking forward to continuing that momentum in the fall. On June 6th, George Key hosted its annual Donuts with Dad event sponsored by the PSSO. Students and their family enjoyed sweet treats, great
124conversation, and quality time together. The event served as a meaningful way to foster connection and celebrate the special role of families in student successes. On June 4th, Venture Academy held its graduation ceremony, marking a milestone for the class of 2025. The event featured inspiring student speeches along with a help heartfelt performance by the Venture Academy choir. In a touching display of camaraderie, students high-fived one another as they walked across the stage to receive their certificates. The celebration also included scholarship presentations with the Yor Belinda Women's Club awarding scholarships to four graduates and principal Allen presenting the plum awards stu to two students. Valencia High School congratulated the class of 2025 on their outsting achievements. This year 58 students earned the prestigious international balora diploma. 22 were Cambridge diploma candidates and 172 earned the Valtec diploma.
125Among them, 47 46 students were dual degree um diploma candidates. Valencia's nationally recognized AVID programs celebrated 81 graduates, all of whom were accepted into four-year colleges. This includes three AVID/IB, seven AVID/VTech, and one AVID/Cambridge Cambridge graduates. In athletics, Valencia claimed 11 gold Empire Conference League titles across multiple sports, including girls cross country, tennis, golf, volleyball, soccer, swim, and softball, as well as the boys basketball, swim, track, and volleyball. A total of 24 teams advanced to CIF playoffs. Notably, the girls swim team won the CIF championship in the 4x200 free relay. Special recognition goes to Natalie Riley who was named the Golden Empire Conference Female Athlete of the Year, a three sport athlete, volleyball, soccer, and track. Natalie was also active in ASB and graduated from the IB program. Yoinda High School concluded the year with
126exceptional achievements in athletics, arts, and academics. The Mustangs earned nine league championships in men's water polo, women's tennis, women's volleyball, men's basketball, wrestling, women's soccer, men's track and field, and both men and women's swimming. Preparations are now underway for the summer athletic camps in the fall season. In the arts, York High School hosted an array of engaging events, including an end of the year orchestra concert, alumni comedy sports performance, cabaret show, senior showcases, and a campuswide art exhibition. Band and guard are now gearing up for their summer camp in preparation for the upcoming marching season. Academically, Yorbalinda High School celebrated the graduation of 331 students on June 11th. The this accomplished class contributed more to more than 32,000 hours of community service and earned 2.5 million in scholarships and grants. Among them were 81 state
127seal of biiteracy recipient recipients, 61 career technology education completers, 69 Musking scholars, 13 national merit scholars, 26 seal of engagement recipients, and four graduates who enlisted in the military. That is all. [Applause] Thank you so much for that um report and it's so amazing to hear all of our students successes as our seniors leave us and you are one of them. So um this is your last question then you can resign officially. Um, now that your time as student board member has come to an end, what would you say has been the biggest takeaway from this experience? And do you have any advice for any incoming board members? I would say the biggest takeaway from this experience is that people care. I think, you know, throughout my school journey, sometimes you can get very wrapped
128up in your own, you know, little lives and you feel like, oh, like no one cares about this issue. Like this really bugs me, but you know, what am I going to do about it? But I think being here and seeing all of you guys discuss issues and be passionate about, you know, the students, it's really eye opening and it's like, no, there's definitely people making an impact and there's definitely people fighting for kids. Um, and I would say that the advice that I would have for the incoming student board member is to be open-minded, which I know sounds kind of like a cliche, but I I truly believe that like you're allowed to have an opinion on something and have a completely different differing opinion on something else. And that is just a part
129of growing up and that's something that I think this experience has really highlighted for me. Thank you. Thank you. That's really good advice. At this time, I'm going to turn it over to Dr. Mouserino. Well, thank you, uh, Madame President, and we would like to take a moment to, uh, thank and recognize, uh, Leila, our outgoing student board member. She's represented uh our schools and the district well uh on the board this semester and we we want to say thank you. It was a great report tonight. Uh Lea so informative um very insightful and we certainly also appreciate when you opine and share with us your thoughts mean so much to us. Um those of you who don't know uh Leila graduating from Val graduated from Valencia it's past tense and now will be attending
130Northwestern uh university certainly one of the top universities in the land. So congratulations uh to you for that. And again we want to show our appreciation and we have something for your dorm room. A couple things for your dorm room. I'm I'm sure you'll uh you'll want to put these up immediately. Um, I just want to tell you, Ila, it's been great having you on our board. You are one of the most busiest women I know and that you made time for board and being prepared. Um, we're just so grateful for you and the example you've set and I know you're going to do amazing things, especially at Northwestern. So, please come back and share. I definitely will. Thank you so much for having me. Does anyone else want to say anything before I move
131on? As someone who lived in Chicago for a while, it's going to be so much fun. Eat lots of pizza. I definitely will. Yeah, one of my favorite cities. So, enjoy. Okay, let's have our superintendent report. Okay. And uh Leila, my son goes to Northwestern, so I might just look you up when I'm I'm there. Please do. Yeah, I did not know that. college student needs free lunch. Yeah. Okay. So, let's um let's see here. Gosh, there's so much um graduations, all the end of the year activities. Uh we proudly celebrated nearly 2,000 students as they graduated from our school's uh alternative campuses and our adult transition program as well. These students are leaving us well prepared for the future whether they are headed to a college or university, joining the workforce or military or
132pursuing other meaningful paths. Thousands more were promoted from elementary to middle school uh and of course from middle to high school at uh landmark uh for all of our children. A great milestone. The success and growth of our students would not have been possible without the dedication of our teachers, the support of our classified staff, and the continued partnership of our families along with our students own determination. We could not be more proud uh of all uh they have accomplished. We're confident in their readiness to be responsible, ethical, and contributing members of society. and we look forward to uh all they will achieve as uh graduates of our schools. I want to extend my sincere thanks to our maintenance and facilities department, the use of facilities department, our principles, activity directors, education service department, uh
133Valencia High School sports and events broadcasting program, and so many others. I I know there's a risk whenever you list cuz I know I left someone out, I'm sure. um who made those graduations and ceremonies so uh exceptional. So, thank you all for that effort. Summer program. So, coming up, we turn the page. Uh although the school year has concluded, many of our campuses will remain active throughout the summer. Our early and expanded learning department under the direction of Dr. George Lopez is supporting many summer school programs, including elementary enrichment, childc care camps, uh, EL summer camps, DLA summer camps, high school credit recovery, and high school sports camps. Altogether, these programs will provide valuable learning, enrichment, and athletic opportunities to more than 5,000 of our students in the coming weeks. Uh we're proud to
134offer highquality opportunities that keep students engaged and supported uh even during the summer months. Uh so with that, Madame President, that concludes my report. Thank you. I think at this time, let's take a break before we enter public comments. Yeah, let's adjourn to close. We'll take care of that and then from there we'll just go on a break or do you want to come come two minutes? Yeah. Well, I would say 10 minutes, but it seems like we're always 15. Is that correct? Yeah. We'll just we'll go do close and we'll come back at 8:30. 8:30. Hello everybody. Mark this in the record books. We are actually back at 8:30. So, um, good job everybody. Um, we're going to report out of close session and I'm going to make sure I do this right. Um,
135the board met and confirmed in closed session to approve the special education settlement agreement for student identified number 1759 for 55,000. The motion was made by Mrs. Buck, the second by Mrs. Quantero, and the motion carried 50-0. Okay, now we are moving to public comment. How many people do we have? We have 19 speakers. So each speaker will be given one and a half minutes. Thank you, Madame President. The first uh group of speakers, please come to the front row. Linda uh Yaken, Ellen Sagaliv, Jen Bremer, Don Miller, and Lynn Netti. Good evening board members, superintendent, um parents. Um I'm here to to represent the parents, my students, and our community. Um I've been in the district for 20 years. I love this district. I love this community. My students are the best students you
136can ever meet. They are wonderful. And suddenly there's a big shock and sadness. Two weeks ago, three weeks ago, the two principles who are firstear principles, they decide to phase out French one without even having a minute to talk to me. They were not in my classroom the whole year. And because of numbers, they decided to cut French one. Although French one has had stable numbers and you all know there's low enrollment and if they told me ahead of time I could have promoted more. I was just happy to teach. Uh French is a special language and I think it's a good language for our district to stay. Uh they're phasing out French one. So I'm going to be staying. They think you know in a few years she's going to retire. But I'm here
137for my students, for their parents, for the community, for the French program. So I ask you all to help reconsider, to keep French at Espiranto High School, your Belinda High School. The other schools, Valencia and Elorado, have kept French. Even Kramer is trying to get French. Thank you for listening. Thank you, Linda. How? Hi again. I'm here to request clarity regarding the investigation that led to my administrative leave the last three days of school. As the teacher there said, the administration at Yurbalinda, they're very new and inexperienced as I can as what I experienced. Um, I was scheduled to administer final exams and support my students through one of the most important moments of their academic year. The action taken against me appears to stem from a conversation I had with students during which I
138let them know I would not be returning next year due to a non reelection. I want to be clear I did so after human resources informed me that I could share this information. I was honest in how I communicated it um with the intent of being transparent and maintaining trust with my students. For that I was disciplined. I was removed from my classroom and placed on administrative leave at a critical point in the semester not only affecting me but affecting my students. I have not been informed of the findings or reasoning behind this action and I'm am respectfully asking tonight for an explanation. Despite the situation, I made the decision to return and complete the grading process in the second semester for the sake of the students. I did this because I believe they deserve
139consistency, closure, and the respect of a teacher who sees them through to the end. I respectfully asked this board and administration to provide a transparent account of what led to my administrative leave. Before coming to your Belinda High, I successfully taught science for six years at Fairmont Preparatory Academy, a private school known for its high academic expectations and rigorous standards. I met those standards and thrived in in that environment. Thank you, Miss Lee. The administration said I was a bad teacher, so that's why I knew it was retaliation. Thank you. Thank you. Um, Jenny Bremer, is it Jenny? Did I That is correct. Okay, that's correct. Thank you. Good evening. I'm Jenny Bremer from Elorado. I teach world history and US history and next year adding back multicultural studies. A course, by the way, that's
140completely full for the upcoming year with a waiting list. Each month, I take a few minutes to recognize Heritage Months. I display a flag and share a brief video about how these observances came to be. It's a small act that means a great deal in terms of students feeling included and seen, which is something that we were talking about earlier today. Last week, I surveyed my students, which is something I do in my practice as a reflective educator. When I asked what they appreciated most about the class, a heritage months came up again and again. These flags don't divide us. They reflect who we are. Silencing these symbols sends a message that only some of our students matter. That's not the lesson I teach, and I hope it's not the message this board wants to
141send. You spend the rest of my time reading some direct quotes from my students. Please hear their words. I appreciate how you're always understanding. Have a lot of respect for different diverse cultures and backgrounds. I like how you'd have videos to watch about appreciation, recognition about certain cultures and differences. I really appreciated how you were able to teach us about diversity and different cultures. I liked how open you were to all kinds of people and always thought it was nice when we learned about a particular culture when it was their national heritage month. I appreciated the different videos you watch each month highlighting different groups of people. I most enjoyed the fact that you take a moment for different ethnicities each month. One unique thing I really appreciated was the monthly videos for different cultural
142and heritage months. It really allowed the class to have an understanding and knowledge for what's going on in the world and who is currently being celebrated for all their hard work and contributions around the world. I appreciated learning so much about cultures and their months. I appreciated how you always made an effort to include everyone regardless of their background. So, please think about this when you talk about flags. Thank you, Miss Perma. Don Miller. Good evening. Uh, a quick note before I start my minute presentation. Um, we talked a little bit today about lower enrollment and I just find that odd, Leandra, that you bring this up about having to work on improving our enrollment. Maybe you need to stop telling families to pull out their kids from our district on your Facebook post. That
143might help. Um, I'm here really to talk about our English language arts and our math proficiency. I know from our um looking at our data from the following previous year 62% of our students are proficient in English language arts we leaving 38% not proficient in math our proficiency is 56% leaving 44% not meeting proficiency and when we look at some of our plans that we have submitted in some of the background information it always shows that professional development is a component professional development for this professional development for of that before this district should even entertain professional development funding, there should be evidence that the curriculum and the instruction and instructional materials are aligned to the state standards. For instance, in ELA, are novels still being read from front to back? That's not how novels are
144to be used anymore, but can you say without any doubt that novels are used appropriately in all secondary schools? Math standards include pro uh procedural and conceptual math. But are the instructional materials and teacher instruction focusing on conceptual math since these are the standards that many students are struggling on on the C on the ESBAT. Thank you Miss Miller Lynn Eddie President and members of the board. I would like to take this opportunity to express my concern about a change that is happening at George Key and that is the early release that is going to be implemented next school year on Wednesdays on a weekly basis. I do understand that the teachers need prep time and we appreciate and love our teachers and want to give them that opportunity. However, it puts a hardship on
145our families as we don't have the afterchool child care nor any extra child care that is offered to other locations. Therefore, it is going to cause us to need to leave work early or make or potentially lose our jobs because we will need to find alternate resources that are not being offered by the school district at the present time. So, I ask of you to provide alternate services to help us in these early release days. Again, we are not asking you to not give the teachers what they deserve. We are asking you to help George Key, a school that is a unique family and unique students who don't have the same resources that are offered to every other school in this district. Please, in the matter of inclusion, Renee Gray, please offer something that will
146help parents help students at these schools while also helping the teachers. Thank you, Miss Netty. Our next group of speakers, uh, Eileene Medina, Sarah Phillips, Patricia Hanzo, Samuel Penrod, and Sam Mavic, please um, move up to the first row. And, uh, Miss Medina, you're up. Thank you for taking this time to hear me out. Um, I'm voicing the concern of the plan major change for the George Key Wednesday dismissal at 2:15. This is, as Lynn was talking about, a very um, a strong hardship in terms of the family and how we're going to accommodate the change. In a letter to the parents by George Key, it was explained that the early out Wednesdays would align with the other schools of Pilusd. As mentioned, we do not have the resources for afterchool care. We are a
147unique bunch in terms of how we do not have afterchool care for whether it be private school after school care um district YMCA um car pools or anything like that. That is not um part of our equation in terms of being um a George Key student and family. Um in regards to access to resources that we do have, our families do have IHSS and respbit hours and such. However, it is finding these qualified individuals who are dependable and committed to our hours that we need as families so that we can go on with our lives. A lot of us are um working individuals who with inflexible schedules. Um and so something that is four to five times a week uh regularly is going to be putting a strain on many family. Um we are not
148doing this to voice any concern in minimizing the need for the teachers PLC time which is our understanding. It's just um if there can be a deeper dive by the school, by the district to look into our needs and the family and the students that are being served by George Key, um it would be appreciated. Thank you. Thank you, Miss Medina. Hello, Sarah Phillips. Hello. Uh in regard to the uh flag band discussion, I have some questions. Uh in the library, do I need permission to have flags as part of my monthly displays? I have flags for Hispanic Heritage Month, ArabAmerican Heritage Month, LGBT uh history month, and others. Permission. Should this flag ban pass, do I need to get permission every year, or is it once it's approved, is it always okay? Personally, I
149don't think discussion about flag bands does anything to help our students increase learning or test scores. It just feels like an attack on our diverse populations. And speaking of diverse populations, I would also like you to consider looking at and reversing the CRT ban. Please focus on uplifting all of our students. I do hope everyone has a lovely and relaxing summer and reads lots of great books. Thank you, Sarah. Miss Anzel. So, um, as far as the future of our school district, one of the big things is respecting our employees. And so, it looks like the school district had to give back some money to two athletic directors from Espironza High School, who the previous superintendent, Alex Shernis, removed or pressured out from their positions last year. And I'm sure Blades cheered him on, which
150is very unfortunate and very unprofessional, and you should be that you're a disgrace. We ask that employee harassment prevention training and practices be used and encouraged. Step up. Support all employees. We need to combat retaliation and make them feel welcomed and respected. We lost dozens of administrators, teachers, specialists when the previous HR guy bullied them and intimidated people during his tenure. Professionalism, ethics, and compliance with labor laws is required. Also, please understand that diversity, equity, and inclusion are programs that are legal. And I want to see that at my schools. I want my son to learn about diversity. I want my son to understand different cultures. He is both Colombian and he is also white, Slovak background. He's my husband's white. I'm Latina. I need him to understand that it's a good thing. And sadly,
151television right now and all these ICE raids are making everyone nervous. And so I really encourage this board to remove the CRT ban. Thank you, Miss Hanzo. Samuel Penrod. Hello. Good evening. I'm speaking today as a concerned Orange County citizen and a board member of Lavender Democrats Orange County. I strongly oppose the flag ban proposal which would ban all flags except the US and California state flags in this district. This is a pride flag ban, plain and simple. Contacts matters. The ban supporter, trustee Leanda Blades, who attended the January 6th rally in Washington DC. When someone who aligns themselves um with an attack on democratic values now moves to ban a symbol of inclusion and safety, we should ask what values are being proposed and promoted here. The pride flag is a valued symbol of
152inclusion. It tells LGBTQ students they belong. removing it is an illegal t attack on LGBTQ students and will negatively impact school climate indicators. The pride flag um should not be banned. So I urge this board to vote no on the proposal. Thank you. [Applause] Thank you, Mr. Penrod. Samovich. Transphobia is a social pathology rooted in willful ignorance and darkly energizing emotions of anger and hatred. People like trustes Blades and Frraasier represent its less lethal forms. The Minnesota assassin Vance Bolter exemplifies the more lethal form of transphobia. The lines from Blades and Frraasier to Pastor Bolter is nevertheless a direct one. Slogans like save girl sports xxx does not equal xy and the refusal to address trans transgender people by their proper pronouns characterize the ignorance and bigotry of trustees blades and Frraasier merchandise with such
153hateful slogans appear on our campuses as some of the unfortunate consequences of free speech rights. If we authorize a superintendent to set censor speech on campus that censorship should begin with merchandise like that. Pastor Vance Bolter is a Christian terrorist who is an adherent of the New Apostolic Reformation, a movement that justifies using violence in the quest of achieving a achieving a totalitarian order that rejects any beliefs other than its own. In a sermon in 2023, he asserted that people quote who don't know what sex they are unquote were destroying America. He claimed quote the enemy has gotten so far into their mind and soul unquote. From Blades to Frasier to bolter the message is the same. Transgender people are not part of the godly order they perceive. The pride flag is a symbol of
154peace and acceptance for those who do not fall within the binary world of those who would deny their very existence as normal and natural. Transphobic merchandise and the pride flag are components of the social discourse of our time. It is a part of free speech. Our next group of speakers, Leslie Alexander, uh, Shaneie Murray, Pearla Castillo, Miss Bdowski, and Colleen Wood. Miss Alexander. Yes. Protect, serve, advocate, and safety is a top priority. These are all campaign statements from Mrs. Blades. Mrs. Blades, would you say those statements were true when you rushed the completion of the walls at Travis Ranch? The answer is no. You risked the safety of students by rushing the completion of the walls and willfully skipping the legally required safety approval from DSA, an approval that exists to prevent injury and protect
155students lives. Our district is spending hundreds of thousands of dollars to fix the unsafe environment you created. After your wrongdoing was exposed, you deflected responsibility for your misconduct and posted a statement which included this phrase. The key issue is the students and teachers have walls. Wrong again, Mrs. Blades. The key issue is always student safety. This wasn't the first time you risk student safety. You also supported the false claims of Alex Churnis regarding DSA approval for USI at the Castaloma building. However, DSA stepped in and shut that project down. Your choice to risk safety of students is unconscionable and a flagrant violation of public trust and should disqualify you from a seat on this board. Mrs. Blades, how many more times do you plan to risk the safety of students for your own selfish ambition?
156Students do not need a trustee who repeatedly and intentionally risks their safety. Instead, students deserve a trustee who will always put their safety first. Thank you. Thank you, Miss Alexander. Miss Murray. Hi, I'm Shannie Murray and I'm now the proud parent of two PIL grads, class of 2021 and 2025. I am so grateful for this district and its amazing educators, and I hope the district remains strong for generations to come. I'm here to ask the board to prioritize students, support teachers, and ensure fiscal responsibility. Don't fall for culture war distractions that politicize and divide our community. Rainbow flags aren't hurting anyone. Instead, focus on addressing the unchecked funding pushed through by Churnis and the previous board majority. Protect district resources from outside charters. Meet the needs of our students, but transparently work within our budget
157constraints. Marilyn, I love that your leadership heirs on the side of kindness. Please keep fighting for all PIL students, especially those most vulnerable in our community as you deal with this financial instability. Thank you. Thank you, Miss Murray. Perlith Castillo. As someone who has moved my child to an affiliated charter school and considered leaving the district entirely, the reason has not been the availability of specialized programs. Again, it's not the specialized programs. Instead, it was the hope that someplace else my child would receive the promises made by our district. and these promises that that they would be empowered through relevant experiences um that were ethical, responsible, and to help them contribute to be contributing citizens. It's summer and it's a time where um parents realize just how important school staff is. Um the people who
158are at the front lines of our schools who who the decision makers spend five minutes at. Despite being overworked and underpaid and having to jump through impossible hoops, certified, classified support staff and admin ask themselves every day, "Has this child eaten? Do they feel safe at school? How can I help this child learn? And what is their behavior trying to communicate?" Students are in a mental health crisis everywhere in the United States, and this district is no exception. Our kids see us adults arguing on items that sanction their individuality and personhood. um until as a district we support all of our students uh who will grow up and govern and vote for the for items that will affect their generation and our generation. We will continue seeing a decline in enrollment and an increase in
159absences and bullying. Our employees put our differences, egos, political beliefs, and ideals aside to serve our students, but we cannot do it alone. Tolerance and kindness starts with you. So you cannot seek belonging and safety if we do not provide inclusion and tolerance. Thank you, Miss Castillo. Miss Dudowski Bonjour, as you heard from Madame Yachen, the French program is being taken away from both Esbron and Yorland high schools. This is a travesty. Not just unfortunate, but unjust and deeply wrong. There are other programs of lower enroll enrollment that remain untouched. The French teacher should have been brought in to collaborate and find solutions. I haven't seen this decision on any board agendas which suggests it was made without your input or public vote. That's deeply concerning. It appears the exe executive cabinet is sitting enrollment
160at Espironza. Are they trying to shut the school down or give away the entire campus to a charter? Espironza is being gutted. The executive cabinet took away the teacher pathway program. Now French is being cut. They've moved the Spanish DLA from its feeder OCSCs. and the sand volleyball courts approved and unanimously are indefinitely delayed. Why isn't Espironza getting the support it needs to grow and thrive? Also, why isn't Isaiah Gates back? How long will he remain on paid leave? This is an irresponsible use of student funds. We could balance our budget better if we weren't double paying interterm executives. We're talk about all this waste of money, but we're double paying people. Please stop dismantling espiransza and please fight for French. Merci. Thank you, Miss Bidowski. Colleen Wood. I'm the proud parent of a newly
161promoted middle schooler and an elementary student. First, I find the timing of the flag display resolution troubling. It comes shortly after Trustee Blades failed to acknowledge a video comment posted in response to one of her social media posts. a video that appeared to show a pride flag being aggressively taken from an OCSCS student. While she interacted with posts surrounding it, she chose not to comment on this in incident. Nor did she speak up for the student who seemed to be taunted and bullied. Rather than condemning that behavior or showing support, we are now faced with a proposed policy that would appear to prohibit the display of such flags altogether. How does this align with Tinker versus the Tinker versus De Moines's decision which clearly affirms that students do not shed their constitutional rights to freedom
162of speech or expression at the schoolhouse gates. One has to wonder, does Trusty Blades truly care about student safety and expression or is this resolution a distraction from the USI presentation also on tonight's agenda? In that report, it is noted that 3.7 million was spent last year on that pathway program. Interestingly, on September 19th, Trustee Blae posted on Instagram calling it a lie that that program costs $3.6 million. If anything, we underestimated by $100,000. [Applause] Thank you, Miss Wood. Our next group of speakers, please come to the front. Uh, Priya, Joan Heric, Linda Conn, and Valerie Menddees. Ria, you're up. Okay. There's a young person that came in just as we were starting who wanted to speak, so I asked that you all let her speak like we've done for many people before. Good evening.
163Nearly one week ago, our family cheered as our eldest daughter graduated from Pilusd after 13 years in the district. Congratulations as well, Trusty Blades, to your son who graduated along with her and 330 other students at Yerbalinda High School. Trustees, it would have been so easy to send our younger daughter to the same school as her sister. Instead, I drive 40 minutes at least round trip twice every day to a school outside of our district because we made that decision and because we believe Pyusd is not safe for LGBTQ plus kids. There was no infrastructure to support these kids prior to 2020 and since 2020 we have seen relentless attacks on this group of students, teachers, and families. I don't have time here to list all the ways in which the bullying of these students
164was modeled by board members, but we can all easily reference the last few months in which some trustees have been involved in bullying of a specific transgender child, in fear-mongering around trans girls, in the refusal to even acknowledge that trans students exist by using their correct pronouns, and now bringing for consideration a clumsy attempt to ban the pride flag. We have seen an uptick in the bullying of LGBTQ students and I won't go into it because it was just okay. Please do better. Thank you. Thank you, Pria, Joan Heric. I hate to start this way, but the last several months we heard Trusty Blades and Frasier uh promote a resolution to ban trans athletes in high school sports. The campaign to quote save our girls is misguided, ignorant, fear-mongering. Girls don't need to be protected
165from a trans athlete. Instead, they need to be protected from you and other adults who bully minors and children. The girl was the transathlete was 16. Bullying behavior at recent track meet brought shame and embarrassment to our district. Now, we're facing another danger. the po our immigrant population. They're living in fear right now and we need to be proactive in protecting them and helping them feel safe. Uh changing the subject um regarding um the flag ban. Uh it appears to be as others have said a a ban on the pride flag. Uh what about this flag? This flag is a combination of LGBTQ, black, and brown individuals. And students see this as a representation that they are that they have allies, that they're seen, that they're heard. PLUSD is a community of positivity, possibility, promise,
166and progress. We hope that that will continue. Thank you, Miss Heric. Miss Conn, I'm going to try to clear up some confusion about the discussion that's been going on and it's not the first time it's been talked about about the kind of bonds that are being paid off. Um, uh, Miss Vallesco has very clearly indicated that we are currently on a payment schedule to pay off the cops bonds. I believe the these bonds stand for certificates of participation and uh I believe that they are going to be paid off in full in approximately four years. I I I could be you know a little off on that but uh Miss Flesco can can clarify that. Um, Trusty Buck is talking about capital appreciation bonds, which are entirely different type of bond than the COP's bonds.
167And the payoff for the two cap bonds that she voted for will not begin until approximately, I believe, and will continue on until 2049. The issue with the CAB bonds is that because of their very nature, um, we got $48 million in loans with a payback of $439 million, which is nine times the amount originally loaned. It's not that there's going to be a balloon payment. It's that $40 million loan balloons into $439 million payback. That is the issue. Thank you, Miss Conn and Valerie Menddees. Yes. So, I actually came here um just to see what this was about, but you guys brought something up that really was heartfelt to me, so I want to bring it up. My name is Valerie Menddees, and I'm speaking today as a concerned parent of a high school
168AP student and student athlete in this district. After listening to the district survey results showing that many students don't feel safe on campus, I feel compelled to speak. My son has experienced this firsthand. He has been the target of bullying along with other students. And when he finally defended himself, the situation escalated to the point that he required surgery, was arrested by the school resource officer, which is heartbreaking and frankly unacceptable. What's even more troubling is that despite this serious incident, the steps that were taken to address the bullying were inadequate. The problem was not resolved and the safety concerns remained. No child should ever feel unsafe at school. No parent should worry that their child's well-being is at risk just by showing up to learn. The message these experiences send is that bullying can
169go unchecked is deeply damaging to students mental health and trust in their schools. I urge the district to take me meaningful steps to strengthen safety protocols, enforce anti-bullying policies with accountability, ensure that when students report being threatened that they are heard and protected. Our schools must remain safe environments where every student can actually thrive. Thank you. Thank you, Miss Menddees. And that concludes our speakers who filled out a blue card. Do we have a a student who would like to speak? Yes. Oh, not student. We've done all school board. My name is Ren and I'm speaking on behalf of Pride at the Pier and the LGBTQ plus students in your community. Today I come before you to speak about item number 26. And before I get into it, I just want to thank the concerned
170parents of the district for defending their LGBTQ plus students because that's something that I really wish I had when I was in school. This is very obviously a pride flag ban that's using the same language that was passed in Huntington Beach and was attempted to be passed by both the Aliso V by both Eliso Vo and the Orange County Board. Additionally, this was slid in quietly after graduations when students were exponentially less likely to attend and speak their minds. Seeing representation and being acknowledged for being your authentic self goes so far to helping the mental health of the young people in your district about to go out into the world. It's very important and the flag is part of that. Thank you. And that now concludes our speakers. Madame President. Okay, we are on to
171motion 16.1. I'll make a motion that we approve the revisions to board policy 5124, promotion, acceleration, retention, first reading. We have a motion by Mrs. Buck, a second by Mrs. Quantero. I'll turn it over to Dr. Y to Dr. Leon. Thank you. Good evening, um, President Anderson, members of the board, Superintendent Dr. Mouserino, and Executive Cabinet. This evening, we are proposing a revision to board policy 5124, promotion, acceleration, retention, to include language consistent with gamut pertaining to criteria and proficiency measures school districts need to incorporate. Changes were made in order to update and streamline our process. Some of those changes were the removal of high school information since retention is not a practice in high school. Rather, credit recovery is a process followed. In addition, since the last revision of this policy was in 2009,
172some of the intervention options such as Saturday school or mandatory summer school may not be available. Instead, we added education code 48070.5, which references offering an appropriate program of remedial instruction to assist the student in meeting grade level expectations. Thank you for your consideration of this proposed revision. I welcome any questions you may have at this time. I don't have any questions, but I appreciate that we're um updating our policies as we need to. I have um one comment as I was reading this paragraph two at the end seems very redundant um to the the next paragraph that was added in. So it talks about in such cases the school team shall take into consideration the schools the students social and emotional growth as well as academic achievement when making such a determination. And then
173the next paragraph says when high academic achievement is evident the teacher may recommend a student for acceleration to higher grade level. The student's maturity level shall be taken into consideration in making a determination to accelerate the student. So, my suggestion would be um to keep the new language and then maybe get rid of that other portion. It just seems like we're saying the same thing over and over. Okay, that was it. Thank you. Okay. Um Oh, I should have asked Mr. Fraser, did you have a question? No, ma'am. I'm good. Okay, perfect. Okay, we'll do a vote. Uh, Mrs. Blades, I. Mrs. Quantero, I. Mr. Frasier, I. Mrs. Buck, I. And I am also an I. So, the the motion carries. 50. I'd like to make a motion to adopt the revised 2025 board of
174education meeting schedule. Second. Okay. We have a motion by Mrs. Quantero, a second by Mrs. Buck, and I'll turn it over to Dr. Muserino. Yeah, the recommendation is Oh, thank you, Madam President. I'm sorry. The recommendation is to add a July meeting. Uh, currently there is not a meeting held in July and what is the justification for adding it? Well, primarily we will hire people over the course of between this board meeting and uh the time school starts. And to ensure that we have everyone in their rightful place by the start of school, we would like to add that meeting. Any other questions? Okay. Yeah, I got a question. Oh. Um I don't understand. We did not have a July meeting last year and we're just fine. The only thing I do see being an
175issue is needing to have potential um meetings for the superintendent search and I would hate to use up a date we might need otherwise. Yeah. And yeah, we certainly could have that on there or it could be separate. Uh we have the material revision from tonight for OCSS. So there are some other items that could also be put on that board, but primarily uh it is for uh hiring purposes, staffing purposes. So we could have Yeah, I'm just going to say I don't think that we need to add add another meeting on calendar specifically seeing we'll probably have to add one when we need it. Anybody I understand what he's saying. Remember when uh we met with the consultants and they said that we would have probably more July meetings and stuff. And so I
176think what he's trying to say is if we have to do something in that meeting, we could just piggy back on on top of it. I like to have this one because it's blocked off now. We could always add the superintendent piece to it and those I mean there having it on the calendar now will make it easier versus later when we're trying to put a calendar together with all of us. Yeah, because we could ask them to come back and report from all of the kind of move up the superintendent search by having them instead of reporting out what they found in their um community meetings and input sessions in instead of having them report in August like originally planned, they they could come in July. I I understand, but we haven't done a
177meeting in July specifically because trustees were gone for vacation and so vacations have been planned now for July. Is there someone who's not available? Because I haven't heard that. I don't think I'm going to be available. I don't know if Todd's available. I'm available. I don't have any plans to be. I was just saying more from a practical standpoint of putting something on the calendar just potentially limits us. That's all I'm saying. I I'm no personally because we can always cancel it. I don't think it limit I think it locks us in to at least one date. Huh. Okay. Any other comments? Okay. Um we ready for the vote? Okay. Mrs. Blades. Hi. Mrs. Quintterero. Mr. Frasier. No. Hi. Mrs. Buck. and I am also an I. So the motion carries 4 to one. Okay.
178I'll make a motion that we adopt the local control and accountability ability plan LCAP and federal addendum for the 2526 fiscal year. Second. Okay, we have a motion by Mrs. Buck, a second by Mrs. Quantero, and at this time I will turn it over to Dr. Young. Thank you. We look forward to the adoption of the plan. We held our public hearing last month and we did not receive any um revisions and so we are bringing it to you for final adoption this evening. Is there any questions from the board about it? I was just um wanting to know because obviously some of these programs are being cut so like like the French program tonight and we've had um you know dual language is it going to be a tough or not? and we're having
179this budget deficit, but we're putting $5 million into the Valencia kitchen. And so I feel like there's just a lot of things that are going on, a lot of moving parts that um haven't been addressed. There's a lot a lot of things going on, a lot of questions being asked and a lot of programs being cut, a lot of just a lot of stuff going on. I don't think the LCAP really addressed it or some of the questions haven't been answered. So the $5 million for the Valencia kitchen, is that in this budget? Um it's in the budget but it's in a separate fund. It's not in the general fund. Okay. So the money is already available. And where is that coming from? 20 uh it's in fund 25 which was what? Uh the capital
180facilities fund and it possibly could part of it might be coming out of fund 40 also which is um oh gosh what is it? The redevelopment agency fund. Is that 40? That's 25. Uh give me a second and I'll tell you the full name. Um it's our I think it's our facilities fund. Is that facilities and developer fees and all that? So developer fees and redevelopment come out of 25. Fund 40 is the city of your Belinda's um settlement money that we get and that's what pays our cop payments out of fund 40. But there was a little bit of money that was left in there. Yeah. It's called special reserve fund for capital outlay projects. It's a long name. Um, but that is separate funds and so it's not part of the general fund.
181So it really doesn't have anything to do with the deficit part of anything. Okay. And so we haven't decided with all these all the southern French programs are leaving and all this stuff the last minute. How come that wasn't brought before the board? Those two schools build all the schools build their master schedules based off of the students needs assessments and then from there the principles look at their staffing and determine which sections they can fund and which elective courses they're going to offer. That's not something that um is involved at the district level or even the board level. The sites run their master schedules based off of their needs assessments. So it's not something that we were involved with. So So the principles at your Belinda and Espironza just said we're cutting French. So
182tomorrow they can decide we're cutting Spanish and we would just have to accept it. It's based off of the needs assessments. And so when the students are putting in their course requests, if they don't have enough numbers to run a full section, then it's a decision that they had to make based off of tighter staffing. So when we when they got rid of the video production, that was because there was only like eight or 10 kids in there at Espironza. And same with the teaching pathway. And the teacher pathway was a request from the principal at the time because there were too many programs at the site and that was a lowenrolled one. So it was a request from the principal to who if the principal has that discretion to just cut it. Who did
183she have to the time was pathway is an RO program. So there's more to it than that. So that was a request because it was through RO. Okay. And so they met with RO and um discussed the different options and that's where the decision was made to phase it out and bring it into El Dorado instead. So my question would be is did they say they were trying to get a French program at Tuffrey or Topaz? Where did they say a middle school? I'm sorry. A French Kramer. So they're trying to get a French class in Kramer, but we're taking away from Espironz and Yorb Belinda. We are not taking away from Espiron and Yor Belinda. They've been provided their staffing for next year and they built their schedule based off of what the kids
184are interested in taking. It appears that not enough students express an interest to continue with French. So they are going to so they are going to continue to um offer the courses for the kids that are in it but they have chosen not to allow French one for the coming year. So someone just said did the counselors offer it or was this just removed and so there wasn't a course offering? I can't speak to okay what they did or did not do as far as counselors at their specific school. Okay. Next year, if the students decide they in their survey that they want to have an additional language, French or otherwise, would would that be factored in or considered from the site? Yeah, that's definitely something that we could talk to them about is if
185it's not being added on there to consider adding it on to see if they have a strong interest and then from there make their staffing determinations. I'm I'm not suggesting that like we dictate to them now. I just want to make sure that then the future they also are making that consideration. Mhm. Cuz if it can come back, if that's the interest, then that would be great, right? Okay. Any other questions about the LCAP? It's nice to have this wrapped up for the year. Thanks for all the hard work to everybody that went into this. It's multi multi multi multim months. Thank you to the whole team to the whole team. Yeah. Yeah. All the departments who put in their effort into the LCAP. Thank you. Yeah. It's a definitely a district-wide program to put
186that together. So, thank you guys. And I really appreciate, you know, all getting all the community feedback and and making those um available and then listening to our community and making decisions based on that feedback. So, thank you. Okay. Um, I guess we'll call for the vote. Um, Mrs. Blades. No. I. Mrs. Quantero is an I. Mr. Frasier. Hi, Mrs. I and I am also an I. So motion carries four to zero. Okay. Now we are moving on to the local control and accountability plan for OCSEs. I have a motion. I'll make a motion we adopt the local control and accountability account I did it again. Accountability plan ECAP for the Orange County School of Computer Science OCS for the 2526 fiscal year. Second. Okay. We have a motion by Mrs. Buck, a second by
187Mrs. Quantero, are there any comments? My only comment would be is we haven't we have that material revision coming up and I know that this is all due in June. So, is there anything that's going to affect the material revision and like the whole budget thing like how do we push an LCAP forward if we don't even have we have a material revisions coming up? Does that make sense? So, I mean, what are we like what are we voting on? And then if we vote on it, can we revise it if it all changes again next month? Yeah. No. Yeah. I don't believe that. Well, that's that's the question. Does it affect the LCAP? Because we have a program in place and then this material revision is possibly changing some of the core tenants of
188the program. The LCAP is based on this year's information. Correct. where next the material revision affects next year's. Correct. And if there's a a material revision or any changes, it would be reflected in the next year LCAP. So it won't be an issue for us to capture it then if things change from now to then. And as I read it, it it seems like it pretty much almost follows identical to the district's improvement plan. I was it was just a question that's all. I was just asking a question because we don't want to submit something and then go completely opposite. That's all I'm saying. Are there any other questions? Okay. Mrs. Blades. I. Mrs. Quantero. Hi. Mr. Frasier. I. Mrs. Buck. Hi. And I am also an I. So the motion carries 50. Moving on
189to 17.3, the continuity plan. I'll make a motion we adopt the 2526 instructional continuity plan, ICP, to ensure all students can access instruction during a natural disaster emergency as a required component of our comprehensive school safety plan. Second. Okay, we have a motion by Mrs. Buck, a second by Mrs. Quantero. Are there any questions? This is the second time it's come to us. Yeah. No, good job. Okay. Mrs. Blades, I. Mrs. Quintterero, I. Mr. Frasier, I. Mrs. Buck, I and I'm also an I. So motion carries. Five. 17.4. I'll make a motion we approve the school plans for student achievement SPSA for the 2526 school year. A second. Okay, we have a motion by Mrs. Buck, a second by Mrs. Blades. Are there any comments? I just want to thank all the school staff for
190putting these together. Um, this was I was on school site council for many years and I know this is a lot of work on the school site and and I think it's great that our schools are able to assess their own needs and build a plan with their budget that's best for their students. So, um, thank you out there to all the principles and school site council members and and staff at all the site levels. Okay, are we ready to vote? Okay, Mrs. Blades I, Mrs. Quantero, Mr. Frasier, I. Mrs. Buck, I. And I am also an I. And so motion carries. 50 17.5 I'll make a motion we approve or we take action to approve 2526 programming for the Universal Sports Institute. Second. Okay, we have a motion by Mrs. Buck and a second
191by Mrs. Quantero. Are there any questions? Is this for USI? Isn't there a presentation? Yeah, there is a presentation. I mean, I could ask a lot of questions, but thank you. We invite Dr. Holloway and Principal PCA to present on Universal Sports Institute and the 2526 programming. All right. Good evening, President Anderson, trustees, superintendent Dr. Mouserino, and Executive Cabinet. Thank you for the opportunity to share an update on the Universal Sports Institute at Park View School. At the February board meeting, we shared the goals of the USI Pathway, which are to attract and retain students, provide flexibility for student athletes, and become a training hub for the district. That mission has remained unchanged, and we are thrilled to share that the first year of USI was a success. As you see here, families have shared
192how USI has been lifechanging for them, helping their students build confidence, improve their athletic abilities, and develop a stronger mindset. Parents and students have praised the supportive environment, personal growth, and sense of belonging that their students experienced through the program. We've also seen strong academic outcomes with the average Parkview GPA being 3.3 with 57% of our secondary students taking honors or advanced placement courses. During a time of overall declining enrollment, USI has proven to be a powerful draw. This year we saw a 99 student enrollment increase due to USI with 30% coming from outside the district. For this coming year we are already seeing strong interest with 74 additional students enrolling 45% of whom are coming from outside the district. This graph shows the overall enrollment for this year and next year. The gray represents
193students from in the district while the yellow signifies students coming from outside the district. With 56% of USID students returning and daily inquiries from interested families, we currently have 120 prospective students for the 2526 school year with an increase of ant uh enrollment anticipated throughout the summer. Of the total students returning, 15 of them are from out of the district, making for a total of 48 from out of district for the 2520 school year. Of those not returning, a small number have either graduated or moved out of state, while the majority are transferring back to a comprehensive school site within Pilusd. Within PLUSD, representation comes from five of our six middle schools and all four comprehensive high schools. While we've seen strong engagement overall, we're working closely with Valadez, Kramer, and Valencia to strengthen participation,
194including recent collaborations with our site administrators. We believe there are valuable experience uh excuse me, opportunities to extend similar resources to more students. across the district. To guide next steps, we administered a parent survey and formed an advisory group with diverse voices from parents and students to site and district leadership. Parents were clear about their primary goals for USI. 87% valuing strength and conditioning, 81.3% the confidence building, and third most common was the focus on long-term growth in athletics. Most families won a comprehensive model with strength, recovery, and sports specific training allinone. The five sports that showed the highest levels of student interest were baseball, softball, basketball, wrestling, and soccer. These specific sports may guide the development of specialized training options for next year. As part of this long-term planning, we launched a district-led RFP
195process to identify a highly qualif high quality athletic performance vendor for USI. The advisory group met to review parent feedback, evaluate proposals using a decision-making framework, and interviewed our finalists. Oslettics was unanimously selected for their experience, professionalism, and student centered approach. Sharon Reteria, the director of Osletics, was here in the audience. Um, she did have to leave because she has training. She said she has to be at the gym at 4:30 in the morning tomorrow. So, she wish she could stay. Um, we also explored how to make the USI pathway more costeffective and sustainable. The white bar signifies the costs to launch and run the program last year and this year and the yellow bar signifies the estimated ongoing costs for next year. The 2324 and 2425 budgets for USI was roughly 3.76 million of
196which 2.08 million were one-time costs. Our ongoing budget for 2526 is approximately 562,000. This budget includes the proposed vendor, two supervisors, a part-time custodian, a part-time instructional assistant and secretarial help along with a few walk-on coaches, performance software, and a minimal number of materials and supplies. Another future next step would be to strengthen this pathway by housing both USI and Parkview on the same site. This would reinforce the connection between academics and athletics, making it easier for USI and Parkview to coordinate schedules, foster communication among staff and families, and provide students with more integrated support. This model could enhance both the academic rigor and the athletic development that USI students receive. We look forward to your consideration of this proposed model and additional next steps that maintain the fidelity to the program's quality, strengthen the
197academic and athletic alignment, and are consistent with the district's fiscal priorities. We present this path forward for the board's consideration as we continue to build a strong and scalable future for USI at Park View. Thank you for your time and support. We are definitely proud of what has been built and we're excited to partner with you as we shape the future of USI. My first question is you mentioned Park View and USI being on the same campus. Can you talk a little bit more about that and what that vision would look like? Um, yeah. I mean, Miss Pchow and I communicate frequently about gosh, you know, she's not seeing the same kids that I'm seeing on a daily basis, right? We have more access to those students that actually come in person to um do
198the training sessions. We just that disconnect in and not being able to touch base as frequently with those students and monitor their academic progress. I think that's the part that we need a little bit um that our students need a little more support with because a lot of that onus right now is currently on the parents which it is an independent study model. Um but many of our families joining USI are are not your typical independent study families. Um so having a little more alignment with that academic support where right now USI is at OCSCS and Parkview is at Tffrey. So what would that how would that happen? And there obviously would be a cost associated with that. Um well, I know that the OCSCs staff um and Dr. Gray can can chime in if
199he'd like. I know that they would sure love to get their MPR back. Um that would be a valuable asset for a school community. And I I don't have um comments on the costs at this time, but that's something we can explore and look at. And as far as a space, I'm we're open to ideas. I I think it makes sense um that it would be housed together, but I just in the climate that we're in right now and the the fiscal situation um moving a whole program seems like it would be additional cost if we don't have a place for it yet. So, it it we have to have a place for both. Um I I and I we don't at this point. Um my concern is the overall cost and the continued cost.
200So for 120 students, um I just did a little math and it's approximately $3,300 a year per student. Um if we're assuming 120. Um if we go up to 150, it drops it to around 3500. If we go to 200, 2500. So there's different levels that it could be. Um my daughter my children did extra um training and fac this kind of work. Um and it was it it was expensive. It was more than any of of these. Um but I think that that we need to look at what that cost is. Um the sacrifice we're making um to spend extra on 120 kids. It's lovely in a perfect world, but when we're looking at budget cuts, um that is an extra expense that I think we need. The two options I thought of was
201we could charge a monthly fee and if you're looking at 120 students um or 150 students about 350 a month and if we get up to 200 200 students it's about 250 a month which is reasonable for what we paid for actual training and stuff outside of the school day. Um so I think that's a something that we need to look at. Um my second option would be to um take the facil take USI and break it into the four high schools and take that equipment and and broaden it so that there are students at every high school that there's an a UCI piece to it or USI piece to it. Um the fact that we have two Valencia High School students in this coming year. We had zero last year, it's not working for
202all of our kids. We have zero valade students there. it's not working for them either. If we move it closer and move it onto their campuses, they would have better access to it and we'd be able to um utilize that equipment for more than 120 students. Um so those are my two options. I would like to see a monthly charge if we're going to keep it at that rate or move it so that um more kids can have access to it so that it would ultimately take that cost down. How would you move how would you move any of the equipment and go Oh, go ahead, Todd. Go ahead. Sorry. We're probably going to say the same thing here. Uh, I'm just saying those those changes just kill the program. If you're going to charge
203for it, you lose most of those students probably. And the the unique piece is the independent study program. That's the part that makes it unique because the training happens during the day. The the entire purpose of this is to be a unique option for students that fit the profile for it and then to use the facilities outside of that for other students. Um, I I completely disagree with what you just said, Carrie, and I think that the question I have, ladies, is this proposed cost, like the the cost that you put in there, it has no revenue associated with it at all. Um, and I know that as these are there is one of the classes that the kids take at USI is a Park View course. Are we not taking into account any of
204the revenue that comes in from these students being a part of this as a total? Is that a net cost versus a gross cost? I just think I I don't think that this is accurate based on those numbers. And so I was also looking to and I think there was 45 outside students, right? And so 45 students times 12,000 is 540,000. And so that's the cost. So I mean technically our outside students are kind of helping pay for it. And so 3,300 we get 12,000 for each student. Correct. And so they take up about 3,300. So I would go with 12,500 overall. That's just an average. Um, and it really depends on how you want to look at this. So my first point is we don't because this is a program, we don't go through
205and allocate our LCFF money or any of that kind of stuff to buy school. LCFF money supports everything that we do. But with that being said, another way of looking at this is is you're right, you could take actually 120 kids, let's just go whole program times 1250 gives $1.5 million. So you've got that money. So what could that money um pay for? We have roughly three and a half teachers that cost about $420,000. The USI expenses we just saw was about 562,000. Um estimating all of the other operational costs around 3,400 per student would be like another 411,000 and then what that ends up doing is basically zeros itself out. Um again going back to I get very uncomfortable with allocating direct money to a school program. Oh, so if you look overall at
206the entire district, what where I'm coming with this, I actually was making some notes, too, was if you take the total unrestricted general fund money and you divide it by the total enrollment that we have, it costs around $14,000 per student, if you want to look at it that way, where we're only making 12,500. That's why we kind of have this deficit that we're looking at. So, that's total big big picture. Um, but if you wanted to start to look at it that way and look at the program, what's that program raising, uh, you could also go that way and then it kind of averages it all out. Because my question would be is we have obviously these are kids in Park View, so it's 120. And so how how many other students are in
207Park View um that aren't in part of USI? Um, I would say about 200. So we have approximately 320 students involved in Park View. Correct. And so I would say if we have 120 and we think it's going to rise, that is just going to USI by itself, BVVA only has 96 students. And so and we're getting outside money, you know, outside money. So if we get rid of USI, we could potentially those 45 students could leave. And so that's 500 and something thousands that could leave versus So I mean I think we should look at that. But I also think too when you talk about moving a program to a high school and like dividing it up, how are you going to divide up that equipment? There's like not there's not four or five
208like, you know, pieces of equipment that you go, you know, here and there. I mean, there's like, you know, there's usually two of each thing. So, how would you divide it up? But the high schools, it just doesn't make sense. Um I do I was looking at the So we're keeping a few coaches and then we have this Brea I'm sorry I can't ever remember their name but this programs coming in with the coach right and it seems like it's like very like well-rounded like strength conditioning things like that which has proven that the athletes should have a different focus a lot of time not just into their one sport but they should be like wellrounded. So, we're bringing that in, but then we also have a few of our coaches that have the specialty
209and like the baseball, football, all that stuff. Okay. I would just thank you for the extra backup information. Um, I requested the weekly schedule. And so, when you're looking at for a middle and high school student, they are at USI for an hour and a half a day and elementary students are there for an hour a day. So the rest of the time they're doing Zoom classes. They are at um we have 50 of those 120 that are at comprehensive high schools as well. There's not anything in this budget that talks about the classes that they're taking at the comprehensive high schools. So I mean we're we're we're filling it we're giving it all to Park View, but we're paying for CLA for teachers at the comprehensive high schools. So I I don't feel like
210it's all complete. And when we're looking at 120 students and I don't remember the breakdown between elementary, was it 20 elementary students? So So 20 hours like 20 students for an hour a day and the rest of that 100 students for an hour and a half a day. It's a huge investment for that little amount of students. So splitting it up when you look at um the four different uh programs that you talked about, baseball, softball, basketball, soccer, wrestling, maybe there's a strategy to do it there and so that the USI um piece for wrestling might be at at Esparonza and basketball might be at your Belinda High School. um wherever it might fit and then those students are that want to do those specific sports could go there and then have a floater the
211um the person that works on the um the specific strengthening and those kind of things that would be great for every student athlete at each of the high schools. So, how could we utilize that better? I'm just trying to to reach out to other um students and make sure that they're getting the ability to get in touch or connected to that. Yeah. Can I address a couple things? Um I think we need to address concurrent enrollment as well. So, we have a couple ideas to actually extend that outreach to Valadz Middle School and Valencia High School. Um, you know, if we'd like you to consider if we do adopt athletics and we are allowed to continue as is, we really would like to, like you mentioned, bring USI to them and offer a morning class
212at, um, potentially even Kramer. So Kramer, Valadz, um, and Valentia High School and doing a morning, you know, speed and agility type workout, even potentially soccer. those were very popular classes for our high school students to attend, you know, currently at USI. Um, and then as far as the equipment, I just want to make one note because it's really important. There are 10 pieces of Kaiser equipment. They are the pieces of equipment that are on the um perimeter of USI and they're on the walls because they are connected to one air compression system. And so that air compression system itself, it is one system connected to those 10 pieces of equipment that's housed in the server room um in oaks. So I mean that that would be very difficult to divide. Um as far as
213concurrent enrollment, Parkview has always had concurrent enrollment within um within our comprehensive sites. So that that isn't anything new, right? Um you know, our athletes of course take the sport or something in addition to that. So, and so I guess that was my thought is like this is nothing new. We've always had concurrent enrollment and we've never like divided it up versus where our Parkview students are going into the classrooms. It's never been done that way. Um, and also too, this you gave us a sample of what could be, but I know I've been in USI a lot and I've seen a student take a class for an hour and then I've seen them go into, you know, the room they're I don't know what's break room, whatever it is, team room. They go in
214there and they, you know, study for an hour. they're doing their homework and then they come back out and they do another class and then they go back in and like so sometimes they can take like two or three classes a day. So, I wouldn't necessarily put people in a box that says, you know, like, oh, we're just doing an hour because a lot of our Parkview students, like I remember that one morning when you there was a class of like 10 or 12 and a few of them were ice skaters. And so, we know that they go in and they do a strength and agility or like this the stretching, whatever it was, and then they went into the room and they waited to get picked up and then they were being taken to
215an ice rink to go, you know, to another practice. And so Park View is for homeschooling to have the type of option for these kids to, you know, be able to do the independent study. It's not like they're on Zooms all day. That would be more BVVA style. Correct. It is difficult to generalize the schedule because of the independent study and the and that's the beauty of the program is our families really love the flexibility of it. Um, and so providing you with a sample schedule was difficult to do and so it was my my best guess. Um, but students can uh they attend USI anywhere between. Some only come for an hour to an hour and a half of training. Others will come and take a couple different classes, sit in the team room,
216do their homework, go get lunch, eat their lunch in the team room, and so they might be there for three or four hours a day. It really just depends on that student's individual schedule. I just had a couple questions. Um, I'm in agreement with the equipment. It's kind of hard, but it would be great, like you said, to have the company itself, the athletics, go out to different school sites and provide classes that way um to get everyone involved. Um I do like that idea. Um as far as um fees, I do agree that at some point I think there are will be have to charge some kind of fee because we are the only free athletic program being provided out of all the ones that I know of. um every other district has charged
217somewhat or like Fullerton they outsource their specialty classes so the the parents pay those companies or those studios to um have their training done there. So I mean there's a reason why they're char they're charging and there's a fee because it is not cheap to do. Um my second um question is that um our second statement will be what is the the walk- on coaches as right now they were as of this year they were being paid more than a regular coach's stipen at at any other high school. Um is it the same or has it changed? No, we adjusted that model um after we received a demand for bargaining from the classified um employee association. So our model will be in alignment with our high school walk-on coach stipens. Uh can I jump in
218real quick? A couple things this Todd uh Joan back to Joan's comments which I I appreciate. It's it's hard to when I asked question about the revenues coming in from students. It's hard to differentiate because it is a program. It's a pathway. If we did the same thing with um engineering at Espironza or with uh cooking at Yorb Belinda or business at Yor Belinda or uh any of any of the pathways there is a cost associated with that based on the fact that it's a pathway it's unique and the fact that it's tied to Park View it's unique. As soon as you start charging you want to talk about limiting it you just limited it even further if you start charging for it. So, that totally defeats the purpose of what you're trying to do
219there. As far as the program itself, um I I think that there's a lot of value to this and it's a program that based on the numbers, it's growing. Not by a lot, but it's growing. It brings in outside people. We need these kind of things to be able to attract students. And I'm just going to continue saying that because that's what needs to happen. Um, I think if you break it up, you are you're it's not USI and there's no reason for kids to enroll in it because it's just PE at a school. So, the the purpose of this is to be unique and it is to draw students in that are specifically geared towards athletic achievement and there's no reason to break it up. Uh, if you're going to do that, then you
220might as well just add another PE class at the schools and shut down USI. And I also think too when we had Bernardo or sorry OCSCs, we had more kids. There was only like I think they said the numbers were like 18 kids in each signed up for a standard PE class, but there was 85 kids who signed up to take many electives at USI because it was different and this is kind of what the kids are into. So I think we could also add not only the 120 kids but then we had for those mornings there was 60 kids because there was two sessions in the mornings. So before school they were offering for free to nonp park view students non USI students they were offering this the strength and agility. So we had
22160 kids those mornings and then we also had 80 kids coming over during the week you know maybe twice a week whatever their mini elective allowed they were coming in and they were working out. So it's not just that we have 120 kids. We have, you know, there's more than that utilizing USI. And I also think too that and a lot of people have complained, you know, a lot of teachers have said the same thing about OCSCs and USI is that this is what the district always does is they don't let the program just try to go and grow. Like with OCSCs, like it starts and then someone's trying to change it or take it down. And then USI it starts and instead of like letting you like sit back, let the program breathe a
222little bit and say, "Okay, like what could we do differently? Like how can we do it?" Just kind of like what we're doing now. People just want to like dismantle it. No, take it like destroy the program. Like and that's what we're doing to these two like these are probably the more innovative programs that we've tried to do and here we are. We're not letting it just grow. We're not giving it a few years to like reach a potential because I mean, don't didn't somebody say that you thought there could be possibly a couple hundred students, you know, in USI? Um, yeah, I mean, the interest has been huge. Um, her office is processing new enroles non-stop and we're doing tours non-stop. Um, so the demand is there. Yeah. So, I mean, what I just
223don't understand why we just sit here and we like have to change or we have to do this or we have to do that. Like, why can't we just let it go and like let it, you know, and if we're getting a lot of demand, let the let it let let it breathe and like, you know, but we're so into I mean, just look at what happened to OCSCS. It goes and then 6 months into the program, people are going and changing it and like pulling programs out and doing all these, you know, weird things instead of just letting it go. Like, give it an opportunity. If you don't give it the opportunity, how are you ever going to like grow the place? How is, you know, how is anything ever going to flourish if
224you just boom just start taking away a few months into it? It doesn't make any sense. I think just with everything in education and like you said, the changing times and budget restraints and um results, I think just everything in education does kind of take a pendulum swing and things do change as you go. um being a district that we should be serving and using our finances to serve all students. I think by just keeping it to a certain few is making it very elitist and that's not as a district what we should be doing. So Park View is elitist. No, I'm saying USI as but they're Parkview students. So you're saying Parkview is right. They're there because of USI and so so Park View was doing very well before Parkview and BBVA was doing
225well very well before and so adding USI obviously would increase it but what I'm saying is not to you're saying you yourself said that it's for elite athletes or athletes themselves and it should be keep kept that way when I'm saying it should be open like we said before to the rest of the district in some kind of yes and eventually those athletes that are using those services. Yeah, we probably need to pay a fee and then we open it up to everybody in the district having classes for if you go to Melrose or Valdez or Kramer event, you know, eventually hopefully expanding it there. Those would be the free classes we offer to everybody. So when your son was at Elorado by charging Yeah. But when your son was at Elorado, two days a
226week he went to Espironza because he said that the competition wasn't good enough at Elorado. So he went over to Espironza to practice with the Not all season. Not all season. He still went there. He went there a few times. Okay. And he went there because the coach invited him to go there to also for him to work out with their athletes as well. It was a mutual mutual agreement. Okay. And we had a lot there was a lot of schools. Was that legal? Yeah, cuz it was postseason. Okay. So, it was postseason, but your son had the opportunity and didn't have to go pay for that. Correct. Uh we we have paid we've paid for traveling. When he went over to Espironza, did he have to pay for it? No, because it was it
227was It was it wasn't there and it also was a practice wrestling program each other and let everyone I was just making the point I was a high school practice but obviously those aren't charged for because it was through the school right so when we go to USI we shouldn't charge for it either because it is addition but you're bringing in a specialty program athletics to run that program not just a high school coach and high school assistant coaches I can't hear you what's that why don't you break the media program from Elorado and put it at all the high schools if that's what you're saying you want to do. You want to spread it around. Well, there's there are media programs at the other high schools like Valencia. They add in their own. Can
228I not like at Elorado? Can I recommend maybe since everybody really likes the agility class, we look at expanding at the high schools having a PE but also having an agility class as a PE option. Okay. I actually have some comments. Um first of all um I asked for the breakdown from the 23 24 and 24 25 year and we did receive it but it's it's actually short about $2.3 million. So, if someone could please send that to me. Um, because this budget here is saying that those two years were 3.7 million and the budget you sent me is only um I guess it's short like a million and a half. So, it was only 2 million. So, it adds up. So, I would like I think I think you're referring to the first the
229initial startup fee that they said was the first time fee of the 2 million and then the rest is what it will cost each consecutive year. It's right here. They're saying this. So, and then they're they're saying that this was the 23 24 years. And if you add those two numbers together, comes out to 2 million.3 or almost 2.4. And here it's saying 3.7 for those two years. So, it's off about a 1.3 million. I think they're just different. And I just would like clarification. And you don't have to do the math tonight and you can just send it to me later. Also, we are making cuts in every program and it's maddening. It's very frustrating. Everyone is having to make cuts. I mean, everyone hates to lose a program. We all like to be
230building and increasing opportunities for kids, but it's it's not practical. and looking at our deficit spending for the next couple years and the changes on our budget from the feds to the state. We're going to have to make some really hard decisions and at this time I don't feel comfortable spending this kind of money for USI. I think we need to look at a pay model um where our students can pay into it. Also, um the Osletic program I looking over it um I was trying to calculate the costs and for the $90,000 it looks like we're having six employee is it six employees for 180 days and it comes out to about $83 a day that we're paying that program. And I don't know if that's correct. Um, yeah, they're bringing three employees, I
231believe. So, a strength and conditioning program director, another strength and conditioning head coach, trainer, trainer. So, that's four. And it comes out to about $83 a day if you divide that sum by the 180 days of school. So, that is actually a really good price. Um, so it's a wonderful price. It's a wonderful proposals we received. Um, but I think if we're going to do something like this, we need to move it to all the high schools and offer strength and conditioning at the high school levels. Move the equipment. We have had a lot of requests for um other students to participate and especially use the recovery equipment. if that is at each high school, more kids would be able to access that and that would be part of their um athletic program. So I,
232you know, I we've invested a lot of money into this program and so I want this equipment to be utilized. Um, I want all of our students that if they want recovery that they can access it at the school site and somehow but right the way it's set up now there's no options and we can add extra but we're also looking at additional costs. Is that correct? Um, I believe we can open up recovery for all students at USI. Well, not all students, but um a select number of students based on signups at no additional cost using um our current supervisors we have in place. Um as well as before school speed and agility workouts um again at USI, those supervisors could also run those morning workouts similar to what we did this year because
233there is a lot of employees for USI besides the four coming from athletics. There's the two USI supervisors and I understand that they're both part-time um and the assistant um instructional assistant, you know, the secretary. There's a lot of employees and I just worry that even this sample budget that was sent to us um you know it it lists that the three and a half full-time teachers is only 420,000 and does that include their benefits? We use 120,000 on average for a teacher salary plus benefits. So this doesn't include benefits. It does include benefits. does include benefits. With benefits? Yes. Cuz on something else I read today, it was like 200,000 with benefits. Um, in the budget, we take an average because you can't we we don't go by the exact people that are in
234there. So, whenever we're talking about like an average teacher salary, they might be more on the lower end. And every year we got to take a look at that number anyway. So you look at all the teachers and then divide it by the number of teachers and that's how you come up with your average and you add on your statutory benefits, health and welfare, add that all up and purge. So yeah, I don't know where the 200 came from. It's somewhere in this budget. Okay. And also um to kind of address um Todd's comments, I looked at I have so many notes here. Excuse me. Want to make sure I get the number correctly. that in our budget on page 119, it lists the costs for all CTE programs at 3.1 million and there are
235over I think I asked there was like 3,500 um 62 62 students in um CTE programs. And so that averages out for a total cost per year of $871, which is way different than $350 a month for us. Established programs. This is this is a new program. This is a new program. Those are established programs. There is there is you have to give it time to grow. That's part of the issue here. We're ju you're just looking at at dollars as opposed to looking at big picture and what it could do for the district. I think you're missing the mark. And I think if you want to shut it down, just say you want to shut it down. Don't try and put numbers to it. I think you just want to shut it down. I
236think too if you look at it like the manufacturing program, all that welding, the car lift, all the things that they have in there, that costs a ton a ton of money. But that was a onetime expense and that was what this whole the 2 million or whatever they were talking about, that was a onetime expense. So you have to, you know, create a program. It takes money, but it's not like that's going to be year to year to year. So if you want to look at all the programs, I mean, and if we're going to start going like tit for tat, then every school should have a $5 million kitchen upgrade, and every school should have access to a culinary program, and every school should have access to manufacturing, and every school should have
237all of the same options. So, we should have an IB program at every school because right now people are having to determine if they want to go to Valencia for an IB program or do they want to go here or do they want to go there? There's that option. And so, I understand that, you know, Valencia and Valadez aren't utilizing USI, but they have a plan to try to, you know, promote that and to promote the classes, but to just tear it down and as they explained, they can't move the equipment. It's not feasible. Like I don't think you actually understand the program from what you're saying. But so what we're I mean you just have to let it go. But we're not then then we have to charge. So if we're going to start
238charging for this program then we have to start charging for manufacturing and then we have to start charging for all these other ones because you have had a target on this. Your campaign me material targeted this program. And so you can't just target one program and say you're going to pay because we don't like it or whatever this is that you don't like. you don't like athletes. I don't know what it is. But we have to start talking about charging for the culinary program, charging for manufacturing, charging for all these programs because you can't just target one program. I actually my son took wood shop this senior year and we did pay a fee for wood shop. So they do ask how much was your fee? It was minimal like 50 to 100. Okay. And
239so I you have a minimal fee if you pay it but some kids don't even pay it and they don't get kicked out of the class. Okay. Okay. So, um I think we've said all that we probably need to say. Is there any other comments? I'm looking up at Todd. I thank you guys for doing this and I this was like obviously you did every single thing that we asked of you. you you got, you know, the the the pay that the coaches were getting, people were upset by, so you cut that pay. You know, you problem solved that. You went and found another program. You're doing this. And I know, too, we need to talk about um I know that there's programs at Yorbalan High School. There's like the flag football coaches. They want
240to be able to bring their team in in the afternoons. There's a lot of different coaches at all the campuses who really want to start utilizing USI because there's not enough room at our at the districts. I mean, you there's there's lines for the weight room and they can't get in the weight room. So, they're like, "Oh, well, we can come now use USI." So, we have that opportunity, but instead of just saying, "Let's take this and move it, let's let our athletes utilize it and let's start talking about the afternoon, you know, sessions that we can do. let's start talking about how we can get more students in there instead of just doing a dismantle because USI is not technically a normal PE class. It's not. I mean, you have your standard PE, but
241then you have people who come in and it's very specific to their, you know, to to their to their sport or whatever it is they're doing. And so I think what we should be doing is let it go and then also sit here and say okay we have people who want to come in the afternoons now and not necessarily needing to utilize the trainers but letting our athletes come in and utilize the equipment you know under supervision of you know some of our USI staff that's you know district staff but that's a way that you can increase people to come in that's the way you can increase all this like the wrestling teams can come use this. I mean, there's lots of teams, the softball teams are interested even, too. They when people were walking
242through, I was there with one and they saw that whole room and it has mirrors in it, you know, and so they were like, man, our dance team can come in here and they can utilize the weights and our cheer teams can come in here. So there's lots of things that we can do, but we have to stop demonizing our new programs and we have to like promote them and we have to stop, you know, saying it's some elitist program and just say no, this is for all students. Here it is. Like how can we make this work for you? I have another comment. Um, so historically in our district, we have gone very slow when we're adding new programs because we really evaluate. We make sure that we're choosing the right vendors. We make
243sure we're choosing the right um strategy. We bring it all. It usually takes a year to build build all of this out. The two programs we've talked about today were done very quickly with a huge investment. Um and we've seen changes as a result that are now reduced. I mean, the cost of $500,000 versus what we were um paying last year is remarkable. If we would have done a little due diligence then, we would have had another million dollars now to be able to look at the future. So, we make choices and and if we do it too fast, then we pay the price. Um, it's not about letting them be. It's about spending the due diligence upfront so that it it is more successful on the roll out um and doesn't cost as much
244money. We're in this situation because we didn't do our due diligence and we didn't go slow. And so now we have to pivot as a result. It's not true. That is true. and and if we need to look at it in a new way, if we weren't in a budget crisis right now, we would probably be having a different conversation, but we are. And some of that has to do with what we've spent, and some of that is is we just need to make decisions in the future. Um I I want many kids to be able to access this equipment. Um the uh difficulty with the air compressor I can understand. But how can maybe that's something that we can um what what is the investment for a second air compressor? Maybe it's less to
245be able to split it into two areas and at least it's on different parts of the community so that there's more access. It it spreads it out. And then as we're looking at how to bridge Park View and USI putting them on the same campus, we're already looking at what is that going to look like in the future. um and not housing it where it is. So, there's a lot of decisions that need to be made and we need to be fiscally sound first of all, um safety second, and then make sure that we have opportunities for students. So, I I really think there's more work that needs to be done on this. Yeah. Looking at our cuts that we made in our budget sustainability plan, we cut 21 certificate supports teachers. We cut 37
246teachers, four classified staff, two certificated managers, and three classified managers, and almost a million dollars in non-personnel reduction. And this is costing a half a million dollars. And I would rather have that money go back into the classroom and focus on education. I you have Isaiah Gates out on admin leave. You're paying two acting superintendent. And how much did the investigation cost and you're talking about $500,000? Madam President, give me a break. Oh, we we don't like the truth out here, do we? That has nothing to do with It has everything to do with it. Everything. It has nothing to do. It has everything cuz you're spending money where you want to spend it and then taking away from the students matter what you don't want. The vote. Okay, let's call Carrie. Why don't you
247just be president? I'm requesting that she call for the vote. It's What? What are we What are we voting on? What are we voting on? This plan. What plan? What are we voting on? The one that was presented. So, so we're voting on this plan. What they're bringing forward. Correct. Okay. Mrs. Blades, what are we voting on? We're voting on this plan. So, it's a yes if we accept their plan. Yes. Yes. Mrs. Quantero. Um, I appreciate the reduction. I say I. You're an I. I. Mr. Frasier. I. Great job, ladies. Thank you. Mrs. Buck. No. And I am also a no. But the motion carries. 32. Okay, we are now to business services. I'll make a motion we certify AB12000/2756 report for the California School Employees Association Placentia Chapter number 293 as proposed. Second.
248We have a motion by Mrs. Buck, a second by Mrs. Quanta. I'll turn it over to Mrs. Velasquez. Um, so this report is looking at CSEA's 2% increase and we have to turn it into Orange County Department of Education to show the cost effects on our budget. So, we're asking for you to approve this. Is there any questions? Okay. I'm very excited that we're we're moving forward on this. Um, Mrs. Blades, I Mrs. Quantero, Mr. Frasier, I. Mrs. Buck, I and I am also an I. So, the motion carries 50 18.2. I'll make a motion we approve the 2526 adopted budget. Second. We have a motion by Mrs. Buck, a second by Mrs. Quantero. Any questions? I think we asked them all during the presentation. Unless somebody has something else. Okay. Mrs. Blades. I. Mrs.
249Quintterero. Mr. Frasier. I. Mrs. Buck. I. And I am also an I. So, our budget is approved. 5. I'd like to make a motion to adopt resolution 2425 to approve the education protection account for the 2526 fiscal year. Second. Okay. We have a motion by Mrs. Quintterero and a second by Mrs. Buck. Is there any questions? Okay, hearing none. I don't know if I even wrote any notes on that. Just a second. Let me go to my notes. Okay, I just wrote a note that this gives the district $4 million if anyone was wondering to be spent on instruction. Okay, so Mrs. Blades I. Mrs. Quantero, I. Mr. Frasier, I. Mrs. Buck, I and I am also an I. Motion carries 50. Okay, we are now to the HR. Um, do we have a a
250a motion? I have a motion to approve the extension to the employment contract for the acting assistant superintendent of human resources. Second. Okay, we have a motion by Mrs. Quantero, a second by Mrs. Buck. Any questions? No. Okay. Um, Mrs. Blades, I'm voting no because Isaiah Gates has been out on leave for seven months and uh, we're just wasting money by paying a deputy superintendent of HR and also uh, Yolanda. So, I thank you for your work, but this just doesn't make any sense. So, no. Okay, Mrs. Montero, Mr. Frasier, I Mrs. Um, Buck. Hi. And I am also an I. So motion carries 4 to one. I'd like to make a motion to approve the extension of the employment contract for the interim assistant superintendent of business services. Second. We have a motion by
251Mrs. Quantero, a second by Mrs. Blades. Is there any comments? And I second that. I second it. Mrs. Buck. Oh, you said Mrs. Blades. I was just making sure I wrote but okay um Mrs. Blades I Mrs. Quantero Mr. Frasier I Mrs. Buck I and I am also an I. So motion carries 50. Okay 19.3. I'll make a motion we approve the employment contract for the interim superintendent. Second. We have a motion by Mrs. Buck, a second by Mrs. Quantero. Are there any questions or comments? I have a question. Um I think Allan can only work like a day or two or whatever it is. But I just was was wondering is if you overdo your hours for counselors is the board this be a question for you Todd I don't know if you know
252Joan but is the board complicit in that is there anything that can come on the board if if his if he goes over his hours and Calsters finds out or there's some type of audit and we knew about it is is there anything that can fall on us? Uh, I'll defer to Joan if she has any more experience with this as a retiring or retired CBO, but I will say there are negative consequences for Dr. Mucino if he exceeds his hours. Right. So, it doesn't come back on the board. What ends up happening is we would end up losing our pension dollar for dollar if we go over our allotted dollar amount. Correct. So, uh, yeah, if I go over the amount that, uh, is allowable under the stirs retirement limit, then I would have
253to pay that, okay, back basically. So, that my intention is not to do that, of course. But nothing would come up back on the board. Correct. Correct. as I understand it and I will get certainly confirmation but I think it's all on me and and this will reset for you the count by July one then I would have another 50 days to uh divide up over the course of the semester or if the new superintendent is appointed whenever that date comes. I was going to say that the contract uh terminates as soon as we hired new superintendent. Correct. Yes. Whatever the Yeah. Whenever the Yeah. However the board wants to figure that out depend upon when they start. So I wouldn't necessarily say you'd want to commit to uh when the person is appointed because
254if they can't start until January 1, let's say, for example, then start probably spread things out. So So I think it's just a matter of looking at a 50-day schedule and the board could determine how you want that to look. Well, we do have Renee as well, which I think Rene has done a good job stepping in when she needs to. So, we we have options. You get 52 days. Yes. Yes. It goes up every year. Okay. Okay. Any other questions? Mrs. Blades. No. I. Mrs. Quantero is an I. Mr. Frasier. I Mrs. Buck. Hi. And I am an I as well. Motion carries 4 to one. Okay, we are to the consent calendar. I have one to pull. Okay, I'll just read this. actions proposed for the consent calendar are consistent with approved practices
255of the district and are deemed routine in nature. The trustees receive board agenda backup information in advance and scheduled meetings and we are prepared to vote with knowledge of the block vote items. So I'd like to pull 22.25 22.25 correct. Okay. And I'm going to pull 21.2. 2 23.17 and 24.20. Anybody else want to pull something? Okay. And 25.5 we've already voted on. So, um I need a motion. I'll make a motion we approve the consent calendar um for the remainder of the items. Okay. We have a motion by Mrs. Buck and a second by Mrs. Blades. Mrs. Blades. But I it was like I didn't pull anything tonight. I I Mrs. Contara is an I. Mr. Frasier I. Mrs. Buck I. And I am also an I. So motion carries 50. Okay. So I
256think 21 is the first. So I will make a motion to app um let's see wait till you get there two 21.2 I make a motion to approve the renewal agreement with Grancas LLC for board meeting live streaming second. Okay we have a motion by Mrs. Anderson a second by Mrs. Quantero. And I pulled this um because this is the first year that our live streaming has come out of our general budget and it's $30,000 um and we need to make cuts. And so I pulled it so that we can start looking at alternative options for next year. Um, and I know a lot of districts use their students and we do have a couple programs that focus on live streaming and in fact one of our programs live streamed the graduation at Bradford Stadium
257this year. So, um maybe this could be worked into uh one of our CTE pathways and and um save us $30,000 um as a suggestion. But is that using students for labor though? Since we pay for a fee and then we transfer it over to their I mean we're paying 30 something thousand then we say oh we're just going to make the students do it after hours and be here till 10:30 11:30 at night on a school night. Yeah, that doesn't seem to make sense about the purpose of the I mean I think that Jeremy would be the one to answer that question. I think there are specific reasons we have it this way. Jer was like, I was just sitting on my counter. I all I can say is our students are capable of
258doing this and our programs are capable of of running the stream. Uh the question about uh student labor laws. I would like to stay very far away from Todd is no longer here, is he? No. Okay. Um so, oh, there he is. You love that entrance. There he is. That's perfect. All right. The qu the question was is we pay $30,000 for this program. I didn't pull this, by the way. We pay $30,000 for for this live streaming program. And so the the thought was is to have students now come in from our district that are in these CTE programs and do the recording for us. And so with like no compens I mean you can't compensate. So that would be my question is how do you how do you do that? especially keeping them
259here till 11:30 or 12 at night on Tuesdays. If I could add, we had them do our graduation. They do a lot of recording of all of our sports events. The time is can be late, so that concerns me. Um, but I don't know if there's any and other districts also have students do it. So, yeah. Sorry. Do were you going to chime in? Well, no. When you're done, I can give a little clarification on there was actual employees also involved in the live streaming the graduation. Okay. So, there are a couple of things that we'd probably need to look at is are there any bargaining unit employees who are doing that work that we wouldn't be able to ship that work outside of the bargaining unit. So, we would need to know some more
260information about that. Um, we'd probably want to see some sort of draft fleshed out plan to allow something like that to happen to see what potential legal impacts there could be. So, there's not enough information to give you a good answer to that question right now. That's why I said to look into it for future. Sorry, Jeremy. Can you speak to what it entails? Because it's not just pushing the button to go live and then pushing the button to stop going live. Like there's there are several things that happen behind the scenes that aren't just pushing the button. There's closed caption, correct? So, we'd have to find somebody who could do the closed caption. So, um YouTube actually closed captions most things for you in in lots of languages. That tends to be an easier
261part these days just because of all the language processing the streaming platforms do now. Um so to describe the graduations um the students at Valencia operated the cameras um an employee and some additional contract employees who were also doing all the work at your blind high um assisted with the actual streaming but the the streaming on the YouTube is something they've done for their gym games for quite some time. Um and so it was a natural progression to see if they could do their graduations and that was done and they were successful. So um it's certainly they're certainly capable of doing it. We did have um again uh multiple employees involved as well as a teacher, right? Because this is uh Rod Bose's program with Tiger Tube. And then um for this first year we
262continued to have a company help uh through Paul Warez and use of facilities do the Yorbalinda side and provide some guidance for the Tiger Tube students to take on a a bit bit bigger of a task than streaming their games out of the gym as well. Um they demonstrated that they can handle the task successfully. Jeremy, is the embed on the website YouTube? No. So, uh the live stream, uh through Granicus, um is different and originally that was Swagot. Granicus bot Swagot. So, um they moni they actually run this they're running the cameras right now, right? So, the four cameras you see in the room, they're running from uh was Texas. It might be Florida now. I can't remember exactly where they actually run their operations from. Another Granica spotted. Um the equipment's in the
263back room, right? Um and they're simply controlling the cameras from there. They um it also records, right? And then they clean up that footage and post it later. That is not running on YouTube. Um and they do their their specific closed captioning um from there. Uh the system, the h hardware is botaned. Um and other people could do that work if we choose to go that route. um whether it be students or uh you know another vendor um but they certainly have experience running this at this point in time. Um I'm not sure that it would be something that would be up we would if we made the change now I'm not sure we'd be ready to do it by a July board meeting or an August board meeting. I just wanted to add one
264thing too is um the kids are very capable, but one thing we want to keep in mind is even if students were granted a work permit and so that means if they're under 18 and working, they're not permitted to work past 10 p.m. on school nights. And so um our meetings frequently um run past 10 p.m. And so I think that would be something we would be very mindful of. Another thing just to add is yes our students are capable and I think that they all can do great things. Live streaming is uh an important skill for them to have. Having people that we pay as contractors to be responsible to make sure that it happens I think is also an important piece to this. Not saying that they are not capable and they are
265not trustworthy, but I'm just saying when we have a company that's providing this service to our community to be able to see meetings that maybe start at 3:00 or don't start at normal time or our special meetings and we can turn it on. Um, I think there's a lot of value in having someone that runs it. So, it's not just turn it on, turn it off. Okay. So, do you want to direct staff to look into options or only was suggesting that we look into it for the future year? So, not not necessarily this year. So, we'll we'll do some homework. Yeah. So, this is an investigation for the 26 27th school year. Correct. I am not looking at making you guys change this year. Okay. Um, Mrs. Blades, you voting yes on this? Voting
266yes to renew with the company, not students. No, that's what this motion was all about. Just just making sure. Yes. I Thank you, Mrs. Quantero, Mr. Frasier. I I Mrs. Buck and I am also an I. So, the motion carries 50. 22.25. Um, I'll make a motion we approve renewal of the Diligent Community Subscription Service with Diligent Corporation effective July 1, 2025 through June 30th, 2026. Second. Okay, we have a motion by Mrs. Buck, a second by Mrs. Quantero. Um, this is one I wanted to pull just because I think we should look at something else. um look at what they have through um CSBA and board agenda online. It's better than this when I use it in RO. It's easier. Um the information is easier to um to get to the you see the
267whole screen instead of half of it being cut off. Um I think since we already have membership there, what is the cost of it? Um, I'd like to hold this and look at that cost comparison and see if we can switch out of diligent. Well, what would we do for our next board meeting? Because this is effective July 1st through June 30th. I'm not saying that. I thought I was blind tonight, but it was very small. Maybe I am blind. I don't know. But, um, what would we do though? Like, can you go monthtomonth or I think that's a question. I don't for Jeremy. Can we cancel the contract if we find something we like better? Turn around and and because we don't know what the turnaround time is in the training for the new
268program. I can't remember what the termination clause is, so we would need to check that. Um we're obviously beyond a 30-day termination um at the moment. Um but if we can terminate, we could certainly look into whatever is being suggested. Uh again, it might be very hard to have it ready for a July meeting. Um we probably could have it ready for an August meeting. Um but really the big change would be for staff and you guys. Are are you talking about agenda online? Is that the one you Yeah, agenda online. Yeah, that's what it's very common. Uh but as Jeremy uh noted, there would have to be training for all the team and but we had a little bit of training for this too. Um my I I just want to look at another
269option cuz I like that one better. Um okay, we will look at coming with this being here July 1st and not having the 30 days that it doesn't really give us an option to make adjustments. So maybe next time or for future things we have it even a month before that so that we don't get to this. We can do that and maybe they'll go monthtomonth possibly. Um and then I'd like to have that come back next month. I can check with them on month to month. Yeah. Okay. Check the termination clause as well. This I'm going to say no. Um because I want to push it to next month and see what happens. And then the cost of agenda online and all all the PD. Okay. Got it. Are we voting? Yeah, that's what
270we're getting to. We have to vote, but I'm going to vote no because that's what confused me. I was like, wait, did I get skipped? I I'm alerting. Okay. Mrs. Blades. Yes. Mrs. Quantero. No. No. I'd like more research as well. Mr. Frasier. Wait. If we If you're voting no on this, then we lose everything. Yeah. We don't get to What do we do next month? Unless we go hard Unless we have hard copies. That's why. I I guess that we would go back to old school. But Mr. If we get in a jam and it's unreasonable, then we can always retroactive bring it back if that's where what the decision of the district is. But I really want them to look at it because agenda online is how are we going to retroactive bring
271it back for next month? Okay, we're in the middle of a vote. Let's Okay, Mrs. Buck. Hi. Oh, you're Are you I'm sorry. No. Okay. Just making sure. That's what we were doing. And yes, Todd vote voted I and I am also voting I. So motion carries 32, but I am interested in looking at other options. Quantero and Buck. Okay. 23.17. That's That's me. Um I'll make a motion to approve the agreement with international balora IB to provide middle school years program training to Kramer Middle School staff during the 25 26 and 2627 school year. Second. Okay. I pulled this because um the money is coming out of the arts and music instructional materials block grant. I think I got all the acronym there said. Um and I asked um what line item this was
272coming out of and it it's coming out of um the let's see it's coming out of is it the miscellaneous? Is that right? Yeah. the ed services miscellaneous instructional materials curriculum and services line. Do we know what the balance is on that currently? Currently for the for the coming I don't have the actuals for this year. Um so the fiscal department is going to close the books and then provide that to us and give us all the remaining balances for the final year the of the plan and then we were going to reallocate and bring it back to the board in the fall. Um, but I can say that roughly I I really can't I'm trying to look at this spreadsheet with all the Yeah, it's too much to pull right now. Okay. I pulled
273the arts and mutical construction block grant because this seems to be a very popular grant and um we had for this coming year as of February of um 384,000 and I can't remember what the cost of this is off the top of my head. Was it like 20,000? Mhm. 20,000. So, it's not a very big sum, but I just want to make sure we're spending our dollars accordingly and in in the realm that it was discussed and voted on by the board because this this um grant has changed a lot of hands and a lot of different um things because originally um when the board voted on this, there was only 74 for this year. So, I just want to make sure um that we are following our our budgets. Um I'm very excited about
274this as a feeder program and that it's going there. I just want to make sure we're spending our money. Um this expenses are coming out of the right bucket basically. Yeah. after the board approved it previously um we did get an increase in allocation and so it was just pushed into that one line item to provide flexibility. Um, so there was an increase to that line item, but um, we are staying within the spirit of what was approved, but the increase did occur because in additional money did come in to that block grant. But again, we're going to close the books, get all the final totals, bring everything back in the fall for the board to see um, what we're going to do in the final year. Okay, perfect. Are are we going to try
275to do this at other schools? Because I noticed it's just it's Kramer. Are we going to try to like extend this because I noticed that we've pulled a program, you know, from OCSCS and we're looking at um declining enrollment at Espironza and so is there like, you know, a way that we can try to do an IB at Espironza and then do a program like this um to try to, you know, create more of a pathway into Esparonza and to to provide more options. Yeah, we're in conversations with Espironza about what they want to reinvision their school to be. Um whether that's um adding new programming or rebranding their current programming and then marketing it. Um but it's something that the school is still in the process of deciding. And so we're going to meet
276with them actually next week again to um convene and we're meeting with them all through the summer and the fall. So um we are fully supportive of rebuilding Espironza. Right. And so this is just the training for the middle school staff. Is there a possibility that if they were interested in IB program that we could I I know it'd be a fastm moving thing, but if there was a middle school, are we able to send more teachers to this type of thing so we can expand it or you know like maybe look at the interest or if the Espironza staff were to say that they wanted to pursue an IB program. Um each school has to apply for candidacy through the international bal baloria organization and that's a multi-year process um to apply and then
277to get the training and then go for their you know official approval of the program. But if that's something that Asparansza wanted to pursue and that's something that um we wanted to um approve um then that's something that we could do. But so did Kramer apply for this years ago? Yes, they actually applied last year as last year. last year. Okay. So, they applied for candidacy. This is year one of candidacy, which means training. And then they're going to undergo one to two years of candidacy before they're officially approved as an IB middle years program. All right. Thank you. Uh-huh. Any other questions? Okay. Um, Mrs. Blades. Hi, Mrs. Quintterero. Mr. Frasier. I Mrs. Buck and I am also an I. Motion carries 50. Last one 24.20. I'd like to make a motion to approve
278the agreement between the city of Anaheim and the Placentia Yorvalinda Unified School District for the vision of a school resource officer effective July 1st, 2025 through June 30th, 2026. Second. Okay. Motion made by Mrs. Anderson, second by Mrs. Quantero. And I pulled this because um this seems to be a difficult um contract that it we this is like our third year with this contract and we've never had a full-time we've never been able to have a full-time. So, and I know that is not any staff's fault. that it it has to do um solely on the Anaheim Police Department and their staffing issues and I just wondered what I I guess like what's the hope that we will have someone in the fall. They said somebody by October, right? It said yeah by October. And
279it is was really a shame because we had such a good SRO there and he just happened to retire which was just out of the blue. And so we thought, you know, boy, we're going to have him for a while. So I, you know, that was shocking. But we're guaranteed we're we're um we're not going to be invoiced for the days that we have not had an SRO there. And then starting next school year by October, we should have somebody assigned. And we keep we're in contact with Sergeant Conklin and you know saying, "Are you sure you're going to have somebody?" Oh, yes, we're sure. We're sure. So, I mean, we'll do our best to continue to, you know, call him and urge him to Yeah. Yeah. In October, can we get an update in
280just our regular board update? Sure. Um, where it stands? Yep. If that's the promise from Anaheim, we should have a status report. Okay. Any other questions or comments? Is Anaheim Lman staffing? Yes. Okay. cuz I know we would have one every like you know we had four or five days we would put one overtimer and it was like a permanent SRO for that day of the week when we did it. So just curious. Yeah. But I think it's the having the same officer there building relationships. Um, I was talking to a student this morning and they were telling me how much they like Officer Jung at Valencia and and how they have built a relationship and it was just really nice to hear. So that I would love the kids at Espironza to have that
281same experience. Right. Okay. Yep. We'll get you an update. Um, Mrs. Blades. Hi, Mrs. Quantero. Mr. Frasier I Mrs. Buck I and I am also an I motion carries 5. Okay, that moves us to um the board discussions and since we moved um the student attendance calendar to next month, which will be the July meeting, that's another thing we will be discussing in July. Um I guess we're to the flag display. who's leading this discussion. So, the flag display the uh the current um there's no board policy on it. So, uh originally when this was brought to my attention, we talked about bringing it on uh using the usual process of a first reading, second reading. However, this is not a board policy. It's an AR which was uh it's from 1978 if I'm not
282mistaken. Um so the staff of course does ARS not not not the board. So, um the board really could do anything from uh discuss it becoming a board policy if that's uh the direction you like to go um or whatever direction you would like to go related to the verbiage uh in the AR, but it would but the board typically uh does not give direction or approve uh an AR. are as a general rule. I would personally like to keep it as an AR just because the staff would have say in it and as boards change and you know dynamics change I think that would affected it if we made it a board policy um where the staff could dictate themselves what they wanted to do with it. I agree. I think we leave the
283AR how it is and the language it's in. Well, so I when I brought this forward, it was because the other one is from obviously like I don't even think it's 78 cuz I think I had a quite a few years before I was born. I think that was our conversation. You were how old. Oh, wait. You don't have to answer that. You don't have to answer that. I don't remember that conversation exactly, but yeah. Yeah. Um, so basically the purpose of the flag is if you look at what the AR is, it doesn't talk about any of the flags on the district property. It looks like they talk about the AR that we have from 1978. It looks like it's talking about flags displayed on a stage. And so it doesn't have any of
284the, you know, any of the 30 days for the death of the president or former president. But then also too, we're having a lot of issues as you've seen on all the college campuses and even on our campuses with um flags in the classroom. You have flags, you know, different um you know, states um religious all all kinds of things. And so what this one would do is just saying that we keep we have an American flag in the state of California. And then if you have a city flag, so like Placentia has a city flag, hang that. Yorbalin has a city flag, you can hang that. And then as far as like in the schools go, like I know Espiranza has a flag, so like you know, obviously they display their flag or college
285flags, but it's any of the other things. So we do have a controversial issues policy that this could all kind of tie into is um you know, just having certain flags being flown in classrooms or on the campuses. This is not giving students um taking away any students free speech because they're they're free to wear whatever type of shirt they want to wear. they can, you know, do any type of self-expression. This is actually about our employees and us as a district. Um, and you know, it it also says in here if there's a certain month or if there's a certain display, you know, all they have to do is reach out to the superintendent and say, "Hey, I want to, you know, this is part of the curriculum or this is part of, you
286know, um, what I want to put up in the classroom." And so the superintendent, you know, says yes or no. But I think based on what we're seeing, you know, we have um you know, we've had issues in the past with um people, you know, putting up controversial flags at like, you know, graduations or even you know, this incident we just had at OCSCS and somebody says, "Oh, you know, they it it was a Facebook post of mine that had nothing to do with any of this, but yet I have people putting these comments in because they're so upset that somebody was running around with this flag at lunch and they said they were like, you know, creating this protest, not even a protest, it was like there was just all of this ruckus being
287caused and you know they said you know like what what was done and then obviously a fight breaks out and you have all these things and so if we just say like it's very easy you have an American flag, you have the state of California flag and you have you know the city flag and that's you know and that's what we fly on district property and if there's something that has to do with the curriculum the teacher can put it up in their room at that time but it's you know it it's nothing against any other thing. It's just like we have a lot of different people with a lot of different values. And there was even a case I think it was in Texas or another state where they started saying if the teacher
288in the classroom wants to hang one flag then they also have to put up the opposing flag and if you fail to put up the opposing flag then the district can be sued because you have to do it's called viewpoint discrimination. So, you can also start running into that because that's some people's next steps is they said, "Well, there's this six-foot flag hanging in this classroom." And so, I want to put this next one up and the teacher's refusing. And so, like, how do we start addressing these things where all of the viewpoints are are clear and not just one viewpoint, you know, of a staff member? I mean, this isn't like I mean, obviously, the students are clients. They're free to bring wear their shirts, wear whatever it is they want to. But I'm
289talking about what the district is responsible for. So we should have type of thing where if a teacher wants to hang up one flag then the opposing flag gets hung too so there's equal representation or we just put up we're you know we live in America we put up the American flag we live in California put up the state flag and like you know the city that we're deal I mean it seems very black and white and there's no hate there's no nothing it's just it's what you know it makes everybody comfortable and then if the children or the students want to express themselves and use their first amendment right to express themselves and how they dress or what whatever it is, they have the opportunity to do so. But us as employers, we take
290a different stance on this. So, I think that we have the potential to violate somebody's first amendment rights. Um, in the language that you proposed, there's nothing related to city in there, so that's not even listed. Well, I was going to add that. I think that um what we have is sufficient. Um there are people that are u come from a variety of countries around the world. They should be able to hang those flags of representation if they choose to do that. I think um LGBTQ and um the pride flag is totally acceptable and that should be based on whatever that teacher wants in the classroom. I think we are overstepping. Um, there hasn't been an issue other than the one video and I saw the video. The young girl had the pride flag that
291she had and a young man came up and ripped it out of her hands, ran across campus. It was a target of that young girl. It didn't have anything to do with that boy. Um, and the comments that were made, it was all about that young girl and how she felt um, and what that young boy did. Um, so I think that that the the picture was out that is out there is doesn't represent the actual video of what happened. I think we're overstepping and I think we should leave it as is. Well, I also think too though when when my son walked in and a bunch of other students walked in and there was a six-foot LGBTQ flag hanging and then he was asked to do an essay on his sexual preference and his
292pronouns. That was overstepping. And so there's no reason why a teacher needs to be asking for a student's pronouns or what their sexual preference or their gender identity is. That doesn't have anything to do with the flag. It absolutely does because there's a six-foot LGBTQ flag. So if a teacher wants to hang it, tell them when it's back to school night or when parents are coming through the classes, keep hanging that. Don't take it down when the parents walk in. They can hang that. And I think if he wanted to do a a different um project, he could have asked for that. Well, actually a lot of people dropped that class. But so let's let's put this in perspective. If there is a certain flag, so say somebody has a Hamas flag up or an
293Israel flag up, are we are we going to be saying yes, go hang this? We have rules around um decorum and rule and all those is it completely irrelevant in this particular This is a flag policy. This is the flag policy. So where is that rule? Right now everybody's putting up whatever flags they want to. So, where's the rule? So, is this going to extend behi beyond the classroom to like the cars and the students cars in the parking lots who are flying by? I'm not I'm not say I'm not saying like that and like the student situation that you're talking about that was not inside a classroom. That was a student themselves that had it. So, how would this affect that? It wouldn't affect the student. I'm talking about the employees and the district.
294I'm not talking about the students and their self-expression. I mean, look at the students who come with American flags tied to their, you know, like as a cape and, you know, people do things like that. There was a lot of self-expression of these students at graduation who they had, you know, like um, you know, like the Mexico flag around them and they had like where, you know, their their heritage. There's nothing wrong with this students expression. I'm talking about we are a board and we have employees and we're responsible for these things and we're responsible for what happens in the classroom. And so, so where does the line of of freedom expression stop then? If the students can have it, but the teachers can't. The teachers are the teachers choosing who gets freedom. The teachers
295are our employees. You firefighters, police officers, other people, lawyers, they can't go around expressing themselves freely because they are, you know, they're representing their employer. And so that's like one of the things when you take a job, you know, as employment, you can't run around. So then it should be posted then it should be extended to like social media posts and everything else because you're an employee of the district. That's not that's not in the classroom are an employee of the district. So things should be regulated. Correct. No that's not in the classroom. The proposed verbiage in here says no other flag other than the US United States of America and state of California may be displayed or brought onto district property. That includes everything. So this is way farreaching and violates first amendment rights.
296Flags of higher education institute institutions shall be permitted as part of the college and career program. And so we were talking I think I told Alan on the phone I said we should also add in the high school you know things but we could do it at the board meeting. So if there's a high school flag or if there's a college flag you know somebody's an alma mater is is a college you know hang you know hang that up or ask permission. But I mean we need to have something in here. So, because what happens when we get sued for viewpoint discrimination? When someone goes in and says, "You're hanging this flag and I believe this other way, so let me put this flag up." And they say, "No, what where's where's the students first
297amendment rights?" I mean, it's it's not necessarily even the teacher's classroom. It's our class. It's a district classroom. It's district property. So, we're responsible about what goes up in there. But again, with like other topics we brought up, it's what is it an issue in the district right now? Was that a major issue we were having to even have this discussion? Yeah, I get complaints all the time. I get pictures all the time of of of classrooms that have certain flags in them. Would it be LGBTQ flags? There's all kinds of flags. That's what I think this is targeting. Nobody's targeting Spanish classroom. Why can't they have all the the Spanish speaking? That obviously goes with their curriculum, right? But that's Yeah, exactly. Okay. So, we don't have to go verbatim. Usually when these things
298come up, I mean, you've created a whole different resolution one time. So, I mean, obviously, we add things to this. So, things like this could be added to it. We could use some common sense here and add things that we, you know, have this discussion about, but I took this from another district and this is their AR. This just opens up a whole Pandora's box. I think what does it micromanagement and this and that. I mean, you're going to have superintendent going to have a million requests for all these different things. cuz I mean that's something they don't need to deal with. So somebody wants to hang a 6ft truck flag up in their classroom. Everybody's cool with that. They're in most of the student parking lots at the moment. So well I'm not driving
299around town. I'm not talking about the students. I'm talking about the district property. You want to put a six foot and 8ft flag up in that classroom. Nobody here is going to have a problem with that. The difference is though, country flags not necessarily. I know some do, but not necessarily have a connotation to them. Like I said, social studies classes, language classes, and those are appropriate to have. Like it I felt like there was more to this. Alan, did I copy and paste everything or did this make everything because I felt like it it it did say when I sent it over that it was like there was history like that there was a a thing that talked about like history classes can have the type of flags in it like you know there's
300like the don't tread on me flag there's like all kinds of different flags that goes along with the curriculum like we're not talking about that we're not talking about taking away all the flags we're just talking about limiting, you know, and the viewpoint discrimination because we have had parents who have gone out and boughten other types of flags that they weren't hung up. So, yes, I believe this is as you had is it sent it to me. Okay, maybe I'll confirm. [Music] I think the part about this new language is very disturbing to me is it might not even be brought onto district property. So that that part concerns me. I also would like to um ask Mr. Robin since he's here about that. That's perfect because this is an AALR client as well that
301I got this from. Yeah. So, I think it's good to look at it. But I also think the current policy um you said didn't cover, you know, like it covers flags on stages. It also has like when it's supposed to be flown at half staff. So, this was developed by the school sites and so they should go and fix it. Yeah. And then and then add those specifics. But I don't think it shouldn't be I don't think it should be us. I think this is an AR and um they should handle it. So, I'm not aware of the development of this policy. I This is when I saw this on the agenda when I was reviewing to prepare for the meeting. This is the first I've seen it. So I don't some boards develop policies
302outside of our recommendations. So I don't know if that happened here. Um I would one of the first things I I came to my mind if if the board's asking I don't know if they are so I will reserve. I asked. Okay. um was what happens if somebody does bring a flag onto campus that's not one of the prescribed flags. Um you know there there's these types these types of policies there are other impacts downstream. There are impacts as it relates to labor relations. Um there are concerns of inconsistent enforcement. Um one school may be very strict in enforcing this policy. Another school maybe lacks. And if a teacher at the strict enforcement school or classified employee was to be subject to discipline at the strict enforcement school, but a a teacher or classified employee
303at the lax enforcement school engaged in the same conduct and was not disciplined, then you have a viewpoint discrimination problem. Um, what happens if somebody displays a Dodger flag and is allowed to keep that flag in their classroom and then somebody displays an LGBTQ pride flag and is not allowed to keep that flag in the classroom, that becomes a viewpoint discrimination problem. um the first amendment issues that Miss Blades referenced, she's correct that public employees when acting in their official capacities have still have free speech, but they're limited free speech rights. So the employer does have some ability to exercise some control over what the employees say in their official capacities. Hence, you have board policy 6144, controversial issues, for example. Um, you could have a policy like this. It would need to be completely
304neutral. If you're going to have a policy like this, it's my recommendation would be the American flag, the California flag, and no other flag. No exceptions, no, you know, request the superintendent, no request the principal, nothing because that's the most easily enforcable facially neutral policy. When you start to carve out exceptions from a facially neutral policy is when you start to run into first amendment problems. Um, so those are what came to my mind when I read this yesterday and today when I was preparing for the meeting. Okay. So, so the the United States, the state of California, what I have here is what you would say would be the one. If if I was going to make a recommendation on how to do this in the safest way, that would be it. Okay. So,
305I guess we'll stay with the original language. Todd's texting. Todd, can you hear? He said his internet's cutting in and out. Can Can you guys hear me right now? We can't hear you. Yeah. Okay. Uh it just my internet for some reason is not working too well. I agree with what uh Robins just said that I I think if we were to just make it be very strictly it's American flags, it's California flags. It's very black and white, very easy. We don't go down some path of well now there's a flag for all kinds of different stuff. I mean, um, it it really opens up the door and I think that's the direction that culture is going is these things turn into virtue signals as opposed to supporting individuals. It's more of I'm part of
306this team. Like I think it's appropriate Todd mentions the Dodgers because these are these are turning into quote unquote team flags and then that causes division. So if we have an American flag and a California flag, none of us can deny that that's who we are. So then therefore we support each other and I I support being very clear in black and white and saying American flag, California flag. That's it. Okay. So if we were to push this AR forward, then I would just say that we remove um the use for educational purposes within the adopted curriculum and take away the superintendent sign and just say state of California and the American flag. I don't have any interest in moving this forward. Todd, do you have interest in moving it forward? Ju just I have
307interest in moving it forward. Just to be clear, if you don't put um some sort of clear guideline in place, you're opening the door to all kinds of flags, not just the ones that you support. I'm just making it clear that you're opening the door to that. So Todd, if if somebody walks in and there's a certain flag up and a student feels threatened or and says, you know what, like this country is attacking, you know, my heritage and I I feel threatened by this teacher's flag. Do they have any type of case? If they say, put up this flag as well, so I feel supported and the teacher says, "No, I'm not doing it." Is there any type of case? because obviously so the the student would if the student was feeling discriminated against
308in an educational program there are remedies for that. There are the un there's the uniform complaint process for example. Um so an investigation would need to be done uh an examination of the facts. Uh ultimately at the end of the 60-day investigation period, they would be provided with a you know the findings of fact and conclusions of law related to that and it may result in some level of remedy for the student if there's a determination that that there was discrimination that was taking place. Uh some sort of corrective measure that would be indicated within the the final notice of the uniform complaint that they received. Um, but just, you know, there there's lots of things in this world that we experience that don't make us feel comfortable, but that we have to learn to
309adapt to. And so sometimes that happens in education. I mean, it could be your family all went to UCLA and your teacher has a USC flag on the wall. Um, that would that could make people feel uncomfortable. Um and so it's all going to depend on what's the context, what is the actual um impact to the student. Um and those are all the things that would need to be examined. So if so, let's say for instance like right now there's you know there's some Jewish kids in a classroom and the teacher's having an Iranian flag and they said I feel threatened. I think that there's a good point. I mean, because we're starting to get this. We have and we have our controversial issues. We have our controversial issues policy. And so, some of this
310stuff that we're talking about, some of the flags we're discussing, it could fall under the controversial issues. So, like, are we violating the policy by not having this flag policy in play? I'm just saying there's a lot of things that are going on and we've had a lot of demonstrations on stages at some of these graduations. You know what I mean? They're walking out the door, so it doesn't matter. But what about the students that are still here, right? But again, it raises a lot of questions. Is the person from Iran, for example, and are they expressing their cultural identity, their their heritage, their their ethnic identity? In which case, then you have a Title 7 protected class situation. They're allowed to do that. I just dealt in another district with a situation kind of
311similar to what you're referencing. I won't go into details. Um, but at the end of the day, there is ultimately going to be a balancing of the students rights and the employees rights. Um, so just because somebody has an Iranian flag on their their door or an Israeli flag on their door, whatever, um, that by itself is not determinative of whether something is discriminatory. There's there's a whole lot of other things that go into each and every case. I think the safe option is just to have two flags because we can't keep, you know, I mean, we always talk about politicizing stuff and so people say, "Oh, you're politicizing this, you're politicizing that." But we're politicizing our classrooms with a lot of these things that kids have to walk into every day. So, it's either
312we stop the politicizing, or we just continue, you know, to go in that direction. I just think that teachers use their professional judgments are treated like the professionals that they are and I'm sure that they have the judgment to know what's best for their students and what's correct and what's not correct and obvious ramifications from that then obviously they'll be you know imposed to those but they're adults I mean they yes they're adults and they're adults and you have children in the classroom and teachers are parents. No, but they know to keep those things the they most teachers know that they keep all that out of the classroom because that's what they do. That's what we're here. How many how many pictures of of flags and all these things that are going on in these
313class? So, I'm wondering I mean I would love for you to show me all these this iss if it's such a big issue then where are all these emails and texts? I mean, if you could show us how many classrooms are being affected, then that would be great. Sure. Let's bring this forward next month and I'll bring all the pictures. No, thank you, Carrie. Oh, well, I have the pictures. The the point is is that like you're saying, it's up to the teacher to make this judgment, but it's not up to the teacher to influence or to put their personal viewpoints onto kids. But that my point is that's not what happens. You keep saying that's what happens and you're bringing the misinformation and you're bringing in that that that opinion opinion that's an opinion
314that's not a fact. Then why have it why have the flag in a classroom if you're not trying to influence a kid? They have why do they have different countries in a Spanish class or a French class or I mean because that's part of the curriculum are adults that they know what they can do and what they can't do. But so obviously obviously a Dodger flag is trying to influence everybody. Nobody's talking about a Dodger flag. No. Well, that's it's there's that's would be not allowed, right? Because of the hundred other reasons. Okay. I'm just going to read from our controversial um board policy here. In the classroom, teachers act on behalf of the district and are expected to follow the adopted curriculum in leading or guiding class discussions about issues that may be controversial.
315A teacher may not advocate his or her personal opinion or viewpoint which is a flag. So I think it's covered here that they can't do that. Um and also the teachers are instructed to refrain from sharing personal views in the classroom or on controversial issues. So, I think it's covered in our controversial issue board policy 6144. And I don't I think the AR is good. Uh the only thing I was noticing it doesn't mention anything in the current one about when to use the state flag. So that maybe that could be updated, but other than that, that would be my only suggestion. But okay, so you kind of danced around this. So some of these flags are their personal opinions and so they're not allowed then is what you're saying based on our controversial issues
316policy. That's how I read this. So what what's the difference then in putting this flag policy and to solidify it so that there's just the American and the the state flag and because of our controversial issues policy this is why we're implementing this flag policy to make it because as of right now why are we making it redundant? I mean it's already there. So so we're all agreeing that these flags shouldn't be flown in the classrooms then based on our controversial issues policy. No, not saying that at all. I'm saying what we have is sufficient and we don't need to go beyond and it seems like we already have consensus like a we don't need to I'm not sure we do I'm not sure we do Dr. Mr. Muriel, it's getting late. Um, do you
317have efficient um information or do you have any questions you would like to ask? No, I just await direction from the board and should we continue to either discuss this or bring back additional information uh or not. So, I'll wait for your direction. I think what happened here is we're not clear like we're not clear. It sounds like Marilyn, it sounds like you are saying that this some of these flags are a violation of the controversial issues and shouldn't be there. And so why would we not solidify this in an AR that you just take it out with American flag and state flag and be done? Because as of right now, nothing's happening with the complaints we're getting under this controversial issues policy. So all we're doing is solidifying it. We have the state of
318California, the American flag push the thing forward and so it gives clarification as to what can be in the classroom and what can't. I think we're good. I mean in here it also talks about students have the right to form and express an opinion without jeopardizing their grades or being subject to discrimination, retaliation or discipline. They can provide their viewpoint that does not constitute harassment, threats, intimidation, bullying or are otherwise unlawful. So what happened to the OCSCs student I think would follow right there in number four. I'm not talking about the students. I'm talking about the staff. I'm talking about teachers. Not what I'm talking about. I'm not talking about students. Talking about the employees. So I'm ready to move forward. Verbiage doesn't say anything about that. It just says on district property. I'm ready
319to move forward, too. What's the direction for Allan? No direction. Marilyn. Yeah, I think we're covered between our controversial issues and what's in the er and it's a it's an administrative policy and I think we're good. So the parent So the parents who are complaining about the flag should go to Allen and say this violates the controversial issues and Allan, you're going to make them take it down. No, I will investigate dependent upon what the set of circumstances are and I think each case is unique. uh and I'll certainly to talk to the team and go from there and uh and utilize the policy to guide those decisions. But of course, as Mr. Robin said earlier, parents do also have the recourse to be able to file uh a complaint, a uniform complaint. So, nothing's
320changed is basically what you've said. So, staff is allowed to bring any flag that they want on campus. Yep. unless they get a uniform complaint. Just making sure you're aware of that. You're all saying that any flag at all can be brought on campus. That's nothing changes. We have everything in place. You're interpreting You're interpreting the existing rule to say that any flag can be brought on campus with no Let me tell you, we have we have documentation in place. We have policy. We have um the AR. Let's move forward to the next topic. Well, no, we need you're not running the show here. You have a board a full board here that's asking for clarification. Yeah. Huh. Okay. So, Trisha doesn't need clarification, but me and Todd need clarification then. What's the clarification on
321this? So, an employee can bring any flag they would like onto campus. Again, I I think under the first of all the controversial issues um policy, we trust that teachers are going to if they do bring a flag, it will not be because they are trying to take one side or the other. So, we trust that they're going to act in a professional manner and utilize a flag for educational purposes only. So, if I do get or if it's brought to my attention that a teacher is using a or anyone is using a flag, a staff member inappropriately, then yeah, I'll investigate. So, the so the principal, the elementary school principal that had the flag on her door, that was educational. And the afterchool child care program that had the flag in there with third
322graders, that was educational. What are you talking about? See, that's the thing, you guys. Nobody's going to listen to you because you don't ag if if you don't agree with them, they their emails don't get answered. So, there's all these things. Do you know why Esperansza's Do you know why Espironza's attendance is down? It's because of all of these flags in the classroom. Parents are pulling their kids. I mean, who you guys can laugh all you want. Okay, you can laugh, but Espiron is declining enrollment. And there's a reason for the declining enrollment. And there's people that have said the parents have said we're not sending our kids espironza and then that's something they need to take up with the principal then and address that now. But what can the principal say is if everyone's
323here is saying they can do what they want then if they they feel that way like they said they can put a uniform complaint and go that process. So, I think I I just need to chime in here because I I do think that that is the critical piece is if we're going to use the pride flag as an example, we have to remember that the state of California has demonstrated a strong interest in protecting the rights of LGBTQ individuals. So the the position that the pride flag itself violates the controversial issues policy, I I don't necessarily think just by itself that it would because of the policy of the state of California. So there has to be something else. There has to be some action by the teacher that is causing a student to
324feel that they can't participate in the educational program or activity that is being presented in the classroom. Um, like having to write a paper on your gender identity and talk about your pronouns with a six. I'm not going to appine on any examples, but I'm just telling you that there has to be something there has to be something else besides just the display of a flag. Um Todd. Yeah. Can I ask a question? With that logic, if a teacher was to hang an XX not equal to XY flag, that would be the same scenario. Correct. They could do that with no problem. Absolutely. Well, I don't know. Again, it's going to So, I'm not going to say I'm not going to say just hang the flag is fine because again, if if a if an
325individual is not able to or feels that they can't participate in the educational program or activity as a result of what's happening in that classroom, including displaying that flag, that may result in some sort of finding in a uniform complaint investigation. So again, it's But you said protected class and girls are part of protected class as well. Females, but so are so are transgender individuals. I understand. So So you could you could fly if if we're saying that any flag's okay. I'm not Nobody's saying any flag is okay. That's what our policy is that that's what the AR says. Any flag is okay. You can bring any flag you want. Well, the existing AR just talks about like what to do when it's dark outside. But Right. But our controversial issues policy, I mean, if
326you're going to say like if somebody says, "I want to protect girls sports," and they want to put an XXXY flag up, it should be fine if someone else can say, "Well, I I again, let's go back to the the correct that the point that you made correctly earlier that the speech of employees is not unfettered when they're acting in their official capacities." But you see, but now you're choosing who I'm not choosing. I'm just telling you what the state of California has demonstrated. Well, what they've demonstrated, but that's not a law. These things are Well, there are it is that we have education code section 220. Um, we have what does 220 state? It is the non-discrimination in programs. Okay. So, if so, if somebody has, let's say we have this huge issue right
327now obviously with the transgenders in girls sports. Mhm. Okay. So, they walk in and it's a girl who's just been be and there's this this flag up. So, you're saying that she can't be discriminated against, but a transgender student can if there's an XXXY flag up. That doesn't make any sense because we're picking and choosing who can choose who's discriminated against. Yeah. I I'm not going to like I'm not going to debate hypotheticals. I'm telling you what the with respect to the pride flag itself, that's not necessarily a winning argument to say it violates the the controversial issues um policy just by itself. There has to be more. That may be the case with the the flag that Mr. Frasier referenced as well, but I would suggest that based on the state of California's preference
328for protecting individuals in various protected classes, that that flag is likely less protected, if you will. That's interesting. So, we have girls. But that was my point, Todd. Not without any extra circumstances, just the flag being there alone. It would technically fall under the same category. Yeah. With no other circumstances around it. If those two flags are in the same room, they would fall under the same category. Well, if they're in the same room, then they're presenting opposite viewpoints and it's in real strong compliance with board policy 6144. Okay. So, they're opposite viewpoints, right? Got it. I just think we're kind of pulling at straws at the moment and making hypotheticals that are And I'll just repeat something that was told to me last meeting as well is when you're arguing the exception. Yeah, that's
329not a great place to be. I understand this is not the exception. It's not this is the rule of the flags. And I'm just I'm just being clear in saying that what you all are saying is that any flag is okay. That's all I'm saying. Well then yes, you are saying that because you're not adopting this rule. You're not adopting the rule and you are saying if you don't have the flag policy and you're saying any flag is okay. That is what you're exactly what you're saying. Nobody said every flag is okay. What we're saying is this this AR says that only those two flags are okay. That's not what we want. And so forward so what do you want then? We have our controversial issues um policy that covers any of that for anything
330that a student would find offensive and needs to go to the district about. So it it's covered. Okay, let's move on to our next board discussion, our June 24th governance workshop. Thank you, Madam President. So we had discussed and set aside the date of June 24th uh to begin the process of governance training. Uh at that point we had not defined it. Uh and that would be great today. uh if I had direction on what that might look like, if it will be a discussion about norms and protocols or if it would be discussion about potential governance models. I think I think we I don't think we should do this. I think you're probably close to being out of time first of all to do it in June before July. And then also too, I
331think we should wait until the new superintendent comes because I think that doing all of this pre that superintendent, we should make these, you know, be if we're going to have a superintendent here for three or four years, we should be going over, you know, policies and things like that that we all agree to as a board because we're very, I mean, obviously, we're very close a month or two out from having a new superintendent. I think this will actually show the new superintendent that we're trying to make steps to get to be better governance. And I think that's would be an attractive thing for a superintendent to come in because right now there's a lot of I think we're dealing with a lot more negatives in attracting a superintendent rather than positive. So I
332think this would be a step in the right direction to show them that we're trying to be proactive in this area and not fall behind that we're ready for when they come in, that we're ready to go and to start off on the right foot. But what if it's not what he wants? He or she wants. It's governance. It's something that you're supposed to do. It's not what's wanted. It's how to properly run a meeting and how to No, there's all types of governance. There's all types of governance that happens. Obviously, we've seen it from district to district to district. And he was talking about policies and stuff. Correct. Right. So, there's there's really two primary ones. There's what would be considered the traditional uh governance model which is what most school districts do which
333is it gets handed off from new board member to new board member and it's kind of how uh you operate your business and that's considered the traditional model. The governance model known as the coherence governance model is called policy governance which is a John Carver model. He's the um the theorist behind the model and it stipulates approximately 32 policies that speak to expectations for both board members and the superintendent. uh and they address all of the issues so that there's clarity and to to uh trustee Cano's point uh it it does provide the superintendent with with a a sense of security uh in as much as it's defined what she or he will be uh held accountable to. So if for example uh the board has a certain level of involvement on personnel issues for
334example then then that's clarified because typically the superintendent is the person that's going to be held accountable for all employees since the superintendent is your employee and everyone else is technically the superintendent. So it it just defines it. So on the 24th if there were to be a workshop there would be a couple different approaches. And again, depends on how long it is as well. There's only so much you could do. Uh, but it could either be to discuss what model that the board would like to uh to begin the process. And then to Trusty Blade's point, that could also just continue to just it could be a long runway into the new superintendent uh who would definitely want to be part of that process. they would want to work with the board of education
335to establish what those 32 policies are. And again, they're all objectives. And the point really of the governance model is to keep the focus on uh students and learning uh because it's very uh easy to get off course at board meetings and uh not spend as much time talking about student success. So again the 24th could serve the purpose of presenting two models or it could just begin the process of uh agreeing on a set of norms andor protocols. Uh the norms would be everything from how everyone interacts here on the dis. It's more parliamentary uh to protocols for how information um is provided. So for example when when the board gets uh the agenda and and when the team uh gets questions so that's we agree okay we have ample time to answer these
336questions and so on and so forth. So uh site visits typically there'd be some protocols for site visits as well. So it really depends on um what the what the board really would like to see as an outcome. My recommendation would be policy governance because it would help I believe um the governance team moving forward to have the stipulated policies because those policies are created together. So that that it just makes so much more sense to wait for the new superintendent because all of these things that you're talking about would have to do with him or her. Can I interrupt for one minute? I'm so sorry. Todd lost connection and we've been getting texts. Is there a way so he can hear all this? Can he try again? Because I think I'll call him. Okay.
337So the Yeah. So uh but the Yeah. To your point again, uh Trusty Blaze that that it's a process the governance if if the district were to um or the board rather was to adopt a policy governance model that's that's you know 20 to 30 hours worth of work over the course of of time. You could do it typically you might do it in a retreat over the summer if the board was able to put that time together or it would be done a little at a time and you would set do one set of uh objectives first. So maybe you just do the governance objectives which is how you each uh believe you all should approach each other and and and act in accordance to each other kind of a governance standards. Um and
338then next time work on the superintendent governance board uh governing board relationship and then just move on down until you complete all five types of policy. So again, I'll take your direction tonight on how to prepare for that. Um but uh ultimately if the new superintendent were to be involved uh if you wanted she or he involved in that process uh again it's really the the board of education that makes the decision about your policy model. Not necessarily the superintendent. you know, they their job again is to operationalize like we've been talking about today with the controversial issues or or flag policies. I I think working on board norms is always going to be a benefit because coming to the table and working on governance, the more we can cohesively work together, the better off
339we're going to be as a board, as a district. So, I um I'm curious as to the amount of time because I work full-time, so that does factor in for me um how much time we can dedicate to that, but I'm I want to dedicate time to governance. I think the more we can work together well, the better off we're going to be. And when you have an effective governance team, you have an effective district that can move forward faster, right? and and yes, well stated um given the amount of time if it's going to be a 2-hour workshop, for example, uh you know, the first one might really address uh one of the issues that typically uh are challenge for for many school boards um which is role conflict. to really define the roles
340the find the roles of the board verse staff for example and that's typically where that process starts that's how how I start it um I think you could argue that sometimes there's role conflict that occurs um almost on every board of education which also is the reason why districts move to policy models because they want to just say okay we if we don't codify this it's going to be really hard to to move beyond because habits are, you know, they're hard to break. There's two issues that I would really like to address. One is like communication, um like who responds for the board and what that process looks like. and also um um like some protocols or some norms for board meetings so we we're not talking over each other. We have a good system
341so that everyone gets a chance to speak and finish their thoughts and and so we just have more efficient meetings. Those are kind of the two things that I would like to see. I'm curious of what this um the governance policy model is like and um maybe you know learning more about that at um at our governance workshop would also be interesting to see how we could utilize that. Sure. I'm I'm actually doing one uh this coming Saturday so I'll have some materials I could even bring. Uh but you mentioned communication uh Madame President. So that would be a perfect example of a protocol where you're saying when you send an email, how long do you expect to or what's the expectation for when that's when there's a reply? For example, um when you talk
342about how you um behave, now we're talking norms. So norms are behaviors, right? pro protocols or processes, right? So, the behaviors are the tough part, right? Cuz it's emotional and uh it's it's you got you get caught up sometimes. So, a lot of boards, they have those norms right like taped in front of them, you know, that says uh like no interrupt, don't don't interrupt. So, uh, Trustee Blades is talking and now trustee Cano, Trusty Frasier, Trusty Buck, Trusty Anderson get a chance to talk before Trusty Blades doesn't get that's really parliament. It's just a parliamentary proceeding whether it's Rosenberg um or or Robert's rules. But when you put it in norms that you agree to, then it reminds you of of those behaviors. But in the moment, of course, uh sometimes those those norms
343are violated, which then of course speaks to the protocol for what happens when a norm is violated. Sorry, but nobody's nobody's following protocols or board procedures. I mean, we've had so many protocols, no, you know, so I mean, you can you can talk this to death in a study session or whatever, but if people are going to continue to just do what they want, you know, it doesn't matter. and like the norms and stuff like you know how we're supposed to respond. I mean we sit here all the time you know Marilyn doesn't answer our emails we ask for a you know special board meeting. We have things that we're bringing up and she just doesn't even respond to us and so I mean so what so we're going to have this study session and
344all of a sudden she's going to start responding. Well, again, if the board acknowledges some of the experiences that you've had and things you'd like to see change and could agree on what those norms would be moving forward and protocols, then yeah, I think it would certainly be worthwhile. But it's again, if you're Yeah, people are not following them, then yeah, then obviously that that's it's useless to have them. But uh usually the process itself is going to be helpful for the board to perhaps consider some of these things that maybe they have not recognized or acknowledged in the past. So again, it's all in the name of of agreeing that good what good governance looks like, what what are the characteristics of effective governance and then doing your best to hold each other accountable.
345That would be one of the first norms I think I would suggest is the finger pointing and just taking self- responsibility of what we're doing and like you said self-reflect and definitely see at what the internal what we're doing ourselves rather than pointing fingers at other people. I don't think a study session is going to tell any of us how to behave. That's the I mean we're just that I've worked with elected officials. We're not an organization. We're elected officials have norms and protocols and have a way of running. And I think right now is something we need because I don't think I've ever seen any organization or board or anything like that. So it's like the wild wild west. Like it's something we need direction on. You don't watch a lot of board meetings.
346I've been down to I've been down to boosters. I mean we there's still protocols and norms and things like that. So, what time would be the best for the board on the 24th? I think originally we said like I'm not around the 3 to 4 when we set this up, but we could move it to later. After three is ideal for me. I'm not around next week. I can do it anytime. I don't know. I don't know. He can't get on. I can't recall. I think we try to do it. Okay. Um, what time works the best then? You want to say 3:30? So I I mean your schedule's the most impacted somebody else I'll be getting off the of a call at 3:00. So if you could give me and I could work from
347home. So if you give me 15 minutes or 30 that would be great. So do we want to schedule for 3:30? Um can we text that information to Mr. Frasier and see if he He's not on right now. No, but we can text him. But and it's also I think it's 24. So, can we can we tenatively set it for that and then you can confirm tomorrow with Yeah, I was going to suggest that we'll so it'll be tenatively set for the 24th and then uh we will uh poll the board to see who could make it and if that time works and then the board has to decide whether or not you want to move forward or not if you don't have the entire board. Okay. I think that's the end of that discussion.
348Um, seeing the time, I think we will skip board reports. Um, so just thank you to everybody for a great school year this year and um have a wonderful, relaxing, rejuvenated summer. Um, this evening we're going to journ our me Oh, it's getting late. meeting in memory of two members of our Pilusd community. We remember Rita Gamache who faithfully served our district for 24 years all at Brian Ranch Elementary, a longtime RSP aid who recently served as a child care teacher. Rita was known for her kindness, dedication, and strong relationships she built with students, staff, and families. We also honor the memory of Alexis Gonzalez Yuggalde, an eighth grade student at Valdez Middle School Academy who passed away on Saturday, May 31st. Our hearts are with his family, friends, and the Valdez community during this
349difficult time. May their memories continue to inspire us. So, I'm making the motion. Second. Okay, we have a motion um by Mrs. by Mrs. Buck, Mrs. Blades, Mrs. Pottero, Mr. Frasier. Are you still there? Nope. And I'm an I. And an I for Mrs. Buck and I two am I. So the motion carries for O. And we adjourn this meeting at 11:43.