6/16/26 Regular Meeting of the Board of Trustees

001Please um stand for the pledge of >> allegiance. Reno, will you lead us? >> Ice to the flag of the United States of America to the republic for its one nation indivisible with liberty and justice for all. [cough] You guys can pin them. I apologize ahead of time because our system is still not working. So, I'm going to be scrolling a lot. Okay. Um, report of action taken in close se session. Uh, 2.1 student discipline, no action. 2.2, conference with labor negotiator, no action. 2.3 personnel, no action. And 2.4, public employees employees performance evaluation, no action. Okay. Announcement to the public. The board welcomes public participation and encourages respectful and civil discourse. The board does not condone profanity, vulgar language, or personal attacks, but individuals retain the right to express their views. Disruptive behavior and

002threats toward any meeting participant or district employee are not permitted. The public may not disrupt a board while it is conducting its business or disrupt speakers while they are presenting. This includes [clears throat] clapping, finger snapping, shouting out, or other interruptions. To protect student privacy and well-being, speakers are reminded not to disclose personally identifi identifiable information about student during public comment, particularly if doing so could cause harm, unfair attention, or violate privacy protections. Members of the public will have the opportunity to speak on agenda items. when those items are brought forward for consideration. After the board has completed its agenda, there will be an opportunity for public comment on items not on the agenda. While the board may not deliberate or take action on non-aggenda item items, it may refer concerns to staff for follow-up.

003Public comment request forms are available at the entrance of the meeting room and must be submitted to the superintendent's executive assistance assistant prior to the start of the meeting. Each speaker is allotted three minutes and total public comment on any one item is limited to 20 minutes. In exceptional circumstances and with board consent, the board president may adjust time limits to ensure equitable public participation and to allow for a range of perspectives to be heard. All right. All right. Consent agenda. All items on the consent agenda will be approved with one motion which is not debatable and requires a unanimous vote for passage. If any member of the board, superintendent or the public so requests, items may be removed from this section and placed in the regular order of business following the approval of the

004consent agenda. And I do have one item that um someone from the public would like pulled and that is 4.3. So can we pull that and remind me that it's going to be on at on seven. Right. First item in action. >> Yep. >> Okay. Any any other items to be pulled? >> I'd like to have um conversation about item 4.6 just any any others. Okay. With that, um do I have a motion for approval of the consent agenda minus items 4.3 and 4.6? I so move. >> Second. >> Okay. Roll call. >> Member. >> Yes. Yes. >> Board of staff reports. Our students are Rick. >> So we will move to [clears throat] board of trustees. Member Dystra. >> Oh. All right. Uh the most exciting thing that happened to me maybe maybe for

005the whole school year was the graduation and having the chance to shake hands with close to 600 kids all excited all with big smiles on their faces all looking forward to the future and the challenges they have and uh I could report more but that was a wonderful thing and uh I the rest of my report wouldn't be much compared to that. I'm glad we we had a chance to uh help uh help shape and improve and form kids to go on and do some great things. Thank you. >> Thank you, George. Member Freeman. >> Uh yes, I attended uh Phoenix High School graduation. And if anybody knows Phoenix uh high school graduation, just the stories they tell of their struggles and their perseverance is amazing. Um, so I'm was was very happy to be

006able to attend that. And then uh my husband and I gave out on a scholarship um to at Phoenix High School and the recipient was Gavin Wheelen, our Ford rep. Yep. So he was he was crying. So that made me cry. Um attended the uh Lincoln High School graduation with George. And like George said, it's it's nice to be able to celebrate these kids after 12 years of hard work. Um, and I had something special uh happen to me this year. Um, you know, you hear things about, you know, um, uh, coming full circle. Um, well, I was able to give, uh, two diplomas to, um, two young men that, uh, that were in my wedding. Their dads were in my wedding, and so I got to give them their diplomas. So, that was really

007special. And then uh I uh attended the year end and retirement party with the district staff. >> Prophet um do you hear me? >> Okay. I did the 12 Bridges Middle School promotion with Miss Callahan. It was fun. The kids were great. And also the 12 Bridges High School graduation. Um, I got to say I'm impressed by how many of our young [snorts] men and women are joining armed forces. Like it was truly moving at both the high schools I watched the Lincoln High School went to and it was amazing. Um, and then I went to several graduations celebrations and about it. All right. [clears throat] So, I went to um, uh, Phoenix graduation and um, Gavin actually got two scholarships that day, but a lot of people got scholarships. It was you you guys

008sent out the amount of scholarships in each school, right? Do you remember the those numbers? >> Yeah. So, uh Lincoln High was I want to say about 180,000 [laughter] was 12 cuz they were 100,000 and then um and then I want to say the number was I want to say 20. >> Yeah. But there was one that was 1,200 per semester for 2 years and then 1,600. So I was doing my math of like that's like $12,000. So that was really awesome. >> And there were several that weren't included in the total that would be what we consider like a full ride. For example, the young men who were um accepted the Air Force Academy and then um there was the 12 just had a student go to academy as well. Like those are full

009ride scholarships obviously. Oh, absolutely. And those are those are worth hundreds of thousands of dollars. So >> it was it was really something. It was really something to watch. And then um I attended the um the state um championship for track with Mike and got a chance to to talk to some of Lincoln's Lincoln's athletes and the coach coaches and um it was really quite the amazing time. It was really really super fun. It's two days. It's um 200 rounds. 100 and 100. So imagine you're shooting 25. You're resting for 5 minutes. 25 resting for 5 minutes and it was 100°. It was really hot. And um Lincoln High School they took third place with 198 um Ryan Whitney who is just an an amazing shooter. And [clears throat] um um my daughter shot 191

010out of 200. So we were really happy with that. She got 17th of like 200. There were like 210 220 varsity and total kids probably about 400. So it was it was really great. So it was good time. You know I always like to talk about the the trap. Um anyways that's what I did. So moving on. Uh what Michelle West >> summer break. >> Yeah you're on summer break. Why are you here? >> Yeah. [laughter] Um and then um uh what classified employees? >> Anybody? Nope. Okay. All right. Let me turn it over to you. >> All right. I do not have anything to add beyond the graduations that all of you uh attended uh other than that we are on our summer hours for the public. And so we are open 9 to

0111 Monday through Friday, but uh our folks are behind the scenes um working their full eight hours. So if folks are needed, we're available via email and open to the public from 91. >> And I attended Jen, too. I forgot to mention that. And that was great. >> It was great. >> That was great. I attended with Jen and it was hot. [laughter] Like the first minute I'm like, I'm busy. How am I supposed to get through all these kids? But it was great. I mean, the kids I don't know, there was something different about the kids this year. Um, they were very professional. It's It was It was interesting. Um, they were just The handshakes were super strong. Um, I don't know. It was a really good time. It's it's it was fun to

012see. It'll be fun to see how they do in high school. I'm sure it'll be great. Okay. And so, we will go So, we are in um six action items. So we will go right to uh 4.3 right? Y >> okay.3 >> so um I will there we have one speaker on 4.3 and that is Brandon C. [snorts] So good evening everybody. Um, I know all of us were here on June 2nd and watched the facilities meeting and really poured our heartstrings how much need there is for money for our facilities throughout the district. Um, I'm here to express my opposition to this proposed $90,000 for public relations campaign at a time when families and taxpayers expect every education dollar to directly benefit students. And watching that facilities meeting, that's where that money needs to

013go. It's difficult to justify spending public funds on marketing initiatives designed to shape perceptions rather than solve problems. And this is an interesting fact on this proposal. Priority number one is to spend public money to position the superintendent as a regional leader. That's not the mission of the district. Shame on you for using public funds for personal branding efforts for district leadership. And this is priority one for $90,000 of facilities money. The superintendent's reputation should be built through measurable results, strong student outcomes, responsible budgeting, safe schools, and transparent decision making. Another stated goal is to leverage marketing and advertising tactics to advance district objectives. [clears throat] Public education is not a product to be sold, and our schools are not a corporate brand. Trust is earned through open communication and meaningful engagement with parents, teachers,

014staff, and the community, not through advertising campaigns. And this last one, proposal seeks to draw awareness to new district boundaries and promote, and this is my words, future bond measures, because that's exactly what it says in number three, by clarifying funding realities. Um, informing the public is appropriate, but under taxpayer dollars for save the public or build support for future funding requests is not. If the district has $90,000 available to urge, I urge the board to redirect those funds towards the true needs of our facilities as presented to this board on June 2nd. Critical health and safety needs. That was number one. Focus on classroom improvements and pro and then pri pri prioritize benefits for the greatest number of students. an ad campaign of flashy flyers or whatever this this proposal is because it's really

015vague on what exactly this is for $90,000. I completely oppose this this item. So, our community expects fiscal discipline and clear priorities. Students should come before public relations. Thank you for your time and consideration. >> Thank you, Brandon. Do do you have more information on on this that you can share with us? >> So this is uh the contract that we have uh had for the last couple of years with three-fold communications. So it is a consult. Yeah. Well, it's it's for uh Gordon Fowler is the executive director of Threefold. And so he and his um communications team have been helping us in our outreach and education efforts uh uh with the community related to our facility needs in hopes that by informing and educating our community uh related to information that we have that

016about 50% of our community um is not aware of our needs and that uh those who are aware are more likely to be supportive of uh possible efforts for future funding. So, it's spending some dollars in hopes that we may be able to yield some additional funds in the future to fulfill our facility needs. >> And um let's just say can you and maybe this is for Mike, but um what what are our total number of facil cost of facility needs right now? >> Uh >> off the top of your head, Mike >> on the spot. >> Yeah. Come If I mean honestly if you add if you include modernization and upgrades >> um renovations and new schools about 1.4 billion >> right >> million >> billion yeah [clears throat] >> just just straight um

017modernization is about 800 million >> 800 million >> just modernization >> just modern >> of the existing facilities. Does anyone else have any questions or anybody? All right. So, I guess we vote on this then. [clears throat] This is a roll call. >> Yeah. >> Okay. All right. >> I do have a question. Yeah. >> But does it have to be unanimous pass? >> No. Because it's no longer part of uh consent. >> Would you read what the voting? >> Sure. So, the exhibit is um a a scope of work for $90 million for threefold. And I 90,000. >> What did I say? 90 million. >> Then I'd be on your side, Brandon. It was 90 million. Hands down. I'd be up there, too. But um Okay. Excuse me. Not um $90,000 for a scope

018of work and and it it is some of the work we've been doing with Cherry, >> right? um identifying how we can get out the word of what our needs are for facilities in hopes of getting future funding. >> Okay. Correct. >> Is that right? >> Yep. >> All right. So, do I have a a motion on this? >> Can you read it? >> Who said that? Oh, >> can can you read the priorities? >> You want me to read the Yes, I I can do that for you. So priority one is is positioning superintendent as a leader within the community, the industry, and the region as it relates to school facilities management. Priority two, leveraging the communications plan with marketing and advertising tactics to uh to drive to plan goals. Priority three, drive awareness

019of new district boundaries and why these are important. And priority four, highlighting needs and successes of the district, including clarifying funding realities and showing the importance of school investing for all residents. That's what we're voting on, George. [clears throat] >> Okay. All right. Do I have a motion to approve? >> I move to approve. >> Okay. Do I have a second? >> I will second. All right. Roll call. >> We have discussion. >> Oh, yeah. Can we have discussion? I'm sorry, George. I thought Yeah. Well, I would agree with folks that uh it's a lot of money and we have a lot of uh improvements to make. I would also point out that in order to make those improvements, we need additional money. And one of the few ways we can do that is through

020a bond issue. If we don't have people in the community on our side, we won't pass the bond issue. And if we don't pass the bond issue, we're in a jam. Uh, and I don't know if you've ever been in a situation where the the end result is something you want and you have to put in a little little pain to get there. And I think that's what uh that's what the $90,000 represents. I wish heck just do it and fix up a school or two, but we can't. We need to have the community behind us and through and the world we live in. That takes uh it takes PR and publicity and uh knocking on doors and passing out flyers and leaflets. I think we have to do that. It's not something I'd like

021to do, but I I'm going to end up voting for it. >> Thanks. Yeah, thanks. That's kind of what I was getting at when I was asking how much we actually need. Um and and and Car's comments about th this is the investment to get us there. Um yeah, it's it's I agree it's like a necessary evil at this point because we are tight on funds. Um maybe the wording is what's a little bit um >> well I think it was I actually appreciate the wording because it's straightforward of what what we're doing. >> I mean you may not like it but it you're straight they're straightforward. What is the whole goal to do with this money? >> I was just thinking the wording to the public. It probably doesn't >> I think it's completely

022transparent. So, I like that. >> Okay. >> All right. >> And I'm going to say I I'm like, George, I hate spending this money, but I also know I am the biggest anti- tax, anti-bond person ever, but I know how bad things are and that we need some financing and it costs money to make money. Um >> and I will hesitantly vote yes on it. >> All right. Anybody else discussion? >> All right. Roll call. >> Dextra. >> Yes. >> Member. >> Yes. >> Freeman. >> Yes. >> And >> yes. >> Thank you. All right. Now we're on 4.6. And Marjorie, you pulled that. >> I did. Um, it's the 12 Bridges High School's prom venue. My question or concern with it is that this past prom season, I had several phone calls and texts

023from families whose kids couldn't attend prom because there were no more tickets available because it was sold out. They did not book a big enough venue for everybody who wanted to attend. And several of those were senior students. this venue that they have reserved for this next year is even smaller. >> I think we're going to have a big problem. I even know of a couple kids that paid three times the amount for prom tickets because they were being scalped. Um I think it's I I know the Masonic is temple's beautiful and gorgeous, but it's not big enough to host all these kids and that's my concern. I just wanted to be on the record that um I see this and if this is what the student body wants I guess we have to give

024it to them but I think it's a bad idea and moving forward not to do it again because it's just you have to have accommodations for all students who want to attend not just those who have the money the fastest purchase a ticket >> and I did I know Ellie is in the back so I don't know if you want to come up briefly to speak to this and so thank thank you for sharing that you uh were concerned he learned about this earlier and uh I did reach out um and and Ally uh took my took my call and come on out. Uh and so she did share so I know I'm like sorry. Uh so Alli did was able to share and she can kind of add to it but I'll so I'll

025share what Ally already uh shared with me which was last year the venue that they had and I don't know if it was the same one or not but the last year's venue initially the contract was for 500 and then based on interest uh they were able to up it to 550. This um contract which is the original um does have an addendum that was added to it. of the um capacity for this year is actually 600 with this facility. Um whether or not that's going to meet part of the need because I do a great thing about 12 High School and Lincoln High School uh as well is that our students um do show up and they they participate in events and so for it to be because this is junior and senior prom

026and so with guests and this the student population 600 is not enough to to house all >> um 100% of the of the students and their guests. Um I know that the the issue um also is that finding venues that hold more than 600 capacity is very difficult. So I don't I don't know what the ASB kind of students did in ter terms of trying to identify this venue and kind of weighing costs and all of those types of things. So I don't know if there's anything else that you could add but >> not really. I know that our um activities director um he came on this year uh and the prom venue had already been booked prior to his taking over um this school year. So we kind of had the venue that we

027had and we had the issues that we had with it. And so this year he was him and his team were very proactive to try to find something that one looks pretty right. like that is part of it because decorations and trying to spruce up a place it can be very expensive. So they obviously that's not a main priority. I want to make that very clear but that is definitely something when you go and take 16 17year-old kids to a venue they're really looking at like what can we do with this space. Um so I know that that was something that we were looking at something that um we have done the grounds previously which has big spaces to it but it also charges for parking. Um, and that became a real big challenge the

028year that we [snorts] did the grounds. Um, there's just some other constraints with the grounds as well. >> Um, and um, so the other piece was was capacity um, and trying to find a space that is large enough for all of our students to attend um, if possible. Um, we did get to five um, 550 this year. I will say that the list of kids who didn't get to go a after 5:50 was not large. We did not take a list, but it wasn't um we still had tickets up until 2 days prior to the the dance and it sold out very quickly at that point. So um part of the the strategy this year is to make sure that we're letting people know the capacity of the venue. If they would like to attend,

029we need to attend. We need to get our tickets early. Um this is some this is a venue that has been used before in the district at other schools. So um they felt confident that this would work. Um and I I was not part of the selection of this. I will be honest. This is a student driven thing with you know guidance from their activities director but I I I'm supportive of the place that they pick because this is what they they want. >> Yeah. >> Okay. I'm just hoping that moving forward though if the I know the grounds I will I will sponsor parking. Okay. I will help pay for parking just so that every kid who wants to attend has an option. >> Yeah. So what's your contingency plan if you have a

030request of over 600? Are you going to be turning those students away? >> We we will not be able to go beyond the capacity of the venue. We sign a contract with what >> they get they have. >> Have you signed a contract already? >> That is what we're voting on. Well, I I would encourage us to determine how many students we will be there and be able to accommodate >> that ticket sales won't go live until the spring. So, that's not going to be something we would be able to >> try to sign up late. So, if you have that tradition, >> right, plan for that. >> Mhm. Well, that that's part of the like we didn't have they had capacity still two days before prom last year and students bought their tickets at

031the last minute and so there it's kind of like a you book a wedding venue in hopes that it will yield your full capacity of who you will invite and then you give your caterer the so that's part of the piece is that like so I mean maybe you you've got it booked it's it's there and to the extent that you guys could pursue finding a venue that's larger. >> I used to know the challenges of finding larger spaces that are >> already >> affordable are already booked out. >> Um, and my concern is that >> I if we don't have this space, then I don't know what space we do have. >> Um, and schools usually have the same place year after year after year. We haven't This is only going to be our

032sixth prom. No, >> no, third, fourth. Like I mean, we're we've only had a few. So we haven't established a a place that is >> annual date the >> re >> um and capacity too. This is only the second year that we've done junior senior prom. Previously we had them split as just a senior prom >> for the following year or something similar. >> If you want to come and present that to the student government pretty I know it's not the prettiest. It took a lot of parent work cuz I was part of it, but it fits. >> My biggest concern is kids missing this opportunity. >> Definitely. And we don't want kids to miss the opportunity. That's not the goal of this at all. >> I know. >> Um, [clears throat] >> so that's

033why I wanted to have a discussion about I just wanted to be on the record that like, look here, I recognize this >> moving forward. Let's try to do >> So this this year, if we do have kids that are not getting it, can we keep track of how many? Maybe. >> Definitely. >> Yeah. And then um do you guys do like a countdown like there's only 100 ticket only? You do. Oh yeah. Okay. >> And we started selling prom tickets the earliest this year than we have ever sold them before. This year I think they started to be sold at the end of February into March and our prom wasn't um in May I believe. So we started a very early ticket season um and they were live for a very very very long

034time. And then that last like week or so, they went fast and then that's when the demand for them became really high and then we had all of that going on. So we were calling and begging for the additional 50 to be added. Um so that that's what we were able to do to try to accommodate as best as possible. >> Okay. Well, thank you. Good information. Thanks for bringing that up. Yep. We'll see. Think >> report back after prom next year. [laughter] >> Hopefully time off. >> Okay. Um, so any more questions? >> What's the capacity of this place? >> 600 600. >> Yes. >> A little bit more. >> All right. Uh, do I have a motion to approve 4.6? I'll make a motion to approve. I'll second. Okay. Any discussion? >> All

035right. Roll call. >> Member Freeman. >> Yes. >> Member. Yes. >> Yes. >> All right. Get started on that. >> Almost there. >> I mean, oh, [laughter] >> okay. That was a good one. Meaning of the Lincoln High School Theater. >> All right. So, uh, you all had a very thoughtful discussion, uh, last board meeting during the public hearing regarding the, um, naming of the Lincoln High School theater or components therein. And, um, I did let your secret out, um, to Mr. Well, it wasn't really a secret because we had a public hearing, but, I did uh, see Mr. Basham at the uh Lincoln High School graduation on Friday uh or Thursday night after the board meeting on Tuesday to let him know that you were going to be um taking action to name the

036theater in his honor um this evening. And so uh Lee is here with his lovely wife and I don't know if you want to come to the podium while the board uh takes action and maybe say a word or two perhaps after they take action when it's official. um uh because I have a feeling I know where the votes going to go based on their discussion last time and and direction [laughter] for uh bringing this item forward. So, it is the opportunity now for the board to take action to name the Lincoln High School Theater in honor of Lee Basham and his incredible 16 years of 363 days uh a year of service um for the Lincoln High School and 12 Bridges High School um and really the district community because he has he served

037the district um wonderfully over the last 16 years as a volunteer. >> All right. So, we'll have discussion after. Do you have any questions for >> Carrie? Okay. All right. Do I have a motion? >> I'd like to move. >> All right. Do I have a second? >> I'll second. All right. Let's have some discussion. >> Can you come back next year and help me? [laughter] >> I'm really pushing for the the show. >> My wife should grin. Yes, I [laughter] >> Okay. You'll get another interview if I get my show. [laughter] I think I speak for everybody, everybody in the room here. Thank you. Thank you so much for all your hard work. All the beauty you create, too. >> Thank you. Thank you. It's It's been nothing but a pleasure for me. >>

038And for the kids, you know, the dedication and love that you show our students is amazing. So, thank you. C >> Can I just say something right now? >> Not voted yet. No, they um I've I've worked with like 30 different theater companies in 20 different theaters and and and Jen can can affirm that that my favorite place is Lincoln High School Theater. I love the building. I love the people and the staff. And it's been that way since I got here in 2010. >> Wow. That's great. We hear nothing but great things. and all of us have seen at least one if not many of your productions and they are amazing. I mean absolutely just amazing. >> So thank you. >> Thank you to your wife for letting us [laughter] >> she is the

039most patient. She [applause] is Can I just stand up for a second? [laughter] >> The most patient uh theater wife ever. [laughter] >> Well Well she loves you and and she must love what you do for her. Yes, we do. So, thank you. >> All right. So, sorry, it kicked me back to two and [clears throat] now I need to get through all Nope. That's not going to work. Okay. >> So, we I don't That's what I'm finding. Is it roll call or is it just Nope. Okay. >> All right. So, the motion is on the table to name the Lincoln High School Theater after Mr. Basham. And all in favor say I. I. >> I. >> All oppose. Where's your password? [applause] >> All right, that's it. We're done. A good note like that.

040>> I know, right? And now we can forget about the other 20 action. Can we actually though um can we move the discipline information just so that Megan Megan >> did you bring chocolate? Did you bring [laughter] McDonald's French fries? I mean that would all help us. I'm just kidding. >> No, of course we can't. >> So we do we have a comment on on 71 yet? Okay. So we'll go ahead and come up first and then um Brandon you'll be you'll be on deck after her presentation for your comment. >> Sorry prepared to do the order. >> Perfect. While materials are coming around I'll just do a quick introduction. So um this item is coming um for um information to the board um per member profit who requested that we provide an update related

041to our discipline um matrix policies and just legal implications of those things based on some items that have come before the board of public comment. So, I have Emily Ortiz, who's our director of student services, and Megan Macy, who's a representative of a legal firm that we do consulting work with, and they'll be presenting a little bit about our discipline matrix and can answer any questions that you may have, and then we'll seek um input from the board about next steps that may be appropriate. >> Okay, thank you. I was looking. It's like your typewriter had a bad key or something. What does it look like ones? >> It might be. >> I just wonder if maybe it's just the cover page. If it's just the cover page. >> Yeah. Okay. If you click on

042slide two. Okay. And let's start here. >> [snorts] >> Oh, yes I do. Okay. So, I'm This is what we'll cover here. Ed code provisions for suspension and expulsion. Just reviewing some of that. Um our policies and regulations, our established practices and next steps. Um I think the established practices and next steps are going to be the ones that are most interesting that we want to look at. So this is our overview of student discipline. Um it's our board policy 5144. I'm not going to read it all to you. I think you guys are aware of that. We I did this is a lot of what I did in August as well. I'm just adding some updates to it. Um this is suspension expulsion due process. So just ignore the title. I don't know why

043it's doing that. But um these are the rights of students when it comes to being suspended. Suspended and expelled. This is our jurisdiction where we have the rights to suspend um or expel. So anywhere on school grounds coming or going to school during lunch period even when they're off campus and during or coming during coming or going to a school sponsored activity. So all of those we get we have jurisdiction over. Um, one of the biggest things is suspension is um, we try and limit the first offense. So, we can only suspend if we if other means of correction have failed. So, unless it's an egregious offense, but we we do try other u means of correction first. Um, the only the only exceptions to that are is if it causes a danger to persons

044or it's a violation of the big five, which I think oh, they're not next, but it's coming up. The big five are coming up. Um, one of the biggest, um, changes that's happened is that 489 4,900K, um, which is willful defiance and dis disruption, [clears throat] can no longer suspend students for that. Um, teachers still do have a right to suspend um, if that happens. Um, but we they do want us to be using more restorative practices, MTSS, instructional responses. So, um, admin cannot suspend for that, but our teachers still can if it's happening in the classroom. Here's an example of our discipline matrix. Um, so that we have a public facing matrix and then we have one that the administrator uses. So this would be a scene from the administrative side. So it does

045give some examples of what some alternative means of correction could be. Um, and on the left it does have the ed code. So the public facing one just doesn't have the alternative means of correction or interventions. Um, so those are some of them. They're not all of them that we could use. Um, so this is an example of a student committed an obscene act or engaged in habitual profanity or vulgarity. Um, and it is progressive. So there's the first offense, second offense, third offense and and the minimums and maximums for those. Um, this one's an example, a student example of the progressive discipline. So first offense, um, he was using the n-word. So he was given a referral and a 30-minute detention on Monday school. That was the first offense. and there's always a conversation

046and a hopefully trying to help them understand why that's not okay. Um and then incident two used it again. Um this time he was suspended for one day and assigned a restore session which was an evening session that we had with parents and students and a facilitator that ran that. And then incident three um he was suspended for two days and then he lost a school um a school event privilege. So that's kind of the progressive part of it. if it's the same offense being repeated. Here's the big five that I was talking about. So, any any of those that a student commits, you must suspend them and you must recommend them for expulsion for any of those offenses. Um, all expulsions other than big five require the secondary findings. Um, so we have to

047show substantial evidence that other means of correction were not feasible or they've repeatedly failed. um and that the presence of the pupil causes a danger to the physical safety of pupils or others on campus. [clears throat and cough] Other questions? Yeah. Anyone? No. [snorts] These are all the ED codes that can be suspended or expelled. We shortened it because there's a lot and there's a lot of words to them. Um this is for students with 504 or an IEP. They do have a manifestation determination. So, if they are suspended or put up for expulsion, we do have to make sure that it is not a result of their um disability. Here's some examples of alternative means of correction that we have within the district. So, there's different times in different instances to use each of

048those. This is an example if they were in a fight. Some of those a restorative conversation, meeting with a counselor, no contact contracts between the students, parent may have to bring them to and from school, check-in with a trusted adult, there could be a behavior plan, we may change a class or a teacher. Um those are some of the things for a fight, um influence of a controlled substance. Some of these would be meeting with a counselor, confiscate the substance obviously, referral to a community agency, um student can be searched um randomly with parent permission when they come or leave at school at any random time. >> I have a question. >> Yeah. >> On that one, um what is what do you mean by self-reflection? [clears throat] Have to write an essay or something

049or >> Yeah. Right. Kind of just saying, "Hey, what was my part in this? What could I have done differently? How did this where did this go wrong? What could I do? >> Just saying it or do they actually no writing it down? Yeah. Yeah. If they can't write it, if writing isn't their jam, they could also talk with an administrator or a counselor, but basically reflecting on what their behavior was and how they can do something differently the next time. >> Okay. Um, restorative practices is talked about a lot. So, um, that's a framework for building community and strengthening relationships, resolving conflict by focusing on empathy, accountability, and collaborative problem solving. Um, it's rooted in the science of human connection and it's to repair harm and restore trust rather than relying solely on punitive

050discipline. Um, usually, I've talked about this before, when there's behaviors, there's usually something behind that behavior. They didn't wake up that day and decide they wanted to go punch somebody. So, um, we try and get to kind of what the why behind it and help them resolve that. And hopefully with the other student that was involved or the other adult that was involved because a lot of times it doesn't include our adults. Um the next steps is the biggest piece I think. Um one of the things we do have wellness centers at four of our um two of our high schools and two of our we're having the fourth one starting next year at our other middle school. So both middle schools and both two of our high schools have um wellness centers and I've

051talked with them about um currently they have something called brief intervention which is a student if there it's the first time they're caught vaping they'll go through brief brief intervention. It's kind of talking to the student about their choice to vape. Why are they doing it? What are some of the things that can happen if they continue doing it? Um it's really a lower level for the kids that are just kind of trying it out um to get them to stop before they go any further. Um we're noticing there's a need for more intensive um interventions and more like smoking sessation to get kids to quit vaping um whether it's tobacco or marijuana. Um and so I'm working with the wellness centers. They've already been investigating some programs. So there's a few um Stamford Stanford

052puts out um Stanford Medicine has quite a few that can be seatbased so that they can run groups. So my hope is that if there is a student that maybe it's the second time, third time, second time, first time we try the brief, if that doesn't work, if they're caught a second time, then maybe this is a problem with them and we start doing these sessions um where they're meeting with a probably a group um and then one of our mental health specialists walking them through um the curriculum that's offered. Um so that's that's part of it. And then also vape education for our upper elementary students. um we are seeing that it's starting unfortunately younger and younger and in our middle schools some of the kids are beyond that experimenting part and they're actually

053doing it. So um I'm hoping to have some um of our counselors go in to our fifth grade classrooms and talk with them and parent education as well on that. Um our administrators and teachers are going to have opportunities to be trained in restorative practices. So a lot of our administrators have been trained in it. Um not a lot of our teachers have been. So, I'm um working with someone to offer some of those opportunities for teachers and admin to be trained in that. Um and then we did previously have some workshops. Last year we had I guess it would be called a workshop in the evening for students and and parents. um if a student w got in trouble, say say it was for fighting, um they would give like maybe one day of

054suspension and then they needed to attend a restore class, which was that class that they went to with the parent to kind of talk about their choices and how they can make better choices. Um and so that was an option that wasn't successful for all of our campuses. And so we're going to see if we can try something else, but a similar concept of working with parents and students on their relationships and how they can support each other when it comes to behaviors at school. Um, vape detectors that detect chemicals in the vape. So, um, Glenn Edwards was trying out these vape detectors this year, and it's they're very effective at figuring out whether it's a THC vape, whether it's perfume being sprayed, whether it's a deodorant, cuz vape detectors tend to go off anytime

055anything is sprayed into the air. So, these um can detect what the chemicals are and what it might be. If we can get a safety grant that our friend Mr. Penders is working on, then hopefully we we can get those installed as well. Um, parenting classes, our liaison do parenting classes. um are the hub um Michaela Zimmerman offers helps offer a lot of those. Um I'll also be working on getting more parenting classes. Love and Logic is something that a few of our psychologists do and so I'm seeing if we can get some of those um scheduled for parents as well. And then a big one I'm going to start doing is monthly admin meetings to calibrate discipline practices to make sure that our discipline is on the same track across all of our all

056of our school sites so we're not seeing discrepancies in a kid doing something at one campus and getting a consequence and at another campus maybe it's a different consequence or no consequence at all. So, I think just coming together with all of our admin, um, especially at the secondary level, that's where it's the biggest, but I'm also planning on having some elementary meetings as well, cuz behaviors are ramping up with our little ones as well. So, those are some of the next steps that we're hoping will change some things, improve some things, and change the behavior of students. [cough and clears throat] >> Questions? Questions? I'll go first and then >> Well, go ahead. >> I really like the um Let me find the patient. So, you can go back to it, too. It was

057the um discipline. >> Where did it go? >> The sample of the matrix. >> I progressive the progressive uh discipline >> 10 on page five. >> Yeah, that's one. The progressive discipline example. [clears throat] This was why can't this be applied to vaping? It seems like we're not putting as much emphasis on >> the vaping like vaping is Oh, you get a talk. >> This was just a sample. What? >> But I like the way that that progressed through vaping. I think they should have to mandatory have sensation class on the first offense. I mean, real consequences. Um, the second one, you know, progressive. Yes. Yeah. And the the cessation um classes I don't imagine are going to be a one and done. It's going to be a series of once a week for six

058weeks probably because it's not an easy thing to kick from what I understand. So >> no, I mean and I think it should happen on the first offense, not just a oh are you just trying this out? They tried it out. Let's make sure they >> and and a lot of them are are um situational too in terms of we have kids all the time that like they have the vape. Oh, it wasn't mine. It was my friends. They handed it to me. It was a whole group of kids that went in. Who was it that actually had it? But um but definitely having the the brief kind of get that first interaction with the wellness center with the mental health specialist or the counselor. they get a pretty good idea because kids can kids

059are pretty honest about whether or not it's an issue or not once they've admitted that yes, it was me that was using it. Um, but if they but I do agree that we can get as long as we can get those going. Like I said, they're working on them and I'm I'm confident that we'll be able to have something to offer for the students to help them stop kick the habit. Um, my goal is that we just have real actionable consequences moving forward, but because we don't currently in all of our sites. I know some sites do. So, I think we've discussed this outside of the board meeting. Um, >> and it really is on on >> so get everything online across all the school sites >> that everybody has to have the same consequential

060>> and working hard to help students quit. >> Yes. That's >> cuz I you know if it's if it's the third if it's the fourth however many offenses then obviously that's a pretty big issue if you can't >> go to school without >> I don't think I think if we get past the third time of get after we spend six weeks and money on sending you to a smoking sensation class and you get to the third time and then a fourth I think it should be spent for a month. I mean come on that's thousands of dollars we're spending on these kids to try and help them. I mean, >> the programs are the programs are free that we're looking at, but but you're right. And and my concern with suspending them for longer amounts

061of time is that's longer amounts of time they're at home smoking or vaping or doing what they're doing. So, >> but you're right. >> We'll work as hard as we can on the school side, but also I think working with parents as well to help them support their students at home. >> Yeah. I mean, >> well, my concern is more I mean, let's face it, some kids are just allowed to smoke at home. We know that. But getting them to stop I mean, we can do everything we need to do to get them to try to spit quit smoking, but quit smoking at school, >> but they on their own time is we don't have >> Yeah. I mean, I love the effort, but really I think where the discipline comes in is following the

062school rules. Whatever it is, >> in this case, this was because of the vaping, but in whatever it is, >> do we is there something we need to change as the board policy to um help enforce that um the consequence of not following the school rules? >> I can see you want to say >> well, just cuz like you asked about policy. Um, so your policy supports this progressive discipline model and it is totally consistent with the law and the legislaturator's kind of shift with the keeping kids in schools act, right? Um, and so I don't think from a policy perspective there's anything you need to change. >> Can you go through the microphone? Thank you. >> Sorry. >> I think from a policy perspective there's nothing that you need to change. Your policy looks

063good. It's it's about kind of implementing practices. >> Okay. So, I mean, is there something that we need to change in policy to for >> our policy aligns perfectly with the state? I looked at that. >> No, no, I know that, but but we're talking now about making sure it's actually being being enforced, right? >> I would say that that's the focus that Emily and I have really had this this as we've talked about this is this has come up in more meetings is is just a sense of calibration like what's really happening? Are we doing it consistently? needs everybody clear on what the boundaries are on what one, two, and three in terms of consequences could look like. So, that's the work that Emily is setting up some systems to help make sure that

064we're being consistent at all of our secondary schools, including our middle schools, and then into the elementary schools as it's necessary. >> And I really do want to work hard to bring parents in as partners on it because I think in the end, parents don't want their kids doing this. They care about their child. They don't want them to have this horrible habit at such a young age. So, I think if we can engage with parents just about, hey, we all care about your kid and we want to help them out. And like you said, don't do it at school. Maybe it's really hard for them not to, but if we can at least get them to not do it while they're at school. Um, but I think I think it's going to take a

065group effort. I don't think it's going to be just consequences at school or just our they you know, we'll do everything possible that we can, but we we really need to bring in the families to help support their kids and be on the same page with us to help their kids. That would be part of the whole sensation program. >> But so >> apparent side of it. >> Yeah. I mean, so I'm talking about like the matrix, the way that it goes. First time you have what you call the brief >> with the wellness center. What's what what do we do on the second offense? >> The sessation. >> So that is that can we make that mandatory? >> It is currently. So the based on the matrix I pulled up the actual matrix looking

066at 48900C which is um related to what we're talking about now in terms of them being under the influence or having it is um the alternative is the minimum right and that's agreement active participation parents are contacted the maximum is a one-day suspension. So on a first defense, our administrators based on our matrix do have the authority to suspend them. Um >> but they're not >> right. We're doing the the alternative. Um and then um and then it progresses from there. I think the where I have heard you all loud and clear in my individual conversations and just kind of this public arena as well is that the it's when we have kids who are repeatedly just not caring at all that we have rules for the school and disregarding everything. They're not engaging in

067the um or taking seriously the alternative means that we're providing. The parents are not engaging. They're not responsive. They're not being collaborative partners with us. And it just continues to be repeat after repeat after repeat. At there comes a point in time that then you're just going to get the the max because there does come a point if it continues to be repeated. we can be suspending and moving towards expulsion because we also have been able to document that our attempts at alternative means of correction have failed. Um, >> and they need more than what we're >> and they need more than what we and and we are going to work towards then removing them from >> I will say if it's if it's a first-time marijuana vape, they do get suspended. >> The marijuana

068vapes get they do get suspended first time. There's a distinct difference between a baby with marijuana like a THC vape and a non THC vap. So the rules get quite complicated really quickly and um our administrators are are experts at identify [laughter] um and forceful. So >> yeah and that's why we need the span. I'm sorry. Go ahead. I was just saying that's why we need the span of from this to that. >> Okay. And I know we talked about earlier about uh you know uh sports, not being able to play sports, taking their dances away, stuff like that. >> I think that needs to be put into the matrix that the students because they do their handbook and they have to see all that. They should see what can happen if they're if they

069get caught or what will happen, not what could. This is what's going to happen first time. This is what's going to happen second time. This is what's going to happen. I want it to be there for them to know and then it to be followed through on not just oh well >> and on this one specific with vaping I can definitely add to the matrix on the the offenses I can add that the >> if it's automatic >> that one is on that's a different code than that one but um [laughter] >> the vaping [clears throat] and cigarettes are on one section nicotine >> tobacco tobacco's one side >> the um the matrix the the public version of the matrix is published And I know it's published in the Lincoln Ham Valley. Is it published

070in the district? It is. >> I'm not sure if it is on the Phoenix H. You might know. >> I'm not sure on that one actually. >> So, so it is published. It is in the middle. >> Yeah. So, but we can be sure that it's on all three and then even >> the middle schools have that as well. Yeah. >> So, they can see what the progression is. What I'm saying it is published there for them. But we can certainly work to make. >> Yeah. Okay. >> And maybe expand on that portion of the handbook. I was just looking through um one of the handbooks and and the word babe comes up five times. So maybe there's an opportunity to expand some of the narrative around what happened specifically with babe, but that's an

071important priority. >> I literally want to address it on the matrix itself. Yeah. Offense one, this is what will happen. Offense two, this will is what's going to happen because it currently it it's pretty liable things happen. Nothing that seems like if I was >> it's not as black and white. That's the hard part. I want it to be like I'm like this is it you know and all the schools have to go through is that they can't just decide I don't feel like punishing this kid today or I don't apply it. >> Well and kids uh you know they tend to react um >> to losing privileges >> not just take a class >> you know as long as it's a kid that's well connected to school and is and that motivates them. So

072that's that's that's why it's not as black and white. There is definitely I think that can definitely you know working with coaches in terms of hey your kid got caught with this so there's some consequences when it comes to sports but that's not always a motivator for kids. So figuring out what the motivator is to keep them from doing it and then if they do it then you're not going to be able to participate in that. >> I do think it'd be great though through the calibration process you're going to need you to talk with the administrators about what really is happening like what maybe there are some things that are more clear that we could clarify. What's nice about our handbooks is that we we try to have them published at the beginning of

073the year, but we can edit them. They're not like formal documents. We would just pull the kids back and like this is the update and and that's not convenient or easy, but it's certainly doable. So, as we evolve and we are able to tighten up these policies, I think that they could probably communicate that with students. >> When can we revisit this in August before school starts, but you guys have >> I don't think they're going to have the opportunity to have those conversations by August because our admin are all on vacation now. second meeting of August. I mean, you're going to talk to your admin about what we're going to, you know, getting them all on the same page with the smoking sensation with the sensation programs and everything, right? >> Can you give

074me to September? >> Yeah. >> First week >> only meeting. >> I can try that. I just know when our admin come back, they're like so inundated. I hate to take their >> take up their time, but it's important time to be taken as well. And so I think I can probably meet with them at least within the first couple weeks of of school being back and then >> and then we'll update you in September. >> We will do was it fair if we bring an update by the end of September? We'll give you a concrete update about where we're at earlier. >> Yes. And what are we going to do about the are we going to put in concrete steps in the matrix under the vaping of what we'll be doing? >> I can

075add steps to that if I have them. If not, again, that's one of those documents that I can change as well. I want I would like to make sure I know what the um vaping sess cessation program is that that we're going to be using so that there's information [clears throat] for parents to be able to look at that as well. >> Okay. So, can you submit what you're talking about to >> ladies? I mean, in black and white and >> Yeah, I can do that. I'll >> you can send me an email and >> and then Yeah, I'll CC you guys in too, of course. Yeah. >> Should should there be a little discussion also about and and we're talking just about vaping right now, Ryan, but um the fact that it's happening in

076class because I think if that's far different than it happening in the bathroom or something when it's literally happening in class, is there I mean that's blatant. That's that just seems a little bit more egregious to me. So, I don't know if that's something that you might want to might want to put it in your like that is that is just like >> it's in your face. >> Yeah. It's like >> screw you guys. I'm going to right here in class and and and I know that was, you know, >> and if it's not that if it's just I can't make it through this class without vaping, then that's a problem, too. So, >> you know, and it was admittedly that that we know that's happening that is it's not just someone thinks it's happening,

077it's happening. And and >> so anyways, that's just a thought. >> We've had some of that reported to us on Stop it. So >> yeah, kids see it cuz kids are best. >> What do we do when we when a kid gets in trouble for breaking a class? Have we had kids that have actually been >> Yes. >> Yeah. They've gone. >> For how long? >> That particular kid, there was a whole bunch of different >> I think I think we need to be careful. >> Let's be careful. So yes, we have and disciplined them and they've been suspended for >> we'll be mindful >> of that. >> Well, I just wonder I mean I've heard reports from students, my own student of kids vaping in class and getting away with it. So >> was

078that a marijuana when they were vaping? >> No, that one wasn't. >> Well, how come that See, that's >> they do get suspended from marijuana. >> It's all progressive. >> It's progressive. >> It depends on the kids. >> It's progressive. So it depends on the students. I know the one. >> Well, okay. We can't we we're not talking about first time specifically, but I mean that might be a conversation to have. >> Talking about the student was talking about the general idea. >> It's the progressive. So, if it's the first time, there's the consequence and then it goes second and third. So, depending on we can definitely talk as an admin team too about the in class specifically. >> Um kids doing it in class. >> Yeah. I just have how much are those smoking

079detectors that you need because we need a grant for how much are those those smoke detectors? >> I'd have to go back and look, but >> roughly >> 10 grand each maybe by the time we make sure there's cameras on there too so you can identify who's going >> cameras in the bathroom. I just want to clarify [laughter] >> there are lot the whole bunch of things and it it'll approach a half million >> to hit all are we hitting all >> we're doing lots of stuff if we get the >> okay it'll be the cameras >> it's it's a whole laundry list of things that the sites requested to increase safety >> includes like the radios >> okay yes that was okay >> we can um that branch just opened up Reno and I

080can send have some information as a board about what we are including in our grant proposal separate from this conversation. It does include big protectors. >> How long will it take till you know if we >> can't even apply till August? So August [snorts] is the application. So probably not till January. >> Is it in our budget to purchase just the detectors at least for the high schools? >> You put them in every class? >> No, in the bathrooms. >> Well, in the bathrooms you need you would need cameras. >> No, the cameras are are outside to see which students Right. But still, if there's six people in there and they all >> two people are making by association, you know, if you're using the bathroom, >> if you're using the bathroom and someone's making

081an investigation, >> oh [laughter] boy, we're we're we're going down. That's >> I can't believe we can't afford the detectors in the bathroom. >> If that thing goes off, if I was a kid, I'd run >> and then we see you on camera, right? Yeah. [laughter] [cough] >> Do you want to speak about how it works right now or you want me to give a broader review? >> Why don't you talk something? >> So, generally speaking, they're installed much like a smoke detector is installed. It's able to um um receive input and then it generates um data around that and it usually would generate an email and correspondence to an administrator or a team of administrators who then are responding to that situation. Um, I would say 99.9% of the time by the time the

082detector goes off, the kids are out there and you're not going to catch them, which is why they don't know it goes off, >> right? The cameras are critical because you have to have time to get to the bathroom that the cameras can catch what's happening coming out of the bathroom. Um, and it is true that there have been times when kids have gotten um, consequences for things that they weren't a part of because they were in the wrong place at the wrong time. And I think that some of the feedback we hear from kids is that that's really frustrating and it's understandable. >> That's not fair. I agree it's not fair, but but there's an interesting push pull between how do you catch the kids and like how do you do that >> if

083kids and you know there's a culture of we're not going to tell them people like it's it's it's a it feels like it should be so easy to resolve and it it just isn't. So we're just figured out find out any other information >> we'll send us to do that later this week. >> All right. Anything else? Yeah, this is the goal of this is cessation. One of the goals, right? >> Yes. Yes. I would >> you need to build into this if you haven't already. >> Determine what cessation means and if you've achieved it, >> right? >> Is there a way to do that? >> We're looking at pro programs and curriculum for our counselors to walk through with the students. >> I don't know personally because I haven't. >> Well, no. You either

084have sensation of that or you don't, but you have to have some way of measure that. I suppose if they're not >> taking a program doesn't mean you stop doing it. >> True. You may stop doing it at school. I don't I mean to go all the way to the end to see if they've stopped that that one's kind of hard. Um >> but we have collected data George sorry member Dra about about the impact I'm sorry about the impact of programs we have done. So like we've collected some data around our restore practice that we were doing this year about what the what the referral rate was, what the referral rate was and then what the um what the uh recidivism rate was so we can see is it was it working like is

085it making >> recism rate is what you >> Yeah. So, we do we do collect that kind of information and the the um our our um our wellness centers are really good about collecting that kind of information like they'll know who is there and we'll be able to do some calibration and understand or kids continually be referred or getting caught with things. Um >> so for the vaping I think for if they truly have stopped >> Yeah. The only thing the only way we were going to be able to tell them is if they get caught doing it again. And you want to determine that as best you can because you don't want to keep going down a path that's not working. >> Right. True. True. >> You have to keep and our wellness centers

086are very connected with outside resources too. If it goes beyond what you know like, hey, we've used all the tools in our tool belt. We need to now bring in somebody else. So, >> but if you've ever lived with a smoker who has quit smoking, >> good luck. I mean, you just you can quit smoking for two months and then you're not quit smoking. It's it it's it's um it's accepted by the community. It's accepted by everybody basically in the world. So, it's not like it's illegal or or anything like that. So, when it just baking just baking. So, it's a tough thing. But if we can, I mean, as long as I think our policies are solid and that [clears throat] we're having consistency across >> Yeah. >> the schools, I think that's one

087of my biggest concerns is >> Yep. I would agree. >> We're not having cons we know we're not there's we're not consistent. >> Yeah. >> Just by the numbers that we receive. >> Yes. Reno. So, the secondary sites, including bathrooms and locker rooms and all the places that they've been fighting, ends up being 67 sensors with permitting and all the stuff we have to do, licensing, it's $85,238.75. [cough and clears throat] >> Not so bad. >> We're spending parking. I'm okay with it. >> You're going to pay for parking. You going to pay for that, too? >> Different funding sources if you can't. Yeah, I'm okay with it. >> Well, that's good information. Oh, Mike, did you have something that doesn't give all radio that's installed? >> Yeah, because you got to get a data

088over there. So, there's infrastructure involved, too. Cost more. >> Okay, >> any more questions? Because I'd like to get to Brandon for his >> Yeah. Yeah. Thank you. >> Yep. Thank you, >> Brandon. You're up on this this one. >> Thank you for your patience. >> [cough and clears throat] >> I do think it's illegal for someone under the age of 18 to be here in California. Um, just I I'm I'm glad every this is kind of getting some movement and stuff like that. Um, I'm the only one speaking because everybody went to Europe or with my group. So, uh, they're all in Europe having fun and I'm here to kind of talk to you guys. So, um, yeah, progressive discipline is that's my wheelhouse at my employer and policy, procedure, and stuff like that.

089That's what I do as a job. And so, when you have this type of progressive discipline, you know, you got to be, like you said, progressive. You got to, you know, corrective action, trying to fix the problem, then you get to adverse action. If they're just flaunting the rules, you got to take stronger steps, but it's got to be progressive. And it comes to consistency and leadership really is what it is. is if you got different schools doing different things with the same rules, there's no consistency there. And so the the matrix getting the matrix more clear for your employees is really important to understand the expectations for those administrators at those schools and for your employees to know what the expectations are to enforce these ed codes, hence board policy. And then the matrix

090will and then also the student handbook will have corresponding uh maybe with less detail because the administrators are the ones who are um administering the the the discipline. But um I want to focus on the kids who want to learn. You know, we're we're spending a lot of time talking about the kids who are breaking the rules and how to deal with those kids. I want to focus on the kids that actually want to be in the classroom, want to learn. There's um not just vaping, but other disruptions. You've lost at 12 Bridges High School, you've lost an entire chemistry class um of sophomores that now have gone through a string of substitute teachers. Um early on with my student, we went to the counselor and said, "This this class is disruptive. There's some rattle

091rousles in there. They're they're they're um the learning is affected by these other students." And then um the teacher was injured and left and then you have a string of subs and it got worse and worse and worse until you have these huge discipline problems which is including vaping. Um so all these students that were in the class that are there to learn are now lost. They they weren't able to get that education either by the substitute teacher wasn't um first in chemistry or the other disruptive students were taking that that teacher's time. But um Harvard research has highlighted that a single underperforming or disruptive employee and I'm talking about employees but what I'm talking about is students in a classroom is this this single disruptive student can cause significant collateral damage and taking the

092team product taking down team productivity up to 30%. So in fact we're not talking about a team a workplace team but we're talking about a classroom of students who are adversely affected by the behavior of just one or two. Thanks, Brandon. Good point. All right. Any more discussion on that or anything responding to the brand? Okay. >> I agree with what he said. I mean listen that class was a big problem this year but I I have faith that Miss Aladdin and Emily you guys will get it >> rolling and all the school sites will follow through and >> I I would I would imagine that class was an anomaly >> I would this year because we were caught between a rock and a hard place there due to certain right anomaly that's part of

093the situation that we just need to continue to >> address yeah thank Thank you for all the feedback today. We'll come back to you by the middle to the second meeting if we come up with a a more official update. >> Super. Thank you. >> All right. I don't even know. Am I on 62 now? >> 62. [laughter] >> Okay. And I literally can't click on it because if I click on it, it takes me back to two. >> So, um I will do my I will I will hold on. I will do my best to not approval of 20 26 27 local control and account. Okay, we know >> I don't have a presentation yet. >> Thank you. Hey, so last meeting uh we opened up for public comment for the al cap and

094questions from you guys and we discussed it a little bit. We've had no further public comment. Um, we've been working in the background with PCOE and it's approved on their end. So, I'm asking and recommending that you guys approved the 2026 LCAP. Unless there questions >> I do you guys have any questions? George, did you have any questions? >> All right. This is not roll call. So, do I have a motion? >> Okay. Is there a second? >> Second. >> All right. Any discussion? Okay. All in favor say I. >> I. >> All opposed. >> All right. Motion passes. 6.3. Yes. Approval 2026 approval for LCAP local indicators. >> What's it? Oh, thank you. >> That's you. >> All right. So, um, as part of the LCAP and the dashboard, we have our local indicators.

095This is a self-reported study um on the district on certain categories. Um so we'll go over our local priorities beginning with priority one. Um priority one is appropriately assigned teachers, access to curriculum instructional materials, safe, clean and functional school facilities and um we do pass in all these areas. Um all students in our district have access to curriculum line materials. Um we went through the Williams audit this year. That's where they come into your classrooms and they literally count every book compared to your rosters. And we passed all those. So, that was good. Um, we have 88.6% clear credentials. So, that's a good thing, but it is lower than it had been in the past um with our DI program and some special ed positions being hard to fill. We have some teaching positions that

096have not cleared their credentials yet. So, that's dropped a little bit. Um all of our schools passed our fit test which is our um evaluation of the facilities conditions and um like I said already special ed teachers and DLI been hard to fill positions so dropping our clear credentials a little bit. So that is priority one. Do you guys have any questions on that? Super fun and exciting. We'll jump to priority two imple implementation of the state academic I can't talk today academic standards. So our curriculum is aligned and teachers are trained in the common core standards that's been going on for a long time now. Um we are beginning our exploration of new ELA content. Um that's really happening now into November. will start just looking at the newest curriculums with our hope um

097to then pilot the following school year and implement in the 2829 school year. So that would be new common core um adopted ELA uh curriculum. Um and that will be based on the science of reading that goes with all of our literacy stuff we'll talk about in a little bit. Um, we continue to train new teachers uh with Common Core and have used adopted U curriculum with best teaching practices and our common assessments that we've been starting to [clears throat] um dive into the last couple years. Um, working on showing alignment and or disalignment depending on the teacher in the classroom with data outcomes. So, that's priority two. Any questions on that one? Nope. >> All right. Priority three is our parent involvement. Um, so overall our youth truth data did increase again this year,

098but it wasn't drastically different within a couple percentage points. Um, however, we did decrease overall in our completion rate from parents. It was lower. Um, side note to that, our parent engagement through the hub and Michaela's work has drastically increased parent outreach and engagement. So that's been a very positive part here. Um our parent liaison continue to do really good work and connect with families and get um [clears throat] our unduplicated populations on campus and supports. Our staff is heavily trained in youth development and that's continuing this summer. We had our 100 days 100 ways which was a big success for um outreach and engagement. We have our student senate in congress um allowing for direct student voice on campuses. What we'd like to see um in particular is with our LCAP, we don't get

099a very big parent group and that's directly calling parents and the ones that show up are super nice parents. There's just not very many of them. So, we'd hope to increase that to get more input when we're um just looking to write how to support families. Um our DAC however, which is our Spanish speaking equivalent, is is heavily populated, which is really the leaison are basically telling them they have to go. So that is priority three. Um do you have any questions on that? >> Okay, this one might have some questions but we probably have to spend a different amount of time on it but we'll go to priority six. So this is just some um climate survey and this is from the youth survey. So the first one is just a question there. I

100feel safe during school. And you see the percentage of kids that that claim like the highest level of return on safety and it varies from school site to school site. Um looking quickly at it, you know, the lows being in the 50s and highs being in the 70s. >> Yeah, that's an interesting one for me. >> Well, why I say it would it would spend more time. It's not it's not in necessarily intuitive. You have to look at the questions and responses to get a full picture of the the answers. That makes sense. >> Um and kids interpret things in different ways, which doesn't make it wrong, but you just have to look at it and think wire than just a percentage point. >> Well, I really love that. um are Phoenix and Atlas who

101are some of our mo more um not struggling that's not the word risk or challenge you know the our kids that have just challenges life challenges they feel so safe at school um I thought that was really great I don't know if there's a secret recipe that Chuck has and Mr. often. But >> I mean, it's obviously super positive data and they strive to build relationships and take kids on meaningful trips and stuff, which I think has a lot to do with that. >> In defense of the other schools, I mean, you're looking at 100 kids versus 1400 kids and dealing with a different ball game. >> Not to saying they're not doing >> I still like it because they need it. >> I mean, all kids need it, but >> but all kids need

102it. But >> there I I liked those numbers. I think the business data from the survey that we just finished this last week. >> Yep. This is our most recent data. Um, continuing down this school climate. Um, I'm getting a high quality education at this school and this is the kids response. Um, and you can see this is just secondary now. Um, different responses from different schools. >> That's a big difference between the high schools >> and middle school. Well, it there's a big difference between areas. Do they I Yeah, I mean the student perception of their education quality at sites is kind of incredible. >> Do you think it's attributed to newer facilities and that's why they feel that way? We've got that email list. >> Um I I don't have an answer without

103I could look through at comments and maybe give you a better answer, but top of my head I don't. I don't know the answer. Um, the next one is, did I click it? Yeah. >> Um, I really feel like I'm part of my school community. That's the secondary question and the equivalent at the elementary. Do you feel like you're an important part of your school? And then again, you can see different scores at different school sites. And not defending data or calling it out again, I think when you look at normalizations and and how it compares to others, I think it gives you a better picture. I'm just giving you straight data points today. Yeah, I think the elementary schools that might be a little bit harder concept for them to actually know how to

104answer that. Maybe the older kids. I do you do all kids in the elementary school? >> 345. >> Oh, 34 345. Okay. It that concept is probably hard. >> It's interesting too. We use a tool called Youth Truth to collect this data and we're actually looking um at do we continue using youth truth or do we use a different tool? Um because that's one of the questions is like why is why are the numbers like they are and and there's a wonder like is it because of the way the questions are written? We get a lot of feedback from kids is it the repetitiveness of them? Do they they have to provide a response on what we call ly scale one through five scale? Do kids understand what a one is versus what a five

105is? And I don't again I don't want to like justify or whatever. We just don't know. The other tool that we're looking at is more of a verbal response and then um and then calling that information with themes and when we did a pilot [clears throat] student senate and um um and portrait group the feedback we got from the kids they felt like they were able to more authentically express their experience on that as compared to the survey that this year. So we may look at doing something different next year and doing a comparison to see how does that play out and is the feedback helpful and actionable. I think that's the key is how do we collect data that's actionable helps our administrators know what to do to make change for kids and drives

106these numbers up relatively sorry when I looked at them and I didn't do like a deep deep dive but I looked at them last week when they first came out the numbers weren't um there there weren't significant adjustments in the numbers I think I said that to the board actually um and so the numbers have been really stable even though our administrators are putting in a lot of energy to try to make improvements on these numbers so that's like what do But what are we missing? What are we doing? So, we're digging that. >> Sorry, I didn't mean to. >> You're good. Um, I forgot what to say. So, I guess you derailed it. My whole presentation's over now. >> Um, [clears throat] kind of echo what you said, the the percentage points are within

107a couple what they were last year. Like there might be one number that's different when I look through, but nothing's I I think we're slightly up and it's usually like a percentage or two. >> When we compare ourselves to other California schools, the numbers are in the realm. Sometimes we're a little higher, sometimes a little lower depending on the school. Um I don't know if that makes it better or worse, but it is what it is there. Um the one thing that is important that comes out of this, the school sites at the Senate meetings do go over their own data and they create their own action plans around the data which you know ultimately hopefully starts to try to improve it. So any questions on the data here? Okay. Um priority seven is access

108to a broad course of study and feel like we're pretty strong here. Um at the elementary school we have advocate programs, DLI, music science, art classes. Um in addition to that from our EL ELOP funds, we have after school clubs across all elementary campuses. The middle schools are offering honors classes, DLI, and a wide um range of electives. And then the high school really shines here with their CT pathways, their elective pathways, the dual enrollment. Um there's lots of course options for students to have a broad course of study within the district. Um so that is our local priorities that gets turned in with the LCAP. So again recommendation is that you approve it and again not trying to hide anything being super honest in what we're doing. >> All right. Any questions? >> All

109right. Do we have a motion? >> I will move the Thank you. >> Yep. >> A second. >> All right. Uh any discussion? All in favor say I. >> I. All oppose. All right. Motion passes 6.4. >> Is approval of the 2627 supplemental materials. Um historically we um as a community have a process by which we approve u major adoptions of curriculum materials think like English, math, social science. Um but we haven't had a strong process by which we adopt supplementary materials. So Reno and I have worked to try to put together sort of a protocol for how we would do that going forward. Attached to the agenda is a list of the materials. I've been communicating with the board about this through our weekly updates. It's a list of supplementary materials often used for

110elective classes um or kind of um there's some academic classes as well, DLA classes. Um but these are materials that are that are not like massive district-wide adoptions that are really isolated to a certain school or program. Um there's also some novels and things like that in there. At any rate, um so we published that list of materials to the public. Um and then we have them available for view in the um lobby of the district office for several weeks. We received three pieces of feedback um about the materials. The u the feedback and our responses were attached to the agenda item that's for the public to view. So I would recommend my my recommendation is that you approve these supplementary materials so that we can begin using them in the fall. Happy to take

111any questions that you may have about the items um in particular or the process. Did I know that I saw those materials up there and I did thumb through them. There was there's a book I still need to read, but I'm reading another book right now. So that's what you read >> the bario book. >> Yeah. Pages of the bario great book. >> US history at Lincoln High School. >> Yeah. So I didn't have from what I mean of course I didn't read through everything [laughter] but from what I thought through like >> and just to note like we just recognize that the board's really interested in knowing what our students are reading and accessing. And so this process wasn't perfect but we wanted just to put something together and then we'll refine that process

112and set up a time frame so that we're engaging in that process potentially a couple times a year. Um, so we're bringing things to you throughout the year rather than all at the last minute. Um, but none of those materials that were published have been um, purchased yet because we wanted to wait for the board to make take action on the items. So, >> okay. Any questions? >> I I was just a little shocked only three people. >> Yeah, I was too. I think I [clears throat] um I mean my brain is like 70% right now, but I feel like I sent it out and then I sent a reminder as well to families saying like, "Hey, like it's here. It's available till June 1st." and I went back and double checked several times to

113be sure there weren't additional um points of contact. As best I know, we didn't get any feedback um at the front desk. Um so it was it was pretty minimal response. >> Yeah. >> Was the response positive? >> Um there were three questions. Uh one of them was about um one of them was actually recommending a book. It wasn't about ours. It was like, "Hey, I see you're doing this. Have you ever heard of this book?" So I sent that along to the right people. It had um to do with bullying. And so I sent that to our district librarian as well as to the middle. It was a middle school age book. So to our middle school administrators for their consideration maybe for their library, maybe for their curriculum. Um I'm not sure. We'll

114have to see where that goes. There was a question about the perspectivist folks which related to DLI. It wasn't about the content of the book. It was really about um like everyone should get Spanish opportunities. So it was more just a comment about our curriculum and glad that we were offering it. Um and the third one was oh my gosh I don't remember off and I didn't print it for me. There was one other comment. Do you have it? Pull up. >> Yeah, I just >> It's at the very bottom. >> Yeah, it was about the book The Outsiders. You responded with that. I think it was you. >> That was the bullying book. Yeah. >> Yeah, that was the bullying book. So, that was the That was the third inquiry. The second one was

115um Oh, I can't I blow it up. English learners. Yeah, we just did that one and the other one very two of the questions were about our English. Yeah, maybe that's what [clears throat] that's why I'm not remembering the third one. There was nothing though critical, nothing critical, nothing concerning, more just like, "Hey, have you heard of this book or tell me more about this curriculum and um and about like could all kids get access to DIA?" And so I just explained how that worked and yeah, nothing critical, nothing concerning, nothing alarming, nothing that caused me concern. And I responded back to everyone and no one has responded back to me and asked for more clarification. >> Awesome. Thank you. Yeah. Any more questions? >> All right. Do I have a motion? >> I'll make

116a motion to approve. >> Okay. Do I have a second? >> I'll second. All right. All in favor say I. >> Oh, wait. Any discussion? >> Okay. All in favor say I. >> I. >> All post. >> All right. Motion passes. >> Thank you. >> 6.5. Approve resolution 2526.44. Uh, education protection account and spending plan. [cough] Good evening. Each year, the board is required to approve the district's education protection account spending plan for 20 and for 2627. These funds will be used to support the salary and benefits of 12 classroom teachers, helping us direct state funds, resources uh where they have the greatest impact. Approval of this resolution ensures compliance with state requirements and transparency and how these funds are used. At this time, I'd like to recommend approval of resolution 2526.44. Okay. Thank you.

117Any questions? Okay. Is there a motion? >> Is there a second? >> All right. Uh, all in favor say I. >> I. All oppose. >> All right. Motion passes. Um, 6.6. Good point. Oh, this is a heavy one. Just kidding. You were told about 10 minutes, right? >> Yes. [laughter] >> Okay. Tonight, I am pleased to present Western Plaster Unified School District's 2627 adopted budget. [clears throat] The budget before you has been developed using the governor's May revision, current enrollment and attendance projections and guidance from Plaster County Office of Education. As you may be aware, yesterday was the deadline for the legislature to pass the budget and now it's on the governor's desk where he has 12 days to sign, veto, or line item the bill. Once the final state budget is signed, we will

118have 45 days to amend and resubmit our budget for any significant changes. The 26 27 budget assumptions were used to prepare the adopted budget and the multi-year projections for 2728 and 2829 giving us a clear picture across a 4-year span including the current year. At the last board meeting, you were presented with our preliminary budget as well as detailed enrollment. As I previously mentioned, one of the state budget when once the state budget is signed, we will have a 405day window to amend the adopted budget, which will we will be doing in August because at this time, while the adopted budget reflects the statutory 2.87 COLA increase, it does not yet include the governor's May revision proposals, including the proposed super cola of 1.44%, 44% expanded pregnancy disability leave requirements, increased special education funding, or

119one-time block grant funds as those have not yet been officially approved. Okay, this next slide shows the key assumptions we use to build the revenue side of the 2627 budget. I do want to note that this information has not changed since our first presentation in June, but I want to reiterate a couple of important points. First, while enrollment is still projected to grow, we are seeing a slowdown in that growth, which is why we are only assuming a 1 and a.5% increase moving forward. Second, I want to call attention to the cola. While we are using the statutory projection shown here, historically, cola has come in lower than projected. So the greatest area of uncertainty is really in the outy years when the cola could reasonably end up lower than what is reflected on this

120slide. Moving to expenditures, there have been no changes to these assumptions since they were first presented in June. The projected new certificated and classified positions can continue to be driven by the anticipated enrollment growth and the staffing needed to support our students. I also want to point out our contribution to routine repair and maintenance, which is approximately $4 million annually. This represents a significant investment in maintaining our facilities and is 3% of the general fund expenditures. Okay, before we get further into the 2627 budget, I'd like to take a moment to review how we are projecting to end the 2526 fiscal year. As shown here, our projected ending fund balance uh is approximately $5.2 million higher than what was projected at second interim. The majority of that difference is related to carryover funds. About 3

121million in restricted supplemental funds that had been budgeted for expenditure in 2526 are now projected to carry over into 2627. In addition, we have two million in one-time block grant funds that was also that were also budgeted to be spent this year, but instead will be carried forward to help support and balance the 2627 budget. This [snorts] slide shows the changes in our contributions to restricted programs between second interim and the 2526 estimated actuals. The majority of the increase is rel is related to special education where our contribution grew by approximately $652,000. While we did see a reduction in our projected PCOE billback costs, those savings were more than offset by increases in other areas. Most notably, we experienced higher costs in non-public agencies and non-public [clears throat] schools. Overall, the total contribution to restricted

122programs increased by approximately $829,000 with special education accounting for the vast majority of the change. Now turning to the 2627 general fund adopted budget. This slide should look familiar as it was presented at our last meeting when we reviewed the preliminary adopted budget. I do want to point out a slight change. Earlier this month, the projected unrestricted ending fund balance was slightly higher than is shown here. The difference is primarily due to the budgeting of our extended school year program. At the time of the previous presentation, those costs had not been included in the budget and since then we've incorporated the ESY expenditures. Other than that, the overall budget picture remains largely unchanged from what was presented at the last board meeting. This slide breaks down the components of our projected ending fund balance for

1232627. As you can see, we are meeting the state's required 3% reserve for economic uncertainties with approximately 4.1 million set aside for that purpose. However, it is important to note that after accounting for all required reserves and restrictions, we are projecting only about a $2,700 um unsigned unassigned fund balance. >> Wait, say that again. >> $2,700 unassigned. >> It was $140,000. >> Yeah. The last time we met, >> now we're at $2,700. >> Now we're $2,700 because extended school year was added into the budget. We got the 2 million over >> that'll make it >> that's restrictive though, right? >> Grant is is um less restrictive. >> Okay. >> Yeah. >> Sorry, I didn't mean to scare you over. [laughter] >> That's a big difference. >> I didn't see that. I didn't catch that. So

124in other words, in other words, >> assuming all of our budget assumptions are exactly correct, we would end the year with virtually no cushion beyond the minimum reserve requirement, which is why we have the need for approximately 3.5 million in ongoing budget reductions in both 2728 and 2829. >> Question, do we cut 3,2728 and 2829 or is it just a one time cut? >> So that's a very good question. So if we if we cut ongoing, it compounds. So if you cut through three and a half million for 2728, it equates to 7 million cuts the following year because it compounds. But if you don't have to spend 3 million one year, you're also not spending that next year. If you just cut one time, >> you're back toward you're still at three point three

125and a half. >> Yes. And so >> have we started have they started to work on that yet? So, as you go into the next school year, that's there's going to be the budget committee is being >> being revamped. >> Revamped to actually look at >> You guys are on that, right? >> We have to cut three and a half. >> Yep. >> Okay. Now turning to our multi-year projections, you can see that revenues are projected to increase each year primarily due to ongoing cola adjustments and ADA growth. At the same time, our projections include 3.5 million in ongoing budget reductions in both 2728 and 2829. I also want to point out that the 2728 and 2829 budgets do not include negotiated salary increases or benefit increases. So with that assumption and even after including

126the three and a half million in budget reductions each year, you can see that we are essentially operating at break even. [snorts] >> You want another one of my reactions. [laughter] >> I'll save it before Carrie comes back. Okay. [laughter] >> Okay. So this next slide is uh essentially a zoomed in version of the previous slide allowing us to focus on the components of ending fund balance for the current year and the three years included in our multi-year projection. As we discussed the district is meeting its required 3% reserve for economic uncertainties in each year of the projection. However, you'll notice that we're operating very close to that minimum minimum reserve level. I also wanted to provide some context. According to statewide data for 2425, the average California Unified School District maintains reserves of approximately

12724%. Compared to our projected reserve levels of about 3 to four during the multi-year period. While we are meeting all state requirements, the comparison highlights that we have significantly less financial flexibility than the average district. As a result, careful bud budget planting planning and identified budget reductions in our multi-year projections will be critical to maintaining our fiscal stability going forward. I have a couple questions if you go back. >> Oh yeah. Um so we go from 18 19,000 to 1.9 million. What happens that from in those two years that puts us so significantly higher? Where where are we at? >> So the um >> the deficit the uncertainty surplus the >> the the surplus >> uncertainty surplus surplus the 18,000 to 1.9 million. >> Oh 18 >> no that's 18,000 >> okay >> to to

1282 million. >> Um what's happening in that? So, um it's the obviously increase in ADA, increase in projected cola, >> um and $3.5 million of cuts that ultimately in theory >> will show up there. >> Correct. Because they'll they'll show up in 2728 because we we're we have to make 3.5 million to cut in 2728 >> so that we have $18,000 left over. >> Okay. What will happen in 2829 is that those are now ongoing. >> Yeah. Okay. >> And we'll then have 1.9 million. And in reality then if we didn't if we didn't cut 3.5 million >> in 2728 we'd be negative, right? >> They have to be ongoing and not one time. >> And if we Yes. >> Okay. So [clears throat] that's >> okay. Then my second question is you said most

129school districts have 20ish 24% and we have three to four. Why is that? Um Carrie has has met with um someone to try to compare our district with other districts. She doesn't have everything back on that the meeting, but I do know special ed costs in our district are very high. >> Okay. >> Um that's kind of the one that she was kind of leaning towards right now. Um I know we our funding based on our duplicate account differs, so that can change how we're funded and how much we're funded. Um, and then she just wants to really dig do a deep dive um into our budget um so that we can see why we're different, what we're spending more money on than other districts and if it's something we can, >> you know, point

130out. >> Can we have a follow up on that because that's super important. >> And and there are there are some districts who have because we are our state requirement is the 3% um sign for economic activity. That's like the state minimum, right? There are some board policies that said it will be no less than X. >> Um, and there's districts that will make commitments to funds. Um, obviously that plays a part in um negotiations with [cough] uh union groups that can be difficult. So, like I I know that um uh in other districts where there have been strikes or issues related to folks not feeling like they're getting their fair share, oftent times that results [clears throat] from districts carrying very high reserves and folks feeling like you're not you're you're hoarding all this

131money. You're not spending this year's dollars on this year's kids and staff and and all the things. And so um there's a there's a fine balance, >> but should we be at the bare minimum? Probably not. You know, hence the reason why we are ultimately cutting more than what would give us the bare minimum in 2829. >> Question for you. Um I think we need to cut a whole lot more than three and a half million. When when will we have that discussion? So, as as we go into next year, the here's here's the positive. So, what this what this is is the worst case scenario budget because what is not in here is the 1.44% cola >> for the pregnancy. >> Right now, we have to spend right, but what we've what we've projected

132our costs to be is less than what that will that increase will be. It also does not include the um additional onetime dollars that we anticipate. Now, one time can't be used for ongoing, but it does help with your reserve, right? Um and it also does not include the additional dollars that we will be getting for special ed that will help to offset general funds. So, this this will be when they come back in August, this budget will look better than it does right now. Well, we have the POP we have the Prop 98 still >> we have the Prop 98 cuts that are >> that's that's even with like assuming correct assuming that they >> they get away with their little maneuver. >> Um that's what we will get is has already been signed

133off on the legislator >> only the only thing that's reflected in this is the 2.87 cola. >> We have 1.44 for four more legisl because the governor hasn't signed it yet. The 45day revision will will be more positive than this. That said, we will not be recommending that we cut any less than three and a half million even with the budget looking better because obviously we've got some reserves to build and we also have negotiations for 2728 and out years beyond that with our associations. So the the Prop 98 um raid affects 2728 only. The the Trop 98 [clears throat] raid affects 2728 only right now. >> No, it would it actually impacts 2627. They're holding >> um it's ongoing that they basically are withholding and they're promising that they'll pay it back at some

134point. So $645 per student I think. >> So the it and max 26 27 does impact ongoing. >> Yes. >> That's not >> Yes. That wasn't this is this is assuming >> that only the 2.87 not all the additionals that's already been at least approved by the legislature. The governor still has to sign off on it. Um and and it what will get added for August will also not include what we should be owed because they're not making 100% on the Prop 98 guarantee which is >> right. But we're getting a new governor no matter what. So fingers crossed that governor comes in. >> There could be some payment >> does right by us. >> Yeah. So, >> well, I'd like us >> Yeah, >> I know. >> I'd like us to see have more

135than 3% reserves. I agree >> cuz that those numbers are scary. >> I don't disagree. >> I mean, we hear about what's going on in other districts and we don't want to be there. >> But 24 seems high, too. >> Yes. 24% is outrageous. >> Oh, is very high. 10. >> What do we do in life? You're supposed to have 6 months savings for emergencies. We don't have 6 months of savings for emergencies. We should have that. [laughter] >> I don't know if it's possible. >> Seriously. I mean, we're going to teach it in school, but we're not going to do it. The the 3% I think is about a month. >> A week. >> One month. Three weeks. >> Maybe. Not even a month of payroll. Two weeks. >> Yeah. Maybe that's why you

136do 24 because of that. >> Yeah. So, but well, okay. So, >> moving on. >> Follow up. [clears throat] We're way overhead. >> Uh this is a summary of our district's other funds that operate outside the general fund. Many of these funds are restricted for specific purposes such as facility projects, nutrition services, adult education, debt services, and retirey benefits. I'd like to highlight uh on this slide our deferred maintenance fund, which is projected to end the year with a balance of approximately $623,000. Uh while that balance may appear healthy, it is important to keep in perspective. Uh a single major facility project such as a roof replacement, HBAC system upgrade or boiler replacement could easily consume those funds in one project. >> Uh in prior years, the district has made an annual contribution of approximately

137500,000 to the deferred maintenance fund to help prepare for these type of large scale repairs and replacements. However, that contribution was actually identified as a budget reduction and reduced to 250,000. Okay. And finally, looking ahead, once the state budget is signed by the governor, we'll return in August with the budget revision that incorporates several items that are not included in the adopted budget before you tonight because they have not been fully approved. Uh the things that Carrie mentioned, uh proposed super cola of 1.44%, 44% expanded pregnancy disability leave requirements, additional spe special education funding, and one-time block grant funding. Um, as always, our goal is to be conservative in the adopted budget and only include revenues and expenditures that have been finalized. Once we have certainty from the state, we'll update our projections and bring

138those back to the board for consideration in August. Thank you for your time. And at this time, we'd like to recommend that you approve the 2627 adopted budget as presented. >> Thank you. Any questions? Any more questions? >> Good job. >> Thank you. >> Totally clear. Okay. Do um I have a motion to approve. Move to approve. Okay. Is there a second? >> I Go ahead. >> Okay. Okay. All right. Um, all in favor say I. >> I. All oppose. >> Um, all right. Motion passes. Thank you. >> Okay. 6.7. Adopt a declaration of need for fully qualified educators. Mike, >> really? >> You've got a minute and a half. We got 20 of these. >> But what I uh am lacking in quantity here, I'll try to make up for in efficiency. Um but

139while I will try to be brief and get through these quickly please not trying to rush anything through. If you have any questions please do ask but most of you are will please bring it forward. Our first one is the adoption of a declaration of need for fully qualified educators. Um CTC in the state >> CTC in the state provides for laughing. uh CTC and state provides for us to be able to use uh teachers on intern credentials when we have done a good faith attempt to find fully qualified [cough] teachers in certain [snorts] areas that's very difficult as Reno mentioned earlier particularly in bilingual authorized and special education and sometimes creeping even to math and science. So we have to do a statement of need in order to be able to utilize emergency credential

140teachers such as intern credentials. It's not a perfect fit, but it's better than using substitutes. And a lot of these intern teachers actually tend to be young, energetic teachers who are very close to being fully credentialed teachers. So, this allows us to utilize their services and we recommend approval of this declaration of need. >> Super. Thank you. Any questions? >> Do you have a motion? >> Is there a second? >> Second. >> All right. All in favor say I. >> I. I. All oppose. All right. 6.8. >> 6.8 8 is the approval of anou between CSCA and Western Plaster Unified adding some days to some of our classified employee calendars. Uh many of our classified employees, their first day was the first day of school for kids. And in certain situations, that was just kind

141of a a rough like all right, welcome back to work and there's kids right in front of you right from day one. And particularly for some of our classroombased employees, such as you already saw anou for this for our pair professionals earlier in the year. This now includes our LVN pair professionals. That was really just an oversight, not including them from the get-go. Two others that are included here are health clerks. We realize that our health clerks have many documents to go through, particularly immunization documents. So, by having them arrive a day before students arrive, it allows them to get a head start in some of those documents because day one there's kids needing band-aids, etc. So, it puts them behind the eightball to get some of those documents cleared. So, this gives an extra

142day to our health clerks and it gives 2 days to our assistant principal secretaries. Almost all of our office staff arrive many days before school starts. Our assistant principal secretaries were only there 2 or 3 days before school started. This adds another two days to bring them on par with like our attendance clerks. So, this was negotiated as a need from many sites and this is uh we strongly recommend the approval of this. [clears throat] >> Okay. Any questions for Mike? >> No. Do I have a motion? >> All right, >> I'll second. >> All right, any discussion? >> All right, all in favor say I. >> I. All post. All right, motion passes. 6.9 >> 6.9 is theou regarding the impact of the special funded layoff that we did about a month ago. You

143might remember we had a specially funded program that was ended. And when that takes place, we do have uh provisions in ED code that allows us to do a layoff after the March 15th deadline. But we still have to negotiate the impact. CSA agreed with how we implemented that layoff. And again, as a reminder, this employee was able to find another position within the district. So it was this positive outcome of could have happened when the layoff was taking place. So this is just officially saying that CSCA and we agreed to how we implemented that layoff. >> All right. Any questions? All right. Do I have a motion? >> All right. Is there a second? >> I'll second. >> All right. Any discussion? Okay. All in favor say I. I all oppose. All right. Motion

144passes. 6.10. >> 6.10 is anou between CSEA and WPUSD for the use of non-public agency employees or what you might hear referred to as contracted employees. We put this in place early this year as a precautionary measure in case we end up with paraprofessional vacancies at the start of the school year. Um we always try to find our employees and we are always continuing to seek them but the truth of the matter is we sometimes do find ourselves with pair of professional vacancies and this allows for us to use a contracted person because even if we don't have a employee the IEP exists and our mandate to provide services exists and the only way we can do that [clears throat] effectively without a full employee through a contracted agency. This is CSEA giving our us

145permission to utilize contracted employees provided that we continue to seek fully employed district personnel. >> Perfect. Thank you. Any questions for one? >> All right. Do I have a motion? >> I'll move to >> Is there a second? >> Second. >> All right. Any discussion? >> All in favor say I. >> I. >> All opposed. >> All right. Motion passes. 611. >> 611 is a creation of two new job classifications. This is coming out of the LCAP budget where um Miss Ladden and her crew were determining how we can best spend our funds to support student success and this is creation of two uh two new job classifications. The first of which is a wellness coach. If I'm not mistaken and Miss correct me if I wrong, wellness coaches will be primarily positioned at our

146elementary campuses. Our middle schools and high schools already have quite robust wellness programs. Our elementary schools not so much. And as you saw from the data that Reno put up there, our elementary schools are where some of our students are saying that like, hey, we have work to be done there to make them feel more important, more safe, more loved on our campuses. These wellness coaches will be one step towards supporting that wellness amongst our elementary staff, our elementary students. It is a um position that requires a lensure. So, we're excited that this is a a really robust position to to help support elementary schools. The other position connected to this is a college and career coordinator. We already have a college and career technician position. You might know Serbia Badgama as who holds that

147position. Fantastic employee. And to be quite transparent, what she was doing far exceeded what her job description held. And she was doing things that needed to be done, but the position didn't really adequately account for it. This creates a position that much more adequately fulfills what her district needs and encaptures what she's kind of already doing into this position. >> Uh we don't know that yet. I'm assuming that she will put an interest. Uh she doesn't just get rights like it's a brand new position. >> We haven't we haven't put it in yet. >> Okay. The position doesn't exist yet. So, first you have to approve it. Then we will post it. And our hope is that Seri will apply for it. Um but uh anyhow, many other districts already have a position of this

148level. This is a district position. So this would be someone who helps out all the sites, primarily the high schools, I'm thinking, but maybe more broadly than that. >> Okay. >> And so this uh was an approval of the creation of these job descriptions and the pay ranges for both of them. >> Any questions? >> I have a question. I mean, it's probably in here, but I can't click into it and I don't I don't recall the wellness coaches in the elementary school. What like what will be a typical day for them? >> What will be a typical day? You mean like the hours or what they're working? >> No. Yeah. Just kind of what they'll do. >> Yes. They'll be So, the goal it might go is to hire as many as we can.

149We don't know how many we're going to be able to hire, but we're committed financially to hiring one for every elementary school. So, they'll be working um as a team to some degree. We've also um are in the process of hiring a lead elementary school counselor who will help direct their work. not not not direct them but coordinate their work I guess is a better phrase to keep them all moving the same direction and consistent across our elementary schools in terms of what they'll spend their days on on the daily is what we would call tier one intervention so intervention supports it's for all kids with the potential for some tier 2 intervention for some kids so they're really providing base level support uh across the school site for all students um and then our

150our psychologists which work at the at all of our elementary schools already are really working on the tier 2 tier three Um we have a few counselors here and there or people that are interns and they're dealing with kind of the tier 2 tier three as well. So so let me restate that in a little bit more organized way. The wellness coaches are providing support for most like all kids. Any counselors we have elementary counselors are providing support for some kids and our psyches that are providing support for the highest need kids typically those have IEPs and that team will work together at the school site and then all the mod coaches will walk work together across the district and support the lead elementary school counselor to provide a a continuity in the support we

151provide at the elementary schools. >> So what if one of our elementary school students is just feeling >> sad or they'll push inst Yeah. So some things we've seen that we expect would be they would push in to do some class presentations and they might say like okay we're going to go to all fifth grade and we're going to talk about this topic right. They might be um providing some support in assemblies and things like that. We're seeing that happen in some places already um where we've got people that are like this that are doing work. Um, and then they might be able to run small groups. And if there is a need for say um a a grief group because there's a group of children that have lost a parent or lost a sibling

152or whatever the case is, they can bring some small groups in to provide some that level support, but they're not providing um one-on-one ongoing counseling that's really more appropriate for someone with more credential like a psychologist or kind of free up the other ones. The goal is to free up so that our our site administrators and our secretaries um and other people are running around trying to manage relatively low-level things if we can have a stronger system of support. Our hope is that we can um create coping strategies so kids can um better self-manage and can get support when they get >> and also maybe we talked about them having one adult school that they can go to be a part of that MTSS team. And in terms of the structure of their day, the

153um they they won't necessarily start at the very beginning of the day. They'll come in a little bit later in the morning so they're available for the meetings that the teachers have after school related to MTSS, SSTs, staff meetings so that they're a part of the culture at the school site as well. Um, which we think will be great. >> Okay. Thank you. Okay. Any questions? All right. Do I have a motion? I move to approve. [clears throat] Is there a second? >> I'll second. >> All right. Any discussion? Okay. All in favor say I. I all oppose. >> All right. Motion passes. 612 >> 6.212 is the approval of anou between CSCA and our district uh adjusting the job description uh very minutely and raising the pay range of the SLP or speech language

154pathology assistant position. The reason this came on our radar is that recently out of an increase in medical funding, Ellie Martinez, our director of special education, was investigating ways that we can effectively spend that money. And one way we can do that is through the use of speech language pathology assistance. They are a classified position that does some of the work that a full speech path does, but not all of the work. And the goal behind this from uh Miss Martinez is that this will be a very early intervention where they are going to work with students who maybe have some articulation challenges but have not been actually assessed in needs of an actual speech IEP and providing them early intervention will prevent them from being identified as having a bonafideed IEP need and in

155the long run hoping to to actually be of district savings because we're meeting the need earlier through an early intervention. So that's what the slipa is the need for the pay range adjustment was that had in reviewing our pay comparison. We were more than $2 an hour lower than the next nearest district [clears throat] that uses this position. So this at least puts us in the ballpark of what other districts are paying this with us. >> All right. Any questions for Mike? >> All right. Um do I have a motion? >> I'll move to approve. >> All right. >> I'll second. >> Okay. Um any discussion? All in favor say I. I. >> All opposed. >> All right. Motion passes. 613. >> 6.13 is just a salary schedule cleanup and amendment. Uh there were several

156positions. Our classified salary schedule was very crowded. If you've taken a look at it, there are a lot of positions on it. It's getting difficult to make it a one pager. And so in trying to make it a cleaner document again, we went through and found several positions that the district is no longer utilizing. So for CSA to gain approval to remove those positions. The salary schedule also includes the amended slip range which you just approved. >> All right. Any questions? All right. Do I have a motion? >> I move. >> All right. >> I second. >> All right. Any discussion? >> All right. Um all in favor say I. >> I. >> All oppose. All right. Motion passes. 614. 614 is the approval of an MOU between Western class unified and CSCA for amended

157hours for summer summer hours for the district office. For a few years now, there's been an interest by some of the employees at the district office to look at rather than doing five 8 hour shifts to do four 10-hour shifts, the same amount of hours worked over the week, but focused in four days rather than five. Up until this year, we haven't been able to pull it off for a variety of reasons. But this year, we're able to have a conversation with CSA. One of the challenges was that we have confidential employees who are not tied to the union and we simply need their permission to do it and their interest to do it. We could do it. However, there's also classified employees who are their partners in the district office who if their union

158doesn't agree, we couldn't do that. They wouldn't have that option. So, we really wanted to be a chance for everybody to take advantage of this. Our only um directive from our end was that we need to have people staffed every day so that the district office was open every day. So we could have everybody take Monday through Thursday and then Fridays nobody that would not be allowable. Uh but CSA was amendable to us having this as a one-year trial to see what their members thought of it. They had many members interested and I think they have members outside the district office that are also interested. It's important to note that they do not get overtime for working 10 hours in a day in this scenario. That was the one of the absolute imperatives of the

159SMU to make that very very clear to our employees. So, we were hopeful that this could be a good thing and we have a lot of employees that are already taking advantage of it as of Monday this week. >> Nice. >> I worked four10. It is very nice. >> So, I you work your butt off those and a lot of times you work that fifth day, but >> yeah. All right. Any questions? Perfect. Uh, do I have a motion? >> I move that we pass. >> I second. >> All right. Any discussion? >> All in favor say I. >> I. All oppose. >> Motion passes. 615. >> 6.15 is anou to reclassify our assistant mechanic position into a full mechanic position. At this time, the transportation department has one full mechanic and one assistant mechanic.

160As the school district has grown, as the amount of vehicles that we service has grown, it's quite simple that our needs of repair expertise has grown as well. So, this is a reclassification of an assistant mechanic to a full mechanic. There will not be a a new assistant mechanic coming on board as well. So, it'll be two full mechanics. So, it's growing our capacity, but trying to minimize the cost as well. >> All right. Thank you. Any questions for Mike? >> Do I have a motion? >> I'll move to approve. Second. >> All right. Uh, any discussion? All in favor say I. >> I. All oppose. All right. Motion passes. 616. >> 6.16 is the approval of anou with whipa this time in the district, which we call a presidential leaveu. This allows for the

161release of an additional period for the president to take care of union business. The contract already allows for one period. A typical high school teacher in this case would teach six periods out of eight. The contract allows for one period of presidential release. Again, as our district has grown and we now have 450 or so teachers, um the uh union has asked that we allow for them to be released another period. This extra period of release is at the union's cost. Good. >> Any questions? All right. Do I have a motion? >> I move to approve. I'll second. All right. Any discussion? All right. All in favor say I. I. >> I. All oppose. All right. Motion passes. 617. >> 6.17 is anotherou with whipa. This time in connection with a new program the district

162is starting which we're calling the home visit program. So far we're only in the training stages of this but I believe it is set for more full implementation starting next fall. Um the ed services department has already had many teachers and administrators go to a training and the basic concept is that to make early connections with families in quote unquote their safe space, their home that we'll be spend sending, you know, almost like a little embassy of sorts of uh um staff members from sites to families to visit them and hopefully gain stronger school home relationships um with maybe some of our families who haven't always felt that connection to the schools. Um theou is here to ensure that teachers know primarily that this is voluntary will not force any teacher to go that is

163not interested in being a part of this and also set some safety protocols because it is it's a different and in some ways uncontrolled environment and so this makes sure that there's some safety parameters in place as well but we are very excited about this program and I think a lot of people are [cough and clears throat] >> any questions for >> well I do have >> one question about was um is like the team going to show up on analysis in case >> no it is a wellcoordinated and organized that that would [laughter] yeah I just tried to picture that that would probably be a recipe for disaster for sure. So it's also voluntary on the on the family side as well. It's got to be willing participants on both sides as it's a

164fair question. Yeah. This will not be like we're just showing up for something like for a negative. Exactly. No, this in fact the first time is always like they're not showing up to deal with an issue. It's having a conversation before an issue begins just to show that there is a mutual desire to be a supportive environment. Good question. But yeah, it's a voluntary across the board. >> Okay. Will this be something that you'll come back to the board to report on success? >> I'm going to guess Ed services will probably be more in their Baywick in terms of reporting on that, but I'm I'm quite certain you'll hear something about this because it's new for us, but it's going on elsewhere. And my only regret is I didn't go to the training the first

165time because it sounds like an amazing program. >> Awesome. >> Yeah. >> Thank you. All right. Any more questions? >> All right. Do I have a motion? >> Move to approve. >> I'll second. >> All right. Any discussion? All in [clears throat] favor say I. >> I. All oppose. Motion passes. 618. >> 6.18 isou with CSA. Again, this time this is a renewal of our parierou. You might remember, I believe it was January, we presented anou where we were paying our pair of professionals three different tiers of kind of a well one is the base pay and then there's two added layers of 4% for tier 2 and 8% of tier three of a bonus pay for pair professionals who are in some of our more challenging settings. Uh while this was a challenging to

166implement as I look at RIA um in terms of success I think it was very positive we have fewer tier 3 vacancies than we've had in my time within the personnel department and we definitely as we're um advertising positions within the district. I have pair professionals asking me is this a tier three position? Is this a tier three position? So it is making a difference. So this is a renewal of that. >> Any questions? Um I just have a question. you know, I talked to you about the question that I had from the parah that I uh sat with. Now, she's a a tier three. Uh are all tier three paras get paid the same? >> Correct. >> If you're a tier three parah, your bonus percentage is the same. But if I'm a first

167year employee and I'm a sixth year, correct? So, the bonus is the same, but you're not all paid the same. So, it's a combination of years of service and what tier are you on? >> Okay. I based on her last, you know, I still don't think she understood. >> But she didn't respond. >> She didn't. So, I'm happy to have that conversation at any time as I think you saw. But yes, I it it's a little bit wonky. So, I can understand it can be confusing >> and I it wasn't my >> sure expertise to talk to around it. So, >> thank you for taking that. >> Of course. >> Any more questions? Uh, is there a motion? I move to approve. >> I'll second. >> All right. Any discussion? All right. Um, all in

168favor say I. >> All oppose. All right. Motion passes. 619. >> 6.19. This time it's an action item. Last time it was anformational item. This is the sunshine proposal for CSEA and WPUSD for negotiations. These would be um reopeners for the 2627 school year. Um, as a quick reminder, uh, CSA proposed opening terms and conditions, which is really it's a hodgepodge of different things. Their interest primarily lies within transportation. And then also employee benefits and salaries. As a reminder, there is language that is connected to benefits and salaries that they can still open. Even though the actual compensation rates we've already closed on, there's still language within there um that they can talk about. And then we are proposing opening uh layoffs and evaluations. By having this sunshined now and approved now, it makes it

169so that we can start negotiating these things as soon as we get back to school next year. >> All right, any questions? >> Do I have a motion? >> Call second. All right, any discussion? >> All right, all in favor say I. >> I. >> All oppose. Motion passes. 620 >> 6.2 2 is the uhou between csea and the district which we uh informally call a P2OU. When we had our original tenative agreement with CSEA, um there was language in there that provided that if we were to settle with any other bargaining group for a higher compensation total than what we settled with them as [clears throat] long as it wasn't an element of a contractual concession that they would get that same um compensation package. And as we settled with WHIPA, there were two

170differences between our settlement with them and CSEA that we needed to account for. The first was the year 2 raise effective January 1st of 2027 where our settlement with CSEA was 2.5. Our settlement with Whipto was 2.87. This ensures that CSEA will get that same 2.87% raise effect of January 1 of 2027. There was also the onetime $500 addition to the benefits cap which would agreed to which CSA had not. This gives CSA that same benefit. >> Any questions? >> All right. Do I have a motion? I move to approve. >> Second. >> All right. Discussion. >> I just want to say I'm was looking at the salary scale like food service assistance $18.45 an hour. You work at McDonald's for 20 bucks. I'm like kind of shocked. >> But they don't get benefits. >>

171So, >> or a pension. >> Guess where I'm coming to work in a few years. McDonald's. >> No. Oh, >> and food. [laughter] >> Sorry. Gary said no. >> Okay. >> I'm just I was kind of I thought for sure we paid like minimum. Yeah. it higher. But yes, no, I I I understand your point and you're not alone in that. >> But the to be fair, pension and and all the benefits is it's it's another 50% to or more, right? >> Yeah. Our statuto benefits for classified employees is 30%. >> 30 to 35. >> Wow. Yeah. I would work for 18 hours. Exactly. Okay. I mean, you make Yeah, that's a big decision. All right. You appreciate that when you're retirement age. >> I am retirement age. >> No. [clears throat] Appreciate [laughter] it.

172>> Okay. Uh where >> I'll make a motion. >> Oh, we're done with our discussion now. We got to talk about >> making You're making a motion. >> We already did. We made the >> Oh, yeah. Discussion. >> All in favor say I. >> I. All oppose. Motion passes 621. >> And 621. My last item. This is the same concept but for our unrepresented groups. While there is no contractual bonafide meto language, it has been our past practice for all of our unrepresented groups, which is our um confidential classified employees and our management team to receive the same compensation that our um unionized uh represented groups have received. So this item uh ensures that they receive those same compensation packages uh with the exception of the superintendent who has a different salary schedule previously negotiated.

173>> All right. Any questions? All right. Do I have a motion? >> I move to approve. Do I have a second? >> Second. >> All right. Uh any discussion? >> All in favor say I. >> I. All opposed. All right. Motion passes. You are released. [cough and clears throat] >> Nine. That was >> 26 minutes. >> Oh, 20. Good job. That was really good. >> Is that the most you've ever had in one meeting? >> No. Yes, of course. >> What? We're not. >> We still have discussion stuff. >> You still have an hour ahead of us. >> This take 5 minutes. Can you do it in 5 minutes? >> Yeah. >> All right. Wait. You You have >> one more action item. >> Well, I know, but we have one more action item. >>

174Yeah. Before Did that do that? >> Are you good for one? >> I thought it was an emergency. >> Yeah, you did. Oh, wasn't it? >> Oh, emergency. You You going to go? >> No. Bathroom break. >> Okay. >> She said, "Can we take a bathroom break?" I said, "I thought it was an emergency." So, >> okay. You just got the one policy. Sorry. >> Okay. Adoption of revised policies. Did you have I'm clicking. >> This is This is second round. So, >> this is second round, but there was something in it that didn't got get removed from last time >> or crossed out. >> Did you have anything? Gosh, I'm offline. Can you pull it up? >> That's right. You mentioned it last time. It was related to the >> the student board member.

175>> Can you pull it up? [clears throat] I'm offline again. So, >> um, you know, it's it's on that second page. It's on the last page, I think. >> No, I don't think so. It's highlighted. It's right here. Go. Do you see it? You can just find just >> Which one was it related to? >> I can't pull it up. So, >> student board members. >> It's the student board members that they have for expulsions. >> Oh, right. Right. Pull up expulsion. >> They have the same expulsion. >> Yes. And we removed that from all of our all of our other policies. >> Okay. So that would be for policy 514.1. >> Yes. >> Is that it? >> Yeah. >> Okay. And it's >> I'm getting it. [snorts] >> See mine just went. Okay. >>

176Okay. So it's >> it's the first one. >> Oh, right. So it's on the it's on this page. Second page >> and it's highlighted already. >> Yep. On a page by case basis. So that we just need to Yeah. So just um So then you could make a motion to approve the amendment of that. >> Yes. >> Yeah. So that was the only thing we had removed that actually from our other policies >> from our other policies. So then this is this is a policy that connects to another policy and so because it wasn't added to that policy it needs for consistent purposes. Yeah. And we and we did that because we didn't want to put pressure undo pressure or um >> Yep. >> What's the word? >> Yeah. >> Well, yeah. So, um anyways,

177um so, so I guess >> scratching out that >> scratching that board member. >> Yeah. >> Did you have anything else for that? >> No, everything else is fine. >> Did Did you guys have any questions? Do you have any questions, George, on that? Okay. Did you please? Okay. So, I'll make the motion to approve >> the policies minus that section >> for consistency. And we had discussed those reasons a long time ago. >> Can I can I can you just read what page of what section the exception is? I think I'm following you. I just want to make sure. >> It's on the It's on the second page after number two >> on a case by case basis. >> Yep. Yep. Maria has it noted. She'll make the she'll make the change. >> Okay.

178>> So, I'll make a motion >> to approve the policies minus that or with that change with that >> Exclusion. Yeah. >> Do I have a second? I'll second. >> All right. I can't. Is this roll call or I? >> Nope. >> Okay. All right. Um, any discussion? All right. All in favor say I. >> I. All oppose. All right. [cough and clears throat] motion passes and we will break for bathroom >> for what we'll get organized >> for ed services >> okay because we already did 71 >> right but we're going to jump to 72 >> but you guys can take a break if you want to make sure >> all right thank you Oh, you're using Okay. Hi everyone. I think everybody's back from Are you ready? >> Yes. >> Okay, great. Um,

179this is a summary from a few different um action or um requests for information from the board over the last couple of months. Um, and so there's a conglomeration of a few different topics here. Raino and I are going to go through this. It's basically a summary kind of looking backwards at where we've been and really focusing on what our next steps are to give the board a sense of how we're prioritizing our work around academic outcomes and outcomes for kids um, in our district. So um, Marina and I are going to go back and forth a little bit and we're going to um, get through this as quick as we can, but happy to answer any questions the board has or entertaining any questions. So um just to be clear at the beginning of

180this year when I came on board our team spent some time thinking about what our mission and vision and values were. Um and really the priority I want to focus on is the um the vision which is that we include [clears throat] our district is a regional leader in educational excellence where data drives practices and youth centered social emotional and academic outcomes ensure that every student thrives. So that really is what is driving the work that we do and the board knows that when I send out updates like I try to coordinate um the responses in alignment with these priorities. the priorities in orange are generally related to your priorities as a board and so we're just trying to create some alignment there. It's not perfect and we have work to do but I feel

181good about this as a starting place as I came on board um for this particular role. So this is really what centers us um and we are looking forward to this upcoming year really thinking about what our three and fiveyear vision is as a department and where we're headed and and how everybody's pieces of the puzzle can come together um now that we've sort of figured out each other as a team um with me coming on board. Um, so we're going to first talk a little bit about literacy, which Reno is going to cover. Um, and then we're going to talk a bit about common assessments, um, which Reno will also be talking a bit about. And then we'll talk about our scoreboard and some next steps, which I'll be covering. So, I'm just turn

182it. >> Yep. So, I'm going to start here with literacy. So literacy is kind of the foundation of education. Um it allows students to have the ability to um access curriculum uh comprehending complex problems. Um and it's the foundation, right? If you can't do these basic things, it makes accessing any other [cough] content really difficult. So as we go over literacy again, the big why is it's unlocking the curriculum. It fosters critical thinking and ultimately drives academic success. So here we go. So some data which I think you guys will hopefully appreciate because I know you like positive data. So um McLass data. So this is the first year MClass. This is the reading difficulty risk screener. And at the beginning of the year, we had 21% of our students falling far below or well

183below. 18 below, 28 are at, and 33 above. And at the end of the year testing, you can see that we shifted those numbers in a very positive way. So 15 well below, 15 below, 32% at, and 38% above. So pretty pretty strong literacy growth there for her first year of using um the MClass system. Um there there's a few teachers and I'm not going to call teachers out on this, but just to give you information, there's a few teachers that have zero kids in the red. None. Which is really exciting. And they're not at the schools you predict. And I went and asked them, "What did you do?" and they said we use you fly religiously and to the tea to the book every day and it's made huge differences. So there there's a

184few sites that has been a little bit more resistant to that. So we now have data to back up that like that's probably not the best choice. So to kind of keep pushing on the system and then increasing these numbers even more for next year. So pretty exciting stuff there. >> Yeah. Um so I ready just kind of mere data but just give you some information. So at the beginning of the year uh 27 38 19 and 17 so kind of starting low and then at the end of the year right now only 5% were well below 24% below um 24% at and 40% above. So exciting data there in I Ready and again we didn't change I ready but we did change the other stuff so it's having an impact on our data which

185is pretty exciting. If I continue moving on so this is a kind of before and after snapshot. So 22 23 school year end of the year um 5% three or more grade levels below. So really far below 4% two grade levels below uh 251 22 early on grade and then 44% mid or above grade level. And then this is now after you fly has been trained and implemented not at every site perfectly but like the majority of people are really using it now. And you can see we only have 1% that's three or four below there. um 4% two or two or more sorry uh 24% as one uh 24% at and then 48% above. So again before and after picture of the UFI and really positive data there that that this the UFly stuff

186the stuff that Jennifer Clemenson brought in really had profound impact and um as teachers get better we're hoping to continue to see growth here. So that's You should be smiling right now. >> No, I'm kind of like in a state of shock right now. I didn't think it could ever actually >> It'll be out and it'll be interesting to see as SPAC scores come back this summer. Um, one of the reasons we like I Ready to use I Ready is because it's supposed to be correlated to SPX score. So it'll be really interesting to see how those things match and we'll certainly report back to the board. >> This is K3, correct? This is more K2 this data for the and it's not perfect because people take tests outside. >> All started with the kids

187that are in second grade right now are kindergarters when we first started implementing this. >> Yeah, it's schools. Yeah. >> Yeah, kind of. Cuz there was some piloting. Not everybody's using it. >> Oh, that's right. So I think we're now like I would say like realistically 90% of the sites are using it >> in some form >> in a pretty good form. >> Okay. >> With 10% we got to work on maybe I'm off to. It's kind of top of my head. >> I like this at school. >> We're close then. >> What is the What is the plan? What is the plan to get the other 10% of the teachers on board? >> Send me to visit them. sent. Yes, said Marine. Um, well, let me talk about that one second. >> Okay, good.

188>> It'll it'll kind of come up here in a second. >> Um, next steps. So, um, we hired a literacy lead teacher today. Um, won't tell you who it is yet, but you guys will find out soon. Um, that person will be working directly with all this stuff. Um, they're highly capable and really knowledgeable in this realm. So they're going to be working um with the sites that are still struggling. Um in addition to that, we're hiring ISPs. So every school site's going to get an additional ISP trained and you fly an M class. So they're getting an additional body just to help and literacy. So that gives another round of intervention supports across things. um with that at the beginning of last school year and like super honestly like I watching the teachers get

189trained in M class. Not that it was like amusing but it was amusing. Um it it it's hard and like overwhelming like deer in the headlights and like oh my god what are you having us do? And there was definitely resistance um and shock and awe in those trainings and I watched it go over through the whole district because I sat through every training and then we surveyed all the teachers and basically every one of them said don't get rid of MClass. Don't get rid of the testing of MCL class. We want all three of them. Like the data we're getting is amazing. This is like life-changing. So it came with a big question though. They said what do we do with all this now? So, we have the next training coming online in August

190and it's called Gem Jones Buckets. [clears throat] And if you score a certain percent or certain bucket, so to speak, like your reading or your fluency, your comprehension, it grids out how to do intervention and then the program interconnects. We haven't even touched that piece yet. So, the new literacy person will be able to help that and we're training hopefully as many teachers as we can this summer with that. So, pretty exciting about that cuz that's really the next steps. But what um specifically to your question, we've already talked to the principal and shown the data and compared their school site and those teachers to other people and they're like, "Okay, I get it." So, continue pushing on them and moving the system there, but it's obvious not from the data, which is cool. >>

191Is it Jen Jones buckets AI? >> No, >> it's Jen Jones. [laughter] >> She's a literacy specialist. >> What? Literally, her name's Jen Jones. She's a literacy specialist. No A at all. >> Saying that it was going into >> She has these cute little buckets. No smart. >> No, this isn't an A one. Um, but it'll be exciting because people have been asking what do we do next? And this is the next steps for all of it. So, >> um, [snorts] so again, I guess year three officially then we talked about there using Ely across the district. So, that'll continue to hone that in. Um, this is probably the hardest part of this and it'll be ironic. So, I've asked this question to lots of people because you hear about you need to be reading

192by third grade, right? What does that mean? Like from a statistical point of view and nobody has like a solid clean answer and I'm asking people like Jen Jones literally and they give you different answers. Um, we're going to work um this summer into next year to define that. It'll be a loose definition, but an important definition that probably needs to eb and flow a little bit. But we want to do is have a a data point at the end of second grade, beginning of third third grade, you want to have see these scores. And in truth, right now, if if a kid's not reading in third grade, and I'm not going to say we're not helping them, but we're not really helping them. Like truly, does that make sense? The system starts moving faster

193than the support and kids start to get left behind. So that data point I think is going to be a critical lynchpin for our district because if you don't make that data point, the reason why we're hiring these extra intervention people and the literacy person is to continue tracking and supporting that kid third grade, fourth grade, fifth grade, um, and hopefully catching them up as we go, right? Not that this going to be perfect because there's lots of weird things, but we want to take those numbers you just saw and shift them again. Um, and again, right now we don't have a ton of support in 345. we have a little bit, but now we're dedicating a whole team to that. Does that make sense? So, we're hoping that'll have a big literacy impact. Um,

194so that's kind of where we're going. Along with that, the curriculum, um, particularly at the elementary kind of not perfect at this point. We had stuff that happened. It's a fun board meeting, huh? In the past, they brought their wagon in. >> Um, so we have a little bit of a disconnect in our curriculum right now. So um we're going to look at piloting new curriculum coming out and that will based on the science of reading. So there's a lot of work around that. Um in addition to that at the high school um we have our CTE pathway. Those kids are going to be trained in UFly so they can go and be teachers of other kids which will be exciting to kind of you know in two different realms help kids out. Um, we

195have dyslexia training modules and other trainings going on this summer. Jen's going to one right now. >> Who's going to be how many people going? >> Um, do you know how many? >> We have a handful, George. I don't have that number off hand. We can give you a report of that. It's um what's kind of cool about the dyslexia modules is that they're on a um they're like 1hour modules and people can sign up for as many as they want. So, we have some teachers and not even just teachers, we have staff um classified staff as well, administrators. They're doing lots of them and some that are doing very specific ones that are interesting. >> Like an overview of dyslexia. >> It's all different things. There's probably close to 50 modules people can choose

196from. They're all housed through the Sacramento [clears throat] County Office of Education and they had a a reading dyslexia grant and they produced a ton of PD. So, we just made that available for teachers and said for everyone you uh watch and you fill out a reflection form, we'll pay you for your time. And um people have come out of the woodwork. People that don't typically participate in PE are engaging in this which is a pretty cool model. So I can get you more of the better summer PD as if we get to the end of December. >> Yeah. >> I have a question. Today there was um [clears throat] the California Literacy Conference. Did anybody attend that? It was virtual. Did anybody in our district do that? >> It was hosted by Sacramento. >>

197There's a couple of those going on. Um she's at one through LA County and then PCO is putting on a couple weeks it recorded it. So, >> was that the one that you emailed us about the other week? Yeah, we did have a teacher going um um Michelle Ruby's one. >> I would like to if you can remember like have her reach out to me. I'd like to >> Yeah, >> sounds good. Um RA for all have have we talked about that with you for you guys? >> No, a little bit. So, so RA for all we're excited about this one too. So, we know we have kids at the upper levels who aren't reading still or fluently reading still. So, um we have two cohorts starting at Lincoln High School in GEMS this next

198school year um out of the LCAP and um we're sending a couple teachers and a few of us from the district office to LA and we're learning intervention at 8th and 9th grade reading which we have nothing like this in the district. Um, so this is a pilot uh we're working through and then the following year it'll open up at 12 Bridges High and 12 Bridges Middle and then we're hoping we see success there and then we'll grow this one out. Um, again the next catch point for kids who aren't reading, hitting them eighth and nth grade, another just stop point in the system. Um, lots of people are doing the reading for all science reading training right now. That's the one Jen's going through and I'll do mine later in July. And um sending

199out surveys on kind of how teachers are feeling about it already. It's been mixed results for the most part. Kind of a 50/50. So we'll probably need to explore that more before we make any changes one way or the other. >> Yeah, I've heard like either they love it or they hate it. Now >> we want to know why they love it or why they hate it. So a little more depth. I as a parent hated it just to be honest with you. That's why I've been doing it home all the time. I >> think we recognize too that what what our objective is is like how do we how do we get great data rather than just continually testing kids and how do we find a balance there? So >> helps track our data,

200right? >> It's one of our data points that we've had for a long time. >> But if the MC class is is if everybody's like loving MClass or the same kind of data, do we need to do both? Right? So that's what we're just trying to like be able to >> the well a lot of these but the RA for all I'm curious to see how that's going to also math grades. >> Yeah, I agree. >> Yep. So that's kind of our big next steps in literacy. So before I jump into the next topic, do you guys have any questions on literacy? >> Great job. >> Thank you. >> Exciting. >> It is super exciting and positive results which is cool. All right, I'll go faster here. Um, just curriculum and common assessment updates. So,

201um, we have RDRS going. Next year will be, um, the whole another round of it and, um, got people to train it and they're starting to use it. So, pretty positive there. We'll continue next year for the most part having I Ready reading and math. Again, just looking at the reading part, maybe paying it down a little bit in the kinder level possibly. Um, performance matters. Um 3rd through 5th we had math assessments that were our benchmark year and got lots of feedback. So we'll clean those up and start using those more efficiently next year. The content areas um elementary science, history, social science, high school language arts have all been using performance matters. So they're they're creating their own assessments in there. And we have interim assessments that we've been working on with PCOE

202and they've been happening in uh ELA at Coppen Gems, Lincoln High, TDE, TBH. Math happened at Coppen Co. First Street Gems, Lincoln High School, TBE and TVM. The science practice test happened at GEMS and Lincoln High School. And we had ELPAC practice testing at Lincoln High School, Sheridan, and 12 Bridges High School. So, um, all kinds of interim testing going on right now. Um so for curriculum and um common assessments philosophy, we're providing the platform and training for admin and staff and we'll make the tests for them. Um continuing the use of data to drive instruction. Um trying to figure out then where we where our gaps are at. That's the whole point of that. And then um ensuring opportunities for kids that need extensions. So um not where we want to be 100% there,

203but definitely move this year, which is good. pages. All right. Um kind of next steps. Primary G um grades we have or intervention blocks tier 2 is established. We already talked about the literacy ISP to support and should free up other ISPs to maybe bleed into math or other subjects. At the secondary grades, they've been working at their bell schedules to have intervention. And this is at GEMS Lincoln High School and 12 Bridges High School. We're adding a a platform called Minga to help support intervention and tracks kind of how kids move across campus. Um how to support intervention at secondaries, so PLC trainings and Mike Matoss. We've added new um EL curriculum that the teachers are going to get trained over the summer for our EL students. Um English 3D, which we're super excited

204about. And again adding the RA for all as an intervention block. Um we're adding another program called Class Time which is a pro kind of a pilot of a different platform. And this one's interesting because it looks at testing in a slightly different way and the data well two things that are cool. the company will customize anything you want that ties to your curriculum and then when the data comes off it doesn't just it's not just looking for you know 50% of your kids got it right or wrong but they're looking for why they got it right or wrong and is it the test question is it the the delivery the the information and um we're excited to kind of see how that works and we're going to be using that in ELPAC so for

205the English learners and um we'll be training teachers on integrated and designated instruction >> [cough] [clears throat] >> questions on that. All right. Um so last kind of things um globally for staff train and update performance matters assessments as needed. Um content areas um are expected to have three common assessments and using them in their PLC's this year for admin teams. PD focused on PLC's with Laura Lipton. So that's um supporting data discussion. So now that we have all this data coming through, training a the admin how to like walk their staff through the data and then b how to have conversations when your data is not good. Um so like training them on how to have real conversations. Um continue with walkthroughs because that's you know getting all the information on the classrooms and

206continue conversations around equitable grading practice standardsbased grades and grade alignments which will take a second as you guys are kind of hearing about >> you want to explain equitable grading. Um, so >> yeah, I mean when when you talk about grading, if you're in one classroom and you're getting you're doing all your work and you get, I don't know, an 80% on your test and you end up getting say a B in the class, and then you're in the other class, you do all your work and you get 80%, you get an A in the class. Those two worlds aren't equitable because they're grading on different systems. >> Okay. >> Does that make sense? We know if I can interject to Ashley was just sharing maybe that she's bringing in a consultant to do some

207training for teachers around equitable grading practices and just creating some baseline of like what what are equal practices and standards based grading in particular just based on some of the um feedback we've been receiving um at the board and other places. And so Ashley's got a team of at least seven teachers that will be participating in that training which will provide just that base level of knowledge that will help inform um our practices across the district. So it's a great next step for us. Yeah, we talked about that a couple months ago. >> It's come up a few >> and if you guys if we need any policy changes, let us know. >> Yeah, >> because there's a policy sitting out there that we read. I can't remember now, but what the number is, but

208it talks about that. I need to do tightening up. >> There's going to be I think a lot of work around there and >> Okay, that's >> that's not a simple one. >> There'll be a lot of feelings around which is legit, right? But I think there was some some ways that we could tighten it up that was still in [cough and clears throat] the realm of what it's what we not restrictions but other laws or policies that we need to abide by. >> Yeah. >> All right. I'm going to hand it over to Jen. Thank you. >> Okay. Um I wanted to just provide the board with an update around our scoreboard um which we uh reprinted and and is published back behind me. Um so this is just a duplication of the original

209board that we had when we started this year. And then the numbers on the right are the the new um numbers. The reason why the numbers were different is that um uh I didn't know where the original numbers came from and I wanted [clears throat] to make sure I understood that um so that we could have a apples to apples comparison year-over-year. Like that was important to me. It was set up to be that way and I'm not saying that the numbers were materialized. I just didn't I couldn't reference back where they came from. So I wanted to make sure we had a clear um set of um formula by which we were calculating these things. So, what's really great though is that um is that the numbers are improved um across the board, right?

210So, you know, you look at like I'm just going to look at the last columns on each chart. A throughg bumped up a full percent. Um the AP pass rate jumped up um like 90% which was incredible. Our dual enrollment participation went um up about 75 80 kids and then our industry certifications um went up by like 60 to 70%. And we're on track as we are starting to collect data from this current school year. This is all based on um on 2425 data is we're bringing in the data for 2526. These numbers look like they're going to continue to improve. Once I have those, I'll share those with the with the board and then we'll update the physical board um so that it's present for people. So, wanted to just share that with you

211and help you understand why those numbers have changed. It's not because we were doing anything funky. We just now know exactly how those numbers are calculated and we have a way to do that in an ongoing basis going forward. >> And we like your your new [clears throat] way better. >> Say again. We like your numbers way [laughter] better. So >> especially, you know, so just so you guys know, we George and I are on the academic committee and this was really a great child of George to get the scoreboard going >> and um and we put the industry searchs in there because that really tells us career readiness for a lot of students that may not go to college and having industry searchs I think really gives you a leg up in getting right

212into the industry. I know sitting in the farm meeting a couple years ago. They were talking about there was a business there. It was um a welding business and he was picking someone up right um out of high school who had all his to be an apprentice at his shop right after graduation. So that was a really good example of how those are very important. It's really exciting and I know many of the members of the board and the community come to we do celebration nights and we honor the kids for all their searchs and it's really cool the all the ways that kids have access to college and career readiness and and I'm really proud to be a part of a district that values all those pathways and doesn't say this is the only

213way you can achieve a quality education and have um and have a um a really um great sense of what you want to do or what you don't want to do which is just as equitable is just as great as what you do want to do right you can save yourself a lot of if you don't if you already know what you don't want to do. So, I think it's really positive and I do just want to call out that this data is really um I really value it because of its alignment to our LC capable number one, right? And so, as we think about how do we create alignment between our dollars and our spending and our and our um values like these numbers really reflect that. So, I'm excited about that. And then

214in terms of our next steps, as I stated, we'll be updating these numbers this summer. We're already starting that process. And then I'll get a new board printed and we'll give you an update um as the school year gets underway next year and we have more accurate info. >> That might be that you get all the data in you. >> Yes. Uh once we get the 2526 data from this year >> um it's already coming in. Um there's like Jen Horton today she just submitted our CTE reporting. A lot of it has g Calpad. So we're waiting for info to go up to the state and there just it will come in over the summer. I should have a good update for you by August. >> Oh great. >> Yeah. And if if not, I'll

215I'll keep you posted. >> I just appreciate that it's the class of >> Yes. >> because when we think about college and career readiness and our goal of when they graduate high school, this is really like now defining, right? >> We say whereas before it was 23, 24, 25 and it was a >> a lot of data that could have been a sophomore rate. I will say seniors and so like >> I will say though to that point that I I think that there's a misnomer on this that I'm going to fix for next year. So we did make the change. George and I actually had some interesting conversations about this about should it say just the year or the class of and I thought it was important to say class. >> I didn't say

216that. >> I just said that you and I had some conversations about the labeling on the top and about whether we should change the labeling. >> Okay. >> And I felt like it was important because I wanted to make it clear that we were talking about like 2425 school year. But I do want to be clear that that's not all necessarily seniors. So for example, um like dual enrollment could go all the way down into junior year, maybe even sophomore year, potentially freshman year. Um industry certifications can go all the way down to freshman year. So I think that when I do the board next year, I am going to re label the header to say um like 25 26 year. >> Okay. >> Rather than just class of because I don't think some of

217the like A throughG um that's definitely a senior statistic, but the others could be inclusive all the way down to sophomore or even freshman year. Yeah. I just want to be clear that is I look at it then as a >> but I mean it might be something for you all to think about too in terms of like >> it might be interesting to want to do it where we're tracking >> the senior class that's graduating and what were their >> their data because the goal is every year the senior class that's graduating is improving from the previous year's senior class and so maybe >> maybe that is >> I agree with you. I mean, I do think that no matter when they get it, whether they get those certifications or whatever is freshman, sophomore,

218junior, or senior, there's value to them. But I do think it could be really interesting to differentiate the high school experience as compared to the senior year experience. I think it could be interesting, too, because some seniors are all in and some are like, >> "Peace out high school." And so, I want to be sure that that's >> I'm not saying that you would do only looking at what their senior year data is. It's but it's tracking that cohort. >> Yeah. >> And what their overall AP pass rate was for any AP that they took at any point, but you're literally just >> only looking at that your seniors and their cohort data. >> Yep. >> Collectively. >> So, we'll we'll keep thinking about that. It's been a really interesting exercise to go through figuring

219out what are these numbers and how do we calculate them and where does the data come from and where does it go and who is it reported to. And I think it also creates a sense of priority, right? we value these things and so it allows us to put more energy and finances and uh training and time towards these priorities and so it's been a really valuable exercise for me this year to go through the updating process. So thanks to um to um April and George for their um engagement in the conversation. Okay. So I already talked about what we're going to do next. So let's move forward. So you know the board has been really clear that they're like we want more information about um about where we're headed, right? And I had to

220send y'all a while ago kind of a concept of a dashboard, which I'm very committed to creating. And um and a member of Price was like, "Hey, Jen, you need to like pair it down. We can't hear. We don't need every detail about every single thing." And I was and he his challenge was, "What are seven things that you could update us on regularly?" And I took that to heart. And I like Reno talked to people about things. I'm like, "What what do you think the most seven most important things are?" And we talked about it with parent groups and and teacher groups. And so these are all the kinds of things we should share, but we're not going to share all these details because it's just it's it's in the weeds and we want

221to think more broadly about where we're where we're headed. So this is what I would sort of like to propose. It's still a lot of information. I'm not going to lie. Um but I would really like to think about that in um this time frame of early December, March, and June um that we're providing some updates around literacy, common assessments, attendance, [clears throat] and discipline. and then also providing the board to our weekly or monthly updates, attendance and discipline information in more like a table format. So, I'm going to propose we we present this information to you a few times a year. Annually, we have um an obligation um to provide an LCAP update in June. We have to provide a dashboard update um per law in November. And then in the fall, giving you

222an update on the scoreboard in um and in youth engagement because that data comes available. Those will be um um some of those are briefer presentations, but we'll get you that data um annually. And then um this upcoming year, it's important to me to create kind of a public dashboard um that we actually put up on our website uh that that provides the community with a chance to see where our priorities are and where we're headed and um what we're really proud of and where we have opportunities for growth. And so those are some things that I would like to propose when we think about a calendar. it'll help my team to know where we're headed and make sure that these things are in alignment with what you all are interested in hearing about. Um,

223and that's what I would like to um sort of get any feedback from you all on and answer any other questions that you might have at this time. >> Your early December March. >> Great. >> Three times kind of like and it'll just be kind of a standing thing and we'll just kind of do an update and try to look at things over time. Um, and uh yeah, so I'm glad that works for you. I I'm 100% for like doing the dashboard for the public to see our literacy progress. >> Yeah, I agree. I agree. >> There's something you should we can market. Yeah. >> Yeah. >> And not just and I mean I'm all about celebrations like I mean if you know me you know that I'm huge on that but I also think

224it's important to call out where our shortcomings are and make sure that we talk about what are we doing about it. That was important is Reno and I were putting this presentation together was not just to celebrate but also to say like this is where the growth needs to happen and this is our plan. [clears throat] Any other feedback, questions? Um, do you guys have questions? >> No, I think this is wonderful. >> Thanks. Thanks. Appreciate that. Um, I have a question. So, I love hearing about literacy progress. I really, really want to hear about math. >> Yeah. And I want to hear how it's We know literacy is going to >> help math. >> Yes. I want to see that connection and it might that maybe that's a once a year thing, not a

225early, you know, December, March, and June. But I really love to see that because I I I do really think we're going to see big successes there. I agree. And Reno, I don't remember off the top of my head because I'm foggy right now right now, but we had an interesting experience where Reno was looking at some data around math and um the the kids were doing well. uh I want to say it was in fourth grade and the the qu the the feedback we were getting was kids don't know their math facts and so Raino was able to do some data dive and realize the kids did know their math facts when you just assess them on their ability to be fluent in math facts they were scoring exactly where we would expect and

226then the next level of question the next what we call do or depth of knowledge question was about applying those math facts to a word problem and that's where things taped and we were like whoa the problem is not the math facts the problem is the language behind the question and so we agree um with you April world that that getting our arms around literacy is important. And that was one of the actual aha moments that made me really get interested in this um um classime project that we're going to engage in specifically with Elpac. Um but what's cool about class time is that they really will help us dig into that. And although we're contracting with class time around Elpac, the schools that are using it will also have access to the in the

227ELA and the um math and the CAST um materials that they have. So, my hope is that we can get some really great momentum going around ELPAC, which we've already had great momentum, and that the teachers be like, "Oh, this is awesome, and we want to dig in more on these other areas of of assessment." So, I'm I'm optimistic. We've got some good things coming. >> Yeah. Any other questions, comments, concerns? I made a note, though. We'll be sure to address that next year. >> All right. Cool. Thanks, everybody. you. >> I think I Okay, we're public comment. Okay, >> Yep. Sorry. Um, Darla, you're up. >> [cough and clears throat] [clears throat] >> Hi, I'm Darla Geris. Uh, I came on one of the meetings um back when football was almost over and I

228helped uh I should have put on the paper um locker room, but I don't know why I put gym. But anyway, uh so we tried to make it special for the seniors by decorating their locker and everything. And that's when we discovered not nice rats. I [clears throat] spoke to the lady, I don't see her here today, and um my understanding is she went uh to go look and then she went to the snack bar. She did find a mice there. uh it was already dead, but um I never got any more feedback on what they were going to do. I talked to the janitor. Uh there's holes where the rats are going through and um you you can imagine five, six women in the locker room decorating and jumping seeing a big rat and

229one of them pregnant. So it didn't look good. But anyway, um, so my question on the update was to her on whether they did anything or are they going to continue allowing the rats to be there? >> All right. Thank you. Do we have a response? >> Relay that to Carrie. >> Thank you. >> So, we'll we'll send that off to to Carrie and she'll be in touch. >> Yeah. >> Thank you again. All right. That was it. All right. Future agenda items. Does anyone have any future agenda items? Oh, is it? >> Yeah, we'll get you some information about that. That's on our list. >> Okay. Anybody else? All right. Upcoming meetings. And I don't know how I'm still getting I got no here. All right. Um August Oh, we got a month off.

230>> Enjoy it. >> Um August 4th will be here. And then August 18th will also be here and we are ajourned.