Board of Education Meeting | May 28, 2026

001Okay. Good afternoon everyone. Welcome to the May 27, 2026 regularly scheduled board meeting and special meeting of the West Contracasta Unified School District. The meeting is called to order at 5:13 p.m. The board is about to go into close session, but before we do, we are here to listen to any public comment on any close session items. Individuals wishing to speak on close session items listed. If you are here in the auditorium and haven't done so already, please submit a WCCUSD public comment card, which you can find in the entryway table, or if you are participating via Zoom, individuals will need to raise your hand in the Zoom app. If you are accessing the meeting by phone, press star 9. The time allotted to each speaker is two minutes. The total time allotted is one

002hour. Speaking time shall not be transferred from one person to another. There is also no substitution of speakers. We alternate between a Zoom comment and an in-person comment. The public comment period is a safe space where diverse viewpoints may be expressed civily without interruption or intimidation. Please listen attentively to each speaker's comment and respect their time as if it were your own. Be open to another point of view if one is offered. Due to the Brown Act, board members cannot discuss items that are not on the agenda and do not usually respond to items presented in public comment. The item listed on the close session agenda tonight are one conference reliant dismissal release complaint for adjournment. Um, is there any public comment? >> No public comment at the time. >> Okay, seeing no public comment,

003we will return to open session at 6:30. Thank you. Good evening everyone and welcome to the open session of the West Contraosta Unified School District regular board meeting for May 27, 2026 and special board meeting. We are calling open session to order at 6:39. To access translation in Zoom, please please click on the globe icon at the bottom of the screen. If you are here at Dejon and need a headset for translation, you may pick one up in the back corner of the auditorium. You may in a few minutes, we will begin public comment item on the agenda. Members of the public are invited to speak to the board on any matter that is within the subject matter jurisdiction of the West Contraosta Unified School District, but is not on the agenda. Please prepare now

004for public comment. If you are here in the auditorium and you'd like to make public comment, please fill out and submit a WCCUSD public comment card. You can find them on the table in the entry hallway. If you are participating via Zoom, please raise your hand in the Zoom app prior to the beginning of this item on the agenda. If participating by phone, press star 9 after your comment has been after your comment card has been turned in. The cards are placed in the order received and we'll call the speakers in one at a time, alternating between a public comment here at Deson and one on Zoom. Public comment generally lasts for one hour. The time allotted for each speaker is 2 minutes. In the meantime, we are moving on to the rest of our

005opening procedures. Moving now on to item B2, the pledge of allegiance. >> If you can or willing or able, can you stand for the pledge of allegiance? >> All right. I pledge allegiance to the flag of the United States of America and to which the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Now on to item B three, the land and labor body acknowledgement. We acknowledge that we are presently on the lands of the Tateno, Moekma, Karkin, Aloney peoples and acknowledge them as the first inhabitants of the land we currently occupy. I acknowledge that the burden of environmental exploitation and systemic injustice falls upon the labor of black and brown bodies in the buildings of this country and its institutions. I remember that black and brown

006bodies were born and died working this land against their will for nations. I also acknowledge the continued contribution of the labor of survivors over the centuries to today of all immigrant labor including voluntary, involuntary, forced and undocumented peoples in the buildings of what we refer to as the United States. >> Item four, the West Country Custoa Unified School District Board anti-racism statement. The governing board is committed to the work of anti-racism, the conscious and active effort to identify, challenge, and correct racial inequities in the systems and institutions within our schools and community. Racism, explicit or implicit, stands in direct conflict to the fundamental principles of district education. To car to carry district education into the future, we recognize that we must continually renew and reflect on the roots of racism and develop new ideas to

007meet the times. Unjust ideas and policies and the racial inequity they produce have shaped us, our schools, and societies. The board strives to uncover unconscious biases and practice anti-racism as individuals and as board members. We challenge ourselves to persist through the discomfort necessary for growth and learning to deepen our understanding and our examination of racism and oppression and to develop a strong understanding of how our personal experiences and feelings fit into a larger picture of continual oppression. Each member of our governing board individually or collectively is responsible for creating an and nurturing an anti-racist learning environment where each student, staff member, and community partner is a respected and valued member of the district community. The governing board is position uniquely positioned and it is our responsibility to identify and dismantle racist ideas and inequitable policies

008in ourselves and across the district. Therefore, we commit to supporting anti-racist policies, programs, and practices for our children's education and well-being while building stronger and inclusive school communities. The board commits to holding each board member accountable towards these goals and moving the work of anti-racism forward. We also commit to holding West Contraosta Unified Schools District staff, students, and community to living these standards of anti-racism in our schools. Oh. Okay. Now we'll now move on to item five. Roll call. Superintendent, will you please take role? >> Student trustee Calvin Hung is absent this evening. Student trustee Devon Whitten. >> Good afternoon. Hello. Here. >> Trustee Leslie Reckler. >> Good evening. Present. >> Trustee Jamila Smith Folds. >> Good evening. President >> Trustee Cynthia Hernandez. Good evening. President >> clerk Demetrio Gonzalez Hoy. >> Good evening, present.

009>> And board president Guadalupe Ayana. >> Good evening, everyone. Wastes atos present. We'll now move on to >> Excuse me. >> And student trustee Calvin Ha >> present. Thank you. >> We now move on to item six, reports and ratification of close session. Superintendent Carter, is there anything to report out? >> Yes. Regarding agenda item A21, there is no report out. Regarding agenda item A22, the board voted unanimously to approve the appointment of David Croy as principal of Collins Elementary School. The board voted again unanimously. The board voted to approve the appointment of Christy Chin as director of certificated personnel and human resources. The vote was as follows. Moved by Smith Folds. Seconded by Reckler. Enana yes. Gonzalez Hoy abstain. Hernandez yes. Reckler yes. Smith Folds yes. Regarding agenda item A23, the board took action

010to immediately dismiss a permanent certificated employee ID number 152890 from employment with the West Contraosta Unified School District and directed the superintendent or designate to send out appropriate legal notices. The vote was as followed as follows. Moved by Smith Fols, seconded by Gonzalez Hoy. Anyana, yes. Gonzalez Hoy, yes. Hernandez, yes. Reckler, abstain. Smith folds, yes. That completes the report out. Thank you. Um, want to move on to item eight, student presentation, the Y plan, and point of contact is um, Katherine Aosta Verroscus. Why? >> I think the first the first item was Lincoln >> Elementary. >> I am sorry. We are doing my mistake. >> No problem. >> I am jumping ahead. Um that's okay. >> We have our student performance tonight um by Lincoln Elementary School. >> Yes. Thank you. Uh, and good evening,

011President Enana, clerk Gonzalez Hoy, members of the board, Superintendent Cotton, and community. We are incredibly excited to have Lincoln Elementary School in the house, and I would love to invite up Principal Parm to be able to introduce our students. >> Good evening, West Country Unified community. My name is Taylor Pum and I'm the very proud principal of Lincoln Elementary School. Good evening. My name is Miranda Booker and I'm the proud vice principal of Lincoln Elementary. So this evening we have two acts for you. The first is twins Josiah and Gio Rios and they're going to be be performing a rap that they wrote themselves. And then we have a brand new black student union at Lincoln and we have seven students from our BSU that are going to be performing as well. So this is

012Lincoln The board will come down to watch the performance. You can't do that. >> You're not good enough. I'm like, oh. I'm like, "Oh, I'm like, oh, oh, dreams stay big. Yeah, they never sleep. Even if I fall, I won't quit. Step by step. Yeah, climb bit by bit. Every >> counts. I'm building my grip. Storms might come, but I don't want to see it. Push right through. I'm built for it. Hard work pays. Got to stay legit. When I see a goal, I aim and hit. Doubt creeps in. Nah, I won't submit. Confidence strong. I was made for this. Tough like steel. I don't throw fit. Keep on moving. Keep on moving. I don't never quit. Shine real bright like a candid. Shine real bright like a candle lit. Shine real bright like a

013candle. Shine bright. I'm like, "Oh, I'm like, oh, stop. I stay real fit. >> Success is mine. Every little success is mine. I want my future's bright. Every day I go out looking for the nice. Love myself. I ain't thinking twice. Doing my best. Yeah, I'm living my life. I plan for my success. I don't just roll the dice. I'm like, oh. I'm like, oh, >> awesome job. All right. Next up are seven students from our brand new BSU, our Black Student Union. All right. Can we raise the volume? What do she a little bit so the camera? >> Hello Hello. Hello. Hello. Hello. Hello. Hello. Hello. Mic check. Mic check. Mic check. Mic check. We rise. Hey, we shine. Hey, PS2 is our time. Stand tall. Speak loud. Let them see. We are who

014we're meant to be. We rise. Hey, we shine. Hey, PS2 is our time. Stand tall, speak loud, then a team to be. I'm proud of me. Yeah, I walk with pride. Got inside. Got power inside. My voice matters. I got something to say. I use every single day. Respect myself. Yeah. Respect my crew. Lift others up. That's what leaders do. I learn, I grow, I give my best. I keep on going. I don't quit. I press. We rise. Hey, we shine. Hey, make it BSU is our time. Stand tall. Speak loud. Let them see we are who we're meant to be. We rise. Hey, we shine. Hey, make it be a shoe. Is our time. Stand tall. Speak loud. Let them see. We are who meant to be. Who are we? >> Strong and proud.

015>> Say it clear. Say it loud. Lead the way. Every night and every day. I believe in me. Yeah, I know I can. I live in my future. I got a plan. From past to my I connect it all. I win my I come from I know my worth making change right here on earth. Confident, capable, bold and free. This is exactly who we're meant to be. We rise. Hey, we shine. Hey, make it PSU is our time. Stand tall, speak loud. Let's see. We are who we're meant to be. We rise. Hey, we shine. Hey, make it is our time. Stand tall, speak loud. Let them see who are who we're meant to be. I will have to say thank you. >> We are so proud of our babies. >> Thank you so much

016for giving us this opportunity to showcase our incredible students. Thank you. Thank you. Can we have our students and their teachers come on up? We're going to do a quick picture with the board. Once again, thank you to our Lincoln students. It was such a great performance. U we'll now move on to um student presentation from the Y pan from the Y plan and that is Katherine. >> Yes, your item. >> Thank you so much, President. And we're in for a treat today. We do have two student presentations and we're excited to have the college and career team here to introduce the presentation of the Y plan. So I please welcome um the director of college and career Jessica Petrelli. >> Well good evening presidentana board members superintendent Cotton members of cabinet and members of

017our community. Thank you for the opportunity to share WCCCUSD's Y Plan initiative and to celebrate the incredible work for our students, educators, and community partners this year. My name is Jessica Petrilli. I'm the director of the college and career department, and I'm joined tonight by Ariel Kersinbomb, our career technical education coordinator, and online uh by our community school manager, Tiara Shelton. Um, with me also tonight are two students who are going to share highlights from their experience in Y Plan, Cali Stewart and Judah Gant. And this initiative has been a collaboration between the departments of college and career and community schools because this work sits at that intersection of college and career readiness, community schools, and civic leadership. So, I want you just for a moment to imagine being a student and hearing that city

018leaders, community organizations, and industry folk want to work with you as a consultant. They're asking you to do the research, to develop solutions, and then present your recommendations that could help shape the future of your community. That's the kind of authentic meaningful opportunity that our students experienced through Y Plan. And just to give you a glimpse of some of the challenges our students were trusted to help solve, how can Richmond adapt sea level rise and make climate vulnerability more visible and actionable? How can we redesign the 23rd Street corridor to improve safety for youth and families? How can Richmond expand recycling and promote responsible e-waste stewardship? How can Richmond improve community crisis response systems while incorporating youth perspectives? And how can students support anti- vaping and tobacco prevention efforts through research and policy analysis? And

019we have to the side some examples of the Y plan projects and what they look like in poster form. So through our partnership with UC Berkeley Center for Cities and Schools led by Dr. Deb McCoy, we brought the Y plan framework to the WCCUSD classrooms, giving students these opportunities to engage in authentic civic problem solving with real impact. And Ariel's just going to next slide is going to explain a little bit more of what Y plan means. Good evening everyone. So why plan essentially is a pun. Why plan? Why do we plan? It also is an acronym. It stands for youth plan act now. And the word now is important. Our students aren't waiting until adulthood to contribute to their communities. They're already currently active researchers, divers, advocates, and problem solvers. What makes the framework

020different when I summarize it to folks is that the problem is an authentic problem brought by a client. It's not theoretical. It's not fake. It's not, oh, what would we do? It's, hey, this is a real thing we're working on. We genuinely want and need the brains of students as consultants to help us solve this problem. Um, and through that it's authentic project-based learning. So, it has a handful of steps that are highlighted for you on the slides, but essentially it starts with a real problem brought to students from a client saying, "Hey, we want your help. We are hiring you as consultants to help us with this problem." The students then research the problem, engage the community, um, and they develop their own solutions based on best practices that they discover. um research that

021they conduct and things they find from other communities and then at the end they present their projects back to civic leaders or back to their client and saying here's what we produced for you. One thing that we noticed in terms of the projects is what what really shifts is that when the project is authentic from the client, students are able to understand that adults are truly listening to them um and their level of engagement shifts. Next slide, please. >> So, we know that post pandemic districts um across the country were res wrestling with disengagement and we know students become more connected when their learning applies to real issues affecting their families and neighborhoods. But we also know that students are often asked to give feedback and sometimes they don't see meaningful action. So, why plan

022changes that dynamic? because our students are not just actually being consulted, they're really being trusted. So, at the same time, our city agencies, our community organizations, they're genuinely in need of this youth insight and the lived experience. So, it's a win-win for both. And this initiative allowed us to prepare our students for careers while also strengthening democracy and community connection. Next slide. Okay, instead of listening to me talk about examples of student projects, we have students with us tonight um Cali and Duda like we said who are going to share a little bit about what their project was um and their experience in the project. I also want to shout out we have two board trustees um both Calvin and Devon who also were uh student WLAN projects. We figured they had enough on their

023plate tonight being board prestige, but they as well had this experience. So, tonight Cali and Judah will share a little bit about their experience um with Richmond High Engineering Academy. >> Ladies first, he says, I'll go. Hi everyone. It's an honor to be here again today. I love giving presentations like these. I'm Calli Stewart if you haven't known me yet. And my experience with Y plan has been incredible. Uh UC Berkeley overall has been a part of my engineering experience since 9th grade and I'm honored to have been a for it to have been a part of my experience up until 12th grade and especially going into UC Berkeley in the fall. Um I am excited, thank you to have been a part of this. But like Ariel mentioned, one of the most impactful parts

024of Y plan for me is the fact that it's a real proposal. A lot of the assignments I do in class tend to end in class. They tend to be an essay about something that might happen or something that did happen, not something that will happen. So overall, I think that's the greatest impact of why plan on me. I'll pass it to Judah now. So, uh, you know, as you heard, I'm Judah. Uh, I'm going to be going to SF in the, uh, fall coming up. Thank you. And, uh, not to be a broken record for anyone that's heard me talk before and ask me a question, but anytime they ask, it's always the opportunities that I've been given so far. cuz I've talked way more in the past month to uh communities like this

025than I have in the you know my past 18 years of living and it's just it's been amazing right it's given me a lot of chances to work on my communication skills to have my voice heard things that don't usually come to you know the everyday right it's just it's been a blessing for sure I've enjoyed it a whole lot being able to do all the research about my community. Just the amount of opportunities is limitless. It's limitless. So, that's definitely definitely what I would say has been the biggest thing I've uh gained from this. >> Don't worry, they'll be back. Next slide. Okay. So also photos really tell the story. So I want to explain a little bit what this project is, how it really works and highlighting our engineering students as an example.

026So there's three major components to a Y plan project. The first step is the client presents to the students their problem. They come into the classroom. Hey, here's a real authentic problem we're facing. They know more about their problem than I do. the city of the department of public works came in and presented to the engineering students like hey we have well a lot of problems that they're working on to increase safety for pedestrian cyclists and cars in the city but specifically a project they're working on to redesign 23rd Street. Now if you're local you know 23rd Street is also the street that houses Richmond High School. So who better than to provide input than the students themselves. So step one the client comes presents their problem. Step two, the students leave the classroom and

027go on a tour to understand more of the problem. We call that the inspiration tour. It's a study trip um for the various projects depended on where they went. So they might go to see um the local problem in action. In this case, they did a tour of various different locations and for a lot of locations says Cali that the city was working on. So authentic city planning like here's what we're asking you to redesign, here's the problems, here's what it looks like, etc. And then step three is the presentations back. Um so here on the slide is a couple of photos. Um just to shout out a couple. On the top left is our Kennedy ITA students. Um they were working on a project to support with the plan to protect Richmond from sea

028level rise. Y'all, we got to be on the lookout for sea level rise as a coastal city. Um the middle photo there at the top, um the city of Richmond has a newly developed crisis response team called Rock. Um, and they hired the Richmond High Law Academy students to help give them feedback on how they could get the word out to know that they're a resource in the community so that when somebody here in Richmond dials 911, there's now a fourth resource that the dispatcher can send out. Instead of just fire, police, and medical, they can also send out a crisis response team that's really more responsive to mental health support. Um, top right is uh the city of Richmond and Recycle More. We're working with the Danza ITA students to tackle e-waste. Y'all, apparently

029when we throw away electronics, it can cause fires and it's poisonous and bad. Don't do it. And so they hired students to come up with ways that they could get the word out about that more. And the DNITA students actually developed video games as their strategy to teach young kids why it's important. Um, there's additional photos are at the bottom just briefly. Bottom left is part of the tour that the Richmond engineering students did. in the middle center. Um the UC Berkeley chancellor's office actually recognized the partnership between the city and Wisconsin um and the school dis or the school district for uh as the chancellor's award for public service and community partnership which was very exciting. And bottom right, um, Richmond High Health students were hired as consultants to support both by, uh, Kenny

030Moore, shout out, the community school director, as well as the city and the community county, the county health department, and the American Cancer Society to be like, "Y'all, what are we going to do about these teens vaping?" And the way that the Richmond High students actually tackled it was to go to city council and talk about the retail policy. how many stores should be legally allowed to sell vaping products and tackling it really upstream in that way. And so down on bottom right is a picture where the Richmond High students mapped local retailers. Next slide. Right before that slide, please. Awesome. Thank you. Um, so I wanted to just let you know how do we operationalize starting to work with UC Berkeley Center for Cities and Schools. We started a Y Plan educator fellowship and

031we had cohorts from CTE teachers and a different cohort for community school leaders. Um, they received mentoring and coaching, support with the Y Plan curriculum, and a lot of support around building that community client, all the partnerships that we just described, um, making those connections and guidance for their data and impact. But again, who better to tell you about their experience than a teacher? So, um, Prof Perez is from Kennedy High School is going to share her experience being in the fellowship. >> Hello everyone. Um, uh, I just want to start by saying this is my ninth year at Kennedy and, uh, this we finally brought back the Y plan. Um, the last time we had it was in 2019, so I'm very excited. Uh the students, 11 groups of students went to city hall

032chambers to present their Y plant project to some of you. Thank you for attending. Uh a lot of people in the city uh a lot of people uh that um have stakeholds in uh sea level rise. And um I just want to note that every project in my class is community and work-based, but this one is really really tied to having them see their proposals in a way that um comes to light. Uh and on their own, a lot of the students were able to create projects that partnered with the schools. Uh so hopefully you the city of Richmond reach out reaches out to WCC so that we can uh incorporate uh learning gardens and uh mosaics and different things where students can learn about sea level rise and eventually uh come up with bigger

033better solutions for uh our coastal city. Next slide, please. All right. So, we just want to wrap up with a couple um notes that we did do a Y plan summit at UC Berkeley on May 1st, and that's where um a couple students from each of the projects came to practice. It was 125 roughly students who came. It was a poster session. It had structured feedback from the undergraduate and graduate students that work on the project with Dr. Deb McCoy. And we had keynote speakers like our superintendent Cheryl Cotton. Thank you so much for being there. And others listed on this slide. And we thank them all for being a part of this experience. Next slide, please. A little bit of data. Always some data for the board. Um so wanted to just share that

034in our first pilot of bringing this back we were really proud to be able to um expand into multiple schools as you can hear see on the slide some big data points over 500 students engaged in this type of civic research um including middle schools all the way through many of our high schools there on the screen. Um the way that this project was rolled out was a a teachers and community school directors opted in. So, we presented it as an option and then teachers andor community school directors could opt in to be part of the fellowship. So, that's how that was distributed. Um, I again want to shout out Richmond High School. Um, the principal and community school director really jumped on board and made it a priority that every academy do this type

035of project. So, that's why you see those numbers so high. Um, and we're eager to look at actually some of the senior survey data to see how students answer the questions of their uh, like do they believe that their voices are heard and matter based on students who participated in the project. So, we can return some other time with that. Next slide. >> And we just want to acknowledge that the students who participated in these projects are all able to apply for the state seal of civic engagement. We're really proud to say that right now we have 19 students who have completed all the requirements and counting and so two of them up here with me today. Um so we're actually three Devon. So I'm really proud of those seniors who did all the requirements.

036Um but this civic action research project was like central to um getting that seal. So we're so proud of them. Next slide. So there were so many clients and partners. are listed here. I am scared to death I forgot someone, but I want you to know we are so grateful for them. And at the very top is Superintendent Cotton because she was one of the people, one of the clients and I want to invite her to maybe share her experience as a client in the White Flint Project. >> Thank you for that. Um, it was an amazing experience and I'm so impressed with our young people. Oftenimes we talk about student voice and it's giving students a space to say something and then we keep on doing our business as adults and that's not what

037this Y plan project is about. our students listened, heard what the problem was. And for for myself as a client, our problem was how do we operationalize our anti-racism board policy from a student's perspective and really understand how our students are experiencing racism in our schools and what they recommend we can do about it. I didn't anticipate or expect. They kind of looked at me and they were like, you know, you can't tell always, but they heard what I was asking for. They went and gathered 700 uh uh survey responses from from other students. It kept growing and growing and growing. Hundreds of students wanted to weigh in on that topic. They took that data, they analyzed that data and information and then came up with recommendations that we're going to talk more about on

038June 8th, I believe, for our um our student summit where we are talking. It's not just a summit to talk, but it's a summit for them to talk about what actions need to be happening and for me and my staff, my cabinet, and the rest of the staff here in West Contraosta to take those recommendations and put them into action. So I appreciate the work of our um all student congress and their seriousnesses they took with this Y plan project. I'm really excited about this work as well. I feel like I'm a moment where I'm coming full circle where I worked with the team to get the seal of civic engagement moving at the state level. And so to be able to walk away from that work at CDE and come here and see it

039actually in practice and know that the intent was not just for you know we didn't have districts like West Contraosta that students were getting the seal of civic engagement. it was coming through um other other places, smaller uh districts or less urban districts and that comes with a lot of connotations but it didn't look like us the districts that were getting the the seal of civic engagement. I am so excited and proud and impressed of the students and the caliber of work that they've done to earn that civ that seal of civic engagement. That was the whole point. And so it's just for me as a professional that was a really that's a a really powerful moment. So I'm very proud of our students, proud of all of our students. Um the experience um with

040with Miss Perez Ko was amazing and her students today hearing them stand and speak and at city hall stand and speak to industry experts about the work that they're doing and their recommendations. I I could see like lights going off of connections that can be made. The garden projects, the shoreline um amplification, the sea level um awareness, just all those things are just really exciting and and really impactful and meaningful. So, thank you. The 20 the 23rd Street recommendations, how do you make our streets safer? You guys, they even created using a 3D printer an example of what the challenge was, where the shadows are, where you can't really see what's going on and it's not a safe environment for students or adults, and then made recommendations of how do you make this better. Powerful.

041So, thank you for that. I'm very proud of you guys. I'm sorry, I didn't mean to talk that long. >> No, I'm very grateful. And when I walked away from that presentation, um, Joseph, our partner from the city of Richmond, was like, "I'm so happy those kids did all the work for me." So, I took that as the highest praise compliment that that's what was said after. I just want to end um, thanking two people who are not here, but would be here if they could, and that's Dr. Deb McCoy from the Center for City and Schools and also our work-based learning coordinator, Daniel Maxwell. together. Um, they really helped make these partnerships happen. So, thank you for having us here tonight. Thank you all for the presentation. It was a great presentation. So, we

042are happy to have you guys here tonight. Appreciate it. Yes. And we're going to come down for pictures. Okay, thank you everyone. And now I will open up on an item from our special board meeting. Um item A1 that's student presentation and community through education on drugs. R O CE D. Um, and we have you guys up. Good evening school board members, President Ayana and Superintendent Cotton. My name is Raquel Antelin and I am the D-Rock coordinator working with students at Greenwood Academy, Elserto High School and Dansza High School. And today we are here because students have identified a gap in our education system and created a solution. Next slide. Who are we? Discovering the reality of our community or DRock is an alcohol and other drug prevention and awareness youth program out of the

043East Bay primarily in Richmond and Elserto. We are determined to create community change and substance use especially among youth. Next slide. Why are we here today? We are asking West Contraosta Unified School District to support the implementation of Rocket, redirecting our community's education on drug. Next slide, please. What is Rocket? So, redirecting our community's education on drugs is a program. It's a curriculum where in May 2021, Elserto DRO students identified a lack of drug education in our schools and a need for a proper dialogue around the dangers and the risks of underage alcohol and drug use. The West Contra Costa Unified District currently has no formal drug education curriculum implemented in schools at the school level with the exception of those provided outside organizations. Some examples that include uh TUPI or RS DRock which is

044a barrier community resources program out of discovering the reality of our community. Next slide please. Rocket stands for redirecting our community's education on drugs and one it is a youth created curriculum. Two it was designed by students through DRock. Three, built from live lived experiences and community realities. Four, focused on prevention, education, and informed decision-making. Five, rooted in honesty, healing, and real conversations. Our purpose of this curriculum is to equip our students with practical tools and knowledge to make informed and healthier decisions regarding drugs and alcohol and substance use. Next slide. This is a brief overview of the rocket. So the program design is six sessions. Each session uh three through five has activity sessions taught through advisory and sessions uh two is designed one and two and creating a a fun foundational and understanding

045of drug and alcohol sessions. And then the three to six is scenarios from group dialogue and discussions. How did it come about? So, our students noticed a problem. They noticed uh substance and impacts on youth and families in our community. Students shared personal experiences seen addiction affects loved ones. Young people reported feeling unprepared and uninformed. And existing conversations often happened after a crisis rather than before. So, students asked, "Why are we being educated before the harm actually happens?" through DRock youth research organized, collected stories and developed rocket. This curriculum was created by students for students. Next slide, please. Why is rocket important? Because substance use affects our schools and community every day. Students are facing vaping, alcohol use, marijuana use, fentanyl risks, peer pressure, mental health challenges, and family addiction experiences. Schools play a major

046role in prevention and creating a supportive environment for our students. Effective drug education helps students build safer decision-making skills and healthier choices. Next slide, please. What students and educators told us in our survey findings. So, we were able to conduct some surveys after the pilot was created. Um, and these were some of the findings that we found. Service areas that we measured was the revalence of curriculum content, our student engagement, awareness of substance use consequences, our access to support resources, opioid overdose response knowledge, and cultural revival and inclusivity and curriculum effectiveness. Next slide, please. That's the correct version, the updated version. So, 85% of our students in um reported increased. Give me one second. 85 reported increased awareness of substance use consequences. 67% reported that they acquired skills related to stopping an opioid overdose and

04782% felt better to identify resources and support systems. From our educators, 100% felt students were engaged. 100% viewed rocket as an effective and for prevention education and reducing harm. Our total participants were 61 students across uh four classrooms and five educators. And now we have some quotes uh from our student surveys. >> I like how they are teaching us about this. They have helped me to know that there are consequences of it. What I like the best was that it clearly showed long-term effects and has and how easy it is to get addicted. The effects probably the effects probably because I did not know it was ever that serious. >> Thank you. >> So this curriculum was not created based on assumptions. It was informed by students experiences, educator feedback and measurable evaluation tools. So

048our ask today is to one review our curriculum, commit to a pilot program, collaborate with our student leaders, and create a pathway to implementation. Students should not have to learn about drugs and alcohol through trauma, social media, or personal loss. Education is prevention. Rocket is more than a curriculum. It is a student-led movement toward healthier communities. Thank you for your time. >> The speakers yet? >> We do have some speakers um for for this item. Do we just go ask if we can >> How many speakers do we have from your group? >> They're counting. >> We have We have all our parents speaking to parents. No, they're they're they're just they're good. So, we'll hold off and add them to the beginning of public comment since you guys signed up for public comment. >>

049So, they're going to go on public comment. >> We're getting ready to open up public comment right now. >> Okay. Okay, sounds good. Thank you. So, we'll move on to item nine. Um, public comment. Members of the public are invited to speak to the board on any matter within the subject matter jurisdiction of the West Contracasta Unified School District, but not on tonight's agenda. Public comment will last approximately 1 hour. The time allowed to each speaker is 2 minutes. Should additional speakers remain at the conclusion of one hour, public comment may be extended. The time allotted per speaker after the first hour is generally one minute. Individually, individuals wishing to speak, please submit a WCCUSD public comment card or if participating via Zoom, individuals will need to raise their hand on the Zoom app. Prior

050to the beginning of this item on the agenda, if you are calling by phone, press star 9. Speaking time shall not be transferred from one person to another. There is no substitution of speakers. Speakers can also make public comment again for each discussion item and action item on the agenda. After all staff presentation, the public will have 10 minutes per item and one minute per speaker. The same protocols recited above apply. The public comment period is a safe space where d where diverse viewpoints may be expressed in a civil manner without interruption of intimidation. Please listen attentively to each speaker's comment and respect their time at the podium. if it were your own. Be open to a different point of view if one is offered. Due to the Brown Act, board members cannot discuss items

051that are not on the agenda and do not usually respond to items presented in public comment. We will close public comment once the item has started. So, if anybody has any public comment cards that they wish to turn in, please bring them up to the podium. And for those on Zoom, please raise your hand. Once we tally up the cards, no more public comment will be accepted. So, is there any public comment? >> Yes, we currently have 18 18 public comment on the Zoom queue for this item and we have Heather Dominique H, Savannah William, Jean Kishner, C. Peters, Mark, Nelli, Hernandez, Daisy, MSAS, Canelo, Edin Calentine, Ian, Maisha Gosh, Silon Harrison, Ashley. Arbert and Christian Vigil, Francisco Ortiz, N Cryensi. Thank you for that. And we will now start um calling public comment. We

052will start with three inperson comments and three on Zoom comments. And we will continue to alternate between both. Yeah. Our first public comment is Sky Nelson >> from Dro. >> Caught me off guard. Thank you. I'm a teacher and parent in Elsto High School and I'm here with DRock the um developing aware awareness of our communities, the reality of our communities. I think about as a teacher and as a parent myself and as a human being in in my role in the world. Uh how much stress has risen, how much existential challenges there are that are more than when I was a kid. There's climate change in the back of our minds. There's AI growing and jobs becoming different in the back of our minds and in the front of our minds in the news.

053There's war in Iran and there's just all sorts of stuff that is hard to fathom. And my daughter had a little bit of a break last night at the table and just got angry for a second about climate change. It just makes me think about what kids are dealing with and we need people engaged in the world not tuning out. And so I really appreciate these students who've created a program to help each other not tune out. These are the kinds of things really easy to want to numb ourselves to and we need to teach not teach allow our students to teach us how to not tune out. So I really appreciate these students and you're going to hear from them today. Thank you. >> Our next public comment is Kimberly Martinez. >> Good afternoon.

054My name is Kimberly Martinez. I attend Elserto High School and I am a member of DRock. Today we're here to implement the Rocket curriculum. It is important to educate students now because the best way to prevent something harmful in the future is to gain knowledge today. By understanding the risk and consequences, we can make better choices that protect our health. With this knowledge, students can become more open-minded and aware of the serious effects that drugs and alcohol have both on our emotional and physical health. Based on information that we have gathered, teens who begin drinking before the age of 15 are five times more likely to develop alcohol dependence than those who begin drinking at 21. Therefore, we need to not normalize this because it's not good for us. Drug and alcohol education is important

055because it gives us power to prevent addiction and save lives. By spreading awareness, we're helping our community make better choices and creating a safer, healthier future for everyone. We urge you all to make the change and strengthen drug and alcohol education in schools because change starts with knowledge. Thank you. Next public comment. Aya Pagan. Aya Pagan. Okay. Hello board members. My name is Aila Pag. Thank you. My name is Aya Pagan. I am a student at Elsa High School. I am a part of the D-Rock program and today I'm here because I think it is important to have a drug and alcohol class throughout the education system. This is crucial because drugs and alcohol are too normalized in our communities and it's important for our students to have a choice to make healthy decisions when

056given access to these substances. For example, I have a friend who's recovering from her addiction. It is upsetting that she has to deal with this as a freshman in high school. So as a student, I am asking you to help us make acknowledgement and recovery possible for our students. With this class, students would be equipped with knowledge of substance use and use when being faced with these substances. We are asking the district to have a drug and alcohol class in all schools. Thank you. Next speaker is Magro Cervantes. Good afternoon board and community members. My name is Milo Cervantes and today I'm here representing students from helping deregulate drugs in our community and schools. Today I'm here along with other DRock members to speak in favor of creating an education program about risk of drugs.

057This policy is important to me because I don't want to see a vape or a cigar everywhere I go when I know I can help people within those hard decisions and situations. It has been really normalized to the point that people are told to just throw them in the trash cans instead of going through the time of hiding them in which certain sit uh situations can have some kids be more surrounded with unhealthy drug relationships within the school premises. About a week ago, I had gone to the restroom and seen a big sign on the corner of the restroom mirror. It said, "If you are done with your vapes, throw them in the trash can. Not the toilets. Even better, just don't use them. It has also come to the point where the administrative staff

058have come to the realization of how easy and quick it is for students to have access to get drugs within the community and the schools. There may be a rule or policy stating no drugs etc. But it doesn't seem to be extremely enforced within the school premises. It has come to my intention that with this sign it might give a statement to some students how little by little they are normalizing and accepting the access of drugs in the community. I know they can't force the kids to stop, but they should at least give the kids who want to help and learn about the situation have a chance, which urges me to want to get help to spread awareness and get classes of and about drugs within our communities. Therefore, I urge you board members to

059implement a drug and alcohol curriculum districtwide. This is important and is impacting the lives of students right now. Therefore, we should all act now. I hope the board members try their both their best to provide a positive outcome from the meeting today. Thank you from your for your time. >> Mona Alami. Good evening board members and community members. My name is Mona and I come from Greenwood Academy. Thank you for giving me the opportunity to speak today. I am here to speak about the importance of supporting drug alcohol education, mental health resources and prevention education for students in our community. As a student, I have seen how stress, peer pressure, vaping, and alcohol can affect young people at school. Many students struggle quietly because they feel like they do not have enough support or safe

060spaces to talk about what they are going through. Last year, one of my close friends started vaping because they thought it would help them with stress and anxiety from school. At first, they thought it was harmless, but over time, I noticed changes in their focus, motivation, and behavior in class. Seeing someone close to me go through that made me realize how important education and support programs really are. I believe students I believe schools should continue investing in counseling after school programs, wellness programs, and prevention education. These programs help students make healthier choices, feel supported, and stay focused in their future goals. Young people deserve safe environments where they can grow, learn, and succeed. I hope our community continues listening to youth voices and taking actions to support students now, not later. And that is why

061the district needs to implement a drug and alcohol and alcohol curriculum. Thank you for your time. >> Danny Mendoza. >> Good evening, esteemed board members. My name is Danny Mendulsa and I am a part of discovering the realities of our communities or known as DRock. I am a student at Elserto High School and I am here today to shed light on issues actively affecting our community. Hundreds of teens every day are smoking, drinking, and falling into drugs that can later damage their futures and potentially compromise their lives. It is a serious and important issue that needs to be addressed in all aspects of our community. that includes homes and schools. DRock would like to implement a new curriculum within our school to ensure that all students are aware of the damages and even able to

062make more informed choices on their safety and healthy lifestyle. This new curriculum is called Rockid and is designed to educate and support students within classrooms, not just, you know. I am asking as a current student, a person who has seen the negative effects of alcohol firsthand and see how it consumes them. And most of all, as a person, a part of the community, we hope that you take into consideration implementing our curriculum for a better and more safe environment. Thank you for your time, >> Valerie Rodriguez. Valerie Rodriguez. Uh good I can start now. Good afternoon uh school board members. My name is Valerie Rodriguez and I'm here today with my team members from DRock to advocate for the implementation of our rocket curriculum to be thought throughout the schools in our district. Our curriculum

063is designed to equip students with knowledge and skills necessary to make inform informed decisions about drugs and alcohol. It's an evidence-based program that not only educates students, but also the risks, but also ensures that the youth in our community have access to accurate information, prevention, education, and open conversations about substance use. By investing in our curriculum, we can empower students in our district to protect their their health, achieve their academic goals, and reach their full potential. We urge the board to implement a district-wide drug and alcohol curriculum, ensuring students have the knowledge to make healthy choices. Thank you for your consideration. >> Marco Rodriguez. >> Hello. Hi, my name is Marco Rodriguez. I'm a father, proud father of two daughters, local business owner, and just someone that's heavily involved with our youth in our community.

064And today, I want to speak not only as a father, but also from my personal experience. So, when I was a teenager, drugs, alcohol, it was just very easy to get our hands on. But growing up, I didn't really we didn't really have programs like DRock where young people could hear about stories be uh someone that can uh talk to us about situations to be able to educate and support us through through these um situations with drugs and alcohol. And personally, I made a lot of bad choices when I was growing up. But what I what comes to mind is what would what would have happened if we had a program like DRock growing up? I mean, I look at my life now. around 46 and I see some of my friends or so-called friends

065that that we grew up and some of them strung out on drugs, some of them overdosed, some of them are are in jail and it started with just alcohol. It started with just marijuana. Nothing was going to happen. But gradually that introduced these other drugs that that now I'm just like, "Wow, how did you go from being such a good kid and now locked up in jail? How did you go from being this great girl and then now strung out on drugs? But it could have been prevented. You know, we we saw on the screen, why do we have to tackle these things when it's in crisis mode? Why not tackle it on in prevention to teach our kids, support our kids, have these conversations, and let them know there's a better way? We need

066to be able to come together as a community, as parents, as school, and be able to overcome because the reality is that there's drugs out there. There's vaping going on. We all know what's going on out there. But to try to hide it, it's not going to help. We need to talk about it. We need to have honest conversations, talk about the reality on how can this impact our kids. I know my time is up, but I really would love your support on this on this topic. Thank you so much for your time. Don Gassne. >> Good evening. You know, it's been nine months since the board authorized God and Associates to conduct a feasibility survey to learn of the public's willingness to extend their measure T parcel tax. Many of us volunteered to offer

067our extensive experience in bonds and parcel taxes to assist the district staff with this renewal, which would have added many millions of dollars to the coffers of our nearly bankrupt district. We were encouraged by senior staff members, but here it is a full nine months later, and we have not yet heard a report about the survey results. Nothing has been brought back to us, the public, to explain not only what we got for our tax dollars, but also next steps on the pathway to putting this renewal on the November ballot. Getting the measure passed and then making sure the funds were well spent. Excuse me if I'm missing things here, but has the district become so a wash in cash that they can afford to throw away these millions of dollars? Has the district become

068so well trained and educated that they think they can handle this issue on their own and ignore all of the free ex expert advice from the engaged community members? willing to share their 50 plus years of experience in local electoral matters. Quite frankly, we just don't get it. Surely, someone on the board or senior staff would reach out to share their thoughts about this matter. But not only have they not reached out, we can't even get a hold of them. No responses to emails, texts, and even letters. Please excuse the frankness here, but what exactly is going on through your minds? Have you given up? Do you think that someone is going to knock on your collective doors and demand you take this $10 million in free money? You got to fight for it. And

069to be crass about it, think about how many overpriced consultants you can hire with that money. This should have been a full-blown project two years ago. But even if you still proceed how you're planning to win over the distrusting voting populace in just a few months, inquiring minds want to know. But we're nothing but crickets. We're hearing nothing but crickets from the people on the far side of the room. I've learned tonight that you guys have got this report, but you're keeping it from the public. You're not sharing it with the public. What the heck is going on there? Michelle Parrots, Alandre Hernandez. Heather, please unmute yourself. Can you hear me? >> Have the person here. >> My name is Heather and I'm writing to strongly urge the board to reconsider the proposed. >> Excuse

070me. Can I >> just wanted to introduce uh myself first. My name is Chris McClean and I teach sixth grade at Dover Elementary. And I brought four of my awesome students here to speak about um the the change in the Chromebook assignments. And my first student is going to speak is going to be Alandre. >> Um hi, good evening. My name is Alandra. I'm in sixth grade at Dover. I'm here to persuade you to I'm here to persuade you to allowed sixth graders to have computers because my because having my own computer as a resource to take home has helped me so much this school year. For example, if the sixth graders don't have computers, they won't be able to do a lot of things in class or even at home. What what I mean

071is that that um when it's time to do the LPAC or the ready test, it will take so long. Even when kids have their own computer, it takes a long time. Imagine one computer for every four students. It will take a month or so. But what I'm trying to say is that you should not take away the computers of sixth graders, but also computers don't just help in class. They but they also help at home. The way the computers help at home is by doing the homework in the computer. It is better to do homework in the computer because in paper you if you have a question, you could you have to ask the question the day uh the next day. But if you're doing your homework in the computer, you can text him in

072the computer. And um it has helped me so much because um I was very shy and I I didn't talk much but now because of the computers I have done slideshows and in my student console which is called do leaders and it has helped me with my uh speaking and And I did presentations for the younger kids and it was and it is better on computers because you please unmute yourself. >> Good evening board. My name is Heather and I'm the parent of two amazing Vista students and I'm here to urge the board to reconsider. >> Heather, please unmute yourself. Can you hear me? Can you hear? >> Dominic, please unmute yourself. >> Dear school boy, my name is Dominic and I am a third grader at Vista Virtual Academy. I'm lying because I don't

073want to lose our teachers and I don't want the first and second graders to their school next year because there won't be any more second or third grade classes for them. Teachers help kids learn how to read, write, do math, and believe in themselves. If there are fewer teachers, students won't be able to get the help they need. Some students may fall behind or feel forgotten. Every child deserves a teacher who wants to help them succeed. Our teachers show how much they care about us every day. They help us when we are confused and carage us to always do our best and make learning fun. Cutting our teachers will hate students and families in our community. Please do not cut our teachers or our second and third grade classes. Please protect our school and our

074futures. Thank you for listen listening to the students like me. Savannah, please unmute yourself. >> Can you hear me? >> Yes. >> Okay. Dear school board members, my name is Savannah and I and I'm a seventh grader at Vista Virtual Academy. I'm speaking today because I'm very worried about the decisions to cut our amazing teachers. Teachers are not just employees. They are the people who help us learn, grow, and feel supported every day. They explain things when we are confused encourage us to be our best self and make school a safe place where we can thrive. Taking away our teachers will make it harder for students to get the help we need. For students in middle school, having teachers who specialize in subjects like English and math is extremely important. These teachers help students understand

075difficult lessons and stay on track academically. Without our teachers, many students could fall behind or feel disconnected from school. Cuts like these may save money now, but they could hurt students education for years. Students deserve support, attention, and quality instruction. We should not have fewer opportunities because of budget decisions. Please listen to students and families before making cuts that will affect our free our future. We need our teachers. They make a difference every single day, and our education is too important to lose them. Thank you for taking the time to listen to me speak today and consider these the impact these cuts will have on students like me. Thank you. Petronil Fernandez. Good evening, board members and superintendent, families, and community leaders. Thank you for this opportunity to to to come here. My name is

076Petronila Fernandez. I am especially grateful to to the brave student who spoke today behind me. And as a mother and member of this community, I stand before you with both deep concern and real hope. Raising children today is difficult and we parent cannot do it alone. The fight against narcotics is shared responsibility that belong to all of us parents, educators, leaders, community member and all of our neighbors. Our children spend most of their day in schools. It is where they form friendships, make decision and shape their future. For too many are exposed to this concerning halore early with the relies. The evidence is clear when prevention education start early and continue constant constantly we significantly reduce risks and will a stronger healthier young people. I dream of a community where our school and family work

077together as a true partners. A keeping our children with the knowledge and a skill they need to make safe informant decision investing in prevention is not expensive. It is as smart as invest in we can make children future. That is my respectfully hear you today to approve and districtwide drug and high call prevention curriculum. Let us know not just for children today but for their future. Thank you for allow me to speak. Have a great evening everyone. Thank you. Araeli Gomez. Hello. Good evening everyone. My name is Adiselli. I'm a prevention program coordinator for a youth cannabis prevention program at both Richmond and Kennedy High School. And I just wanted to start off by saying that the the students, teachers, and school staff that I've had conversations with can all agree that there is a

078high prevailence of substance use um within the schools specifically around vaping and alcohol. Um and that is why education around substance use awareness and prevention is a community responsibility. Uh prevention and education helps students be healthier and more successful academically. Uh re a lot of research shows this. Uh students learn best when they feel more informed and supported. And prevention is more effective than intervention after a crisis. students, they need facts and resources, not fear-based messaging, right? Um, education gives young people tools to make healthier choices early on. Um, and another thing that I wanted to note is they're seeing prevailance in even like as early as um, elementary school, believe it or not, like the vapes, the prevailance of the vapes. Um, and that is why we urged WCCUSD to implement the Rocked district-wide

079curriculum. Um, and I just wanted to end off by saying support youth, support education, and support Rocked. Thank you, Lesie Turton. Lesie, >> uh, good evening. Thank you for the opportunity to speak before you this evening. First, I want to give it up to Drock. Um, everybody was really prepared with their statements and I didn't really prepare anything, so I get to freestyle. Um, so I bring to this discussion um the question like isn't aren't we aren't what we asking for is for a science to be taught in school? Knowing what drugs have the the drugs um the impact drugs have in a brain is not something that is a science that should be taught to every student you know as as part of their graduation. I think that more people that have the information

080is better than not enough people have the information. Um I I spent the last uh 15 years working with young adults and with um grown men um working in drug and alcohol counseling. I represent um Kracasta County as a substance abuse counselor and also represent support for recovery um an organization that provides services for addicts and their families. Um, I really don't understand why this is something that we need to ask for. Like I said, I it's a proven science and I think this is important for all young adults to learn this moving forward in their life. Um, there's drugs in the bathrooms in schools. There's teachers, you know, that um they're struggling with kids that come in and smell like marijuana and, you know, um, truency. uh the courts. A lot of these problems

081can be solved if we just, you know, provide more information and then less information about substance abuse and addiction in our schools. Thank you. I have a point of order. I have a point of order. There I'm getting um notifications that there was a young person or there was a someone on Zoom named Heather. We called on Heather, but but she got cut off. Thank you. And I want to make a point of order. Um, we just had a presentation and I want the board to go down and take a picture with um, our students that presented tonight um, for Brock Brock. Um, so if the board could go down and take a picture and then we'll continue public comment um, after Thank you very much. And we will now continue on to our public

082comment. >> Heather, please unmute yourself. >> Good evening. Can you hear me? Board. >> Yes. Thank you for calling me and allowing me to speak. My name is Heather and I'm the proud parent of two Vista Virtual students and I'm here to urge the board to reconsider the proposed staffing cuts affecting Vista Virtual, particularly the elimination of specialized English and mathematics support positions for students in grades 7 to 12. Vista Virtual students are not less in need of academic support simply because they learn outside of a traditional classroom. In many cases, these students require even greater access to qualified subject area experts to ensure they remain academically engaged, supported, and on track for success. Removing specialized support positions raises serious concerns about educational quality, equity, and compliance with the district's obligation to provide meaningful instruction

083to all students. I asked the board directly how will the district ensure that Vista virtual students in grades 7 through 12 continue receiving meaningful access to subject area expertise in English and mathematics after these positions are eliminated. Generalized support models cannot replace credentialed educators with specific subject specific knowledge. English and mathematics are foundational disciplines that require targeted instruction intervention and academic guidance. Without dedicated specialists, students may face reduced instructional quality, slower academic progress, and diminished opportunities for indiv individualized support. These cuts also risk widening achievement gaps for students who depend on independent study due to health, mental health, safety, family, or learning needs. Families choose Vista with the understanding that students would continue to receive access to qualified academic support comparable to what is available in traditional settings. Budget challenges are real, but balancing finances

084should not come at the expense of educational access and academic integrity. The district must prioritize students first and protect the instructional support that directly impact learning outcomes. I respectfully urge you to pause these cuts, provide transparency to families and staff, and explore alternatives that preserve meaningful academic support for Vista. William, please unmute yourself. >> What happened? >> Is it my turn or William? >> C Peters. >> Okay. >> Hi, my name is Carol Peters and um I heard y'all giving jobs back so I'm here to put my school in that hat. I represent Vista Virtual Academy, a place built for students who were quietly pushed to the margins of traditional education settings. We operate three programs out of our office serving students who didn't feel safe, didn't feel seen, or simply couldn't survive in a

085conventional school setting. These students are often invisible at traditional schools. They don't always fit a category that draws attention, but they are vulnerable and they matter. and I heard y'all saving jobs. So today, I'm asking you to save the job of our office clerk. This person supports over 30 staff members, provides translation for families, ensures attendance compliance, and maintains an enormous volume of legally required documentation. Our work cannot function without it. To ask someone to go from full-time to three hours a day while expecting the same outcomes is just is not just unrealistic, it's shameful. Additionally, we are facing the loss of three teachers this year, effectively freezing our ability to grow or serve additional students who desperately need us. Since you're giving jobs back, I'm asking you to restore one to us. Give us

086FTE back. We need at least one FTE back. You speak about You speak often about equity, about protecting vulnerable populations, about caring for every child. I'm here to remind you that our students are those children. They are the ones traditional systems failed. They are the ones who didn't feel safe walking onto a campus. They are the ones who disappear in the noise. The ones not checked on. Vista Virtual Academy exists so they don't disappear anymore. Since I hear you're giving jobs back, I'm asking you to see us. Save a position. Save our staff. Save our WCCUSD students. That is my time. William, please unmute yourself. >> Can you hear me? >> Yes. >> Hi, board. My name is William McNab and I am the proud parent of two Vista virtual students that you heard from

087tonight. I strongly urge the district to reconsider the proposed cuts that would eliminate specialized support for Vista students in grades 7 through 12. These cuts raise serious concerns about educational quality, equity, and student success. This virtual students already face unique challenges that require strong academic support systems. Eliminating specialized English and math teachers will directly impact students who depend on access to teachers with deep subject area expertise. Middle and high school course work becomes becomes increasingly rigorous and struggling students need intervention from educators who understand the content at a secondary level. How will the district ensure that students in grades 7 through 12 continue receiving meaningful access to subject area expertise in English and mathematics after the eliminations of these amazing teachers? In addition, how will supervising teachers without specialized secondary content backgrounds be expected to

088provide intervention support for struggling middle school English and math students? These subjects require more than general supervision. Students need targeted instruction, academic intervention strategies, and teachers who understand grade level standards, writing development, and complex mathematical concepts. The proposed cuts risk widening learning gaps for vulnerable students who chose Vista Virtual because they need flexibility, individualized learning or alternatives to the traditional classroom. Reducing specialized academic support sends the message that these students deserve less access to qualified instructions than their peers in traditional settings. I urge the board to prioritize students over budget reductions and preserve the specialized positions that provide essential academic support. Families deserve clear answers about how educational quality will be maintained if these positions are limited. Please reconsider the cuts and protect the academic resource our students need to succeed. Thank you, >> Briana

089Concura. Um, ladies and gentlemen, good evening. My name is Brianna. I'm in sixth grade at Dover Elementary. I'm here to persuade you to allow sixth graders to have computers. Having my own laptop as a resource to take home has helped not only me, but my teacher. Why, maybe you're asking? Because like this my teacher does not have to look for homework that is at our level and sometimes it could be hard for my teacher to look um a page for everyone to understand and this has helped me because when we are doing alpac or are ready I have my own computer so I can do my exams and I do not have to wait for someone else to let me borrow borrow to let me borrow their computer. But why is it this important? Why

090should I listen to this kid? Because you're trying us to share the computers. It is good when you're partnered up with your friends. But it changes when it is commonly and it will be so much harder for us to do any homework, reading or exam. In conclusion, this is an unproductive plan because you're making students and teachers lives harder. Before I leave, if this plan actually goes on, probably people will start a boycott until you guys do something. But it's not too late to change your opinion. Well, this was my speech. Thank you for listening and have a good day. Goodbye. Brena Elisald Ernnandez. Hi, good evening. My name is Ranata. I'm in sixth grade in Dober Elementary and I'm here to persuade you to let the sixth graders have computers. Having my own laptop

091has helped me so much. An example of how having my computer has helped me is that when I started sixth grade, it was difficult for me to read books of second grade. But now I can read fifth and sixth grade books because of I ready. And also my I ready level is higher. Another example of how having my own computer is good is that I do the homework on it. I do it in class kick. In class kick I can record myself and that has improved my fluency. Something else that having my own computer has helped me is that now I can do public speaking and the computer we do presentations and we present them. That's why now I can do public speaking. We did presentations of Lunar New Year about ourselves about how much

092we have improved in school and about information or stories. And I also presented to lower grade classrooms and without my own computer this would be so hard. I'm having an example of one of the presentations. We did a foot drive presentation to give the food to families that need it. But to do the presentations, we need to do them at home. So if we don't have our own computers and if we can't take them home, that's going to affect things that we can do. And that's it. Thanks for hearing my presentation. I hope you let sixth graders keep their computers. Marjorie Rammon. Hi, my name is Marjorie. Oh, well, hi. Good afternoon. My name is Marjorie. I'm a sixth grader at Thor and I'm here to persuade you guys to allow sixth graders of computers.

093In my opinion, having my own laptop to take home to work and has helped me so much improving my studying. For example, when I got to do, I had a third grade reading level and now I have sixth grade reading level and I ready. I was able to do this because I had I did I already reading a lot in my house and that helped me a lot. I also did class cake reads and I also um recorded myself for one minute and that helped my teacher to see how I'm doing and also so I can see how I'm doing as well. I feel like without the computers that will be difficult because to get a six reading level because I wouldn't be able to do I ready or reworks and that that wouldn't help

094me improve my reading and also having my computer at school is doing pretty And also um thank you Chris Mlin. >> Um, >> so I wanted to thank the board for saving the programs like elementary music, um, ethnic studies and also Spanish for native speakers at at Kennedy and the theater director program. Um, I'm really inspired by a lot of the youth, the high schoolers with the the wide plan and stuff like that. And honestly, my goal is for my goal is for my sixth graders to be like that in the future. My my students already are really inspiring. For example, three of these four students went to the state capital and they spoke to legislators about three uh Senate bills about uh ICE, about healthcare, and I forget what the third one was. Um

095they they've won awards for the city of San Pablo. They've given presentations to lower grade classrooms and all four of them are part of do leaders which is the student council at our elementary school. Now these kids without their computers wouldn't have been able to do all these things. Also all of my students right here either have a fifth grade or sixth grade reading level when in the beginning of the school year they had third grade reading levels. Um so I'm here to speak to you today to convince you to at least let sixth graders have their computers. It makes sense for kindergarteners and other lower graders like first, second, and third not to have computers to take home. But sixth graders are middle schoolers in other school districts. And these sixth graders, they're really

096responsible and they can use this technology effectively. Of course, in the classroom, they're not on the computers all day. They're only on the computers to write their essays, to do research projects, and other stuff like that, and to do their presentations. But we use our textbooks, we use um we read books, of course, we have PE and art. We don't use the computers all day, but it would be really detrimental if the computers were taken away for them. So, this is why I'm speaking to you today, so that at least the sixth graders in the elementary schools can keep Chromebooks onetoone. Um, because it'll be way harder next year for my next group of students to be leaders, to be activists like they were this year. It'll be way harder to get these kids to

097improve so much. So, please reconsider, at least for the sixth graders, to do the onetoone uh computers, please. Daisy Messias, please unmute yourself. >> Can you hear me? >> Yes. >> Good evening. I'm Daisy Mas from Vista Virtual Academy. I have been here for 5 years. I came to the school mainly for the purpose of learning more also for a safe learning space. I think it was now wise for you to cut our teachers not only for the reason of where they would go after the students. You have built bonds and even friendships. If you count teachers for middle and high school, students will most likely end up with elementary teachers until we find other teachers for our grade. By law, we deserve the same educational rights opportunities as inperson schools. Independent study programs should

098receive access to the same curriculum as in person, not an alternative. These are teachers that specialize on the subjects you need to graduate and succeed. Overall, I think it's not right for you to call our teachers. Think about us. You're the future. Thank you for your time. >> Canelo, please unmute yourself. >> Can you hear me? >> Yes. >> Good afternoon. I'm Canelo. I've been in Vista for 4 and a half years. All of my other teachers in different schools didn't pay much attention. They mostly care about uh they mostly care about they don't care about us much. When I came to Vista, I got friends and when I didn't know something, my teacher helped me understand it. If you cut our teachers, how are we going to learn? An elementary teacher won't be able

099to teach algebra. What are you trying to accomplish in cutting our teachers? What's the point? Our kids have bonds with their teachers. And if you cut that bond, if you break that bond, we will be heartbroken. If if you cut our teachers, who is going to teach math? Mr. Lewis does that. Who will help us with Zern? Miss Link does her best to help us. Not only is she nice, but she's caring, smart, and always helps us. I never met Miss Chen, but I've heard from other students that she's nice. She's a nice person and does great job teaching us. Those teachers chose to work here at Vista and those are the teachers that we want. Thank you for listening. >> iPhone, please unmute yourself and state your name for the record. is opportunity. Director

100can say Constant Inosade, Sarah Maninix Good evening. I want to start by thanking CBO um Jeff Carter for finding a way to reinstate Mera Vista's Title One funding and to um Director Lango for committing to look at a more equitable Title One distribution model moving forward. This is exactly the kind of responsiveness that we're here asking for tonight. I am back to advocate again for two basic funding needs at Fairmont Elementary. The first site supervision. I want to be specific about why cutting our yard supervision in half is a safety crisis at Fairmont in particular. Fairmont is over capacity. The district's solution over the last decade has been to add portables, which means our yard is fragmented across multiple spaces. We have no single vantage point where one person can see our entire yard. There

101are buildings, portables, and a significant blind and significant blind spots in every direction. You cannot safely supervise this campus with half the current staffing. Even at current levels, we're seeing an uptick in behavioral incidents. Students reporting feeling unsafe and families leaving for private school, specifically with reports of safety. It's not a matter of stretching our resources. It's physically impossible. And we have some incredible yard supervisors. A student was punching my son a few weeks ago, and when I asked him why he didn't go get an adult for help, he said he couldn't find one nearby. Children shouldn't have to worry about their safety when they go to school. It's imperative that you restore Fairmont's yard supervision to its current level. The second issue is pushing the cost of translation services to parent teacher conferences and

102SST meetings onto individual school sites. This is a massive equity concern, essentially taxing high ELELLL schools with high linguistic diversity. At Fairmont, we have 38 languages spoken by the parents at our school. This is about a $10,000 a year cost. And with the site budget cuts, our SSC has asked the PTA to help cover it. So essentially, this means parents will be paying for their own translation services. We're asking the district to fund translation services centrally so that no school is penalized for the diversity. Lucas Menenix. >> Good evening board and district staff uh and superintendent Cotton. Uh my name is Lucas. I'm also a parent at Fairmont Elementary. Also back again um talking about the same uh budget issues. I'm also the chair of our SSC and so I have a particular insight into

103kind of where our money goes and how we spend our our site budget. So, the district's budget decisions uh are forcing our school to choose between safety and student achievement. When you push the the cost of ZAR supervision and translation services onto our site budget, you're not shifting funds around. You're pulling resources out of the interventions our highest student, our highest need students depend on to succeed. our principal and our SSE. We've spent years working together building a system of supports for our most at risk students and it's really working. Fairmont consistently performs in the top tier on student growth metrics across all of our all of our different demographics. Spending our our limited site funds on basic safety and legally required family engagement directly cuts into the academic supports that are producing those results.

104Every year in our surveys, our families tell us they want more counseling, more intervention access. And our SSSE, we're really trying to listen to our community. Instead, we're being forced to choose between uh safety and academics. That should not be the trade-off that we have to be making. Our SPS our SPSA is very ambitious. We have really high targets and we're relentlessly focused on student achievement. Let us execute that plan. cover yard supervision and translation services at the district level where the responsibility belongs. Thank you >> Chan Douglas. >> Hello board. You're going to sense a theme here. I'm a parent of a second grader and also a 2-year-old future Fairmont Elementary School member. I have extreme concerns about our difficulty with safety on campus currently, which will be heavily exacerbated by cutting our yard

105supervision in half. Not only will this cause increased safety issues for our students, it will also close off their ability to access the field throughout the day, which we know causes exacerbates behavioral problems in the classroom. So there's sort of this perfect storm where we're sort of our hands are tied where we're needing to use PTA raised funds in order to manage safety at the school and therefore losing resources for reading remediation, counseling, etc. that our most vulnerable children need. And then they're unable to go out, be kids, make friends, blow off steam that allows them to sit and learn effectively in the classroom. We know that achievement goes down when students don't feel safe at their school and we already have seen some climate issues in our schoolwide surveys that we're very concerned about.

106These will again be exacerbated by not having adequate supervision on campus. I'm reading uh a statement from another parent who could not be here. Uh when my son just started at Fairmont, another student choked him on the playground. If not for resource recess supervisors, he would not have bounced back so quickly following the incident and I would not have felt safe sending him back to school. I was reminded of this last week when I saw a student choke another student during a school assembly. Thankfully, adults stepped in. Safety is essential for a good learning environment, not a budget issue. These are critical cuts that we're making to safety. And speaking to what Sarah and Lucas mentioned, access to translation services. Again, for some of our students who are dealing with the most adversity in terms

107of parents not speaking the dominant language, we need these resources for our kids. Thank you. So we have reached the one hour on our clock. Um we will now be moving on to one minute. >> Maisha Harris Gash please unmute yourself. Good evening all and I do want to acknowledge the student uh advocacy from tonight. I absolutely love it. Love it. especially our young people from uh Dover Elementary. Um I wanted to share that, you know, I've been looking at the district website like today, last week, week before last, and I noticed that the Latino graduation has been prominent on the district website. Yet, I've been looking for the black graduation announcement on the district website. So, I don't know. I mean, is it an equity issue and representation or what not? Um cuz then

108that leads me to thinking about belonging. Do our black students belong? Do they feel like they belong? Do our black families feel like they belong? Do your black staff, and I will speak for myself, do I feel like I belong? Now, one thing I know about me is that any room that I walk into, I belong in that room. However, everybody's not me. So, do our black students matter? Do they belong? If so, then we need to see that representation equitably spread around the district website and other spaces here in the district. So everybody have a wonderfully blessed evening. Salon Harrison, please unmute yourself. Salon Harrison, >> can you hear me? >> Yes. >> Yeah. Good evening. Um, I had a lot to talk about, but I wanted to support the youth and I like

109tonight our youth was out here representing. That's a beautiful thing because y'all need to hear them. But, um, about that vaping, that's true. That's real. Um, I had three kids I put through Helms and that is real. Y'all really need to do that because there is nothing that supports our youth and knowing the danger. And I had my daughter do a written report on one when I found the vaping pin on her and she didn't know the dangers of vaping. So the kids just do it under peer pressure. So I need you all, if y'all don't listen to these kids, y'all need to come up for something that's preventive on our campuses to support instead of our principal suspending the kids for having drug paraphernalia on them. This could be a health crisis where these

110children are substance abusing for mental health, being bullied, and all type of things. I'm a mom of eight kids, a grandparent, grandmother of 22, and um I feel y'all should, you know, support the youth in that program. I'm complete. >> Ashley Albert, please unmute yourself. >> Hello. Can you hear me? >> Yes. >> Hello. I am calling about the Kennedy High School community. I want to celebrate that you all got out and took pictures with Mitsy Perez Caro. I want you to understand that the actions that you took this school year and the lack of accountability for the actions of our administration at Kennedy High School has led to the pushing out of somebody as incredible and powerful and connected to our students lives as Mitsy Perez Caro while they are carrying their firstborn. To

111be able to do that work is sacred. Ms. Gash was speaking about our black students feeling welcome and comfortable. As you continue to push out black teachers last school year and Latina teachers this school year, you need to understand the level of stress and desperation that people are feeling as ICE is invading our communities and as kids are seeing genocides happening in Africa and in Gaza. Please consider the kids. Marie An anayam. Thank you to the leadership that came out to cookies with Cameron. Your support was felt and the event was well t attended. Shout out to the planning committee for putting on another successful open house. I want to let you know the gardener lady there, she's very uh great at doing the landscaping at our site and also all the movers that came

112to move the numerous boxes. They very efficiently did their job. I want to shout out the IT person that comes to Cameron. He really is a genius. My computer frequently disconnects from the copers. He comes and fixes it and even talks to my colleagues about their things going on. I want to give special recognition to the sped teams at stage and hurting. Um Malik recently told me that he has a friend at school and I met the friend on the field trip. That meant a lot. Lydia is making a lot of social connections and her team helps her remain focused and on task. This is my 18th speech. Please remember students and their safety always come first. And don't forget, I'm advocating for adding cameras and GPS on the sped buses. Thank you, >> Latifah

113Abdullah. Good evening. I came to support the young people um the DRock group and the Rocket group. I wanted to say that I think um we need to consider a well-rounded approach to uh so they have the academic learning and I think you know the the portion of adding the um alcohol prevention the the alcohol education and you know I think it's very real. I think you know we can say that parents are the first first teacher but I think the community has a responsibility um and I know for myself I've lost uh two two uh a person I grew up with to alcohol and also a relative to alcohol they were very young and so um if you consider the prevention and start early I think that coupled with the mental the mental health

114and wellness that they talked about. I think it would go a long way if we start early. Jackie Aendaniel Christian be healed. Please unmute yourself. Christian Nick Christensen, please unmute yourself. Good evening, board superintendent Cotton, members of the staff, and members of the public. I would urge the board to continue to do their board reports and give feedback and insight to their thought process and what they are seeing when they go out into the community, what they are hearing and give that knowledge to the public. I urge the public to stay involved. You cannot just come out when there's an issue. The district is us the people. You need to communicate regularly and advocate for what you want. You also need to realize there is not an infinite pot of money. Many programs are great

115programs, but they need to be funded. The only way you can do that is with money. There will be a parcel tax that is going to be put on the for up for the tax the voters to vote on. Vote yes. We should increase it. Christina Werta, Kennedy High School. Um, first off, we are here to give thanks to the trustees who came to Kennedy and checked in with us and most importantly checked in with our students about what they needed. We appreciate um that you heard us and that you are voting in order to make sure that FTE is restored for our kids. Um, on top of that, I also want to point out that with the new FTE, there is a chance for us to maintain our eight period schedule. We've discussed it

116in ILT. Thank you, Mr. Fleshman. Thank you, Mr. Luongo, for coming and supporting us with that. Um, as reps, as UTR reps, we have submitted that documentation earlier this week, so we ask that it please be considered now that we have additional FTE to cover that. Um, and most importantly, I'm here to talk about Miss Hernandez, a wonderful educator at Kennedy High School who has been there since she was student teaching and is able to take positions like a was coordinator or athletic director, Zack Porter. Hey everyone, Zach Porter here. uh want to reiterate uh we appreciate you all awarding the 2.4 FTE. Um there's still work to be done. We need to make sure that those uh FT go toward the right programs. Um I also want to talk about another thing though tonight.

117Um we have uh our EL program here at Kennedy. Um and um we're a little concerned about uh the next year. Um basically um you may not know this, but we have over 200 um students who have not reclassified at Kennedy. It's a very small high school. Um we had five this year I believe. Um and so we really need a more robust um language development program here. Um the uh we've not had a fully staffed EL3 or 4 for 3 years which really explains why this is happening. Um and the the suggestions for how to um to offer courses for next year um are concerning. So um I'm running out of time, but I would really appreciate your attention in the coming weeks. I I want to thank Mr. Fleshman, Mr. Longo for talking

118to us today, but we're going to really need to discuss this because um it's really important and going >> Patricia Blanco. >> Um good evening board. My name is Patricia Blanco, Spanish teacher in Kennedy High School. I'm here to speak in behalf of an intelligent, passionate teacher that is Miss Nalian Darnes. She has done a great uh job in Kennedy High School. He wants to continue. We have the FT to keep her. We need her. She's great for the community, the students. Um also, thank you for supporting us, the trustees when you speak to the students and to us. Thank you. I hope you will continue doing something like action, not just words, and we will appreciate it. And finally, I invite everyone to our Latin Latina next June 4. This going to be awesome.

119This is work of students for students and teachers. We don't haven't had the last two years. We have done everything by yourself by ourselves. So please go. It's going to be fun. It's going to be exciting and you will be amazed. Thank you. >> Jane Kitchener, please send me yourself. >> Hello. My cat ran across my keyboard and turned off my hands and I have one minute. So, I'm going to talk quickly because I'm going to be asleep by the time you get to computers. Um, for the cows, Mark down at U math has told, at least our school that when you have a combo class, the kids not in one grade level that you're teaching math need to be on a computer doing computer-based math. Well, and then you switch and the other class

120goes on a computer. That can't happen with a 4 to one computer assignment. Perhaps combo classes need more than that and they're cows. Number two, we have had kids in our school and other schools that have destroyed three, four, five computers. It's not I don't feel the kids should suffer because the district chose not to um charge them $300 for all these computers and kept giving them more computers. That's ridiculous. Um three, I remember seeing a picture way before you guys posted it from one of the tech IT people about walls of computers that need to be fixed. Maybe start a program through the high school where you teach them how to do basic IT and they can learn and help you guys fix them. Francis Cortis, please unmute yourself. >> Good evening board. Good

121evening, Superintendent Cotton, community and cabinet. My name is Dr. Francis Cortiz, proud district alum, district parent, and president of United Teachers of Richmond. And I'm here to again thank the board for their efforts to um restore the FTE at Kennedy High School, the music program in elementary school, and to also reiterate the point. Hold on. And to reiterate the point that um as an organization as UTR and our statewide affiliate to the California Teachers Association, we have um been lobbying over the past several months and have been successful in the governor's may reise to include 2.4 billion increase for special education, 1.5 billion for community schools, increase funding to grow the teacher pipeline, and a 4.31% cost of living adjustment. And we know that we're going to continue to advocate for the 3.6 billion that

122is still constitutionally owed to our students. And we hope that the district and staff join us in that. >> Mark, please unmute yourself. >> Good evening, uh, board and superintendent Cotton. Mark Mitchell, United Teachers of Richmond. I want to um jump on the uh comments by our president, Dr. Francisco Ortiz. There's more money than ever coming in the 2627 school year. More money than our district has ever received in the history of our district to teach fewer students than in the history of our district with fewer staff people working in our district. Um we should be doing very well. In particular, we are receiving $49.7 million more than we knew about in January. And none of that is reflected in the third interim that's going to be presented to you uh later tonight. And none

123of that additional income should be missed in the budget that staff will present to you in June. President Netana, please direct the superintendent and her staff to recognize the actual dollars coming to serve our students and stop shortch changing Richmond students and West County families. >> Kumi Jani Har. Hello, my name is Kumanihara. Um, I also wanted to echo my colleagues and say thank you to the board um for reinstating 2.4 FT at our site and we are really excited to see the return of programs like Spanish for Spanish speakers um a full-time ethnic studies position uh c uh CTA classes and so we're really excited about that. Um to pick up where um Zach Porter was talking about our concerns with uh English, um as you all know, there are so many diverse needs

124when it comes to ELA and EL instruction and we're just concerned that the current offerings on the table are not going to meet the needs of our students. Um so we're, you know, uh looking forward to solutions to ensuring our students educational needs are met. Um, we also have an opening for a leadership position and uh we have Miss Hernandez who is wonderful and the community just it just won't be the same without her. So, uh the FT is already there. We just need to make sure it gets allocated. Um so once again, thank you and uh yeah, thank you. Oh, Chuda Mitsy Perez. Hello y'all. My name is Mitsy Perezo. I'm a second generation WCCUSD alum, an advocate for students for 15 years, and a ninth year career technical education teacher at Kennedy. I

125also want to echo my colleagues in saying thank you. Um today and yesterday I shared with students that FTE allocations were fully allocated to uh ITA specifically and they were so emotional and it clapped which I've never seen before which is great. Um I also want to urge you to make sure that the process for principles uh is um fully looked at. We need principles who care about our site. We need principles who really want to be with our community. Um we we also need to ensure that the the cycle of cutting FTE at Kennedy uh is stopped uh because and at large, right, for our whole district because it's we need these programs to continue. We need Y Plan to continue, right? We need our Naelli Ernnandez. Erin Kalentine, please unmute yourself. >> Good

126evening, board. Um, I hope that you heard from the Vista students and families who spoke tonight. And on behalf of the 340 odd students who are doing independent study, I wish to remind the board that our district just lost a lawsuit when they claimed that they could not provide highly qualified teachers to all of their students. I hope very much that it is not going to become board policy or district policy that independent study students deserve anything less than highly qualified teachers. And to that end, I'd like to quote some of the ed code. Uh in 51747, the provision of content aligned to grade level standards that is substantially equivalent to in-person instruction is a necessity at independent study for high schools. This shall include access to all courses offered by the LEA for graduation

127and approved by the University of California uh as A throughG admissions criteria. What that means is that we need certificated teachers. We need English experts, math experts, science experts, history experts, as well as PE and art. Please do not deny these 340 odd students their rights. Thank you. Christian Bjo, please unmute yourself. Christian Nigel Arnandez, please unmute yourself. >> Hi, thank you. Uh, my name is Aelia Hernandez and I am currently a social studies and leadership teacher at Kennedy High School. First, I want to sincerely thank you for supporting our school community um at the last board meeting and for allocating additional FTES to our site. Uh, with that said, I want to urge management and the board to continue finalizing and allocating any remaining point. 2 and point4 FTEEs to teachers who are committed

128at staying at Kennedy, including myself. I usually try to keep my personal needs outside of the conversation because my students always come first. However, I strongly believe that when we have teachers who are passionate, dedicated, and deeply invested in our students and school community, we should do everything in our power to retain them at such sites. Stability matters, relationship matters, consistency matters to for our students. Lastly, I want to emphasize that important decisions impacting our school need to be made sooner rather than later to ensure a smooth start to the upcoming school year. One of those decisions is finalizing whether Kennedy High School will move forward with an eighth period schedule. Thank you. Allison Huey, please unmute yourself. >> Allison Huey. >> Hi everyone. Please pull C1 from the consent agenda for public discussion. You

129heard students and families tonight begging for you to keep teachers and programs. How can we possibly be considering adding more special adviserss? If additional special adviserss and executive support positions are continually required to carry out the superintendent's responsibilities, then the public deserves an honest conversation about whether district leadership is appropriately structured and whether taxpayer resources are being used effectively. That conversation belongs in public view, not buried in the consent calendar. Thank you. That concludes public comment. >> Thank you to everyone who gave public comment tonight. We'll now move on to agenda review and adoption. Does the board have anything that they would like to address on the agenda? Um Trusty Whitten. >> Um for April 29th, 2026, um it says that the president led the anti-racism statement. I led the anti-racism statement. And then for

130resolution 2526-75, the national poetry, believe it was weak. It says vote not recorded, but my vote was a yes. And I also seconded the motion for it. >> All right. Thank you for those um clarifications. They would be added into our minutes. Um does anyone have any other Okay, seeing none, we will proceed with the agenda as published. So now we'll move on to approval of minutes for April 29, 2026 special board of education meeting May 4th, 2026. President, I move that we approve both sets of minutes with the changes from Trustee W. Do I have a second? >> A second. >> Okay. Moved by Trusty Gonzalez Hoy, seconded by Trustee Reckler. I'm moving on to the vote. Uh Trusty Han. >> Yes. Trusty Whitten. >> Yes. >> Trusty regular. >> Yes. >> Trusty Smith

131FS. >> Smith Falls. Yes. >> Trusty Gonzalez Hoy. >> Yes. >> Trusty. >> Yes. >> Trusty say yes. And now we'll move on to item 12, resolution number 2526-90, National Speech Language Hearing Month and National Speech Language Pathology Pathologist Day 2026. Thank you, President. Now, therefore, therefore, be it resolved that the board of education hereby recognizes May 2026 as National Speech Language Hearing Month and May 18th, 2026 as National Speech Language Pathologist Day and recognizes their special contributions to students and families. And be it further resolved that the West Contraosta Unified School District Board of Education recognizes the shortage of such professionals. And be it further resolved that the West Contra Costa Unified Board of Education expresses its sincere appreciation and gratitude to all speech language pathologists, speech language pathology assistants, aiologists, and related professionals

132for their dedication, expertise, advocacy, and commitment to improving communication, educational success, and quality of life for all students and families. >> Okay. Do we have a motion? President, I move resolution number 2526-90, National Speech Language Hearing Month and National Speech Language Pathology Day, May 18, 2026. >> Do we have a second? >> I'll second. >> So item 12 moved by Gonzalez Hoy, seconded by Trusty Regler. Moving on to the vote, uh, Trusty Hug. >> Yes. >> Trusty Wooden. >> Yes. >> Trusty regular. >> Regular. Yes. Trusty Smith Folds. >> Smith Falls. Yes. >> Trusty Gonzalez Hoy. >> Yes. >> Trusty Andes. >> Yes. >> And trustee and a yes. Moving now on to consent items. Uh we are up to consent items. Does any board member wish to pull any items from the consent for

133discussion later in the evening? >> Yes. Um I would like to pull item C1, the new job description. um for the confidential coordinator for the superintendent. >> Okay. Um item C1 has been pulled. Um any additional? Seeing none, we will accept the rest of the consent items. Um moving on now to superintendent communication. Superintendent Cardinal, this is your item. Thank you, board. I'd like to uh begin our meeting. Is it up yet? She should have shared it with you. Are you able to share it with uh to Rosa's computer, please? Are you able It's on the agenda. Are you able to pull it off of the chat? Liz, are you able to share screen? Well, we do that. Thank you. One moment. Thank you for your patience. point of order. Can we take a five

134minute? >> Yes, let's take a five minute break. >> Thank you. I got it you guys. We'll go ahead and get started. I was about to say next slide. I don't have to. Uh oh. I want to start our superintendent communication with just a moment of silence. Uh we recently lost a teacher from Coronado Elementary School, Miss Sitha McCrae. She devoted 32 years of service to the West Contraosta Unified School District as an educator across multiple schools including Levana Dejon Middle School and Coronado Elementary School. Our hearts are with Coronado Elementary community and Miss McCrae's family at this very challenging time. Please join me in a moment of silence. Thank you. We started this year with a 100 day plan and I have not gone back to that plan. I just wanted to do a

135revisit really quickly. Um, day 1 through 30 was really interesting. Um and I would say day 31 through 100 plus has been even more this year. Um our first 30 days we launched our listening tour. We did a number of or I did a number of high visibility school visits. We have pushed our attendance advocacy both with um our attendance campaign as well as our our attendance recovery plan. We went out into the community to talk about fiscal transparency and our stabilization plan and worked through um union and workforce relations. And that ended in an interesting way, but definitely had an opportunity to begin conversation and begin building relationships. Uhoh. there for phase two days 31 through 100. The plan was revised once here in this community once here uh learning and understanding the work

136that we were doing. The buckets of work stayed the same, but the actions had to shift as we learned more within our community communication plan. I had an opportunity to meet and work with our system support collaborative, our support collaborative, our schools and network action team and other community partners um that serve as a conduit for information sharing and problem solving. uh for example, also supporting and working with our parent committees. Um listening to their concerns and their problems that they are solving. Um also hosting a multitude of community engagement listening sessions on many different topics. Uh both including really understanding our district but also helping the community understand our fiscal situation. Um and then also being able to present information through videos, weekly memos and newsletters. parent square messaging and social media posts. I

137won't go through all of these, but those are ways in which the 100 day plan it it it was altered to fit the needs of this community at this time. And I appreciate the board being able to uh work with me and be involved and engaged in all of these conversations as well. So, thank you for that. We were able to getting through that 100 day and we're almost to the end of the school year had an opportunity to have an amazing amazing time with our state of the schools breakfast that was held uh recently. We were able to celebrate our students. We were able to talk about our strengths, talk about um uh our some of our challenges and was able to share a plan for the future. It was a wonderful opportunity for

138community to come together, community partners, city leaders, our um administrators, parents, uh all were able to come together um just to enjoy each other for a period of time and really celebrate our the amazingness of our students, the brilliance of our students. Just a few clips of that event. We recognize our community partners for the year, which was an amazing group of folks who care deeply about our community, who care deeply about our kids. So, thank you for all who helped to celebrate and helped to organize that event. Thank you to the entire cabinet for tirelessly working to ensure that our state of the school's breakfast was amazing. And it was and the food was delicious as well. Um, those are just some moments of just again celebrating our community. I also want to lift

139up that on May 14th, board members and district staff joined a conversation hosted by the Ed Fund with our community partners to strengthen outcomes for our students. Um, our very own Taylor Parm, principal at Lincoln Elementary School, served on a panel partnering for impact, uh, and told an amazing story about the work that they are doing at Lincoln. Also, board president Ayana provided a warm welcome highlighting the importance of building and maintaining strong relationships with community- based organizations and foundations to amplify the support our students need. So, spotlighting our schools, just an update on Kennedy. I know we have talked a lot about Kennedy uh recently and just wanted to let the board know that we are continuing with uh valid validating our 9th through 11th grade schedules and student choices. As we went back

140and revisited uh choice sheets for our eighth graders, Kennedy staff came out to Dejon and actually did presentations on elective options to help students really understand what choices they had. It was a a great opportunity um for our students to start to think about what high school is going to look like in a few months for them. Um, and also our team is continuing to meet, as you've heard in public comment, continue to meet with our ILT and teaching staff to discuss the master schedule and the course needs. We also have hosted an African-American honors ceremony for both our elementary students, which was beautiful, as well as an honors ceremony for our secondary students. again, a beautiful opportunity to really lift up um black excellence in this district. Um we were also able to provide

141parents with conversations around college readiness and what's needed to be prepared uh for college. And so I thought that was a a a great teaching moment as well. In addition, we hosted our reclassification ceremony at Helms Middle School. All of our uh students came out. It was a a wonderful celebration of of of multilingualism within our district, celebrating our multiculturalism across our district as well. And so, thank you to all the uh Isa School and his team uh Katherine Kasa Verascus who supports that that um that office as well as all the parents and staff and students who came out to celebrate our students reclassification. In addition, Elserto High School's jazz ensemble, they've received another national recognition. I just love that. But they're amazing. Um, they recently um were recognized for the second year in

142a row as a best community for music education by the NAMM Foundation, one of only 87 schools nationwide to receive this honor. Um, so we just want to say congratulations to Elserto High School's jazz ensemble. They also performed uh for the state of our schools breakfast and were amazing. Uh we heard earlier tonight um and lifted up Kennedy High School. This actually happened today where we were able to hear from um Kennedy High School students as they they spoke with industry leaders and city leaders um both from about I'm sorry Shoreline about um oh goodness uh um oh draw I was so eloquent earlier today >> rising sea levels thank you very much and just supporting um recommending to our city leaders um things that we can do as a community also gardening uh projects,

143things that we can do within our city to improve um in these areas. Also, our Deansza Law Academy hosted a civic action project capstone uh presentations and so every year they go through this process. Um they research issues and problems and connect them to public policy and develop and act on civic action plans. Uh Trusty Reckler, more civic learning in action. Really excited to share that information. And then we also have our middle college ceremony. So the first of our graduation ceremonies occurred last Saturday. Um we were wonderful uh opportunity to um celebrate and honor the students who are graduating from middle college and going on to um their college careers. Uh we're really excited about the work that those students have done this year. And so what's coming next? Graduation. Oh, is not almost

144here. It's here. Um and so we've already started with Middle College and we've got more to come. Uh please check out the the lists and times for our graduations. Make sure you have your tickets though coming to our graduation ceremonies. In addition, we are letting the celebrations begin or continue first with black graduation happening on May 18th from 6:00 to 8:00 p.m. May 20 what did I say? 18th. May 28th tomorrow night from 6:00 to 8 at the high school. We're excited to celebrate um our African-American students and and thank you to again Katherine Aosta Pascus Sanji Bell and our Darius McDonald and all the work that the team has been doing and trustee Smith Fos has been supporting that group um on preparing for black graduation. We This is our 10th year of black

145graduation. So celebrating a pretty special milestone. This is also our first year for our Latinx graduation. We're very excited to um uh to honor and celebrate our Latinx students. That uh celebration will be held on May 30th at 4 p.m. at the Richmond Auditorium. Um so we encourage folks, we're a little past the RSVB RSVP deadline, but we will take them. So go on and RSVP to participate and attend the Latinx graduation. Um we are excited and thank you to um board members Inana and board member Hernandez, Katherine again as well as her team um Issa Orosco and and the rest of the folks who have been working very hard along with and I need to just lift up behind the scenes all the time is our safety consultant Michael Booker who is supporting across

146our graduations and ceremonies making sure that we remain safe and secure as we celebrate our students awesomeness. I do want to lift up on May 30th, the same day as the Latinx graduation earlier in the day here at Dejon Middle School, we will be hosting our WCCUSD hiring fair, fast track to fall 2026. Dr. Greenwood. We're excited to um have as many folks out to be hired for both certificated and classified positions here in West Contraosta. That event will be held from 9:00 a.m. until 12:00 p.m. And then moving on, we are really excited on June 9th, I said the 8th earlier, it is on June 9th, we will host a dis districtwide equity and safety convening at Alvarado Adult School. This will bring together students, school leaders, district staff, and community partners for a

147day of reflection, data review, and action planning. All secondary sites are asked to identify and send at least three to five students to participate in this convening. Those folks will be offering meaningful insight, leadership, or lived experience related to school safety, racism, equity, and belonging. So during this convening, participants will review this year's data that has been gathered from multiple sources, including student led surveys that have been conducted across all secondary sites. Together, students and adults will use these findings to identify actionable steps that will strengthen safety, equity, and belonging across our district. Almost there. Don't forget to read. Read every day. It doesn't matter what you read, just read. And as summer is approaching, get your library cards ready, kids, cuz it is time to start reading. And again, there many ways to get

148involved. Most of our um events or our groups, our parent groups have clo are closing up their conversations. We do have one more CBOC meeting that's coming up as well as a 7-Eleven committee and a date for the parcel tax committee will be coming soon. With that, I'm complete. Thank you everyone. Any questions? >> Do you think that it's possible if we would have director Fleman tell us about the dance that's happening on May 30th? >> Oh my goodness. Dr. Flechman, we've got something really fun happening on May 30th. Please tell us all about it. >> Yes. Um, thank you, Trusty Smiths. We are having our fourth annual um district-wide ESN prom on uh the 30th. Um really really excited um to be able to have this event happen again. Um which um great example

149of just um organic um developments within our district. This started actually 5 years ago. uh the parents of one of our high schools put together a small event for uh the ESN students at that particular school. Um and then it germinated very quickly the following year to a district-wide event. Um I want to be very very clear that all of the students are welcome and invited to attend their their proms at their high schools, their traditional proms. Um and this is something that we put on in addition to that um that is able to take into consideration some of the things um that are important. You know, we have a sensory room. Big huge shout out to our our OT department. Um, every year they put on the most incredible uh sensory room uh for

150students to take breaks when they want to. Food services does a great job. Um, and uh I'm going to forget some folks cuz I wasn't prepared for anything, but it's it's a cool event. Um, stop by if you can. Uh, board members and and cabinet. Um, if you haven't been to it before, please stop by. It's it's it's a lot of fun. It is on the 30th at Hercules High School. >> 6 to 8. Thank you. >> So, following the Latinx graduation. >> That's right. >> Excellent. Thank you. Any other questions? >> Thank you very much, board. Thank you for your presentation, Superintendent Cotton. We'll now move on to our action items. And first item is the third interim for the 202526 school year. And this is I this item is for Jeff Carter. I

151think it's coming up right now. All right, good evening board. Thank you. Uh, tonight I'm here to present the third interim financial report for 2526. Uh, my name is Jeff Carter, interim associate superintendent of business services. Next slide, please. Uh, so the third interim, uh, we're here in May on the on the financial cycle. Uh, this is the third interim financial report as of April 30th, 2026 data. Uh this is to update the district financials and review our latest projections of revenue and expenditures for the year. Uh this is a report that is uh required from districts that had a qualified or negative second intertorum. And so since we were qualified at second interim, we are required to give an update uh an official update as third interim for uh the end of this year.

152Next slide. Uh so the third interim process we're comparing revenue expenditures uh from the second interim which was January 31st data to the third interim which is April 30th data. Uh we're going to review all the financial resources and department budgets uh to ensure we can meet our financial obligations through the end of this fiscal year. Uh this examines and adjusts uh revenues and expenditures. And then I just want to um kind of give context so what the third interim is and what it isn't. So again, it's looking at updating the financials for the estimated ending of this fiscal year and comparing changes from second interim to third interim. Uh what it's not uh it's not incorporating changes or outlooks or projections from the governor's May revise. So this is data as of April 30th

153uh which is prior to the May revise coming out. This is an update to 2526 outlooks uh with data as of April 30th. So uh next week we'll be presenting the proposed budget which will uh have the 2627 projections included. Next slide please. Uh so the changes since second interim uh we've seen some additional revenue um for for some prior year adjustments uh some increased interest earnings uh projections and then uh increased transportation revenue. uh what is incorporated into this into this third interim that uh hadn't happened yet as of January 31st uh is the 5% salary retroactively applied back to 7125 from the tenative agreement and then the docked pays from uh the work stoppage in December 2025 uh we have a slight increase in enrollment and ADA projections uh since January um those

154estimations have come up slightly an increase cola to 2.87% 87% in 2627 and 3.3% in 2728. Uh and then less indirect costs from restricted programs and a decrease in our fund 17 transfer. Next slide. Here you can see the revenue comparisons from se second interim to third interim. You can see our ADA increasing by about 120 uh and our funded ADA increasing by about 28 for 2526. slight adjustments to uh the unduplicated percentage and then uh those translate to uh the revenue changes uh to our LCFF funding. Next slide. So the unrestricted revenue changes uh here you can see comparing second interim to third interim and the uh increases in LCFF other state revenue and other local revenue. Uh the uh LCFF increases are due to a prior year ADA revision and EPA adjustment. The

155other state and local revenue uh has increased uh for prior year transportation reimbursements and interest estimations uh based on our cash levels. Next slide. Restricted revenue changes. Uh this is a time of year where uh we decrease our expenditures uh and and looking at how much we think we're going to spend throughout the rest of this year to June 30th. Uh based on that, a lot of restricted revenues are reimbursements. And so it's based on how much you're going to spend is how much you're going to receive back. And so by decreasing the expenditures at the end of the year, uh looking at what our outlook looks like for the final two months, uh that means our revenue is also decreasing uh to match that. And so those funds will carry over into 2627 to

156be spent. Next slide. So when you combine the unrestricted and restricted revenue changes, you can see the total revenue uh is about 158,000 more than it was at second interim. Uh and these are attributed to the prior two slides for unrestricted and restricted changes. Next slide. Here we look at the unrestricted expenditure changes. Uh we we won't go line by line on this, but you can see the notes in uh what shifted and what changed since second interim. Uh the big one being the services and other operating expenditures. uh uh increasing by about 1.5 million. Uh that is due to increased legal fees from the strike and uh reductions over the last couple months. And so uh that was actually in the consent items tonight. And so you see it here reflected as an increase

157in expenditures from a change since January. Uh next slide. Here's the restricted expenditures. And here you can see the decrease uh in the object codes or salaries and benefits, books and supplies uh that are all due to um either vacancies or plans not executed as intended from uh what was originally estimated. And so those are funds that will carry over. Uh next slide. Here we're going to look at a comparison of the original budget to the third interim budget in the 5000s known as the contracts and other services uh expenditure changes. And this is just to look at um how the 5000s have increased since the adopted budget and why. And so in this top chart you can see the unrestricted 5000s have decreased by 5 a.5 million. uh that's due to uh moving some

158of those expenditures from unrestricted over to the restricted side on grants that uh were allowable, specifically SSPD, student support and professional development. And then in the bottom or sorry, and then the restricted 5,000 is going up about 22.9 million. Uh and we're going to kind of get into what grants and what resources that that 22.9 million increased since the adopted budget. Uh where that where that's occurring. And so in the bottom of this chart, you can see expanded learning opportunities program. Uh that increased by 3.5 million in the 5,000s. Uh those are funds we didn't have at the adopted budget. So we increased our revenue from uh the adopted budget to the 45day revise by about 10 million for expanded learning. And so that is where you're seeing increases in expenditures as well due to

159uh an increase in revenue. uh similar for SSPD, teacher residency, um and community schools. They are all funds that we didn't have necessarily allocated in the original budget, but then at the 45day revise, we received additional dollars or carryover dollars that then got allocated by the sites uh to be used in their 5,000s as a as a choice. So, same with Prop 28, uh those carryover funds get carried over in the 4,000s or for materials and supplies. And then as the sites change their plans, uh they can shift that down to the 5,000. So a lot of these expenditures either didn't exist or we didn't have the revenue for them and then throughout the year we got additional revenue or uh changes in expenditures and you can see where those changes came from on the

160restricted side. Next slide. Uh so considerations for the multi-year projection. Uh these are all things that uh we take into account uh when looking at uh the upcoming out two years. So, we have to uh report on the current year and the next two years for a multi-year projection. Uh and these are all included in that uh as of April 30th. Next slide. So, here's the unrestricted general fund my MYP and what we look like uh at the end of this year at the end of this fiscal year for 2526. So, you can see uh our revenues and expenditures. We are still in an operating deficit this year. Uh and projected in the future years if there's no increase in revenue. Uh and so for the transfers from fund 17, you'll see 17.8 million uh

161being transferred in to balance our our $18 million deficit. Um that's a decrease from second interim from 19.3 million down to 17.8 million. So uh due to the decrease in expenditures and an increase in revenue in this year 2526 uh we are slightly improving our contribution needed from fund 17 which will extend it out a little bit. Right? So at second interim we had nothing left in fund 17 as of uh the end of 2627. But here in the multi-year projection, we can we will have uh 2.9 million left uh at the end of during 2728 to use uh to bring that three-year deficit, the unassigned unappropriate amount at the bottom uh down to 2.9 million at the end of 3 years if there were no uh changes to our our future revenue. Next slide.

162And so that fund 17 project projection as of today um uh looking like a $17.8 8 million reduction in 2526. Uh bringing our total down to 11.4 for next year. Another uh contribution of 8.5 million would be needed bringing it down to 2.9. And then in the third year uh using the remaining funds of fund 17 to exhaust it down to fund uh a $0 balance. Next slide. And so we don't uh for third interim we don't qual uh certify a qualification either qualified negative or positive. Uh had we had we been under these current assumptions uh we would be able to meet our our 3% required reserve in 2526 with a contribution from fund 17 and uh leaving the expenditures in fund 71 based on the fiscal solveny plan. Same thing in 2627 and

163then in 2728 we would not be able to meet that 3% required reserve uh with fund 17 being exhausted under current parameters. Next slide. And so I do want to talk about the governor's may revise because it is something we will be uh speaking to next week on June 3rd at the at the proposed budget. And so I would be remiss to uh not include a topic of what was included in the in in and spoken to on the governor's may revise. And so I just want to highlight some of the big changes. Um there is still a uh $10.1 billion uh amount going to the state's rainy day fund. Uh $3.9 billion is still being maneuvered into a settle account. Uh that is decreased from 5.6 billion from the January governor's budget proposal. You

164see that cola being increased from 2.41 to 2.87 and then a discretionary super cola being added on to that for 1.44% bringing the total cola up to 4.31 in his proposed uh May revise. Uh we are still pending um state approval and legislation in June. And then with that super cola, uh there is an an additional expenditure being placed on districts for a 14week pregnancy disability leave mandate. Uh that would uh add some expenditures but also add revenue uh to pay for that program. Uh special ed at uh current year is $917 per ADA funding. At the January proposal, uh the governor proposed $999 per ADA. and at the May revise announced a $1,340 per ADA uh which would increase uh the sped revenue uh pretty substantially uh for our district by about $9 to$10

165million in revenue for special ed uh which would decrease our contribution from the from the unrestricted general fund. Uh next we have the student support services professional development discretionary block grant SSPD. Uh we received 7.2 2 million this year in 2526 and that was all used to offset the operating deficit in 2526. Uh at the at the May revise, uh there's a new proposal um for potentially up to $21 million of additional one-time funds for this grant. Uh learning recovery emergency block grant. Uh there's a final one-time payment of 1.8 million coming to us. And then an announcement for community schools funding. uh they are expanding uh the the funding towards that program making it ongoing and based on the new qualifications we should have about nine more schools qualifying under their their new parameters.

166Uh and then a onetime increase to literacy coaches and reading specialists grant. So those are the big pockets uh and big changes in the governor's may revise and a lot of this will be uh incorporated next week into the uh budget proposal and we we'll get to see what that looks like uh at that presentation. Next slide. Uh thank you. And that is my third interim presentation for 2526. Uh are there any questions? >> Do we have any board questions? Um Trusty Regular. Oh. Um one more minute. Trusty regular. I'm looking at the time and it is now 9:42. Um it looks like we're going to have to extend our meeting. Um, we get a motion to extend. >> President President Y and I make a motion that we extend until 11 p.m. >> and

167I get a second. >> I'll second that. >> Okay. >> Uh, we have a motion to extend to 11 uh by Gonzalez Hoy, seconded by Trusty Regler. We'll move on to the vote. Uh, Trusty Han, >> yes. >> Trusty Wooden, >> no. >> Trusty Regler, >> yes. >> Smith folds, no. >> Uh, Trusty Gonzalez Hoy, >> yes. Trusty, >> yes. >> And Trusty Anyana say yes. So, meeting has been extended to um 11 p.m. And now we may continue. Trusty regular with your questions. Thank you. Thank you for the presentation. Nice work. Um I do have one question though for page 10 on restricted expenditures. Um you know there's been a large savings but it comes as programs have not been implemented or positions haven't been hired. Um would you be able to speak more

168to that of what's going on? I mean, my understanding is we carry the funds forward, which is fine, but we need, you know, kids need services now. So, if uh the team could address that, I'd appreciate it. >> Uh yeah. And so, um part of title one, so for the classified salaries, a big a big portion of that is there was a plan to to switch over the sc um from unrestricted to restricted. Uh that didn't happen in time. it's being changed to 2627 to move those scows over to title one funding. Um and so that shift you're seeing uh decreasing those those those salaries to carry it over and use it for next year based on the fiscal solveny plan. Um a large amount of these uh come from unearned resources where we get

169a total grant allocation. we budget the total amount and then um yeah the plans don't come come through or uh things change throughout the year or sites uh have vacancies or positions couldn't be filled throughout the year. We had a hiring freeze in the middle of the year. Um and so uh accounting for all of those things we are we are updating our projections based on the current reality as of April 30th. And so, um, those are kind of those big swings you're seeing at the end of the year, um, that weren't accounted for, uh, back in January. They were they were unknown that we would go five more months without, uh, filling or changing those plans. >> Okay. Thank Thank you. That's all I have. >> Do we have any further questions from the

170board? Trusty Smith votes. >> I have one. Well, I have a couple of questions, but on slide nine, is it supposed to say second and third interim or first and second? >> Uh, thank you for pointing that out. It should say second to third interum. Yes. >> Okay. So, slide nine should say second to third. Okay. And then I have a question. So, kind of walk me through this. So, first interim we had like 384 whatever million, right? And then second it went down to like 370.5. And then third we're at like 374. So from second to third are we including the increased packages of salary and benefit in the third? Uh yeah. So at second interim we we we could only estimate at the time what the retro and the docked pay would look

171like from December. And then those actually happened in March of 2026. And so as of April 30th, we know the exact amount. And so at third interm, we're giving you updates based on what the actual retros, what the actual benefit increases, what the actual incumbrances are for the remainder remainder of the year with more knowledge as of April 30th than we had at January 31st. Uh we're we're updating those projections here. >> So it only went up four million. >> It was 370 second and now it's 374. >> In which category? Let me see if I can find it. Jeff, hold on. Where we had, you know, where we had first interim when it said in the very beginning in first interim we had 384.3 million >> of revenue. >> I think so. Yeah. And

172then it went down to 370 in second and then now at third is 374. It is on. Let me try to find it. Maybe where it says uh unrestricted general fund. Your unrestricted general fund. We were at 384 and then we went >> Oh, we're talking about the MyP. >> Do you see what I'm looking at? >> Yeah. Yeah. Yeah. >> Okay. So, what I guess I'm trying to figure out is how did we go from 370 in second to 374 in third? And did we how are we not adding more because we now have the the multi-year projection of the package and the package that includes our increases in salary and benefits. Does that make is my question making sense or no? So you're saying the expenditures from second interim to third interum on

173the my let me pull up last uh yeah so the expenditures increasing in 2627 to 374 um that comes from a multi-year projection that it incorporates a lot of factors but uh increasing um health and benefits is one of the major factors not only increasing based on the tenative agreement uh from 80 to 90% or 90 to 95%. But also just the Kaiser health rates in general also going up uh based on current projections. So uh there are multiple factors that go into additional expenditures. Um some of that is expiring grants that are ending in uh 20 uh June 30th, 2026 that we can no longer utilize, let's say, for the arts and music block grant that's expiring. And then we're bringing those expenditures back to the unrestricted side uh because the grant no longer

174exists. So things like educator effectiveness is expiring, arts and music block grants expiring. Uh those were expenditures that had been in the fiscal solveny plan to go away. Uh and then some things were coming back. So with those increased expenditures in the outyear um you you'll see a slight increase in 26 27 expenditures as well as revenue. >> So over the past couple of board meetings when we are putting things back when the board's putting things back is that reflected in this multi-year projection? >> Uh to an extent yes. Uh it will be incorporated into the 2627 budget proposal next week. Um those all of those factors have been included for next We're not seeing it in this multi. We're not seeing it in the third interim, but we will see it in the budget

175report. >> So, not necessarily in this one. This one is looking at had nothing changed, what the outlook would be. That's what third interim is looking at. The the rest of this year compared to second interim, what the outlook would be. It's not incor incorporating any of the new things we know of in the last couple weeks. Uh this was already wrapped up and done. And so with known new factors such as the last board meeting, the governor's may revise, all of that will be incorporated into the multi-year projection at the budget proposal next week. >> Okay. And then so let me just make sure so we'll get a better picture of where we are next week because not just because we're getting close to the close of books but because it's incorporating everything up

176all the unknowns all the all the packages all the all the stuff >> is going to be seen next week in the budget projection. Is that more accurate? Is that what I'm >> exactly? So budget development has been happening since February. You know, it's a it's a long process to go through every single account code and make a projection of where we think we will be 18 months from then. Um and so third interim doesn't necessarily have that same level of detail and scrutiny of looking at 2627 specifically whereas the entire purpose of the proposed budget is to look at every single account code and where we will end up. So the my in the out years is an estimation and a projection based on what our expenditures are this year. But when we get

177to 2627 being the new year 1, uh that that level of detail has been combed through for 4 months now. And then on top of that adding in the May revise information. 2627 will be a a completely different outlook uh next week. >> Okay. And then you'll have 2627. Then 2728 will be a little bit more vague because you're looking further away. And then 20 26 27 will be detailed. 2728 a little more vague. 2829 cuz it's third year. >> Correct. It's it's a little further out. Um however this time that new third year which is as of today currently year four. Uh we know things like fund 71 have to come back. We know partial tax is expiring. We know um certain grants are expiring. So there are still things we can estimate and

178project for 3 years out um that will change those revenues and expenditures. Um and that's that's all looked at at with uh a heavier tooth comb than uh the current third interim is looking at year four as of today. >> So next week we'll get we everything kind of pushes up. >> Yeah, everything pushes up next week. >> Okay, I am complete for now. Oh, I'm sorry. Last question. How healthy how healthy is our treasury now? >> Uh well the the the cash flow as of um the end of next year is looking to be about 125 million. That's incorporating all new revenues all um uh expenditures and uh all of our funds. So relatively healthy now that the fiscal solveny plan is still built into the outlook. And it costs how much to run

179the district a year? 500 million? >> Uh yeah, 530 million unrestricted and restricted combined, >> give or take. That's not with adding anything that like goes crazy or skyrockets or anything, but >> yeah, it's not Yeah, it's not including uh like bond funds or anything like that. >> Okay, thank you. I'm complete. >> Do we have any further board questions? >> Seeing none, do we have any public comment on this item? No public comment. >> Okay. Do we have a motion? >> I'll go ahead and move that the board accepts the third interim for the 2025 2026 school year. >> Second. >> We have a motion by regular, seconded by Trusty Gonzalez Hoy. Do we have any board comments? Okay. See, now we'll move to the vote. Uh, Trusty Han, >> yes. >> Trusty Whitten,

180>> yes. >> Trusty Regler, >> yes. >> Trusty Smith, Folds, >> Smith Falls, yes. >> Trusty Gonzalez Hoy, >> yes. >> And Trusty Arnaldes, >> yes. >> And trustee, yes. So now we'll move on to public hearing for special education local plans section B special education annual service plan and special education annual budget plan and that is Dr. Guthrie Fleshman. >> Thank you President Nñana. Um thank you board members and superintendent um for the opportunity to present tonight. Um I will be presenting on our local plan for special education. Um next slide please. Um so every SULPA or special education local planning area um is required to submit a local plan um for approval um to the department of education. Um the purpose is to ensure access to special education and related services for students

181with disabilities and to asssure compliance with federal um and state mandates. Uh next slide please. Um so I'll talk a little bit about the process for developing um and amending the plan. Next slide. Um so this is like many things in in public education. It's a living document that can be amended at any time. Um but it has to be um updated uh on a regular uh cadence um with committee representatives of special and general education teachers, administrators uh selected by the groups they represent um as well as our community advisory committee um and uh other members of our uh special education community. Um it can be like I said amended at any time um if that change is deemed necessary um or if there are any findings of non-compliance um or a change in

182our membership governance uh or any element of the plan. Um we are we are a single district SULPA so changing and and SEPA membership is is rare. Um this is more for multi-dist subject uh SULPAS. Um the other time and I'll talk about services but the other time when when there could be an amendment is if we have to change uh the service provision based on um new students arriving or or or being identified with services that are needed. Next slide please. Um the trailer bill language is uh here. Um the uh superintendent has to consult with the uh subway administrator uh myself um to confirm the local plan um and LCAP are aligned. Um there's a template um for the local plan that is used statewide. Um the county superintendent has to review and

183approve uh the local plan which we have already secured her signature. Um we review it every 3 years. So this is the um the third year. So this is the larger review. Um and uh we need to post on ours and the the uh county office website. Next slide please. Um so the approval process um uh you are the governing board. So, you are uh who we seek approval from uh for our local plan. Um we've also, like I said, we've uh secured a signature already from the county superintendent and the CAC chairperson. Um once approved by the board, uh it is sent to the CDE for final approval. Next slide, please. Uh here's just a basic timeline of the process that we've gone through this school year in um in developing this uh local

184plan starting in the fall. um reviewing um the previous local plan um and reviewing the the the new template um determining who will serve on the local plan committee. As I mentioned earlier, it's it's a wide variety of of uh membership. Um there was there's been three meetings thus far um to initially look at the plan to uh collect feedback uh to review that feedback and then to uh show the committee the final version of the plan before it went to the CAC um for review. Um and now here we are on May 27th. um uh seeking approval from the board of education. Next slide. Um these are the required elements. Next slide please. So there are sections A, B, C, D, and E. Um section C will come to the board next year. Um

185uh section A is is um just you know contacts and and some certifications around the plan. Um B is the largest part of the plan. It is the governance um and administration. This is the piece that comes back every 3 years. Um, DNE as the annual budget and services plan. As I mentioned, the services is is dependent on the specific students and the needs that we have in our district. Uh, next slide, please. Um, section A, like I said, it is the contacts and certifications. Uh, the administrative union uh unit um contact information um the dates of review um uh the dates of public hearing uh the certification uh by the self- administrator, budget plan, etc. and the uh certifications by the county superintendent and the CAC chairperson. Again, um the these are the contacts

186and the certifications. Next page. Uh next slide, please. Section B is the governance and administration. Uh this is the review of um the role of the county office of education, the policies, um uh the representation of the CAC and the identification uh of the administrative unit. Um again, we are a single district SUPA. So the um the governing board and the policies um are our board policies. Um in a multi-dista this would look a little bit different. Um next slide please. Um there we also have the respective role of this help administrator um related to uh hiring uh supervision evaluation of staff um the method uh that we are using to distribute funds the operation of our programs the monitoring of appropriate use of federal state uh and local funds um and how uh equipment

187and services are distributed uh within the SULPA. Next slide please. Um again uh policy identification and location. Um there are 23 self- assurances. Uh the administration of uh and operation of those services. Um and uh listing of those SUPA services. Next slide please. Um section D is the annual annual budget plan. Section E is the annual services plan. Um again those are submitted uh annually um and were brought forward last year brought forward again along with the rest of the plan this year. Um they do have to be adopted in a public hearing which we are uh holding right now. Uh next slide please. Um the budget plan includes our revenue by service, the total budget, um and object codes, uh our uh federal and state revenue, basic premise of self allocation plan, um our

188operating expenditures, our projected expenditures, um for aids and services, and the um uh low incidence uh disabilities as well. Uh next slide, please. Um again, our service plan uh has a list of all of the services that we provide uh within our district. Again, this is dictated by the the specific needs of our students. Next slide. Um the required elements uh it is kept locally and we can next slide please. Um we do have inter agency agreements um including our um uh MTU medical therapy unit um head start and regional center. Next slide please. Uh each uh entity providing special education has to adopt the policies um and procedures. Next slide. Um all sas in the state are using the same template. Um again uh that was mentioned earlier. So the template that you'll see

189uh is is statewide adopted. Next slide please. Um purpose of the local plan committee and the CAC is to uh develop um the uh review and develop section B um and review for clarity, transparency and input. Next slide. Um that is the conclusion of the presentation. Are there any questions? >> We have any questions from the board? >> Uh trusty regular. >> Thank you. Thank you for the presentation. uh we talked about this in agenda review but I think it's important to bring up I want to talk about uh the special ed expenditures and uh revenues so um in 2526 sorry this is so small in 2526 the total projected expenditures was 121 million in change 26 to 27 next year the expenditures are expected to be 135,334 393 which is quite an increase and

190then I understand that most of it is in salaries and benefits because raises were given and stipens and things of that sort but what I would like further clarification on is on services and operations which uh stays it increases from the year before from 312 to 319. And I was wondering if you could explain why services and operations look to increase over the previous year. Uh provided that the salary increases were given to take some pressure off spending in the 5000s. >> Thank you for the question. Um, uh, would you mind telling me which page of the document you are looking at? Sorry, it's about 150 pages. I just want to make sure I'm looking at the correct thing. >> So, I am looking at, hang on one second. I made my own spreadsheet from

191that because that's what I had to do. Okay, I am on page D-3 of6 and it looks like it's 117 out of 147. It's one of the appendix appendices. It looks like >> Thank you. >> But you're not going to find 2526. I pulled that from last year's plan. >> I see it. So, um, you're correct. The ones, twos, and threes for salaries and benefits are going up, uh, based on the 5% increase to special ed teachers. The two range increases for pair of professionals. Uh, and then, uh, health benefits going up uh, percentage- wise and costwise. And then uh when you're comparing this plan in 2526 uh that hadn't contemplated yet the increase that happened in 2425's first interim where we had to add uh about 14 million in expenditures uh from expiring grants

192that needed to come back into the special ed budget. Um that was a shift in 2425 that happened to first interim and it wasn't in the Y plan originally either. And so the the massive increase at first interim of 2425 isn't reflected when you're comparing 2526 plan to 2627 plan here. And so the fives are necess are going down but in comparison to 2526 plan uh that wouldn't have been reflected in in the in the estimation at the time a year ago today. Okay, that is all I have. Oh, I guess there's one other thing. So it says here that uh the expected spend was uh for 2526 this year is about 121 million in change. Is do you expect that's the way the year is going to end on June 30th? Are you close

193to that? I will pull it up right now. Uh yeah, we're at about 120 zero uh about 120 million in at the end of 2526 with current projections. >> Thank you. That's great. Great. That's all I have. Thank you, >> Trusty Nless. >> Hello. >> Um, I have two questions. The first question, I know that in the report we mentioned multiple times that, uh, we referred to like being in compliance with the state and the federal, you know, requirements. Um I just want to know is you can just provide me a number if you can identify any current or pending uh findings of non-compliance that we currently have that might affect us in the long term and create an additional financial exposure for us as a district. So we in any given time could have

194two or three open cases um for pending litigation or for for uh OAH complaints. Um uh to my knowledge I believe there are about three or four that I am tracking and and and paying attention to. Um none that that I have seen that are any potential major uh uh opportunities for litigation or anything like that. Um there are uh as has been discussed at Nauseium, so I'm not exposing anything. There have been some some gaps in in service delivery this year. Um has been our our our biggest issue. Um and so we have been addressing those and working to get um uh those services rendered to students as as written into their IEPs. Um, so, uh, I could, uh, go back and find exactly how many, but, I think there's, uh, a small handful

195right now of things that we are working through with families to try to make sure that, uh, everyone is made whole. >> Okay. Um, thank you for that. And then, uh, my next question is, I know that in the report we confirmed that, uh, we had CAC participation, um, when it came to, you know, shaping the policy decisions. Was did they have an input in these policies or did they were they just reviewing like the finalized document and then providing feedback? >> So we have CAC members who are on the um committee um and then it's brought to the full CAC um for review um to give feedback uh prior to being brought to the board. Um, are you able to provide me like a specific example of a recommendations from like parents or CAC

196parents or members that we directly change in our like your final local plan? >> I I don't have that at the moment, but I could look into that for you and get you. >> Okay, please. Thank you. That's all my questions. >> Do we have any further questions? Okay. Um, do we have any public comment on this item? >> Sky Nelson. >> Oh, I'm sorry. Point of order. This is a public hearing, so you have to open um you have to bang your gavvel and open the hearing. >> Please bang the gavvel. Thank you. Hi, board. This is Sky Nelson. >> Sky, can we hold on a minute? So I am opening the public hearing for the special education local plan section B special special education annual service plan and special education annual budget plan

197and >> I have now opened the public hearing. You may continue with your comments. >> You have in front of you a paper I passed out called rising influence of private equity on WCCCUSD in Oakland. I just want to walk through this with you. It's calculations we've done based on CDE, Department of Education, uh data. The graph on the left on top is our district. Notice the first 10 years are quite flat. Can draw a budget line, best fit line, and extend that to the present. And you see that above that is the area that we've actually spent since 2021. It's dramatically larger than anything else, 45.7 million. We're not alone. Oakland has a number of 94.2 million, but we can quantify this for every district in the state. And we are not alone. This

198is much bigger than us. The private equity is uh if on the second chart and flip it over on the left hand side, you see numbers for FY22 through FY25. The left column is all the vendors that are private equity based and on the right column is all the vendors that are uh not private equity. And on the far right is the percentage of vendors that are private equity. So 43% starting four years ago, 70% last year and 56 55% this year. Angela Silver, please unmute yourself. Good evening. This is Angela Silver Lima. I'm the chairperson of the CAC. Uh I just wanted to thank Dr. Fleshman and uh Steve Collins for their excellent work and collaboration on the local plan. Um, CAC had meaningful participation where we provided lots of feedback which was recepted

199and heard. Um, we also had an opportunity to provide more feedback at our um, local plan or yeah local plan review um, discussion at the April CAC meeting. Um, so thank you uh, board Jane Kishner, please unmute yourself. Hey, good evening board. 10 seconds. Uh oh. Good evening again. I'm hoping that the board will direct HR to go to ED join. And I know at least one person at our site wants to be a district employee and stop working for these third party companies, but they've yet to try to interview or hire him, and he'll cost a whole lot less that way. Please tell them, force them, make them look for these people before they get tired of waiting and they go to other districts cuz they're obviously hard to find. >> That concludes public

200comment. Thank you for the public comment. So, do we have any further questions from the board? So, seeing none, uh the public hearing is now hereby closed. Uh we'll move now on to resolution number 2526-89. >> Sorry, President. Uh just a quick point over. We have to approve the plan though. at the correct public, Dr. Fman. >> I'll go ahead and move it. >> I'll second. Thank you. >> So, do we have Okay, we have a motion on the table to approve the plan U by Trustee Gonzalez Hoy and Trusty Regular, second by Gonzalez Hoy. Um, do we have any comments on this item? Trusty regular. I do have a comment. Thank you. So, uh I feel like I say this every year. It's no reflection on the district, but this report for the California

201Department of Education to me is just really strange. It's all governance and compliance structures, but they never ask you how your kids are doing. How are your kids doing? How are your programs performing? I mean, it's just like it's like the craziest report. So, I feel like I ask this every year, but as a add-on to this report, we should get a special ed report. How are these programs working? Student outcomes, goals, academic achievement, graduation, um, rates, uh, priority areas, timelines for implementation would make this a better report. So, we could give the CD what they want, but we could also, you know, like do our duty, which is like how how's it all working? And that's my comment. Thank you. Okay, so the vote with no more board comments, we'll move on to the

202vote. Uh, Trusty Regler, >> yes. >> Trusty Smith Folds, >> Smith FS, yes. >> Trusty Gonzalezy, >> yes. >> Trusty Hernandez, >> yes. >> And trustee, yes. We will now move on to resolution number 2526-89 reduction or discontinuous of classified service for lack of work or lack of funds and that is Miss Civia Greenwood's item. Good evening board. So for uh resolution 252689, this is the last reduction and continuation of classified services and lack of work or lack of funds for a hearing that was held on May 14th. So this will conclude our round of layoffs and final notices have been sent. So we're asking for approval for this resolution. Do we have a motion? >> I'll move resolution number 2526-89, reduction or discontinuence of classified services for lack of work or lack of funds.

203>> Point of order. I I'm sorry I'm losing my mind here today. Um it's late. Do we have public comment on this item? No public comment. >> Okay. So, now we have a motion by Trusty Smith Folds. Do we have a second? >> Oh, a second. >> Okay. We have a second by Trusty Regular. Do we have any board comments? Seeing now, we'll move on to the vote. Trust Trusty Regler. >> Yes. >> Trusty Smith Falls. >> Smith Falls. Yes. >> Trusty Gonzalez. >> Yes. Trustee Anales. >> Yes. >> And Trusty Aana say yes. We'll now move on to approval of of resolution number 2526-91 determining that Betty Oh, hold on. I'm sorry. Uh resolution number 2526-88 approving the engineers report confirming diagram and ordering the continuation of the Levi assessments for fiscal year 2026

204and 2027 and that is Ellen Mahia Hooper's item. >> Good evening board. Uh thank you for having me this evening. We are looking for a approval of the maintenance and recreation assessment district or IMRAD for the upcoming fiscal year. Uh this does require a public hearing. Uh this uh resolution has been brought forward for many years and brings forward um funding for facility projects related to our um our school yards. Okay. Do we have any public comment on this item? >> No public comment. >> Do we have any questions from the board? Okay. Can I get a motion? I'll go ahead and move uh resolution 2526-88 approving the engineers report continuing of the levy of assessment for 2627. >> Second. >> Okay. We have >> and you have to have a public hearing on this

205one. >> Yeah. >> So, so just do public comment. Bang your gavvel and do public comment for the It says it down here. Right. Yeah. Okay. So, just bang your G. We'll do public comment once again. >> So, now I am now opening the public hearing for the 2526-88 approving the engineers report confirming diagram and ordering the continuation of Levi for fiscal year 2026 2027. Okay. See the public comment. >> So, and we have a motion on Do we Do we get a motion? >> Call for public comments again. >> No public comment. >> I missed that. >> Sorry. That's the part of the public hearing that's the most important. >> Okay. So, no public comment. Um, now do we have a motion to Okay. Do I close public hearing? >> Yeah. >> No public

206comment. >> I'll go ahead and move it to I I'll move resolution 2526-88 approving the engineers report confirming diagram and ordering the continuation of the levy of assessment for fiscal year 2627. >> Second. >> Okay. So we are it has been moved by trustee regular second by Gonzalez Hoy. Do we have any comments on this item? Seeing no comments on this item, we'll move on to the vote. Trusty regular. >> Yes. >> Trusty Smith folds. >> Smith folds. Yes. >> Trusty Gonzalez Hoy. >> Yes. >> Trusty, I mean Trusty, >> we look alike, but >> Trusty Hernandez. >> Yes. >> Trustyana say yes. It is really late tonight. Um, and I close the public hearing at this moment. So, we will now move on. We'll now move on to item five, approval of resolution number

2072526-91 determining that Betty Reed Saskuke Middle School site improvements in Mandarin Consolidated Project is exempt from the California Environmental Quality Act. deciding to carry out the project and redirect and directing the filing of a notice of exemption. And this is also Miss Eleia Hooper's item. Good evening again, board and community. I'm bringing forward tonight a a exemption notice for the um Betty Reed Saskin Middle School site improvements uh which we are doing additional exterior improvements to be able to accommodate the Mandarin program as the Mandarin program is a different grade level uh than the uh original school site which is a middle school. We are um bringing forward this uh resolution uh so that we can post to the county our exemption from the California Environmental Quality Act. Um because the school site is not

208changing its overall capacity of the original design. Okay. Do we have any public comment on this item? >> No public comment. >> Okay. See no public item. Do we have a motion? President, I move resolution number 2526-91. >> I'll second. We have a motion on the table by Gonzalez Hoy, second by Trusty Regler. Uh, do we have any board comments? Seeing no board comments, I'll move on to the vote. Trusty regular. >> Yes. >> Trusty Smith FS. >> Smith Falls. Yes. >> Trusty Gonzalez Hoy. >> Yes. >> Trusty Hernandez. >> Yes. and Trusty Anyana is a yes. So now we'll move on to discussion items and reports. We have one item and that's strategic Chromebook realignment. Good evening board. I'm bringing to you tonight a discussion item about our Chromebooks. And this is specifically about

209elementary Chromebooks, but I'm going to kind of explain what is going on. And I don't I guess I should share my screen. No, Nancy, you got it. Great. Thanks. I want to talk a little bit about sustainability through intentional use of technology. Next slide, please. So, I want to take a moment to talk about the current time as it relates to the use of technology in the classroom. Our IT department sits at a strategic intersection. We know the many concerns. One cannot open any educational news source without seeing these in the forms of books, articles, and board resolutions on screens, student well-being, and the effects of teaching and learning. We also know that access to technology during the school day provides students the opportunity to prepare for a quickly changing world. For teachers, technology is

210a tool that helps them reach all their students through engaging content and differentiated materials. By providing technology access to all students during the school day, our school district bridges the digital access gap. All of this has provided an opportunity for our district to reframe the current onetoone distribution of Chromebooks in elementary to focus on interests held by our elementary Chromebook workg group. Next slide, please. So I want to share the total cost of ownership and the breakage tax. When we purchase a Chromebook, it's never one and done. Uh we have been maintaining so many older models that the cost of maintenance and repairs outweighs the original cost. So it's very much like a car when you drive it off the lot, it starts decreasing in price. And it's the same with a Chromebook. Uh, many

211of our Chromebooks have come back to us several times to be fixed. Um, and the ones that are aging out, we have many that are aging out right now. They are, they may work, and I'm doing little air quotes with work. Um, they are not really something that you want your students to be our students to be using. Um, they will somewhat work, but not really. And at the at that point, they cost more than they did to begin with. Next slide, please. Here's the photo that everyone talks about. These are the uh broken Chromebooks that we have. Um, and we just can't keep up with them right now. But this situation has left us with a fleet of Chromebooks that is aging quickly with many that are end of life and many others that

212are approaching that point. Much like a new car, like I said, a new Chromebook's value starts to devalue as soon as it is delivered to our district. As it gets older, the repair costs exceed the value, and the chance of having to e-waste the unit grows. Retiring our oldest models is a must in order to maintain a healthy, cost-effective fleet. Next slide, please. I'm going to talk for a moment about our workg groupoup process. So um earlier this year we brought together a group of teachers uh mostly technology teacher leaders and we also had IT staff involved in that as well. Next slide please. Uh we had teachers from TK to six but we also had some uh middle school teachers join as well. We had sped educators, uh, school principles and IT staff. And

213we had a couple of our teachers or IT staff who are also parents of students in our district. What we used was um, IBDM, which is interested decisionmaking. And so we started with very specific interests that we all that we all chose together. equity across school sites, student mental wellness and screen balance, and instructional fidelity and classroom ease. Next slide, please. We had four meetings total. Um, during those meetings, we went over our non-negotiables. We talked about the fleet management report. We debated whether or not we should go 3:1 or 4:1 with ratios. And I want to explain that although we could probably go 3:1, one thing that the teachers kept saying to us was we want this to be consistent. We don't want to go 2 to one next year and then 3 to

214one next year the year after that and then 4:1 the year after that. They wanted it to be consistent. So after crunching the numbers we went back and decided that 4:1 was the best way to do that. So at the fourth meeting that's when we decided to go four to one. Next slide please. So the whole idea is to have a strategic 4:1 model. So we would have purposeful stations. So we have these charging carts. We still have them. We called them cows. I don't know if you remember that. Computers on wheels. Uh and I just want to share that many of our technology teacher leaders remember back when we used to do this. We did this before co we did it uh before we went onetoone. And um they were just nonpsless honestly about

215it. They they felt like, okay, we've done it before. We can do it again. Um and so devices would stay in the classrooms in these charging carts. Uh and that would end the take-home tax and focus on intent over ownership. And then it it would be standardized 4:1. We what we did was we took the um enrollment numbers and we added in also any of the special education classes and basically divided that by four and decided that was the number we were going to have. We're also h we also pad that number a little bit so that there are always extras within each cow. Now what the site does with these it's up to them. So for instance, if the entire kindergarten grade level decides that they do not want to use Chromebooks, that is

216up to the to the school. That is up to them. So it's really the timing, the the schedules, it is all up to the school. We are just providing them the same. Everyone gets the same number, 4:1 with a 4:1 ratio. Uh next slide, please. So again, we are still going to have a 1:1 ratio in secondary grades 7 through 12 because most of the board adopted curriculum has digital components and this is essential for college and career readiness. But for elementary, so TK through six 4:1 shared access. So this prioritizes developmental wellness. Also technology serves as a supplemental intervention tool. Next slide, please. I don't know if I was as quick as I wanted to be. Sorry, Superintendent Cotton. But, uh, are there any questions? >> Do we have board questions? Um, Trusty Gonzalez,

217>> thank you. Uh, thank you for the work on this. Uh, so is the four four to one going to be, you said the cows stay in the classroom, but it's also up to the site. So does that mean that a grade level could choose to I'm going to keep six for small group everybody keep six for small group >> that is so so the configuration of the 4 to1 is going to be up to the site >> yes >> got it >> I mean we are providing at the ratio of 4:1 >> and how is the site going to determine that and when >> how is the site going to determine that >> and when >> that is they some sites have already discussed it some sites have already figured it out what they're

218going to be doing next year. Uh we've had classrooms that have said or teachers who have said they don't want to use them at all. Um and that will help with the ratio at that particular site. We've also provided some uh possible models for them um depending on how many students they have, how many classrooms they have. >> And my last question is because it's late. Um how is testing going to look like? >> It's going to be just like we did before. It would be creating a schedule and making sure everyone gets their time. >> Got it. Thank you. >> Trusty Smiths, >> what about virtual school? >> Virtual school. >> Do they still Do we Well, do we supply tablets for kids in virtual school? >> Yes. >> Are we still going to

219And it's one to one. >> Yes. >> Are we still going to supply tablets for kids in virtual school? One to one. >> Yes. >> Okay, I'm complete. Thank you, >> Trusty Regler. >> Thank you. Um heard a couple of things I just wanted to bring to your attention. So, the sixth grade um in sixth grade having computers, people that came and spoke tonight, what was the comments from the committee? We did have a couple of upper grade teachers who were in our group in our um elementary Chromebook work group and they were they were supportive of the 4:1. They felt that it was doable for them. Um you know it really depends on the teacher. different teachers use the Chromebooks in different ways and in this way we're hoping that this pushes for a

220real sustainable use and intentional use >> and then um there are a couple of DI programs that have the curriculum online and how will they be accommodated? >> Right. So, are you talking about um >> West I think I think it's I've heard from West County. I don't know if it's >> West County Mandarin. Yes. And we're working with them. We'll be working with them on that. >> Okay. Thank you. >> And then does the does the ratio jive with the class size? like there wouldn't be something weird like four computers for 33 kids or like some odd number where you wouldn't be able to pair up in some way or anything. I mean, I'm just trying to think of like is that the right amount or >> the way that we're packaging them in

221the cows, there are over 30 in every single cow. >> Okay. >> So, it's again that's going to depend on how the site wants to use them. >> Okay. Okay. Thank you. >> Mhm. >> Do we have any further comments? >> I mean, questions. Um, seeing that, do we have public comment? >> We have public comment. >> Jane Kishner, please unmute yourself. >> Hey, good evening. Chocolate covered coffee beans have kept me awake. Let's stop calling these cows and start calling them calves because they're so small. Now, if they're going to be 30 in a cart, how is that going to go in a classroom? How are classrooms going to charge these? Are they going back and forth every day? Uh what about our combo classes? You're right. FTE sizing is creating a lot of

222combo classes. Mark tells us put them on the the computers while you're teaching one half and then flip it around. How are we going to do that with four to one? And legally, technically, by ed code, sixth graders are middle schoolers. I heard these kids and it makes sense that they have the option just like the rest of middle school to have a one to one and take them home lots of questions with this. But anyhow, >> Chris, please unmute yourself. >> Can you hear me? Yes. Okay. >> So, yeah, I'm Chris. I'm the teacher from Dover that I spoke today. I wanted to thank President and Yana for speaking to my student after she gave her speech and was crying. Um, it it meant a lot. Really, thank you. But, um, I wanted to

223address some points that were brought up about the equity. I know Hercules Middle School, I believe, starts at sixth grade. So, those sixth graders will be able to have one:1 computers. And also, the ELPAC test is the same exact test from sixth grade to 8th grade. So, it makes sense for sixth graders to have onetoone if it's the same exact test that middle schoolers will have to be taking. And um also the TTL for my school is a sixth grade teacher and she was not she didn't agree with the decision for sixth graders to have to do it as well. I agree with the previous teacher that sixth grade should be treated differently. We're treated differently on on sta standardized tests. We're treated differently in other school districts. Our curriculum is even treated as middle

224school. So, I think sixth grade should be considered different than K through five in my opinion. Thank you, >> Nick Cresensi, please unmute yourself. Uh my comment is that uh while this might be unpop an unpopular position, the district should allow schools that have the resources and the means if they choose to support having onetoone by purchasing their own equipment for their school to have that resource that the district would support that effort. Christina Werta, please mute yourself. >> Hi, good evening. My name is Christina Werta from Kennedy High School. Um, I just wanted to echo what the students from Dover mentioned during public comment today. It's so important for our sixth graders to start feeling already that they are moving on to these great projects that are going to help them give back to

225the community. Listening to the sixth graders at Dober talk about presenting to the lower grades and using the computers to create the slideshows that they uh then presented to their peers shows that they are ready to give back to the community. shows that they are ready to uh focus on their education and if what they need is a computer then they definitely should get that. Thank you. >> That concludes public comment. >> Okay. Do we have any additional board comments trusty? >> I do. I think it's going to be an adjustment but I'm in favor of this and I think we do have to figure out what's going to go on with any kind of assessments. I mean, right now we don't have an assessment system. So, um, but I do think that does need

226to get worked out. I also want to tell you that I've heard from high school parents as well that they're concerned about the amount of time their kids are on computers. And I went back to the tech plan that uh was done in like can't remember 24 or something. And in that the kids, the student responses, I don't know what grades they were and I don't know how many kids were surveyed. It's I'm sure it's in here somewhere because Tracy was very thorough, but 50 to 75% of kids said they spent 50% of their time on computers and 75 to 100% on computers was 36%. So 86% of our kids self-reported that they were spending 50% or more of their class time, whatever, on computers. And if you've read and if you saw the reports

227this week, um screens are major, they think is a major factor in uh health, mental health, academic success. So I'm all for rolling it back. Thank you for doing this. Okay. So, we'll now do we have any additional board comments? Seeing none, we'll close out this item. And then now we're moving back up to item C1, new job description for confidential coordinator to the superintendent. Um, >> Dr. Rland was going to approve them on the side. >> We were bringing forth for approval a revised confidential coordinator to the superintendent. Um this position helps support management executive uh support program coordination to align uh with the district priorities and serves as a key llays on with cabinet department schools and the community. >> Do we have any board questions? >> I do. >> Uh trustee. >>

228Okay. So, uh, the reason I pulled this item is due to the fact that I was under the impression that we were just bringing it back as a executive ad like executive assistant to the superintendent. Given like the current physical state of our district and how we cut clerks at the site level, why are we bringing this up in a highle coordinator position instead of reestablishing that second executive assistant that was eliminated by our intram superintendent at that time saying it was unnecessary. The position that's being presented to the board today is at the same salary range and and same salary schedule as the senior admin position. The function of that position um provides a a different level of support to for the superintendent, for the board, and for the district, but it's the same

229pay. >> Okay. But is there specific duties that this person is going to do that can't I guess my biggest concern is we could continue to cut at the site level but we're continuing to bring up highlevel positions in cabinet or in whatever areas. How are we being equitable with our schools who are losing their attendance? Clerks who are losing, you know, who are who clerks are having their hours reduced and then being brought up as a coordinator position is just just demonstrates that we're investing more in a coordinator than clerks. I would have been more I guess if you're saying it's at the same salary level, it's just the descript the job title that's throwing me off. I'm not sure about anybody else, but it's throwing me off that makes me think that what

230are we doing as a district. That's how I feel. We're looking for somebody who's able to do more project management um who can support and assist um with district initiatives, making sure that things are getting captured, not necessarily clerical work, but more project management work is what we're looking for. But again, the position is a it's it's not an elevated any more elevated than um the the admin position. It's just doing a different type of work. Um again, we've had a lot of conversations about um communications about uh ensuring that we are um being very clear follow through with the with the community um and with staff and I think that this position will help us in that way. There's been one person who has been managing both the board activities as well as the

231superintendent activities. I I don't I don't not looking for another clerical position. Looking for somebody who can really help um help again project manage the work that we're doing, our initiatives that we have going. um ensuring that folks are responded to in a timely way and being able to um to coordinate some of some of those activities. Okay. Um I'm going to Yeah, I don't I don't agree with this. I'm not going to agree with it. Um, I just think it's we're not we're not thinking I I feel like we're not being proactive to what when it comes to the positions that we are presenting and then putting them in the consent item. Um, so that's just me. I don't know about anybody else, but those are my questions. >> Thank you. Can you speak

232about where the funding for this position is coming from? >> We have included it in um our upcoming budget. This is an item that has been discussed with the board and so it was included in our budget. >> And um how much is it for this position specific? >> Jeff, can you respond to that? >> Uh yeah, the salary is about 84,000 plus benefits. And could you just discuss real quick about what is the coordination going to happen between this position and the current executive assistant in your office? >> I see them working hand in hand together. Um, it would allow the current admin position or the current admin to be able to continue to support the board and also continue to provide support for um the scheduling for superintendent and that sort of work.

233Um it would be taking off some of the items that again the coordination of and reaching out to stakeholders, interest holders. Um uh coordinating events and activities would be going to this position versus um having the admin again manage the the board work as well as the superintendent's office around administrative support, scheduling and and the like. And last question. Um, you know, in the past we've had one position in the office, then two positions and one position. It's going back and forth depending on the superintendent and the and the I think, you know, fiscal stability of the district. Um, could you talk about why you think this is important for us to have in your office? I think that we've seen this year there have been moments where um it has become a challenge to

234maintain very clear communications um and also kind of coordinating activities and events. Um I think that there are ways for us to do better work for our community um with an additional position. I think that we can continue to serve and serve our community well. >> Thank you. Do we have any more board questions? Okay, seeing none, do we have any public comment on this item? >> No public comment. >> Okay, see no public comment. Uh, do we have a motion? >> I'll go ahead and move it, but I do have a comment. >> Smith, follow second. So, we have a motion u moved by Trusty Regular, seconded by Smith Folds. Um, any board comments? >> Yeah, if I may, I I absolutely support this. No question that I support this. When the position was

235eliminated, I did say, "Are you sure?" It was like, "Yeah, yeah." And I was like, "Okay, there is no doubt that two people are needed in that office." I mean, just as a board president, I could easily suck up six hours a week. I tried not to, but between agenda setting, board whatever, between your retreats, between all the events, between these meetings, between I I don't know how one person does it. It's not it's not even possible and it's not even it's not even fair. Um so, um I I absolutely do support this. There's no question. And that's my comment. Do we have any additional comments? Okay, Trusty Gonzalez, >> thank you. Um, yeah, I mean, I think that's difficult. I definitely understand where uh Trusty Hernandez is coming from of, you know, we're making

236cuts in sites. So, asking for an additional position in the central office is is a hard ask right in the middle of uh cutting budgets for sites and cutting positions. And I definitely understand, you know, Trusty Reckler and you, Superintendent have brought up about the need for the work to happen, right? Um, and I know that we have had many conversations about things that have, you know, fallen through the cracks because of the lack of support in your office. Um, so it's definitely is definitely, I think, a hard ask, right? And I definitely understand where you're coming from of asking for this position. Uh and I think where uh you know the pressure that we're also getting as a board of of not adding positions to the central office, right? Because I think everybody needs

237positions uh uh centrally and at the sites. Um so I just wanted to express that this difficult I think for for everyone. I'm sure it's also difficult for you to ask for it, right? So so I understand where everyone's coming from. Thank you. >> Okay. Seeing no additional board comments, I'll move on now to the vote. Uh, Trusty Regler, >> yes. >> Trusty Smith FS falls. Yes. >> Trusty Gonzalez Hoy, >> please come back for me. >> Trusty Hernandez, >> no. >> Trusty Gonzalez, boy. Sorry, that was not much time. Uh that um >> like um sorry um to clarify we had already approved adding a position I think in February. Um so this is purely for the just to clarify purely for the job description. is not really for the job per se. Correct.

238Sorry, I know we're already voting, but because we already approved the position, it's really just around this vote is around approving a confidential coordinator instead of an executive assistant. Correct. Then yes, >> Christina's a yes. And now um we will move on. Time is it? 10:52. Oh, we have just enough time. Um, so we'll move on to um a couple comments for the board if there any if we could limit them to one minute each. If we have any additional comments from the board. Uh, Trustee Nanless. >> Uh, I just want to, you know, remind folks again about our graduations coming up and making sure that, you know, you attend and sign up. Uh we have the uh black graduation tomorrow. We also have the our first annual Latinx graduation. Um I'm super excited. Students,

239if you haven't signed up, there's still time. Thank you. Okay, so thank you for that. Um, the next scheduled board meeting will be June 3rd, 2026, at Leavania Dejon Middle School. And I am adjourning this meeting at 10 10:53 p.m. Have a good night, everyone.