5/19/26 Regular Meeting of the Board of Trustees

001We'll call this meeting to order. Um, Superintendent Cal, will you lead us in the pledge of >> allegiance? To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. The board has been meeting in close session. Um 2.1 conference with labor negotiator. No action. 2.2 our clerk will read out our actions in close. in close session, the board approved the resolution 24-26.42 authorizing the admin certification very employee CE 25-26.02 02. At the end of the 25 26 school year, the board authorizes the district administration to serve the required notices pursuant to education code section 44929.21. The vote was unanimous. Thank you. Announcement to public com uh regarding public comment during open session. The board welcomes public participation and

002encourages respectful and civil civil discourse. The board does not condone profanity, vulgar language, or personal attacks. The individuals retain the right to express their views. Disruptive behavior and threats toward any meeting participant or district employee are not permitted. The public may not disrupt the board while it is conducting its business or disrupt speakers while they are presenting. This includes clapping, finger snapping, shouting out, or other interruptions. To protect student privacy and well-being, speakers are reminded not to disclose personally identifiable information about students during public comment, particularly if doing so would cause harm, unfair attention, or violate privacy protections. Members of the public will have the opportunity to speak on agenda items and those items are brought forward for consideration after the board has completed its agenda. There will also be an opportunity for public comment

003on items not on the agenda. While the board may not deliberate or take action on non-aggenda items, it may refer concerns to staff for followup. Public comment request forms are available at the entrance of the meeting room and must be submitted to the superintendent's executive assistant prior to the start of the meeting. Each speaker is allotted three minutes and total public comment on any one item and limited to 20 minutes in exceptional circumstances. And with board consent, the board president may adjust the time limits to ensure equitable public participation and to allow for a range of perspectives to be heard. 4.1 we have a spotlight from Sherwood. >> Hello everyone. Um in honor of the end of this together in honor of the end of the school year put together a little yearbook of what

004we've been doing here at Sheran Elementary. So, welcome um school board members and everyone who came out. We are uh Sheron Elementary. We are very glad that you're here and excited to share the things that we've been doing here. Some of the things that we're going to go ahead and cover is we're going to cover what the evil way is. We have some of our student leaders right here um from the executive evils that we're going to be sharing some things out that they feel like you need to know about Sheridan. We have some of our evil educators that are going to be highlighting some of the things that they've been doing in the classrooms and then we're going to be closing up with some community connections that we have here. So, the eagle way.

005The eagle way is our path. It tells us who we are, what we do, how we do it, and most of all why we do it. And so, who are we? We are Sheridan Elementary. Very proud about that. Um, but what do we do? We educate and we know that education is more than just academics. We also help students with their behavior and developing their social emotional skills. And so we tr we truly do focus on the old child here. We encourage and you're going to be seeing educate, encourage, engage all over the place because the kids know this is what we do here. And so encourage means that we really help the students focus on that growth mindset so that way they can build persever perseverance and resiliency within themselves as well as the

006others around them. Engage. We have students focus on um the fact that they are a part of something bigger and that there's a huge responsibility being part of something bigger. They're part of the classroom. They are part of the school uh site. They are part of a family, a neighborhood, a community. And so they are a part of something bigger and it's an important role to have. How do we do this? Well, we always start with the um foundation through that YDI lens of making sure that students feel valued, heard, and seen. And so through this lens, we're able to create a welcoming environment for students to thrive and grow. We have our four guiding PLC questions that we use to support our academics with that education piece. And we use those four guiding questions

007to help us with the learning and the teaching cycles that we have as well as acting upon the data to ensure that all students are learning and achieving. We are an avid school and so we use AVID strategies and resources to support students with their learning. We are proud to be a gold recognition school with PBIS where we support students with behaviors. They have school expectations and when they're struggling with those behaviors, we go ahead and figure out ways to help them. So that way they're aware of their behavior, how it's affecting others and motivate them to make those positive changes. And we also look at the social competencies. So that way students once again can develop those uh skills of realizing those big feelings that they have, how to deal with those big feelings,

008but also um um understanding how their actions and interactions affect others. So why do we do all of this? We do this so that way students have the opportunities, experiences, and practice with developing their characteristics from our portrait of a learner. So that way when they leave not just but WPUSD, they have what they need in order to be anything and do anything that they want to be in life. And so having this clear vision of where we're going and how to support students has really helped us hone in and really make sure that we don't have any students falling by the cracks and that we are making progress moving forward. And our data is starting to show that. And so right here we have some I Ready grading data and diagnostic one is from

009the beginning of the school year. You'll notice that it's underneath. Diagnostic 3 is at the end of trimester 2. It's the most current data that we have right now because we're currently in the end of the school year doing all of our trimester 3 assessments. But you'll notice that one of the trends that we see is that we are decreasing the the red and increasing the green in all of our reading domains. And from the beginning of the school year, we went from 26% of our students in the red. We were able to decrease that to 10%. We went from 20% of students at or above grade level to a 48% at grade level by the end of trimester 2. So once again, making sure that we truly are looking at our data. We're making

010those adjustments. We're making sure that we're using those strategies. But I do want to go ahead and share something that was kind of exciting after we got done looking at our two. Oh, I'm sorry. What? >> Thought the other show was exciting. >> Oh, this is this is this is really going to kind of blow your guys' minds because us as a staff, we were fairly Anyways, let me just get to it. We we had three grade levels with no red at the end of the trimester 2 in reading. I remember so once again the teachers are working hard, the students are working hard and we're starting to see the having that clear path and how we're getting here is really helping. Um our ready math very similar. You will notice once again we are

011decreasing that red and increasing the green in all of the math areas and domains. Once again, we were able to decrease the red from 42% down to 6%. And we were able to increase our students at both grade level from 4% from the end of the school year to 36%. And we want that to continue to absolutely grow. Absolutely. But wait, there's more because at the end of try 2, we actually have four grade levels with no red in our mouth. So, absolutely. So, like I said, we're excited to see the results and like I said, the um the teachers are doing an amazing job. Students are stepping up to the expectation and they are really showing us that that perseverance and resilience that they can do it. In addition to this, one of the

012other things that we've really been working with is attendance, specifically with our chronic absenteeism. And so, here are some data from the past three years. You'll notice that back in 2022, yeah, 29.5. Yeah, I I attribute I attribute that to like we were coming back from COVID and all that fun stuff. So, but um you can see yeah, not not almost 30%, not a really good thing to have. There was a slight decrease the following year with 27.9%. But we had a huge decrease of almost a little more than half from last year, which is at 12.3%. And so really making sure that our students are actually here to actually get the information and the lessons. And so that is one of the things that we've been working with. Some of the things that we've

013been doing is really making sure that we've uh got some things in place to mo, you know, get the kids motivation to be able to be here. So we got some incentives of things that they can earn as well as things that they can win. But the biggest thing is having those parent conversations and really making building that relationship and working together on ways to support their child coming to school. And so doing that, we've been able to actually cut our chronic absenteeism by a little bit more than half for this school year. And right now we are at 5.36%. Yes. So once again, um we do have a lot to celebrate. We've got grade levels of red and we've been able to decrease this in, you know, four years to, you know, under 6%.

014And so we do really take that time to celebrate with academic achievement assemblies where we want to go ahead and acknowledge the students that are making growth and progress with their learning, but also recognizing the kids that are meeting and exceeding grade level standards. And so we definitely want to always make sure that the kids know we see all the hard work that they are doing and we are proud of them and they need to be proud of themselves. With that, we've got some Eagle educators, Brenda James and Maggie Hammer, that are going to go ahead and share some of the things that they've been doing in their classrooms to once again get rid of that red. We're kind of >> Hi, welcome to Sheridan place we love so much. I know how much you

015guys are invested in the early literacy plan. So, I kind of want to speak to that a little bit because I am K1, so we are the early literacy people. But in addition to that, we as a staff are only three, which means our PLC time is together. And we spend some time looking at data because we love data. Um, and we need that to tell us what we need to focus on. Where do the kids need assistance? Where don't they? So, as a staff, we developed something we called Eagle Effort, which is a whole school intervention um where the kids are based rate um put into groups based on their skill levels, what they need to learn next or what they need support in or some enrichment time because they're at grade level and

016we need to do it based on where they're at, not what grade they're in. So, our lovely principal has created some very protective time in our schedule. So um we can do it 3 to 4 days a week where these kids are getting that targeted intervention. And so this is the data we use. This is our core phonics from our early literacy plan. We take each of our kids. This is just like a little snippet of my class. Um we take it, we group the kids based on what skill they need and we create that intervention and we use our UFI which we love as well. It's been highly effective. Um so we use you fly in our eagle effort time and then every six weeks we reassess and reevaluate where the kids are and

017then those kids move groups depending on whether they need additional support or they've moved on to other levels. So we love our data here. So in in addition to that in my classroom I have um partnered UFly with Seesaw. Seesaw is an online learning platform and they have a brand new tool this year that I absolutely love. That's fluency where I can put my new fly passages right directly in there and it the kids record themselves reading the passage and it grades it for me and I just spot check to make sure it did it well and the kids can hear themselves reading. So I kind of want to show you this is one of my students reading and it it's a video but it's not one of the play for us unfortunately. Um but

018she is reading it. So every single day they read the same passages in addition to doing it during UFI and in their small groups. They're practicing. They're listening to themselves and they're improving their reading. So based on my dibbles assessments from January to now, I have little data. On average, my class improved their fluency, correct words per minute by 30 points from January to May. And their accuracy increased by 36% on average. That's huge. And I want to highlight two of my students because like these were strugglers that didn't have confidence, didn't think they could read. They said, "I don't know how to read. I'm not a reader." So, one of my students forward. >> Okay. So, one of my students, so January the first column, May is the second column. One of them went

019from four words per minute at 29% accuracy to 55 words per minute at 90% accuracy. Now 90% says below, but that's because Dibbles wants 100 or 99% accuracy for first grade. Yeah. Um but she went from four words to 55, which is benchmark. It's a benchmark. And my second student went from five words to 53. And they're not the only ones who have done that. Those are just two of my examples. So you fly with Seesaw fluency practice and our equal effort plus our after school interventions that we do makes me want to cry when I see their scores because I'm so so proud of him. So I want you to see what the early literacy plan is doing in action. And up next I'd like to show fourth and fifth grade and then writing.

020>> Good evening. I'm Maggie Hamright. I'm the fourth and fifth grade teacher here at Sheridan Elementary. Um, I've returned back from uh the time that I was pregnant with the two in the back there. Um, and four of my students are up here in the front who will be presenting tonight as well. And I'm very proud of the work that we've been doing this year. And these kids have worked very hard. Even now this week, they keep asking me why do you keep making us work? Because um, they're really capable and they're making a lot of growth. So, I wanted to show you just a little snippet of what we've been doing in the classroom so you can see kind of a snapshot of what's happening. So, I've been really focusing on writing with my

021students. They've been learning to write opinion essays, five paragraph essays for both fourth and fifth graders. Um, they've learned to brainstorm ideas, take those ideas, and organize them. And then from there we wrote a cooperative strip paragraph as a class where every child was able to contribute to writing a juicy paragraph as I call it and then taking that and expanding it into five paragraphs. And then these are just some of the many examples of the finished products that my students have created with their writing. Um, we've also taught them to add the blues, which is an hook to the beginning of their essays, and then also to finish their essays, a call to action to the reader to have them either think about what they've just read and then have they change their minds

022about what that student presented to them and what can you do about it. So, that's really been something that's connected with them a lot. And these were just from prompts that I gave them and they just took out of a fishbowl. So, um, some of them were trying to convince myself or my children to try the game grow a garden, which is really popular amongst them, as you can see. Um, one of my students wrote about why winter is the best season. I had another student, a group of students, uh, saying that dogs are the best pet and why they're the best pet. And um the one that I thought was the most interesting was a business proposition um convincing you to give us $100. And the two students who chose to write about that

023had a business proposition of taking that $100, investing it in selling hot cocoa until they earned $5,000 and then spending that money on supplies to reopen their father's shop and start a business. So this is just to show you where we can take these ideas and they can actually bring them into real life. So I'm very proud of the work that they've done. They've worked really really hard. Um and at the end before we started our state testing, they were able to synthesize the five-step process of essay writing. They created their own posters and then they presented them to the class. So they were able to be little teachers and basically go through the steps and go through what what does it take to start from the idea all the way to the end product

024of a finalized essay. So I'm very proud of the work that they've done. They've worked very hard. Thank you. It's a pretty cool yearbook, huh? Okay. Well, we have our executive eagles who are student leadership students and um I just basically asked them what do you want people to know about Sheridan? And so these were the things that they came up with. And so first uh coming up here to speak is Charlie. >> Hi. Hi. My name is Charlie and I am an executive eagle. Last year, we made a plan that included being safe. One of the things we said we wanted to do was to make posters of our sore expectations. So, SOORE stands for safety first, outstanding effort. Arrive ready, respect self and others. Our first project was making posters about being safe

025in the different areas of the school. We said we wanted pictures on the posters because some of the younger kids can't read yet. Almost all the fourth and fifth graders helped make the posters. We had some of the executive Eagles present the information from the posters to each class. After all the class presented to were completed, we hung up the posters in each area to remind students how to be safe in that area. We also say the s expectations every morning during morning announcements so we all remember how to be safe, treat each other, and treat ourselves. I like being an executive eagle because I like helping to make our school a nice, kind, and safe place. >> Hi, I'm an executive. One of the best things about our school is all the we get

026to join. We have a sculpture club and practice club and even a teaching embryology where students learn about the life cycle of chicken and even match the live chicken. But my favorite club is puzzle club. My friends and I really like building puzzles. We asked Miss Marba if she could do us do a puzzle with us and she said it's a fun building. It's fun building puzzles with friends. We get to tack him off while we put the bells and pieces together. And at the end, all of our hard work pays off with something that sometime sometimes friends and the library. I like how the teachers here listen to what we have to say and help us do things like write our own book. I like being here executive because I like working with people

027and making school a fun place to learn. Hi, my name is Eric and I'm an executive of Eagle. We have a lot of fun family nights at our school. One of them is back to school night. It's fun because it's the first time we get to see each other after summer vacation. At open house, we we also do a spring sing where all the kids sing fun songs. Eating with Eagles is also fun because all the families have a lunch together and there's outdoor games for the family to play. We also have a Starship dance where all where all classes and practice and then perform for parents and school. One of the funnest things we did was the one day 100 ways where parents and students made positive casements for the senior citizens. We assembled

028food bags for the neighborhood. We made a thank you poster for our deputy visits. But the best thing we did was assemble a gaga ball pit on our playground where kids got to help and build it. And now we have a fun game to play at recess times. I like being an executive because I like being a part of my school community. Hi, my name is Nathan and I'm an executive Eagle student senator and member on the port portrait of a learner committee. At our student center meetings, we talked about portrait of learners. We learned that our six that there are six characteristics that we should work on while we are in school so that we can have the skills that we need to be successful in college or any job that we do. These

029characteristics will also help us be be successful. We are we are focusing on a different trait each each month every month. We have made up activities to do about the traits like kindness challenge. We think of things everyone can do at our school to show kindness. One of our favorite activities is creating a collaboration course. The executive Eagles each get to make a station that we teach the rest of the students and the school to complete. We have a lot of fun doing this and the little kids like it a lot. We added a monthly character trait we are focusing on in school and our morning announcement so we can everyone can remember what we are currently working on and we have helped make and present the collaboration assembly for the whole school. I like

030being an executive eagle because I can help build up our school and make it a better place for all people. Thank you for coming to our school and we have a little something for you to remember our time together. So, um, one last thing is obviously we, um, we can't do this alone, right? And so we actually reached out to a variety of um organizations to help us, you know, support our students, whether it be with food, school supplies, clothing, new shoes, but also our families because like I said, what we teach our kids is that we're a part of something bigger. And when we see people that need help, we need to go ahead and pitch in and be there for our community. And so we are teaching the kids that and modeling it

031as well, too. And so with that, thank you so much for being here. Is there any questions? First of all, those numbers are remarkable. I mean, like truly remarkable. I could have added that award staff and student associally attendance. You pass these things in consequences like 3 years, right? So from 27 to 12 now down to six with just a little bit left. I mean that's incredible work just >> I have six more percent to go. >> So then one of the things I saw you bring up was was PLC and I'm wondering if you had to point at something being really you know bringing a lot of traction to that goal. Is it is that what it would be or is it something else? I think it's a combination of a little bit of

032everything because the PLC is just the academic side of it. Um, our PBIS focuses on the behavior as well as the social emotional um wellness of our students. We do have a school counselor intern that has helped give um whole group lessons on uh the social skills and what it means to be a good friend, things of that nature. Um I to be honest it's like I said Abid helps us uh AVID talks about building relationships as well as strategies and resources that we can use to support our struggling learners. Um the YDI the building blocks like supports and opportunities kids have got to feel safe. They have to feel seen and heard. Um like I like I said Camila you know was sharing her experience of hey I asked the teacher can we do

033this and we try to figure out a way to make it happen. And so letting kids have agency as well. So, I think it's a little bit of everything and that's why we call it the ego way. It really does embrace the whole child as well as our community and our family. >> I'd love to see us as best you can take that as a model because I mean a lot of those components exist at other campuses as well, but I haven't seen >> how we tie it all together. >> Traction >> and I have to admit it's it's truly is the hard work of >> of my teachers, right? I mean, and we have our data talks where they present their data and I just kind of sit there and I listen. Yes. Brenda

034mentioned that I create a protected um tier 2 intervention time full school. I can I can create that time that if they're not actually going to use it by using the data if you know what I mean. So kudos to my teachers. You know, yes, I I sit there and I listen to them. I ask questions but they truly are the ones that come you know are following through and implementing the things that we talk about and like I had mentioned using that data but also taking action on it not just saying gosh you know these five kids didn't get it oh well if these five kids the discussions we have these five kids didn't get it what else can we do so absolutely >> I say how impressed I am sitting on the dyslexia

035committee with you and seeing early interventions implemented and then the teachers embrace it and do it. It would be great to model the schools that are embracing it are doing >> and the students know it too. It's on their back and they know those words mean something. Um, every single assembly that we have, I always start with the ego way of who we are, what we do, how we do it, but most of all, why we do it. >> I always say that Sharon is classroom family's best kept secret and it really is that way. market really fast. So, thank you for being part of that reason. That is such a great We'll give you a couple weeks throughout that attendance. I think I can draw well now. All right. Section five, consent agenda. Notice

036to the public, 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 request, items may be removed from this section and placed in the regular order of business following the approval of the consent agenda. Is there anyone who wants to remove anything? All right. Do I have a motion? I move to approve. Do I have a second? >> All right. Roll call. >> Yes. Okay, next is board and staff reports. We do not have any. This is her day. I'm sorry. All right. So, we'll go to board of trustees. Member Dystra. Oh, and just a reminder, if you could tell us if you sat on any committee meetings and report that

037out. >> Sure. Um, well, I had a chance to do a number of things in the last two weeks. I had a chance to go to the Phoenix Atlas Prom. Everyone loved it. Uh then I was at the civic engagement awards at the Lincoln Library and the students that were honored explained their outstanding civic achievements. It's about six tables and uh went from one to the next and they told what they're doing in the community and how to improve it and they're all excellent students and they all uh presented really well. So it was a pleasure to be there. Then at 8:15 on uh this Wednesday morning, I went to First Street School and had coffee with Mrs. Reynolds and a number of the parents there. And I'm here to tell you that coffees, these

038early morning coffees and midday coffees are a tremendous way to get to know the inside workings of the school and sort of feel the piece of the school. So I'm a big advocate of trying to attend those when you can. Um at 12 Bridges there was a dance show. I don't know if people saw that but it was enormous amount of talent and exciting and just one group after another. I don't know how many must have been most three dozen. It was absolutely incredible. Then last Friday I was at Phoenix Atlas and uh Chuck Whiteton as he does every Friday was endlessly entertaining with the Phoenix Huddle and that's when the school everybody in the school is invited they all get together they play music they have speeches they do updates and while it might

039sound kind of mundane and stuff there there's just I heard that right it's endlessly energizing and stuck did a great job. We had a huddle on a Friday around 11:30. That's >> great. Thank you, member Price. >> Um, so we had a library committee. Um, there was some issues. What you're always going to hear at a library committee meeting is parking and the issues of parking. You know, at Cbridgeidge High School versus the library parking lot. um we were able to kind of surface. There's a couple like contracted sports um folks that aren't necessarily parking when they're being asked to park. So, we're trying to tighten up I think some of the documentation. I reached out to Carrie just to see if there's something that we can do in terms of our leasing forms so

040that um it makes librarians make me very angry when there's no parking. That's just what I've learned over repetition. um they don't like to joke about it either so don't do that. Um also they're they've done some studies with uh young people that are using the library and um Katherine shared that they had given quite a bit of feedback in terms of what young people see a value in a library and I'd asked for um a conversation with them a bit to better understand the way a young person views a library today. Um how they might see that space being really useful. it's uh it's it's underutilized at this point. It's also vastly underfunded. So, um I think it's important that we continue to show the value of that facility or else, you know, as

041city council might decide that the city doesn't need a library anymore. So, hoping to be able to bring back some of the things we hear from young people. I think many of them will be our students. Um we had the city 2 by two meeting. Um I'll let Christie speak mostly about that. Um and then also uh the AI committee committee met there's a couple of the members in this room. Um that committee is going to take a different shape. Um we had been meeting pretty regularly to discuss uh really to kind of whitelist different tools and software packages that could be useful. Um, now that there's a mechanism for that in place, we also developed the matrix that talks about identifying to what extent AI is used both in preparatory processes of building lessons

042and also the students interaction with AI to complete the lesson because that's kind of nuanced. And so now that that work is done, the consistent meetings of that group probably aren't as valuable. So, I think what will probably take shape moving forward is more of that committee being a resource for teacher education. Correct me if I'm wrong, but that's the sense I got from uh hearing talking with Kevin. Um, so so that happened. And then the last was uh let me see I think that might I also did spend a little bit of time with Kevin in his office, the director of technology. And I work with those people in my regular life. Something that jumps out at me from Kevin is that he doesn't want his department to be a break fix department, which

043I thought was a really noble thing for an IT person to say who probably spends a good portion of their life breaking or fixing things that are broken, but he wants to be more of, you know, you know, an innovator and um I thought that was really awesome. He has great plans for the district's network infrastructure um including redundancies at each of the campuses where a hub and spoke network. So if one line goes down then the entire school's dark and that can actually go on for days sometimes even weeks. Um the idea of having secondary circuits keeps uh the lights on in terms of network and data which is really really important. Um so all that was really cool stuff. Okay. Um, we had well Jason and I had a 2 by two meeting

044with the city. So we had two city councilmen and the city manager and then Jason and Terry the superintendent and we talked about uh the new uh 2K through 8 school in area 7 seven right or village seven. Yes. and uh we talked uh about you know the timing need and everything and we talked about the new name, the new mascot and they were excited. Um, and then we talked about uh the builders in village one that's over off of 193 and um on that section and some of the builders are starting to come around now and possibly want to uh pay for uh is it part of the school? So part of the school. So, um that's encouraging uh news because before we didn't have any at all, uh support from them at all.

045Uh and so they're actually not probably not being able to sell houses because their ski their kids are going to be bust all the way out here to Sheridan, which is a great school. I mean, look at the numbers. Um but every parent wants um a school in their area. Um and so um I think they're coming to uh see the light and we are very hopeful. Um and now we have a model for that uh that we did in village 7. Uh so we do have um that we can work with the city on uh combining our efforts. So we're excited about that. Um I think that's all we talked about really um sales tax measure. Yeah. on, you know, on the city's part. Uh, and then I ended up, uh, we had a

0462 by1 meeting uh, with Carrie and Sherbriggs, one of our consultants, uh, in regards to, uh, just, uh, our community and what they think of the school and a possible bond measure and, um, you know, how we go about getting schools funded in one area that one community won't support and the other community will support a bond in care areas. So, we're they're doing a lot of research um on what we can do in regards to getting some of our schools um either updated or built. Um and so um you know, we're we're going to work towards that. Um you know, that's very important to us. >> Okay. Uh so uh it was just a it was a great conversation and Sherry's always has some great ideas for us. So um that was it on

047that. Had my leadership call with James uh and that's always a great opportunity to talk through scenarios with him. Um this weekend I celebrated uh my 29th anniversary. We went to the baker. So, I was off Friday and Monday, so I had uh some time off, which was really nice. Um very excited for tomorrow. Uh I'm actually participating in job shadows, so thank you CSBA. Um the classified staff, uh it's a walk in the day of your shoes. Um so tomorrow I will be at Carl C. Coffin with a par profofessional Sherry Smith. So, I will get to be in the classroom and see, you know, daytoday what they do, what they go through. Um, so that I'm really excited about that. And then on Friday, um, I'll be at the bus barn at 6:00

048a.m. Uh, because I will be doing a ride along with Brandy Gutierrez. So, I'm really excited about that. Um, seeing all the cars bright and early in the morning. So, um, I Yeah. No, I'm excited about it. Um, I think that's it. That's it for the week. >> Can you hear me? >> Awesome. Okay. So, I was in attendance for the celebrations for our district's retirees and employees at Corp Bridges High School and also last night for the PCOE awards. So, I want to give a big shout out to Mr. Serest, Miss Noise, Charlene Palace, Charlene Lorettson, Lynen Food Services. She's my girl. like a slink of food. Um Chris Lopez and all of our retirees, congratulations. Um April and I reviewed tonight's board policies that we'll be adopting. I had my morning. I attended

049part of Chicago at Lincoln High School. I think it was last Saturday. Been a busy week. I only got to stay up for about 20 minutes. My grandson was not having a musical. So from what I saw it was great. Um, and I anybody who's attached to the drama department, I would love to see six next year, but I vote for six musical. Um, I also wanted to say uh congratulations to Kasha Williams from Carl C. Coffin. She rece I had nominated her. I learned back in February, but I had quiet that she received the uh Kevin Kylie's um certificate of congressional recognition for outstanding service and contributions of a school librarian. So, it's a pretty big deal and she was very thrilled. And let me see, where are we going to? Um, I just

050finished reading the book, The Immortal Life of Henry at Alax, that was presented at our last board meeting. And I'm currently reading um Patriots from the Bario, and I'm loving it. So, I think that one's going to get a big two thumbs up for me because we're looking at adopting it for curriculum next year. >> It's really good. I'm only halfway there. So, so far I'm really enjoying it. And then this morning met with um Jen Hadden, Jen Hordon, and Miss Carrie Callahan on how we're how we could be possibly celebrating our pathway students at future graduations. >> All right. Um have lots of meetings. I don't even want to just rehash anything. We've covered some of them. Uh, but I did also want to congratulate the the employees of the year. We attended that

051last night. It was great, very efficient. Um, so congratulations to all of all of them. And then um something I don't I don't know if you know about this, Carrie, but um I just learned about it. um our LHS students um 18 through 21 that presented at the downtown Lincoln Association have obtained some work through the um Taekwondo. um they're using them for some events and um they are reaching out because um the the downtown Lincoln Association is moving into the chamber building and there's a kitchen and they are um planning to offer it to the students for the catering which means any event that's in the plaza they don't need a permit they can run that right out of there. So that's coming. >> That's okay. >> So that's super super cool. Good news.

052So they had already reached out to >> Okay. Did she tell you? >> Okay. Well, now you know. So we're working they are we are working on that and I was elected to the downtown link association board last week. So um anyways, that's all for me. We will go to um Michelle. Oh, I haven't used the system yet. Is it on? >> Is it green? Yeah, it's green. >> Oh, okay. >> Okay. All right. Good evening. Every person seated here represents a different group of stakeholders within the district. Despite our different roles, our purpose remains the same. to ensure every student in Lincoln and Sheridan receives a highquality public education where they are seen, supported, challenged, and valued for exactly who they are. This happens through being thoughtful in our actions and our choices. That

053work does not happen by accident. It happens because every stakeholder, students, teachers, classified staff, administrators, families, board members, community partners play a critical role in the success of this district. Each group serves as a part of a system of checks, balances, accountability, and collaboration. When we engage in honest and professional dialogue, when we truly take time to listen to one another, we begin to understand not only each other's perspectives, but also the importance of every role we play within this system. And after all, it takes all of us to make this WPUSD. Our educators are highly trained professionals. Many hold multiple degrees and credentials. all bring years of experience, specialized expertise, compassion, and hope into their classrooms every single day. We treat each student with respect and care as the litany of demands on our

054educators grow regularly. The challenges are real. As the demands of the job increase, the cost of medical coverage skyrockets, our educators are making less money each month. Our educators want to live a comfortable life without concessions. Over the course of the last several months, the negotiations teams worked diligently pushing through hard raw conversations and tried to come to a consens consensus that our 450 members would be comfortable with. Tonight, I am proud to share that whip members have voted an overwhelming approval to the current nenative agreement on the salaries for the 2526 and 2627 school years. This agreement highlights a 5.87 87 ongoing salary increase over two years and necessary expanded healthcare coverage for a year. We strongly encourage the board to ratify this agreement tonight. Our employees need this relief. This also directly impacts

055our students because a vote to ratify is a vote to invest directly in the people who support our students success student success on the ground floor every single day. And in other WITA news, Whipa recently held elections for president and vice president. I am humbled and honored to continue serving as our president for the 2627 and 2728 school years alongside our newly elected vice president, Mr. Brandon Lopez. I look forward to continuing the important work of advocating for our educators, our students, and our public schools to ensure the Western Plaster community maintains the strongest, safest schools with qualified educators that choose to stay year after year. Finally, I would be remiss if I did not formally recognize and thank Miss Jen Stacy for her six years of dedicated service as vice president of WIDA. While

056she cannot be here tonight, her immense contribution should be spotlighted for the community. Jen has been an advocate for teachers, schools, and students alike. Her leadership, integrity, and commitment to public education have left left a lasting positive impact on WIPA and this district. You may know Jen from her mission earlier this year for keeping our youngest learners in school for a modified day of kindergarten. She is respected, loved and valued. A valued educator in WPUSD. Her passion, smile, and positivity positivity are present in every room and conversation and it will be missed. She has a special she has a special skill of saying no thank you with a smile. While she is stepping away from the vice president role, I am grateful that she will continue her advocacy work as a site rep for Carlin

057Z. Coffin. Thank you for Thank you, Jen, for your commitment to WITA and the students of WPSD. Thank you for your time. Okay, CSA. Okay. All right. Superintendent Kelly. I know. I want to turn it on until she mutes hers because I made that mistake before. Um, so I uh don't have a lot beyond what was already shared. Uh, Michelle, that was amazing. Thank you for that speech. Uh, and congratulations on being reelected. Thank you, president. Um I uh just wanted to let uh the board know that we have uh started working with uh Tim. He is the designer that helped rebrand our district and then site logos uh more recently and he is already starting to work to brand the logo for Liberty Point Lions. um he did enjoy our conversation with him, Emma

058and Lucy and I about the recap of the meeting and how the Liberty Point with an E came to be and the lion and so uh I I think that'll probably help him be uh very creative in what he comes up with. So we shall see. And then uh just uh one uh piece that that I engaged in. Uh so uh folks know about uh Lighthouse um counseling and family resource center in our community. It is a incredible resource to families and those in need of counseling support. And um for those that might not know, it used to be a part of Western Plan School District. So, Lighthouse Counseling was a part of our district and then separated out on their own and they've since expanded into um other communities and they do an annual

059fundraiser every year um called the Celebrity Waiter um uh lunchon and uh at that event they raise over $100,000 to run their programs and I am happy to say that Richard Pearl who was my waiter partner at one of the tables uh thanks to the Lincoln Community Foundation and Lincoln Funeral Home and um I can't remember the name of the other entity, but it's an auto shop. Um they uh we won second place as waiters already waiters. So, it was very exciting. And our table raised I think about $3,000 in in tips. So, which got us second place, not even first. So, that's it. >> Thank you. Okay, we'll move to seven. We do not have a public hearing, so we will move to eight. Uh action items. Okay, so 8.1 approval between West Professor

060and CSE Mike. >> How many are yours, Mike? >> Uh quite a few. >> Okay, just keep going. I think seven. >> Wow. >> So, good evening and I'll get through most of these pretty quickly. Like to turn the volume down. Uh, our first is approval of an MOU between CSCA and WPUSD in connection with what's known as a voluntary reduction of hours. You might remember we did a significant well, not significant, but a layoff that had several positions connected to it earlier in the year. We had one employee who rather than go through the layoff procedure chose us to say I'd rather stay at the school I'm at go and take the hour away. Um and we can do that by mutual agreement. So this allows for us not to have engaged in layoff

061in that scenario, the employee voluntarily gave up the hour with the caveat that should an hour reappear at that site that that employee gets first dips. >> Okay, any questions? All right. Do I have a Do you have a motion? >> I'll move to approve. >> Have a second. >> I'll second. >> All right. Uh, all in. Any discussion? >> All in favor say I. >> All opposed. >> All right. Motion passes. 8.2. >> 8.2 is another CSEA district. This was a position reduction, reducing two positions uh due to um the positions in the future no longer being needed. One of them is a an instructional aid connected to a TK classroom. That TK teacher was reassigned to a different grade level which ended up in the reduction of a TK class, the addition of

062a different grade level or the filling of a different grade level as a result that I was no longer needed. And then a pair of professional whose student is graduating at the end of this year. Both of those employees were able to find uh other positions for they're offered a host of positions and at least one of them was the same amount of hours that they already enjoyed. When we can do that, it's not considered a layoff. So that's why they found new homes for next year and CSA has agreed to reduce in these positions. >> All right, any questions? >> Do I have a motion? >> I'll move to approve. Do I have a second? >> All right, any discussion? All right. >> All in favor say I. >> I. All opposed. >> All

063right. Motion passes. 8.3. >> 8.3 is approval of the district calendar for 2027 2028. 2627's already been done. We're a nice ahead of the curve momentum. Right now, the calendar starts with a calendar committee that has certificated, classified, and administrative voices as part of it. We normally come up with two options to send to the certificated group who ultimately get the vote to ratify as employees and then it comes to the board for final approval. The calendar that was attached in your packet was the calendar that won by a whopping two votes. So your votes matter people but it's two votes. 2728 highlights of that calendar. It does include a ski week once again. Next year has no ski week. 2728 if this calendar is approved. It does. It does add a nonADA day the

064day after Veterans Day. Veterans Day is a Thursday and it' be kind of a little bit funky to come to middle school Thursday and come back to school Friday. Replace the nonADA day there. And then the district day, the big PD day, that is November 1st, the day following Halloween, which is on a Sunday. So kiddos are off, staff members will be at a PD day if this conf. >> Any questions? Do I have a motion? >> Second. >> Uh, any discussion? >> Uh, all in favor say I. >> I. All oppose. >> All right. 8.3 passes. 8.4. >> 8.4 is anou between whipa of its time and western classroom fight school district. The use of a non-public agency agency specifically for the management of IEPs. This is a um provisionalou if you want to

065say that we hope not to have to use it but based on fluctuations of student enrollment sometimes we have possibly because of a certificated vacancy or other things that can lead to just an inability for the staff members we have to manage all the IEPs particularly incoming assessments and things like that. This does not allow for us to use an NPA to fill a teacher vacancy. It does allow for us to use an NPA, which is a nonpublic agency, a contracted person to manage the IEPs themselves, help do paperwork, run the meeting, do the data collection, etc. We hope not to use it, but we're grateful to for signing this ahead of time so we're not scrambling quite as much should we need to use it in the summer. >> Any questions? Do I have

066a motion? >> I move to approve. Is there a second? Any discussion? >> All in favor say I. >> I. All oppose. >> All right. Once passes. 8.5. >> 8.5. Anotherou between LTA and Western Plaster Unified. This is a continuation of an MOU we had this year. 12 Bridges Elementary as a site requested as a combination of both their staff uh teachers and their administration to put their kindergarten start time 15 minutes earlier than the contractual start time. sort of start at 8 rather than 8:15. The reason for that is that TBE is our largest elementary school, has one of the most congested drop off uh pickup sites of all of our schools in the district. by having the kindergarteners come 15 minutes earlier than the rest of the grades and the kindergarteners along with

067the TK are the students who typically need the most shephering to and from the gate slowing down the process along with Kender to ride 50 minutes early stretches out the drop off time so it's not quite as impacted all at once happened this year the site uh wanted it again both the site teachers and the administration parents had no objection so this is me continuum what we were All right. Any questions? >> I do. >> Okay. >> Does it change the end time as well? Just shifting the day to >> No, for so the elementary day and the teacher work day all shift accordingly. That's correct. The instructional minutes at the end of the day are the same and the work day for the teachers is the same, but the start time is slightly adjusted.

068Question, >> but it's just the new normal now for that school. >> Okay. Do I have a motion? I'll >> move. Is there a second? >> Second. >> All right. Any discussion? >> All in favor say I. >> I. All oppose. Motion passes. 8.6. >> 8.6 is our community schools. MOU. This will be, I believe, the third year of the actual implementation of our community schools and ongoing program that has programs like the hub, which you heard April mention, lots of programs around. This just allows for the continued capital collaboration to allow the community school work to go on. So this is an established that we have renewed for another year. >> Any questions? >> Say that again. >> There is no intended staffing change in terms of the positions that are directly connected to

069this. >> Do I have a motion? >> Is there a second? I'll second. Any discussion? All in favor say I. I all opposed. >> Motion passes 8.7. >> And last and certainly not least, uh our TA agreement with Western Classroom Teachers Association. Um as you heard uh you President Michelle reference, um this was a culmination of a lot of work, a lot of hard conversations. I do want to give a very genuine honest thank you to uh the representatives from what that were at the table that are represented by Michelle and Jennifer and um thank you very thank you. Um so they're hard conversations but I totally agree with Michelle that no matter what we kept the focus in mind of what's best for the district despite our different perspectives what has to lead to

070that. It's a lot of different voices that need to come together. And a two-year deal is ambitious. It's something that I've been on negotiations since 2011. If we've had a two-year deal before, maybe it was once, and it was for a very small number because there was literally just not a whole lot to talk about. It's a rare thing to occur because both sides are taking risks when you have a two-year deal. And I'm very proud of the fact that we're able to come to this consensus on this. So, thank you very much for our people work on that. And I will also say no matter how hard the conversation was, it was always centered on collaboration and professionalism. And I don't know that's the case at every negotiations table around the area, particularly when

071finances are a little bit harder. So I'm appreciative of that and would be um remiss if I did not mention that. Highlights of this deal are 3% uh that is retroactive to January 1st of 2026. 2.87% 87% which is the adjusted COLA per the recent May revise which you're going to be hearing about in a moment. That amount will be effective January 1st of 2027 and a $500 expansion of the annual benefits cap. So I want to make that clear. That is the annual cap limit, not a monthly cap limit that some people have asked about. That is an annual cap limit and that is a one-year agreement on that expansion of healthcare benefits for the 26 27 year old. You'll notice in the packet I did mention that as a result of this it

072will trigger me too language with CSA who had written uh into their agreement earlier that any difference in compensation we need to account for if it was not the result of contractual concessions as these were not the results of contractual consens concessions that does trigger that language. But uh all that being said we feel this to be a very fair deal overall. We're glad to have a two-year deal presented before you and it's our recommendation that you approve it. >> All right. Thank you. Any questions? >> No. >> Mike, I just want to thank you during this whole process. You've been really communicative, kept us updated, took meetings with us, and I really want to thank you. I It really made this process more understandable and for me at least to be able to keep

073up what was going on and know exactly what was going on every step. And your professionalism was outstanding. So, I want to appreciate that. Thank you very much. >> Okay. Do I have a motion? Is there a second? >> I'll second. Okay. Any discussion? >> I'd just like to to echo my sentiment. Um, you know, these have been a couple of tough years. There have not been many years in the history of this district that we've been at Impass and as far along in the process as we've been. Um, I think to to follow that up with a negotiation that in the longer term shows some building in in trust and um I'm just thankful for all the work involved. I'm happy with the deal. >> Anything else? All right. >> Did you get a

074motion? >> Yes. Yes. >> Just a vote. >> I got Okay. This is Okay. Um all in favor say I. I. >> I. All oppose. >> Motion passes. >> Thank you, Mike. Mic show is over. We are moving to >> eight. >> Okay. So 8.8 is board policy. Um Marjorie and I met and made some comments on on these board policies and I believe you Marjorie you're going to talk about what our comments were. Um there was just one one policy 4153 employee property reimbursement what is the limit there's nothing on here like somebody bring their laptop from home gets damaged we have to reimburse it trying Maximum payment of the amount specified by the district's insurance carrier for such loss. So it's not coming out of our actual monies are >> right would be

075through. >> Okay. Any any concerns? I we go through those pretty closely. Um did the rest of the board have any questions about it? >> Okay. Yes. All right. Okay. >> Oh, and then now there's a comment. Brandon, let's be real quick. Um, I just want to make sure that when there's some strikethroughs on the ability for the board members to pick consent items and talk about them during the board meeting. I just want to make sure that's still able to during a meeting if a consent item needs to be pulled out that the that you're able to. And then the other question is on um public comments, not agenda items. If it's not agendaized, I know uh for the past couple meetings, they've been doing those comments at the end. Most boards, commission, city

076councils do the non-aggendaized public comments at the beginning. Makes a little bit easier for folks to say their comments and go about their business. I was just uh hoping that maybe that would be a consideration for future meetings to keep those comments at the beginning um like other boards commission city councils do on their public meetings. Thank you. >> Thanks Brandon. I think I'd like to I'd like to comment on that but comment on first about the the consent agenda. >> Yeah. So I mean the and and President Nos uh shared the public piece related to consent agenda. So the board superintendent or members of the public that push forward item to do that first item in action. >> I saw some strike through on that. >> Yeah. No, it's still Yeah, it's still there.

077And then um as far as the public comment in the beginning, we did do that. Um we did change it because we are um a board meeting in the public. We're not a public meeting. And so when the meetings were really long um proven in the comments where there were a large amount of comments um our board was exhausted by the time we actually got to the business of the board. And so as when I became president um I had seen the fatigue I felt the fatigue when we have two three hours um of people commenting on something screaming at us you know it's very emotional it's very emotional for us to we I just didn't feel like we were we were really able to give our 100% to actual board business which is why

078we're here. That being said, um I did speak to um a gentleman this uh this afternoon. He who gave a really great idea. Yes, >> he's a student at LHS as well. And he asked in cases where there's going to be a really long meeting if we could move uh public comment non-aggenda items up. And um I spoke to um Superintendent Callahan and that's something that I will be bringing before before the board in each meeting when we think it's going to go along to move that up. Does that work? >> All right. Thank you. Did you want to say something? >> No. Um pretty much why we moved to make the comments so that everybody would know the business of the board before it. Well, I would I would hope that when we when

079possible comments further >> Yeah. >> Exactly. And but that will be the will of the board. >> And we'll we'll look at we'll be we'll have we'll keep that in mind as we're going over the agenda. Okay. All right. Where are we? >> Oh, policies. All right. Uh, do I have a motion to approve? >> All right. Do I have a second? >> I'll second. >> All right. All in favor say I. >> I. All oppose. All right. Motion passes. Now we are into theformational and we all right. Cherry. Sorry, every time I have to reacquaint myself with the covers. Um, I am here to uh quickly review with you the governor's um main revise proposal. he um came out with his proposed um his update to his proposed January budget for the 2627 year.

080Um and for the most part it was good news for education. So um it's primarily uh positive. So the good news is um his proposed budget fully funds the 2.87% 87% 2627 cost of living adjustment at um in January we did not have the final COLA number and it was estimated at that time to be 2.41% um the final information given over the last couple of um quarters and that is now 2.87% and he doesn't want to fully fund that. He's proposing an additional 44% and funding for total of 4.31% what's known as the super PAP um because it's greater than the statutory cola. Along with that funding increase, he's also proposing um a new requirement for uh schools to provide up to 14 weeks of paid pregnancy disability leave for all employees starting in

081the 26 27 school year. And one of his comments was that this increase in NOLA should um should be able to cover that cost. And that's something um that we don't yet know. It will most likely take us a couple of years um of experience to actually find out um what the additional cost for that will be if the legislature does pass his uh proposals. Um some bad news related to the May revise is he is um he's proposing funding Proposition 98 at $3.9 billion less than the minimum guarantee which I suppose is better than uh January because he was proposing to fund it at $5.6 6 billion less than the guarantee at that time, but this is still um a significant loss to schools. So, a couple of things that he's proposing um and

082uh these were both in the January proposed budget as well. There's the student support and professional development discretionary block grant. uh but he has increased his proposed uh funding amount for this and if it uh if we're funded at the amount that he's proposing it would be nearly $7 million uh in one-time funds for Western Plaster. And again uh onetime funds are nice. That's not the way that uh it really benefits the district to receive money. You need ongoing funds to fund ongoing expenses. the learning recovery emergency block grant. No change from January here. Um he's proposing to uh restore the remaining money that was um taken back from districts back in 2023. Um we would get about 520,000 and again that's onetime funds there. Special education equalization. This is another piece of good news

083in the main revise. The governor back in January had proposed equalizing state special education rate at $999 per student and that was an increase. I think we're at about $912 right now. So that was a sizable increase, but he's now proposing that we equalize it at $1,440 for ADA, which I said could yield the district about $2 million. We don't know exactly what this would mean for us because the money doesn't come directly to the district from the state. It goes to the Plaster County SULPA and then the SULPA has its own funding determination as to how money goes out to the member districts. A word of caution, um the main revise is good news and it's also still just um the governor's proposal. So, we still um the legislature hasn't had an opportunity to

084weigh in on it and of course we won't make significant decisions until there's a final state budget. So, what's next? Um the LAO actually I think today issued a detailed review of the governor's main revision. Um, next in the state there's the budget subcommittee process, negotiations between the governor and the legislature. And then finally, uh, the state budget is due to be passed by June 15th. We often these days see because this because the legislature doesn't get paid if they don't pass the budget by June 15th. They do that every year now. um but they tend to spend the next few weeks after that coming out with um more detailed trailer bill information. And so it's often not for a few weeks that we actually know exactly um the details of the state budget. uh

085at the district level in two weeks we will present the preliminary 2627 budget again before the state has actually adopted their budget and then um two weeks after that on June 16th we will um present the um final budget for you uh to approve the adoption and then it's possible it's likely this year that we will come back in August with a revised budget based on this actual state um the state approved budget because uh we are generally instructed by the county office of education to not necessarily include in our budget the governor's proposals um such as the um the onetime block grant and very likely the the special education additional funding. So if we don't include that in the adopted budget and some form of that then it does wind up being adopted by

086the legislature in August. We'll be required to come back and bring you an updated sort of 45day revision of the adopted budget. >> And that's probably my fastest presentation. >> Good stuff. >> Yeah. Any questions? >> I do have a question. >> Okay. Do you know what LAO said about that 3.9 billion billion dollar removal of funds dedicated for the schools? that believe that the LAO was in favor of it because it's a they considered it a conservative um movement and the LAO's big concern right now is high high revenues we're having now and the ability that the state will have to be able to sustain any expenditures going into the future. >> You mean the debt that we have? Wow. >> AI bubble right now. >> But but we did uh Carrie just showed

087me the math that is as as Carrie as you showed it was $635 a student. That's $5 million to the district. My thing is I don't want to spend $15 on I think we should be reserving it for possible downst funds. I know that that's every district seems to see that crawling higher and higher on the on the budget as a line item. How how far does that go to really sort of get in front of some of the increasing costs? >> Well, it certainly helps our uh I should know this off the top of my head. I think our special education contribution from the general fund is somewhere in the neighborhood of $14 million. So basically what that increase would do is um it would decrease our encroachment um in the general fund that

088that is paid towards special education. I don't think um it would really enhance special education services in any way. and our special education services are um we already are providing you know what what is needed I would say to our students and based on their IEPs and so really this is an opportunity if if it is passed for the district to help the district address some of the budget shortfall that we're seeing. Yeah. >> Okay. Any more questions? >> Thank you Karen. Thank you. >> All right. All right. At this time, any member of the public who submitted a request form to speak to the board regarding matters not on the agenda will be given time to address the board. Each speaker is allotted 3 minutes and the total public comment on any one item

089is limited to 14 minutes. All right. The first one is Douglas Brown. What else? Thank you guys so much for your time tonight. Um, if it is okay, I would like to read a statement that my daughter wrote. Um, she was going to try and speak to you guys today, but you have heard from her email, but she's um does not like public speaking, so she gave it to me. And I promise not to yell at you guys. Um, my name is Vivian Brown, and I'm currently a sophomore at Lincoln High School. By the grace of God, I'll be graduating a year early and pursuing a law degree. I say that not to brag, but to understand that I take my education seriously and work hard for it. Like many students, I have struggled at

090times this year. Sophomore year has challenged me more than expected, and that's okay because challenges help us grow. But in my CP world history class, the problem goes beyond being academically challenged. Many students, including myself, feel that there is an unfair teaching and grading system affecting our education. Before I continue, I would like to make one thing clear. I'm not here to attack anyone personally or to try and get someone fired. I simply believe that students deserve to be taught fairly and given a real opportunity to succeed. In this class, tests make up 100% of our grade. While students are expected to complete three to five pages of notes almost every class period without any credit given. While notes can be helpful and an amazing way to study for test, the issue is that we

091often are not actually being taught the material. Instead, we are placed in front of an AI generated notes that are long, confusing, and difficult to fully understand without instruction. At the same time, students are expected to orally defend topics entirely from memory. Yet, when students question these expectations, we are told this class is not a democracy and that students have no rights in this classroom. I find that concerning, especially in a history class where we learned that the importance of rights, freedom of speech, and democracy. What made this more concerning was that when the teacher himself was asked to orally defend a topic on the spot, he appeared unprepared and unable to give a response, leaving many students questioning the fairness of these expectations. Most concerning part of all this is most of the students

092are failing. During the third quarter, a large portion of the class received Fs, including students like myself who have never failed before and generally care about academics. When most of the class is struggling, that should raise a concern to not be ignored. My classmates and I have brought these concerns up before, but nothing has changed. Many students are now too afraid to speak up because they fear retaliation or failing the class. So today, I'm speaking not for myself, but for the students who feel unheard, we are simply asking for fairness and accountability and a classroom where students are truly taught, supported, and given the opportunity to succeed. That was from my daughter and she has reached out to you guys before. I have to um sorry single dad. I have to be the mom, the

093father, the nurse. So I wrote something too because I don't want to be angry or say anything negative. >> Okay. So you're running out of time here. You have a 3minut limit. So get as far as you can and then >> I will pretty much I will just say this. I will send you guys this speech that I wrote today for you guys in all your emails. The teachers are aware other parents, not just myself, have the same exact issue and they have reached out to the board. They've reached out to the district and they've reached out to administration. I have them. Um, so if you guys would like, I have that information. >> Thank you. Um, do you have some follow up on that? Um, can someone reach out to Douglas? Okay. Douglas, someone

094will reach out to you from the district. Okay. Thank you. Ramsey. Hi again. Um, many of you know myself, my son, my wife. Um, tonight I'm asking to stop treating students baking as minor misconduct and start treating it as a serious campus white. This is for 12 Bridges High School. I think there's some misunderstanding on an education code. It's a 489.5 that requires schools to consider corrective action before suspension for first vaping offense or any type of behavior offense for um violation of the ed code 48900. I think it's 8 or J or something. Um so that requires schools to consider a corrective action but nowhere does it law say administrators must ignore a student's broader disciplinary history or pretend the vaping incident occurred in isolation. A so-called first vaping offense is often not a

095first behavioral offense at all. If a student already has recorded disruptive defiance, classroom misconduct, harassment, trrency, or repeated disciplinary referrals, the school should not force not be forced to act as though vacant is the first indication of a problem. Progressive discipline means consequences increasing when prior interventions fail. It is does not mean schools must endlessly recycle ineffective interventions while the learning environment deteriorates around everyone else. And frankly, too much attention is being placed on protecting the feelings of offenders while ignoring the rights of the students who come to school ready to learn. Students are being forced to walk into bathrooms filled with vapor and nicotine smoke and even classrooms. Students are vaping in classrooms. They are exposed to peer pressure, intimidation, disruption, and unhealthy behavior that should never be normalized on a school campus. Teachers

096lose instructional time. Administrators spend enormous amounts of time dealing with repeated misconduct from the same students. Meanwhile, the students following the rules pay the price every single day. There's also a hard truth we need to acknowledge. Removing disruptive students from campus, even temporarily, can dramatically improve the education environment to everyone else. That is not cruelty. That's reality. When a student repeatedly demonstrates they will not follow the rules and prior interventions stronger or stronger discipline becomes necessary, not only for accountability, but for the protection of every other student and staff member on campus. Schools exist to educate students in a safe and orderly environment, not to tolerate chronic misconduct out of fear of imposing consequences. I urge this board to support administrators who are willing to use meaningful discipline when progressive interventions have failed and to

097remember that the rights of the majority of students matter just as much as the rights of the offender. And I would like to uh take uh direct the board's attention to uh Lincoln High School actually in Stockton of all places. They have a very progressive disciplined matrix where vaping is taken very seriously and suspension on campus suspension and off off-campus suspension are used in in response to this vaping. And one more thing, I want you to empower your school resource officer because I I was on the phone with one of you and he said he has a drawer full of these and you guys aren't able to do anything about it. >> Thank you. Brandon, did you want to Mr. Co, we will be reviewing all the future board meeting and our discipline matrix. So

098I encourage you attend that meeting and look at future agenda to catch it. Okay, thank you. Next is Robin L. Good evening. At just 15 years old, no student should have to file two replace reports with death threats and seek a restraining order within 6 months simply for wanting to go to school and be feel safe. Yet, this is the reality of my student at 12 Bridges School. So, I'd ask the board district, how safe are students really when it comes to enforcing California law and the education code, this district is failing. Instead of holding students accountable for serious behavior under items F through R, we do cover A through E. Thank you. In the education code 4890, the district continues to take a soft approach on discipline and the result is dangerous. When threats,

099intimidation, violence, harassment, vaping, drugs, and other serious misconduct are minimized or ignored, it sends a message to the rules. Rules don't matter. And worse, those students who follow them don't matter either. What students who do come to school every day, what are they learning? What about the students who work hard, respect others, and try their best? Do they not deserve the protection too? Because right now, many students feel abandoned. Parents feel unheard and students are being placed in situations where they fear rel retaliation simply for speaking up or doing the right thing. School cannot function when fear is normal. A Plaster County Court ordered a restraining order for my son because of the activities that are happening at school. That is not normal. The district has the duty to provide safe learning environments for the

100student, not just disruptive ones, but also the quiet students who are trying to build a future for themselves. And I want very clear policy and action to have consequences. When repeated threats and dangerous behaviors are not properly addressed, the district could become liable and failing to protect students. Ignoring serious misconduct does not make the problem disappear. It only increases the risk of someone eventually getting seriously hurt. What we are asking for is accountability. We are asking for enforcement of the law already in place. And we are importantly we are asking this district to put student safety first because every student deserves to walk on campus feeling safe, supported, and protected. Thank you. >> Thank you, Roman. Uh lastly, Garrett. >> Hello board. I don't have a speech because I'm going to be speaking from firsthand

101experience. So last week on Monday I was in a classroom and there were individuals in the back of the classroom who let me remind you were not actually supposed to be in that classroom. They had entered that classroom after being in a different classroom. Uh they were not reprimanded for this though because they were reprimanded for a different reason which is because they were vaping in the back of the classroom. I was so fed up with the idea of someone vaping in my own classroom that I decided to leave the classroom both because of the fact I didn't want to be in the classroom breathing in the smoke and also because I wanted to tell an administrator because nothing was beating up. So I told an administrator the kids were taken out of class and

102somehow the next day I'm being death threats. People are trying to find my address. People are saying they're going to show up to my house with a gun and kill me because I want to have a safe space on the school. Every day I have to be walked to class now by a school administrator because there are kids that have been continuing to threaten my life. And these are the same kids who have been having problems their entire uh high school careers. These are the same kids have been getting in fights. These are the same kids who've been doing drugs in the bathroom every day. And I don't feel like my school is doing enough. They need to put the hammer down because these kids keep coming back to school. The behavior doesn't change and

103they're not punishing enough. So I demand the board does something instead of sitting back. They should actually enforce the rules. They should make suspension the first option because after suspension that leads to expulsion. And I believe there are kids at my school who have had second chances on second chances on second chances and those second chances have led to third chances and those third chances have led to fourth chances. Just last Monday, there were two individuals who were in a physical altercation at school. They were backed the next day because at my school suspension includes the day of the incident. They were in a fight in the afternoon and they were spend that afternoon for one day, the same day. So, they were back the next day doing the same activities they've been doing the

104entire year. I'm tired of this. I go to the bathroom every day and I have to hold my breath because it's full of smoke and it's full of kids baiting. I tell my administrators and nothing gets done. They cite state law, but I know that's not true because the administrators are the one who enforce the rules and they are the ones who have the discretion to make the rules harsher and they need to. This board needs to I'm tired of this. We're all tired of this. I speak for a large majority at my school who are tired of the individuals who are a very small minority who have been harassing them in the bathrooms every day. If they really want to fix this problem, they should just make a smoking bathroom and a non-smoking bathroom

105cuz every time I go to the bathroom, I can't not breathe and smoke. I don't want to breathe and smoke. I want a girl a healthy life. I want to have lungs that don't have nicotine in them. and I shouldn't have to pay the consequences because I want to go to a school where I don't have to feel unsafe. Do something now or there will be other kids just like me. And also another thing, my school administrators have told me use the stop it app to stop kids from vaping. I downloaded Stop it app, but um unfortunately during that same meeting I was also told that I needed to start an anti- vaping club. Those two things are very contradictory. The stop it app is meant for students to report other students anonymously. An anti-

106vaping club would be a very public declaration on vaping and kids who vape. I don't understand that. Do something, please, because we're all tired of this. >> Thank you, Karen. Jen, we'll have a followup. You'll have a followup. Jen will have followup. And I just want to I just want to just be clear. I I totally see your frustration. Totally get it. the um there there are very defined things that the board does and the board is now looking at a policy. We we we control and we approve the policy for the school district. We don't step in on discipline that is completely 100% school districts. We don't have the authority to step in on discipline. We have the authority to change policy on discipline, which is what we're looking at right now, but we

107don't step in on certain uh when when an event happens, the board is not does does not step in to um address what is happening at the district. our our district does follow board policy and if there is something that is missing it's it is a job of the board to go back and look at our policy and make it right and that's what we are doing. So if you could just have a little patience with us we are working on it. It's not something that we can change overnight but we are working on it but we I appreciate your pain. All right. We are at Okay. Uh next meeting future agenda items. Does anyone go ahead Marie? >> I would like us to do policy 5131.62 and 5144 and our discussion. >> I think

108yeah I know that Jenny's been working on that. Um so policies as well. >> And then we have two other policies you want us to have. >> Yeah. We're we'll always have so we'll get together with you. One one is the policy on the controversial issues topics. Controversial topics. Yeah. And then the other one is the um the Mac or the I call it MacBook the Chromebook >> Chromebook policy. Oh, okay. Because I know there's some changes coming up. So we'd like Jen to see what those changes are and then talk a little bit about life. >> Yeah. You want me to email you? >> Yeah. >> You want me to Okay. Anything else? >> I think alongside the request for the policies that like some data from, you know, a swap of the of

109the school because it sounds like from what I can understand. I think >> anything else to add to that. So will that be >> I guess that's two different >> it can be part of the like in terms of matrix and comparing data within that presentation. >> Okay. And then and then the add those policies to whatever else we do. >> Okay. Anything else? >> So The board is the board wanting it for the next will of the board. the board. >> Is that possible? >> I don't know. >> Well, we do have board meeting in August before school starts, >> right? Is that there? I mean, I want to feel >> that they need time to do especially because you asked for data >> for potentially for five schools. >> It's on radar. >>

110June 16th. >> All right. So, June 16th. >> So, the are you saying the 16th we will have discussion and make adjustment. We can do we can do all we have request to not have more time policies we've done that come through but they discuss and take action. I'm only raising my hand because the principles of the school as well as our family will not be here. We're going to Europe. So, yes, we leave the 16th. So that's the only reason I'm if if Jen needs more time and it could be done before the next school year. >> Yeah. I I don't think I can have anything ready by June 2nd. There's still a lot going on >> even even if it's just parts of it like maybe not all of it but a couple

111possibly by this meeting before school starts in August >> but the rule should be set before school starts. discuss action discussion the discussion we might be able to do that and I can get information before advance so they have a chance to >> but what I'm saying is the this group that concern including will not be here this >> okay >> yeah we're kind of stuck we'll work it out and then we'll have someone >> yeah I think if you have this in August you could still act before the school year starts which I think what Rob was also so So is the board okay with it August? >> I would like it in June so that we have it set to go the presentation. >> Yeah, June 16. You could do it where you

112just have information discussion June 16th and then you take wait a whole month and take action. I am not loving that. >> Yeah, I made all right. We'll work it out. We'll work it out. Thank you for that. Okay. Any other agenda? All right. I just next evening is June 2nd at the district office and at 6 p.m. and then June 16th at the district office at 6 p.m. And we are Michelle and J already